Lovibond Peter F
School of Psychology, University of New South Wales, Sydney, NSW 2052, Australia.
Learn Mem. 2004 Sep-Oct;11(5):495-500. doi: 10.1101/lm.79604.
Human conditioning research shows that learning is closely related to consciously available contingency knowledge, requires attentional resources, and is influenced by language. This research suggests a cognitive model in which extinction consists of changes in contingency beliefs in long-term memory. Laboratory and clinical evidence on extinction is briefly reviewed, and it is concluded that the evidence supports the cognitive position. There is little evidence for a separate, noncognitive conditioning system. The primary implication for neural analysis is that learning and extinction are unlikely to be reducible to direct connections in which one stimulus simply activates or inhibits the memory representation of another. Rather, an adequate neural model will involve the integration of both low-level and high-level systems, including attention, representation of stimulus relations in long-term memory, and a dynamic performance mechanism based on anticipation, not just activation.
人类条件作用研究表明，学习与有意识可得的偶然性知识密切相关，需要注意力资源，并受语言影响。该研究提出了一种认知模型，其中消退包括长期记忆中偶然性信念的变化。本文简要回顾了关于消退的实验室和临床证据，并得出结论认为这些证据支持认知观点。几乎没有证据表明存在一个独立的、非认知性的条件作用系统。对神经分析的主要启示是，学习和消退不太可能简化为一种直接联系，即一个刺激仅仅激活或抑制另一个刺激的记忆表征。相反，一个适当的神经模型将涉及低级和高级系统的整合，包括注意力、长期记忆中刺激关系的表征，以及基于预期而非仅仅激活的动态表现机制。
