Research article summary (published 30 Oct 2007):

Blocking of human causal learning involves learned changes in stimulus processing.

Full Abstract

Several theories of associative learning propose that blocking reflects changes in the processing devoted to learning about cues. The results of the only direct test of this suggestion in human learning (Kruschke & Blair, 2000) could equally well be explained in terms of, among others, interference in learning or memory. The present study tested this suggestion in a situation in which processing-change and interference accounts predict opposing results. Results support the idea that blocking in human learning can reflect a change in processing of the cues involved.

Author information

Author/s: Le Pelley, M E (ME); Beesley, T (T); Suret, M B (MB);

Affiliation: School of Psychology, Cardiff University, Cardiff, UK. lepelleyME(-atsign-)cf.ac.uk

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Quarterly journal of experimental psychology (2006) (Q J Exp Psychol (Colchester)), published in England. (Language: eng)

Reference: 2007-Nov; vol 60 (issue 11) : pp 1468-76

Dates: Created 2008/01/24; Completed 2008/03/07;

PMID: 17853191, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Association Learning - physiology Attention - physiology Cognition - physiology Conditioning (Psychology) - physiology Cues

Humans Judgment - physiology Mental Recall - physiology Students - psychology Task Performance and Analysis

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