A configural theory of attention and associative learning

George, David N.; Pearce, John M.

Abstract

A formal account of the relationship between attention and associative learning is presented within the framework of a configural theory of discrimination learning. The account is based on a connectionist network in which the entire pattern of stimulation presented on a trial activates a configural unit that then enters into an association with the trial outcome. Attention is assumed to have two roles within this network. First, the salience of the stimuli at the input to the network can be increased if they are relevant to the occurrence of reinforcement and decreased if they are irrelevant. Second, the associability of configural units can increase on trials when the outcome is surprising and decrease when the outcome is not surprising.

Citation

George, D. N., & Pearce, J. M. (2012). A configural theory of attention and associative learning. Learning and Behavior, 40(3), 241-254. https://doi.org/10.3758/s13420-012-0078-2

• Journal Article Type: Article
• Acceptance Date: Sep 30, 2012
• Online Publication Date: Aug 29, 2012
• Publication Date: 2012-09
• Journal: Learning & behavior
• Print ISSN: 1543-4494
• Electronic ISSN: 1543-4508
• Publisher: Springer Verlag
• Peer Reviewed: Peer Reviewed
• Volume: 40
• Issue: 3
• Pages: 241-254
• DOI: https://doi.org/10.3758/s13420-012-0078-2
• Keywords: Experimental and Cognitive Psychology; Cognitive Neuroscience; Behavioral Neuroscience
• Public URL: https://hull-repository.worktribe.com/output/417557
• PMID: 22926999