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Learning & Behavior
Published in: Learning & Behavior 2/2017

05-08-2016

Perceptual learning transfer in an appetitive Pavlovian task

Authors: Antonio A. Artigas, Jose Prados

Published in: Learning & Behavior | Issue 2/2017

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Abstract

In two experiments, rats were given intermixed or blocked preexposure to two similar compound stimuli, AX and BX. Following preexposure, conditioning trials took place in which AX (Experiment 1) or a novel compound stimulus NX (Experiment 2) was paired with a food-unconditioned stimulus in an appetitive Pavlovian preparation. Animals that were given alternated preexposure showed lower generalization from AX to BX (Experiment 1) and from NX to a new compound, ZX (Experiment 2), than animals that were given blocked preexposure, a perceptual learning and a perceptual learning transfer effect, respectively.
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Footnotes
1
Our analysis develops the argument put forward by McLaren and Mackintosh (2000, p. 226) about the sampling process in the perceptual learning effect reported by Gibson and Walk (1956). In this study, rats showed enhanced discrimination learning between black geometrical figures (circle and triangle) that had been continuously exposed in the home cage of the animals. According to McLaren and Mackintosh, even when exposed to one such stimulus (rather than both of them simultaneously), the animals would be more likely to process the obvious common elements (black color) than the less salient distinctive geometric features (only evident from particular perspectives), leading to differential sampling of the common and the unique elements. In these experiments, using very different preexposure procedures, only intermixed preexposure would be likely to result in differential sampling; in the blocked condition, equal salience of A and X (a white noise and a tone) would result in equivalent sampling of their elements.
 
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Metadata
Title
Perceptual learning transfer in an appetitive Pavlovian task
Authors
Antonio A. Artigas
Jose Prados
Publication date
05-08-2016
Publisher
Springer US
Published in
Learning & Behavior / Issue 2/2017
Print ISSN: 1543-4494
Electronic ISSN: 1543-4508
DOI
https://doi.org/10.3758/s13420-016-0245-y

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