A model for Pavlovian learning: variations in the effectiveness of conditioned but not of unconditioned stimuli.

Abstract

Several formal models of excitatory classical conditioning are reviewed. It is suggested that a central problem for all of them is the explanation of cases in which learning does not occur in spite of the fact that the conditioned stimulus is a signal for the reinforcer. We propose a new model that deals with this problem by specifying that certain… (More)

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