Processing of coumpound stimuli in causality judgements;El procesamiento de compuestos estimulares en juicios de causalidad

Revista Latinoamericana de Psicologia

Volumn 40, Issue 1, 2008, Pages 21-34

  García Retamero, Rocío ^a,b   Ramos, Manuel ^c   Catena, Andrés ^a  

^a UNIVERSITY OF GRANADA   (Spain)

^b Max Planck Research School   (Germany)

^c UNIVERSITY OF JAÉN   (Spain)

Author keywords

Associative models of learning; Causality judgment; Compound; Human learning; Inductive models of learning

Indexed keywords

EID: 42249110356     PISSN: 01200534     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (54)

1. Allan, L. G. (1993). Human contingency judgments: Rule based or associative? Psychological Bulletin, 114, 435-448.
2. Baker, A. G., & Mercier, P. (1989). Attention, retrospective processing and cognitive representations. In S. B. Klein & R. R. Mowrer (Eds.), Contemporary learning theories: Pavlovian conditioning and the status of traditional learning theory (pp. 61-84). Hillsdale, NJ: Erlbaum.
3. Bellingham, W. P., Gillette-Bellingham, K., & Kehoe, E. J. (1985). Summation and configuration in patterning schedules with the rat and rabbit. Animal Learning and Behavior, 13, 152-164.
4. Brunswik, E. (1943). Organismic achievement and environmental probability. Psychological Review, 50, 255-272.
5. Cheng, P. W. (1997). From covariation to causation: A causal power theory. Psychological Review, 104, 367-405.
6. Cheng, P. W. (2000). Causality in the mind: Estimating contextual and conjunctive causal power. In F. C. Keil & R. A. Wilson (Eds.), Explanation and cognition (pp. 227-253). Cambridge, MA: MIT Press.
7. Cheng, P. W., & Holyoak, K. J. (1995). Complex adaptive systems as intuitive statisticians: Causality, contingency, and prediction. In J. A. Meyer & H. Roitblat (Eds.), Comparative approaches to cognition (pp. 271-302). Cambridge, MA: MIT Press.
8. Cheng, P. W., & Novick, L. R. (1990). A probabilistic contrast model of causal induction. Journal of Personality and Social Psychology, 58, 545-567.
9. Cheng, P. W., & Novick, L. R. (1992). Covariation in natural causal induction. Psychological Review, 99, 365-382.
10. Fanselow, M. S., (1999). Learning theory and neuropsychology: Configuring their disparate elements in the hippocampus. Journal of Experimental Psychology: Animal Behaviour Processes, 25, 275-283.
11. García-Retamero, R. (2007). The influence of knowledge about causal mechanisms on compound processing. The Psychological Record, 57, 295-306.
12. García-Retamero, R., & Hoffrage, U. (2006). How causal knowledge simplifies decision making. Minds & Machines. Special Volume on Causality, Uncertainty and Ignorance, 16, 365-380.
13. García-Retamero, R., Hoffrage, U., & Dieckmann, A. (2007). When one cue is not enough: Combining fast and frugal heuristics with compound cue processing. Quarterly Journal of Experimental Psychology, 60, 1197-1215.
14. García-Retamero, R., Hoffrage, U., Dieckmann, A., & Ramos, M. (2007). Compound cue processing within the fast and frugal heuristic approach in non-linearly separable environments. Learning & Motivation, 38, 16-34.
15. García-Retamero, R., Wallin, A., & Dieckmann, A. (in press). Does causal knowledge help us be faster and more frugal in our decisions? Memory and Cognition.
16. Gluck, M. A., & Bower, G. H. (1988). From conditioning to category learning: An adaptive network model. Journal of Experimental Psychology: General, 117, 227-247.
17. Kehoe, E. J. (1988). A layered network model of associative learning: Learning to learn and configuration. Psychological Review, 95, 441-433.
18. Kehoe, E. J., & Graham, P. (1988). Summation and configuration: Stimulus compounding and negative patterning in the rabbit. Journal of Experimental Psychology: Animal Behavior Processes, 14, 320-333.
19. Kehoe, E. J., Horne, A. J., Horne, P. S., & Macrae, M. (1994). Summation and configuration between and within sensory modalities in classical conditioning of the rabbit. Animal Learning & Behavior, 22, 19-26.
20. Kruschke, J. K., & Johansen, M. (1999). A model probabilistic category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1083-1119.
21. López, F. J., Shanks, D. R., Almaraz, J., & Fernández, P. (1998). Effects of trial order on contingency judgments: A comparison of associative and probabilistic contrasts accounts. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 672-694.
22. Matute, H., Arcediano, F., & Miller, R. R. (1996). Test question modulates cue competition between causes and between effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 182-196.
23. Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Psychological Review, 85, 207-238.
24. Myers, K. M., Vogel, E. H., Shin, J., & Wagner, A. R. (2001). A comparison of the Rescorla-Wagner and Pearce models in a negative patterning and a summation problem. Animal Learning and Behavior, 29, 36-45.
25. Nakajima, S. (1997). Failure of inhibitory by B over C after A+, AB-, ABC+ training. Journal of Experimental Psychology: Animal Behavior Processes, 23, 482-490.
26. Novick, L. R., & Cheng, P. W. (2004). Assessing interactive causal influence. Psychological Review, 111, 455-485.
27. Paredes-Olay, M. C., & Rosas, J. M. (1999). Within-subjects extinction and renewal in predictive judgments. Psicologica: International Journal of Methodology and Experimental Psychology, 20, 195-210.
28. Pearce, J. M. (1994). Similarity and discrimination: A selective review and a connectionist model. Psychological Review, 103, 587-607.
29. Pearce, J. M. (2002). Evaluation and development of a connectionist theory of configural learning. Animal Learning & Behavior, 30, 73-95.
30. Pearce, J. M., George, D. N., Redhead, E. S., Aydin, A., & Wynne, C. (1999). The influence of background stimuli on summation in autoshaping. Quarterly Journal of Experimental Psychology, 52B, 53-74.
31. Pearce, J. M., & Wilson, P. N. (1990). Configural associations in discrimination learning. Journal of Experimental Psychology: Animal Behavior Processes, 16, 250-261.
32. Pineño, O., Denniston, J. C., Beckers, T., Matute, H., & Miller, R. (2005). Contrasting predictive and causal values of predictors and of causes. Learning and Behavior, 33, 184-196.
33. Rescorla, R. A. (1972). Configural conditioning in discrete-trial bar pressing. Journal of Comparative and Physiological Psychology, 79, 307-317.
34. Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. In A. H. Black & W. F. Prokasy (Eds.), Classical conditioning II: Current theory and research (pp.64-99). New York: Appleton-Century-Crofts.
35. Rosas, J. M., & Callejas-Aguilera, J. E. (2006). Context switch effects on acquisition and extinction in human predictive learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 461-474.
36. Rudy, J. W., & Sutherland, R. J. (1995). Configural association theory and the hippocampal formation: An appraisal and reconfiguration. Hippocampus, 5, 375-389.
37. Shanks, D. R. (1991). Categorization by a connectionist network. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 433-443.
38. Shanks, D. R. (1993). Human instrumental learning: A critical review of data and theory. British Journal of Psychology, 84, 319-354.
39. Shanks, D. R. (1994). Human associative learning. In N. J. Mackintosh (Ed.), Animal learning and cognition (pp. 335-374). San Diego, CA: Academic Press.
40. Shanks, D. R., Charles, D., Darby, R., & Azmi, A. (1998). Configural processes in human associative learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1353-1378.
41. Shanks, D. R., Darby, R. J., & Charles, D. (1998). Resistance to interference in human associative learning: Evidence of configural processing. Journal of Experimental Psychology: Animal Behavior Processes, 24, 136-150.
42. Spellman, B. A. (1996). Conditionalizing causality. In D. R. Shanks, K. J. Holyoak, & D. L. Medin (Eds.), The psychology of learning and motivation, vol. 34 (pp. 167-206). San Diego, CA: Academic Press.
43. Sutherland, R. J., & Rudy, J. W. (1989). Configural association theory: The role of the hippocampal formation in learning, memory, and amnesia. Psychobiology, 17, 129-144.
44. Vadillo, M. A., Miller, R. R., & Matute, H. (2005). Causal and predictive-value judgments, but not predictions, are based on cue-outcome contingency. Learning and Behavior, 33, 172-183.
45. Vogel, E. H., Soto, F. A., Castro, M. E., & Solar, P. A. (2006). Modelos matemáticos del condicionamiento clásico: Evolución y desafíos actuales. Revista Latinoamericana de Psicología, 38, 215-243.
46. Wagner, A. R. (2003). Context-sensitive elemental theory. Quarterly Journal of Experimental Psychology, 56B, 7-29.
47. Wagner, A. R., & Brandon, S. E. (2001). A componential theory of Pavlovian conditioning. In R. R. Mower & S. B. Klein (Eds.), Handbook of contemporary learning theories (pp. 301-336). London: Academic Press.
48. Wagner, A. R., & Rescorla, R. A. (1972). Inhibition in Pavlovian conditioning: Application of a theory. In R. A. Boakes & M. S. Halliday (Eds.), Inhibition and learning (pp. 301-336). London: Academic Press.
49. Waldmann, M. R., & Holyoak, K. J. (1992). Predictive and diagnostic learning within causal models: Asymmetries in cue competition. Journal of Experimental Psychology: General, 121, 222-236.
50. Walker, E. F., & Diforio, D. (1997). Schizophrenia: A neural diathesis-stress model. Psychological Review, 104, 667-685.
51. Williams, D. A., & Braker, D. S. (1999). Influence of past experience on the coding of compound stimuli. Journal of Experimental Psychology: Animal Behavior Processes, 25, 461-474.
52. Wu, M., & Cheng, P. W. (1999). Why causation need not follow from statistical association: Boundary conditions for the evaluation of generative and preventive causal power. Psychological Science, 10, 92-97.
53. Young, M. E. (1995). On the origin of personal causal theories. Psychonomic Bulletin & Review, 2, 83-104.
54. Young, M. E., Wasserman, E. A., Johnson, J. L., & Jones, F. L. (2000). Positive and negative patterning in human causal learning. Quarterly Journal of Experimental Psychology, 53B, 121-138.