Morís Joaquín, Carnero Susana, Loy Ignacio
Departamento de Psicología Básica, Universidad de Málaga, Málaga, 29071, Spain.
Learn Behav. 2012 Dec;40(4):507-19. doi: 10.3758/s13420-012-0070-x.
According to most theories, in a simple contingency learning situation, excitatory learning occurs when the probability of the unconditioned stimulus in the presence of the conditioned stimulus (p(1)) is higher than the probability of the unconditioned stimulus in the absence of the conditioned stimulus (p(2)). In Rescorla and Wagner's (1972) model, this prediction varies, depending on the parameters used. In the following experiments, we evaluated whether the difference between p(1) and p(2) that is required to produce excitatory conditioning is the same, independent of the specific value of p(1), or whether this difference varies proportionally to p(1)'s value. To do so, an appetitive procedure of Pavlovian conditioning with rats was used. In four experiments, we compared different levels of contingency (low, medium and high) and found that the difference between p(1) and p(2) that is required to produce excitatory conditioning increases when the value of p(1) is higher. The possibility of analyzing contingency learning as a discrimination between p(1) and p(2) is also discussed.
根据大多数理论，在简单的条件性学习情境中，当条件刺激出现时无条件刺激的概率（p(1)）高于条件刺激不出现时无条件刺激的概率（p(2)）时，就会发生兴奋性学习。在雷斯克拉和瓦格纳（1972）的模型中，这一预测会因所使用的参数而有所不同。在以下实验中，我们评估了产生兴奋性条件作用所需的p(1)与p(2)之间的差异是否相同，与p(1)的具体值无关，或者这种差异是否与p(1)的值成比例变化。为此，我们采用了对大鼠进行巴甫洛夫条件性学习的奖赏程序。在四项实验中，我们比较了不同程度的关联性（低、中、高），发现当p(1)的值较高时，产生兴奋性条件作用所需的p(1)与p(2)之间的差异会增大。我们还讨论了将条件性学习分析为对p(1)与p(2)的辨别这一可能性。
