Learning Theory and Behavior: Introduction and Overview

Randolf MenzelFreie Universität Berlin

This volume presents wide-ranging views of behavioral and theoretical approaches to learning and memory. The introduction discusses the biology of learning and memory and emphasizes the value of a comparative approach. It proceeds to theories, processes, and mechanisms of learning and memory formation as discussed in this volume. Next, these questions are posed: “What is memory?” and “What is a memory trace?” Considering the variety of approaches, it concludes that the synthetic approach, as applied by engineers, will help scholars both to compile the range of ideas and concepts developed on the basis of behavioral studies and to decide between competing hypotheses.

A Typology of Memory Terms

Henry L Roediger, III, Franklin M Zaromb, and Wenbo Lin,Washington University in St. Louis

Psychologists have used numerous terms to describe and distinguish among various types of memory. Some of the most popular terms are briefly defined and illustrated according to their usage. These include broad distinctions such as explicit and implicit memory, conscious and unconscious forms of memory, voluntary and involuntary retention, intentional and incidental learning and retrieval, declarative and procedural memory, and retrospective and prospective memory. Additional forms of memory are discussed and organized in terms of their duration, ranging from brief sensory memories and short-term conscious memories to varieties of long-term memory.

Retrieval From Memory

Gonzalo P Urcelay, Ralph R MillerUniversity of Leicester, State University of New York at Binghamton

Historically, most approaches to understanding learning and memory phenomena, particularly at the neurobiological level, have emphasized information processing that occurs during or soon after training (i.e., acquisition) as critical for observing learned changes in behavior. However, this view has been challenged by studies showing that at least part of the changes observed in behavior are due to constraints at the time of information retrieval. In this chapter, we first analyze behavioral evidence suggesting that retrieval processes, in addition to acquisition processes and storage mechanisms, are critical for observed changes in behavior due to past experience. Then we discuss theoretical approaches that emphasize retrieval processes to explain learning and memory.

Perceptual Learning

Geoffrey HallUniversity of York

The first part of the chapter provides a selective review of phenomena that have been described as involving perceptual learning. These are very diverse, but all show, in their different ways, that appropriate experience of similar stimuli can enhance the ease with which they are discriminated. The second part of the chapter considers the learning mechanisms that might be responsible for such effects. It begins by considering the application of the principles of associative learning theory to perceptual learning effects and goes on to discuss the role of nonassociative (principally attentional) learning processes.

Extinction: Behavioral Mechanisms and Their Implications

Mark E. BoutonUniversity of Vermont

This chapter provides a selective review and integration of the behavioral literature on extinction as it occurs after both Pavlovian and instrumental (operant) conditioning. The first sections discuss several response-recovery or “relapse” effects that occur after Pavlovian and instrumental extinction. These are consistent with the view that extinction does not erase the original learning, but instead creates new inhibitory learning that depends on the context for expression. Other findings suggest that the loss of responding is due to generalization decrement and new learning engaged by the violation of expectation (prediction error). The final section considers different ways to make extinction more permanent.