Resistance to instructed reversal of the learned predictiveness effect

REFERENCES

• Beesley, T., & Le Pelley, M. (2010). The effect of predictive history on the learning of sub-sequence contingencies. The Quarterly Journal of Experimental Psychology, 63, 108–135. doi:10.1080/17470210902831767
   Web of Science ®Google Scholar
• Beesley, T., & Le Pelley, M. E. (2011). The influence of blocking on overt attention and associability in human learning. Journal of Experimental Psychology: Animal Behavior Processes, 37, 114–120. doi:10.1037/a0019526
   PubMed Web of Science ®Google Scholar
• Brainard, D. H. (1997). The psychophysics toolbox. Spatial Vision, 10, 433–436. doi:10.1163/156856897X00357
   PubMedGoogle Scholar
• De Houwer, J. (2009). The propositional approach to associative learning as an alternative for association formation models. Learning and Behaviour, 37, 1–20. doi:10.3758/LB.37.1.1
   PubMed Web of Science ®Google Scholar
• De Houwer, J., Beckers, T., & Vandorpe, S. (2005). Evidence for the role of higher order reasoning processes in cue competition and other learning phenomena. Learning & Behaviour, 33, 239–249. doi:10.3758/BF03196066
   PubMed Web of Science ®Google Scholar
• Kruschke, J. K. (2001). Toward a unified model of attention in associative learning. Journal of Mathematical Psychology, 45, 812–863. doi:10.1006/jmps.2000.1354
   Web of Science ®Google Scholar
• Le Pelley, M. E. (2010). Attention and human associative learning. In C. J. Mitchell & M. E. Le Pelley (Eds.), Attention and associative learning: From brain to behaviour (pp. 187–215). Oxford, UK: Oxford University Press.
   Google Scholar
• Le Pelley, M. E., Beesley, T., & Griffiths, O. (2011). Overt attention and predictiveness in human contingency learning. Journal of Experimental Psychology: Animal Behaviour Processes, 37, 220–229. doi:10.1037/a0021384
   PubMed Web of Science ®Google Scholar
• Le Pelley, M. E., & McLaren, I. P. L. (2003). Learned associability and associative change in human causal learning. The Quarterly Journal of Experimental Psychology: B, Comparative and Physiological Psychology, 56, 68–79. doi:10.1080/02724990244000179
   PubMed Web of Science ®Google Scholar
• Le Pelley, M. E., Mitchell, C. J., & Johnson, A. M. (2013). Outcome value influences attentional biases in human associative learning: Dissociable effects of training and instruction. Journal of Experimental Psychology: Animal Behaviour Processes, 39, 39–55. doi:10.1037/a0031230
   PubMed Web of Science ®Google Scholar
• Le Pelley, M. E., Reimers, S. J., Calvini, G., Spears, R., Beesley, T., & Murphy, R. A. (2010). Stereotype formation: Biased by association. Journal of Experimental Psychology, 139, 138–161. doi:10.1037/a0018210
   Google Scholar
• Le Pelley, M. E., Suret, M. B., & Beesley, T. (2009). Learned predictiveness effects in humans: A function of learning, performance, or both? Journal of Experimental Psychology: Animal Behavior Processes, 35, 3, 312–327. doi:10.1037/a0014315
   Web of Science ®Google Scholar
• Le Pelley, M. E., Vadillo, M., Luque, D. (2013). Learned predictiveness influences rapid attentional capture: Evidence from the dot probe task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1888–1900. doi:10.1037/a0033700
   PubMed Web of Science ®Google Scholar
• Livesey, E. J., Harris, I. M., & Harris, J. A. (2009). Attentional changes during implicit learning: Signal validity protects a target stimulus from the attentional blink. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 408–422. doi:10.1037/a0014525
   PubMed Web of Science ®Google Scholar
• Livesey, E. J., & McLaren, I. P. L. (2007). Elemental associability changes in human discrimination learning. Journal of Experimental Psychology: Animal Behavior Processes, 33, 148–159. doi:10.1037/0097-7403.33.2.148
   PubMed Web of Science ®Google Scholar
• Livesey, E. J., Thorwart, A., De Fina, N. L., & Harris, J. A. (2011). Comparing learned predictiveness effects within and across compound discriminations. Journal of Experimental Psychology: Animal Behavior Processes, 37, 446–465. doi:10.1037/a0023391
   PubMed Web of Science ®Google Scholar
• Lochmann, T. & Wills, A. J. (2003). Predictive history in an allergy prediction task. In F. Schmalhofer, R. M. Young, & G. Katz (Eds.), Proceedings of EuroCogSci 03: The European Cognitive Society Conference. (pp. 217–222). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Logan. (1988). Automaticity, resources, and memory: Theoretical controversies and practical implications. Human Factors, 30, 583–598. doi:10.1177/001872088803000504
   PubMed Web of Science ®Google Scholar
• Mackintosh, N. J. (1969). Further analysis of the overtraining reversal effect. Journal of Comparative and Physiological Psychology Monograph, 67, 1–18. doi:10.1037/h0026784
   PubMed Web of Science ®Google Scholar
• Mackintosh, N. J. (1975). A theory of attention: Variations in the associability of stimuli with reinforcement. Psychological Review, 82, 276–298. doi:10.1037/h0076778
   Web of Science ®Google Scholar
• McLaren, I. P. L., Green, R. E. A., & Mackintosh, N. J. (1994). Animal learning and the implicit/explicit distinction. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 313–332). London: Academic Press.
   Google Scholar
• Mitchell, C. J., De Houwer, J., & Lovibond, P. F. (2009). The propositional nature of human associative learning. Behavioural and Brain Sciences, 32, 183–198; discussion 198–246. doi:10.1017/S0140525X09000855
   PubMed Web of Science ®Google Scholar
• Mitchell, C. J., Griffiths, O., Seeto, J., & Lovibond, P. F. (2012). Attentional mechanisms in learned predictiveness. Journal of Experimental Psychology: Animal Behaviour Processes, 38, 191–202. doi:10.1037/a0027385
   PubMed Web of Science ®Google Scholar
• Pelli, D. G. (1997). The video toolbox software for visual psychophysics: Transforming numbers into movies. Spatial Vision, 10, 437–442. doi:10.1163/156856897X00366
   PubMedGoogle Scholar
• Posner, M. I. (1980). Orienting of attention. The Quarterly Journal of Experimental Psychology, 32, 3–25. doi:10.1080/00335558008248231
   PubMed Web of Science ®Google Scholar
• Quinlan, P. T. (2010). On the use of the term “attention”. In C. J. Mitchell and M. E. Le Pelley (Eds.), Attention and learning (pp. 217–243). Oxford: Oxford University Press.
   Google Scholar
• Shanks, D. R. (2007). Associationism and cognition: Human contingency learning at 25. The Quarterly Journal of Experimental Psychology, 60, 291–309. doi:10.1080/17470210601000581
   PubMed Web of Science ®Google Scholar
• Shepp, B. E., & Eimas, P. D. (1964). Intradimensional and extradimensional shifts in the rat. Journal of Comparative and Physiological Psychology, 57, 357–361. doi:10.1037/h0043967
   PubMed Web of Science ®Google Scholar
• Shepp, B. E., & Turisi, F. D. (1969). Effects of overtraining on the acquisition of intradimensional and extradimensional shifts. Journal of Experimental Psychology, 82, 46–51. doi:10.1037/h0028090
   Google Scholar
• Shiffrin, R., & Schneider, W. (1977). Controlled and automatic human information processing: II perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127–190. doi:10.1037/0033-295X.84.2.127
   Web of Science ®Google Scholar
• Shone, L. T., Harris, I. M., & Livesey, E. J. (in press). Automaticity and cognitive control in the learned predictiveness effect. Journal of Experimental Psychology: Animal Learning and Cognition. doi:10.1037/xan0000047
   Google Scholar
• Shone, L. T., Livesey, E. J. (2013). Automatic and instructed attention in learned predictiveness. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 1306–1311). Austin, TX: Cognitive Science Society.
   Google Scholar
• Waldmann, M. R. (2000). Competition among causes but not effects in predictive and diagnostic learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 53–76. doi:10.1037/0278-7393.26.1.53
   PubMed Web of Science ®Google Scholar
• Waldmann, M. R., & Holyoak, K. J. (1992). Predictive and diagnostic learning within causal models: Asymmetries in cue competition. Journal of Experimental Psychology: General, 121, 222–236. doi:10.1037/0096-3445.121.2.222
   PubMed Web of Science ®Google Scholar