阻碍效应的理论研究述评

陈琳; 莫雷; 徐贵平; 郑允佳

阻碍效应的理论研究述评

1.
中山大学国际汉语学院，广州 510275
2.
华南师范大学心理应用研究中心，广州 510631
3.
广东金融学院应用心理研究所，广州 510521

基金项目:

中山大学青年教师起步资助计划 18000-3181402

Lovibond, P. F., Been, S. L., Mitchell, C. J., Bouton, M. E., & Frohardt, R. Forward and backward blocking of causal judgment is enhanced by additivity of effect magnitude. Memory & Cognition, 2003, 31: 133-142.
De Houwer J., & Beckers T. A review of recent developments in research and theories on human contingency learning. The Quarterly Journal of Experimental Psychology, 2002a, 55B: 289-310.
Beckers, T., De Houwer, J., Pineno, O., & Miller, R. R. Outcome additivity and outcome maximality influence cue competition in human causal learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005, 31: 238-249.
Melchers, K.G., Shanks, D. R., & Lachnit, H. Stimulus coding in human associative learning:?exible representations of parts and wholes. Behavioural Processes, 2008, 77: 413-427.
Cobos, P. L., López, F. J., Caño, A., Almaraz, J., & Shanks, D. R. Mechanisms of predictive and diagnostic causal induction. Journal of Experimental Psychology: Animal Behavior Processes, 2002, 28: 331-346.
Bott, L., Hoffman, A. B., & Murphy, G. L. Blocking in Category Learning. Journal of Experimental Psychology: General, 2007, 136: 685-699.
Waldmann, M. R., & Holyoak, K. J. Predictive and diagnostic learning within causal models: Asymmetries in cue competition. Journal of Experimental Psychology: General, 1992, 121: 222-236.
Cheng, P.W., & Holyoak, K. J. Complex adaptive systems as intuitive statisticians: causality, contingency, and prediction. In. Roitblat, H. L, & Meyer, J. A, (Eds.), Comparative Approaches to Cognitive Science. Cambridge, MA: MIT Press, 1995, 271-302.
Mitchell, C. J., De Houwer. J., & Lovibond, P. F. The propositional nature of human associative learning. Behavioral and Brain Sciences, 2009, 32: 183-246
Le Pelley, M. E.The role of associative history in models of associative learning: A selective review and a hybrid model. The Quarterly Journal of Experimental Psychology, 2004, 57B: 193-243.
Waldmann, M. R. Competition among causes but not effects in predictive and diagnostic learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, 26: 53-76.
Vadillo, M. A., Miller, R. R., & Matute H. Causal and predictive-value judgments, but not predictions, are based on cue-outcome contingency. Learning & Behavior, 2005, 33: 172-183.
Pearce, J. M., & Hall, G. A model for Pavlovian learning Variations in the effectiveness of conditioned but Not of Unconditioned Stimuli. Psychological Review, 1980, 87: 532-552.
Schmajuk, N., & Larrauri, J. Associative models can describe both causal learning and conditioning. Behavioural Process. 2008, 77: 443-445.
Chapman, G. B., & Robbins, S. J. Cue interaction in human contingency judgment. Memory & Cognition, 1990, 18: 537-545.
Pearce, J. M. A model for stimulus generalization in pavlovian conditioniong. Psychological Review, 1987, 94: 61-73.
Evans, J. Dual-processing accounts of reasoning, judgment, and social cognition. Annual Review of Psychology, 2008, 59: 255-278.
Mackintosh, N. J. A Theory of Attention: Variations in the Associability of Stimuli with Reinforcement. Psychological Review, 1975, 82: 276-298.
Wheeler, D. S., Beckers, T, & Miller, R. R. The effect of subadditive pretraining on blocking: limits on generalization. Learning & Behavior, 2008, 36: 341-351.
López, F. J., Cobos, P. L., & Caño, A. Associative and causal reasoning accounts of causal induction: Symmetries and asymmetries in predictive and diagnostic inferences. Memory & Cognition, 2005, 33: 1388-1398.
De Houwer J., & Beckers T. Second-order backward blocking and unovershadowing in human causal learning. Experimental Psychology, 2002c, 49: 27-33.
Kamin, L. J. Predictability, surprise, attention, and conditioning. In Church, R. M. & Campbell, B. A. (Eds.), Punishment and aversive behavior. New York: Appleton-Century Crofts, 1969, 279-296.
Vandorpe, S., De Houwer, J. & Beckers, T. Outcome maximality and additivity training also influence cue competition in causal learning when learning involves many cues and events. The Quarterly Journal of Experimental Psychology, 2007b, 60: 356-368.
Haselgrove, M. Reasoning rats or associative animals? A common-element analysis of the effects of additive and subadditive pretraining on blocking. Journal of Experimental Psychology: Animal Behavior Processes, 2010, 36(2):296-306.
De Houwer, J., Beckers, T., & Glautier, S. Outcome and cue properties modulate blocking. Quarterly Journal of Experimental Psychology, 2002, 55A: 965-985.
De Houwer, J., & Beckers, T. Secondary task difficulty modulates forward blocking in human contingency learning. Quarterly Journal of Experimental Psychology, 2003, 56B: 345-357.
Vandorpe, S., De Houwer, J. & Beckers, T. The role of memory for compounds in cue competition. Learning and Motivation, 2007a, 38: 195-207.
Hall, G. & Pearce, J. M. Latent inhibition of a CS during CS-US pairings. Journal of Experimental Psychology: Animal Behavior Processes, 1979, 5: 31-42.
Holland, P. C. Cognitive versus stimulus-response theories of learning. Learning and Behavior, 2008, 36: 227-241.
Mitchell, C. J., & Lovibond, P. F. Backward and forward blocking in human electrodermal conditioning: Blocking requires an assumption of outcome additivity. Quarterly Journal of Experimental Psychology, 2002, 55B: 311-329.
Beckers, T., De Houwer, J., & Matue, H. Editorial: Human contingency learning. The Quarterly Journal of Experimental Psychology, 2007, 60: 289-290.
Waldmann, M. R., & Holyoak, K. J. Can causal induction be reduced to associative learning? In Proceedings of the Twelfth Annual Meeting of the Cognitive Science Society. Hillsdale, NJ: Erlbaum, 1990, 190-197.
Beckers, T., De Houwer, J., Pineno, O., & Miller, R. R. Outcome additivity and outcome maximality influence cue competition in human causal learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005, 31: 238-249.
Aitken, M. R. F., Larkin, M. J. W., & Dickinson, A. Re-examination of the role of within-compound associations in the retrospective revaluation of causal judgements. The Quarterly Journal of Experimental Psychology, 2001, 54: 27-51.
Le Pelley, M. E., Oakeshott, S. M., Wills, A. J. & McLaren, I. P. L. The outcome specificity of learned predictiveness effects: parallels between human causal learning and animal conditioning. Journal of Experimental Psychology: Animal Behavior Processes, 2005, 31: 226-236.
Matute, H., Vegas, S., & De Marez, P. J. Flexible use of recent information in causal and predictive judgments. Journal of Experimental Psychology: Learning, Memory and Cognition, 2002, 28: 714-725.
De Houwer, J., & Beckers, T. Higher-order retrospective revaluation in human causal learning. The Quarterly Journal of Experimental Psychology, 2002b, 55B: 137-151.
Rescorla, R. A., & Wagner, A. R. 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 research and theory. New York: Appleton-Century-Crofts, 1972, 64-99.
Shanks, D. R. Learning: From association to cognition. Annual Review of Psychology, 2010, 61: 271-301.
De Houwer, J., Vandorpe, S., & Beckers, T. On the role of controlled cognitive processes in human associative learning. In A. J. Wills (Ed.), New directions in human associative learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, 2005, 41-63.
Dickinson, A., & Mackintosh, N. J. Classical conditioning in animals. Annual Review of Psychology, 1978, 29: 587-612.
Aydin, A., & Pearce, J. M. Prototype effects in categorization by pigeons. Journal of Experimental Psychology: Animal Behavior Processes, 1994, 20: 264-277.
Pearce, J. M., & Bouton, M. E. Theories of associative learning in animals. Annual Review of Psychology, 2001, 52: 111-139.
Le Pelley, M. E., Beesley, T., & Suret, M. B. Blocking of human causal learning involves learned changes in stimulus processing. Quarterly journal of experimental psychology, 2007, 60: 1468-1476.
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出版历程
- 刊出日期: 2011-06-20

Theories of Blocking

Chen Lin¹,

摘要

摘要: 阻碍效应的研究对学习机制的探讨具有重要意义。联结主义学派和认知主义学派都对阻碍效应的机制进行了系统探讨。联结主义学习理论认为阻碍效应的存在是刺激之间竞争的结果，而认知学习理论认为阻碍效应是人们理性推理的结果。文章对阻碍效应的相关理论进行了回顾，并从学习双机制角度对阻碍效应的研究方向进行了展望。
- 阻碍效应 /
- 联结主义 /
- 认知主义 /
- 学习双机制
注释:

1) Lovibond, P. F., Been, S. L., Mitchell, C. J., Bouton, M. E., & Frohardt, R. Forward and backward blocking of causal judgment is enhanced by additivity of effect magnitude. Memory & Cognition, 2003, 31: 133-142.

2) De Houwer J., & Beckers T. A review of recent developments in research and theories on human contingency learning. The Quarterly Journal of Experimental Psychology, 2002a, 55B: 289-310.

3) Beckers, T., De Houwer, J., Pineno, O., & Miller, R. R. Outcome additivity and outcome maximality influence cue competition in human causal learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005, 31: 238-249.

4) Melchers, K.G., Shanks, D. R., & Lachnit, H. Stimulus coding in human associative learning:?exible representations of parts and wholes. Behavioural Processes, 2008, 77: 413-427.

5) Cobos, P. L., López, F. J., Caño, A., Almaraz, J., & Shanks, D. R. Mechanisms of predictive and diagnostic causal induction. Journal of Experimental Psychology: Animal Behavior Processes, 2002, 28: 331-346.

6) Bott, L., Hoffman, A. B., & Murphy, G. L. Blocking in Category Learning. Journal of Experimental Psychology: General, 2007, 136: 685-699.

7) Waldmann, M. R., & Holyoak, K. J. Predictive and diagnostic learning within causal models: Asymmetries in cue competition. Journal of Experimental Psychology: General, 1992, 121: 222-236.

8) Cheng, P.W., & Holyoak, K. J. Complex adaptive systems as intuitive statisticians: causality, contingency, and prediction. In. Roitblat, H. L, & Meyer, J. A, (Eds.), Comparative Approaches to Cognitive Science. Cambridge, MA: MIT Press, 1995, 271-302.

9) Mitchell, C. J., De Houwer. J., & Lovibond, P. F. The propositional nature of human associative learning. Behavioral and Brain Sciences, 2009, 32: 183-246

10) Le Pelley, M. E.The role of associative history in models of associative learning: A selective review and a hybrid model. The Quarterly Journal of Experimental Psychology, 2004, 57B: 193-243.

11) Waldmann, M. R. Competition among causes but not effects in predictive and diagnostic learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, 26: 53-76.

12) Vadillo, M. A., Miller, R. R., & Matute H. Causal and predictive-value judgments, but not predictions, are based on cue-outcome contingency. Learning & Behavior, 2005, 33: 172-183.

13) Pearce, J. M., & Hall, G. A model for Pavlovian learning Variations in the effectiveness of conditioned but Not of Unconditioned Stimuli. Psychological Review, 1980, 87: 532-552.

14) Schmajuk, N., & Larrauri, J. Associative models can describe both causal learning and conditioning. Behavioural Process. 2008, 77: 443-445.

15) Chapman, G. B., & Robbins, S. J. Cue interaction in human contingency judgment. Memory & Cognition, 1990, 18: 537-545.

16) Pearce, J. M. A model for stimulus generalization in pavlovian conditioniong. Psychological Review, 1987, 94: 61-73.

17) Evans, J. Dual-processing accounts of reasoning, judgment, and social cognition. Annual Review of Psychology, 2008, 59: 255-278.

18) Mackintosh, N. J. A Theory of Attention: Variations in the Associability of Stimuli with Reinforcement. Psychological Review, 1975, 82: 276-298.

19) Wheeler, D. S., Beckers, T, & Miller, R. R. The effect of subadditive pretraining on blocking: limits on generalization. Learning & Behavior, 2008, 36: 341-351.

20) López, F. J., Cobos, P. L., & Caño, A. Associative and causal reasoning accounts of causal induction: Symmetries and asymmetries in predictive and diagnostic inferences. Memory & Cognition, 2005, 33: 1388-1398.

21) De Houwer J., & Beckers T. Second-order backward blocking and unovershadowing in human causal learning. Experimental Psychology, 2002c, 49: 27-33.

22) Kamin, L. J. Predictability, surprise, attention, and conditioning. In Church, R. M. & Campbell, B. A. (Eds.), Punishment and aversive behavior. New York: Appleton-Century Crofts, 1969, 279-296.

23) Vandorpe, S., De Houwer, J. & Beckers, T. Outcome maximality and additivity training also influence cue competition in causal learning when learning involves many cues and events. The Quarterly Journal of Experimental Psychology, 2007b, 60: 356-368.

24) Haselgrove, M. Reasoning rats or associative animals? A common-element analysis of the effects of additive and subadditive pretraining on blocking. Journal of Experimental Psychology: Animal Behavior Processes, 2010, 36(2):296-306.

25) De Houwer, J., Beckers, T., & Glautier, S. Outcome and cue properties modulate blocking. Quarterly Journal of Experimental Psychology, 2002, 55A: 965-985.

26) De Houwer, J., & Beckers, T. Secondary task difficulty modulates forward blocking in human contingency learning. Quarterly Journal of Experimental Psychology, 2003, 56B: 345-357.

27) Vandorpe, S., De Houwer, J. & Beckers, T. The role of memory for compounds in cue competition. Learning and Motivation, 2007a, 38: 195-207.

28) Hall, G. & Pearce, J. M. Latent inhibition of a CS during CS-US pairings. Journal of Experimental Psychology: Animal Behavior Processes, 1979, 5: 31-42.

29) Holland, P. C. Cognitive versus stimulus-response theories of learning. Learning and Behavior, 2008, 36: 227-241.

30) Mitchell, C. J., & Lovibond, P. F. Backward and forward blocking in human electrodermal conditioning: Blocking requires an assumption of outcome additivity. Quarterly Journal of Experimental Psychology, 2002, 55B: 311-329.

31) Beckers, T., De Houwer, J., & Matue, H. Editorial: Human contingency learning. The Quarterly Journal of Experimental Psychology, 2007, 60: 289-290.

32) Waldmann, M. R., & Holyoak, K. J. Can causal induction be reduced to associative learning? In Proceedings of the Twelfth Annual Meeting of the Cognitive Science Society. Hillsdale, NJ: Erlbaum, 1990, 190-197.

33) Beckers, T., De Houwer, J., Pineno, O., & Miller, R. R. Outcome additivity and outcome maximality influence cue competition in human causal learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005, 31: 238-249.

34) Aitken, M. R. F., Larkin, M. J. W., & Dickinson, A. Re-examination of the role of within-compound associations in the retrospective revaluation of causal judgements. The Quarterly Journal of Experimental Psychology, 2001, 54: 27-51.

35) Le Pelley, M. E., Oakeshott, S. M., Wills, A. J. & McLaren, I. P. L. The outcome specificity of learned predictiveness effects: parallels between human causal learning and animal conditioning. Journal of Experimental Psychology: Animal Behavior Processes, 2005, 31: 226-236.

36) Matute, H., Vegas, S., & De Marez, P. J. Flexible use of recent information in causal and predictive judgments. Journal of Experimental Psychology: Learning, Memory and Cognition, 2002, 28: 714-725.

37) De Houwer, J., & Beckers, T. Higher-order retrospective revaluation in human causal learning. The Quarterly Journal of Experimental Psychology, 2002b, 55B: 137-151.

38) Rescorla, R. A., & Wagner, A. R. 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 research and theory. New York: Appleton-Century-Crofts, 1972, 64-99.

39) Shanks, D. R. Learning: From association to cognition. Annual Review of Psychology, 2010, 61: 271-301.

40) De Houwer, J., Vandorpe, S., & Beckers, T. On the role of controlled cognitive processes in human associative learning. In A. J. Wills (Ed.), New directions in human associative learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc, 2005, 41-63.

41) Dickinson, A., & Mackintosh, N. J. Classical conditioning in animals. Annual Review of Psychology, 1978, 29: 587-612.

42) Aydin, A., & Pearce, J. M. Prototype effects in categorization by pigeons. Journal of Experimental Psychology: Animal Behavior Processes, 1994, 20: 264-277.

43) Pearce, J. M., & Bouton, M. E. Theories of associative learning in animals. Annual Review of Psychology, 2001, 52: 111-139.

44) Le Pelley, M. E., Beesley, T., & Suret, M. B. Blocking of human causal learning involves learned changes in stimulus processing. Quarterly journal of experimental psychology, 2007, 60: 1468-1476.