The functions of contexts in associative learning.

Abstract:

:Although contexts play many roles during training and also during testing, over the last four decades theories of learning have predominantly focused on one or the other of the two families of functions served by contexts. In this selective review, we summarize recent data concerning these two functions and their interrelationship. The first function is similar to that of discrete cues, and allows contexts to elicit conditioned responses and compete with discrete events for behavioral control. The second function is modulatory, and similar to that of discrete occasion setters in that in this role contexts do not elicit conditioned responses by themselves, but rather modulate instrumental responding or responding to Pavlovian cues. We first present evidence for these two functions, and then suggest that the spacing of trials, amount of training, and contiguity are three determinants of the degree to which the context will play each function. We also conclude that these two functions are not mutually exclusive, and that future research would benefit from identifying the conditions under which their functions dominate behavioral control. We close by discussing some misconceptions concerning contexts. This article is part of a Special Issue entitled: SQAB 2013: Contextual Con.

journal_name

Behav Processes

journal_title

Behavioural processes

authors

Urcelay GP,Miller RR

doi

10.1016/j.beproc.2014.02.008

subject

Has Abstract

pub_date

2014-05-01 00:00:00

pages

2-12

eissn

0376-6357

issn

1872-8308

pii

S0376-6357(14)00044-8

journal_volume

104

pub_type

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