Animal Learning and Cognition by N. J. Mackintosh (Eds.)

By N. J. Mackintosh (Eds.)

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Contemporary learning theories: Pavlovian conditioning and the status of traditional learning theory (pp. 1 9 - 5 9 ) . Hillsdale, NJ: E r l b a u m . Gallistel, C . R. (1990). The organization of learning. C a m b r i d g e , M A : M I T Press. , Brett, L. , & Rusiniak, K. W. (1989). Limits o f D a r w i n i a n conditioning. In S. B . Klein & R. R. ), Contemporary learning theories: Instrumental conditioning theory and the impact of biological constraints on learning (pp. 181-203). Hillsdale, NJ: Erlbaum.

T h e magnitude of these states is not directly given by the intensity of their ehciting stimuli (it will depend, rather, on the "vivid­ ness" of the stimulus and, for a U S node, on such associative influences as may be acting on the node) and to this extent the law of intensity must be qualified. And it is also possible that the critical feature of contiguity, t e m ­ poral overlap between A l states, might arise even w h e n the ehciting envi­ ronmental stimuli are not themselves contiguous.

2. T h e question raised there was w h y it should be that flavor aversions can be acquired with ease, even w h e n C S and U S are widely separated in time. T h e issue essentially concerns selectivity in association formation— w h y should it be that the US-induced illness becomes associated with a flavor consumed hours earlier rather than with the other events (such as those involved in administering the US) that occur much closer in time to the US? T h e results presented in Figure 7 make this point most forcefully.

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