Crossley Matthew J, Maddox W Todd, Ashby F Gregory
SRI International.
Cognitive Design and Statistical Consulting.
J Exp Psychol Learn Mem Cogn. 2018 Nov;44(11):1845-1853. doi: 10.1037/xlm0000554. Epub 2018 Apr 19.
Interventions for drug abuse and other maladaptive habitual behaviors may yield temporary success but are often fragile and relapse is common. This implies that current interventions do not erase or substantially modify the representations that support the underlying addictive behavior-that is, they do not cause true unlearning. One example of an intervention that fails to induce true unlearning comes from Crossley, Ashby, and Maddox (2013, Journal of Experimental Psychology: General), who reported that a sudden shift to random feedback did not cause unlearning of category knowledge obtained through procedural systems, and they also reported results suggesting that this failure is because random feedback is noncontingent on behavior. These results imply the existence of a mechanism that (a) estimates feedback contingency and (b) protects procedural learning from modification when feedback contingency is low (i.e., during random feedback). This article reports the results of an experiment in which increasing cognitive load via an explicit dual task during the random feedback period facilitated unlearning. This result is consistent with the hypothesis that the mechanism that protects procedural learning when feedback contingency is low depends on executive function. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
针对药物滥用及其他适应不良的习惯行为的干预措施可能会取得暂时的成功，但往往很脆弱，复发很常见。这意味着当前的干预措施并未消除或实质性改变支持潜在成瘾行为的表征，也就是说，它们并未导致真正的消除学习。一项未能诱导真正消除学习的干预措施的例子来自克罗斯利、阿什比和马多克斯（2013年，《实验心理学杂志：总论》），他们报告称，突然转向随机反馈并不会导致通过程序系统获得的类别知识的消除学习，他们还报告了一些结果，表明这种失败是因为随机反馈与行为无关。这些结果意味着存在一种机制，该机制（a）估计反馈的关联性，以及（b）在反馈关联性较低时（即随机反馈期间）保护程序学习不被修改。本文报告了一项实验的结果，即在随机反馈期间通过一项明确的双重任务增加认知负荷有助于消除学习。这一结果与以下假设一致，即当反馈关联性较低时保护程序学习的机制依赖于执行功能。（《心理学文摘数据库记录》（c）2018年美国心理学会，保留所有权利）
