Gostolupce Dilara, Lay Belinda P P, Maes Etienne J P, Iordanova Mihaela D
Center for Studies in Behavioral Neurobiology, Department of Psychology, Concordia University, Montreal, QC, Canada.
Front Behav Neurosci. 2022 Apr 18;16:845616. doi: 10.3389/fnbeh.2022.845616. eCollection 2022.
Associative learning is often considered to require the physical presence of stimuli in the environment in order for them to be linked. This, however, is not a necessary condition for learning. Indeed, associative relationships can form between events that are never directly paired. That is, associative learning can occur by integrating information across different phases of training. Higher-order conditioning provides evidence for such learning through two deceptively similar designs - sensory preconditioning and second-order conditioning. In this review, we detail the procedures and factors that influence learning in these designs, describe the associative relationships that can be acquired, and argue for the importance of this knowledge in studying brain function.
联想学习通常被认为需要环境中存在物理刺激才能将它们联系起来。然而，这并不是学习的必要条件。事实上，从未直接配对的事件之间也可以形成联想关系。也就是说，联想学习可以通过整合训练不同阶段的信息来发生。高级条件作用通过两种看似相似的设计——感觉预条件作用和二级条件作用——为这种学习提供了证据。在这篇综述中，我们详细介绍了影响这些设计中学习的程序和因素，描述了可以获得的联想关系，并论证了这些知识在研究脑功能方面的重要性。
