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The neural basis of feedback expectation, which is crucial in learning theory, has only been minimally studied. Stimulus-preceding negativity (SPN), an ERP component that appears prior to the presentation of feedback, has been proposed as being related to feedback expectation. The present study showed, for the first time, amplitude modulations of the SPN(More)
In our study, we tested the hypothesis that feature-based and rule-based generalization involve different types of processes that may affect each other producing different results depending on time constraints and on how generalization is measured. For this purpose, participants in our experiments learned cue-outcome relationships that followed the(More)
Xenobiotic estrogens in the environment or diet have received much attention as a possible source of certain hormonal disease states in human and wildlife. Therefore, the detection of estrogenic activity of any substance, especially those related to the food industry, is important. The estrogenic activity of p-hydroxybenzoic acid (PHBA), a compound related(More)
Feedback-related negativity (FRN) is an ERP component that distinguishes positive from negative feedback. FRN has been hypothesized to be the product of an error signal that may be used to adjust future behavior. In addition, associative learning models assume that the trial-to-trial learning of cue-outcome mappings involves the minimization of an error(More)
Two types of theories are usually invoked to account for cue-interaction effects in human-contingency learning, performance-based theories, such as the comparator hypothesis and statistical models, and learning-based theories, such as associative models. Interestingly, the former models predict two important cue-interaction effects, forward and backward(More)
Attentional theories of associative learning and categorization propose that learning about the predictiveness of a stimulus influences the amount of attention that is paid to that stimulus. Three experiments tested this idea by looking at the extent to which stimuli that had previously been experienced as predictive or nonpredictive in a categorization(More)
In an interference-between-cues design, the expression of a learned Cue A --> Outcome 1 association has been shown to be impaired if another cue, B, is separately paired with the same outcome in a second learning phase. In the present study, we assessed whether this interference effect is mediated by participants' previous causal knowledge. This was(More)
In reinforcement learning (RL), discriminative stimuli (S) allow agents to anticipate the value of a future outcome, and the response that will produce that outcome. We examined this processing by recording EEG locked to S during RL. Incentive value of outcomes and predictive value of S were manipulated, allowing us to discriminate between outcome-related(More)
Associative theories have been widely used to explain human contingency learning. Standard experimental procedures in the field have requested verbal judgments as a measure of the cue-outcome relationships learned. According to these theories, knowledge retrieval is based on spreading activation processes. However, verbal judgments may allow or even promote(More)
Retroactive interference between cues of the same outcome (i.e., IbC) occurs when the behavioral expression of an association between a cue and an outcome (e.g., A-->O1) is reduced due to the later acquisition of an association between a different cue and the same outcome (e.g., B-->O1). Though this interference effect has been traditionally explained(More)