Le Pelley Mike E, Beesley Tom, Griffiths Oren
School of Psychology.
J Exp Psychol Anim Learn Cogn. 2014 Jan;40(1):116-32. doi: 10.1037/xan0000006.
Two studies of human contingency learning investigated the influence of stimulus salience on the cue competition effect of blocking. These studies demonstrated that blocking (defined as a difference in responding to blocked and control cues) was greater for target cues that had high "semantic salience" than those of lower salience. Moreover participants showed weaker responding to high salience blocked cues than low salience blocked cues, but a corresponding difference was not observed for control cues. These findings suggest that the influence of relative salience on associative learning depends on the relative validity of the cues in question. Use of eye tracking in Experiment 2 demonstrated that participants' overt attention to cues was also influenced by both relative salience and relative validity. We describe three associative learning models, based on the attentional theory proposed by Mackintosh (1975), that are able to account for our key findings.
两项关于人类偶然性学习的研究调查了刺激显著性对阻断的线索竞争效应的影响。这些研究表明，对于具有高“语义显著性”的目标线索，阻断（定义为对被阻断线索和控制线索反应的差异）比低显著性线索更大。此外，参与者对高显著性被阻断线索的反应比对低显著性被阻断线索的反应更弱，但在控制线索上未观察到相应差异。这些发现表明，相对显著性对联想学习的影响取决于相关线索的相对有效性。实验2中使用眼动追踪表明，参与者对线索的明显关注也受到相对显著性和相对有效性的影响。我们描述了三种基于麦金托什（1975）提出的注意理论的联想学习模型，它们能够解释我们的关键发现。
