By N. J. Mackintosh (Eds.)
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Additional resources for Animal Learning and Cognition
L. (1943). Principles of behavior. N e w York: A p p l e t o n - C e n t u r y . H u m e , D . (1888). A treatise of human nature (L. A. Selby-Bigge, E d . ) . O x f o r d : C l a r e n d o n Press. (Original w o r k published 1739) K a m i n , L. J. (1965). T e m p o r a l and intensity characteristics of the conditioned stimulus. In W. F. ), Classical conditioning: A symposium (pp. 118-147). N e w York: A p p l e t o n Century-Crofts. K a m i n , L . J . (1968). " A t t e n t i o n - l i k e " processes in classical conditioning.
O n c e this is allowed, it follows that adding U S presentations in the intertrial intervals will permit the context to acquire strength and thus, according to Equation (3), h m i t the ability of the experimenter's C S to do so. T h e ease with which it is possible to accommodate these phenomena within an only shghtly modified contiguity theory may seem almost sus piciously surprising. Lest it be thought that the Rescorla-Wagner model is, in some way, merely a disguised redescription of a causahty principle, it is 2 Pavlovian Conditioning 31 w o r t h pointing out that there are circumstances in which the model and the principle of causahty, as it is usually understood, make differing predic tions.
J. B. (1976). One-trial simultaneous and b a c k w a r d fear c o n d i t i o n ing as reflected in conditioned suppression of licking in rats. Animal Learning and Behavior, 4, 3 5 7 - 3 6 2 . Mazur, J. , & Wagner, A. R. (1982). A n episodic m o d e l of associative learning. In M . L. C o m m o n s , R . J . Herrnstein, & A. R. ), Quantitative analyses of behavior (Vol. 3, p p . 3 - 3 9 ) . C a m b r i d g e M A : Ballinger. McLaren, 1. P. , & Dickinson, A. (1990). T h e conditioning connection.