The 28th Bartlett Memorial Lecture Causal learning: An associative analysis

Abstract

The concordance between performance and judgements of the causal effectiveness of an instrumental action suggests that such actions are mediated by causal knowledge. Although causal learning exhibits many associative phenomena--blocking, inhibitory or preventative learning, and super-learning--judgements of the causal status of a cue can be changed retrospectively as a result of learning episodes that do not directly involve the cue. In order to explain retrospective revaluation, a modified associative theory is described in which the learning processes for retrieved cue representations are the opposite to those for presented cues, and this theory is evaluated by studies of the role of within-compound associations in retrospective revaluation and blocking. However, this modified theory only applies when the within-compound association represents a contiguous rather than a causal cue relationship.