The role of selection history in the learned predictiveness effect.

Previous research has shown that cues that are good predictors of relevant outcomes receive more attention than nonpredictive cues. This attentional bias is thought to stem from the different predictive value of cues. However, because successful performance requires more attention to predictive cues, the bias may be a lingering effect of previous attention to cues (i.

The effects of stimulus pre-exposure and conditioning on overt visual attention.

Three experiments (a, b, c) combined to provide a well-powered examination of the effects of stimulus pre-exposure and conditioning on visual attention using an eye tracker and a space-shooter video game where a colored flashing light predicted an attacking spaceship. In each, group "control" received no pre-exposure to the light, group "same" received pre-exposure in the same context as conditioning, and group "different" received pre-exposure in a different context. Experiments differed in visual details regarding the game (1a vs.

Extinction contexts fail to transfer control: Implications for conditioned inhibition and occasion-setting accounts of renewal.

The renewal effect is often explained as a side effect of the extinction context acting as a negative occasion setter. Four experiments tested whether extinction contexts show the selective-transfer property of occasion setters. Experiments 1-3 used a predictive judgment task where participants rated the probability of certain foods (cues) producing gastric malaise (outcomes) in different restaurants (contexts).

Intensity effects in human cue-outcome learning.

Literature on conditioned stimulus intensity effects is briefly reviewed and one experiment presented with human subjects and a video-game method. The intensity (Bright or Dim) or color (Red or Blue) of a cue that predicted the appearance of a spaceship was manipulated. Testing was conducted with either the alternate brightness or the alternate color.

Learning to learn in conditioning and extinction in humans.

Learning to Learn (LTL) is the transfer of learning, separate from stimulus generalization, that appears across tasks that share a similar structure. Three experiments examined this phenomenon in both conditioning and extinction learning in humans. The latter effect is of special interest given the failures in the literature to obtain transfer of extinction between stimuli.