Spatial Learning: Conditions and Basic Effects
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| Format: | Artículo científico |
| Language: | en |
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Universitat de València
2002
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| _version_ | 1876462080119275520 |
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| author | Victoria D. Chamizo |
| author_facet | Victoria D. Chamizo |
| contents | Spatial Learning: Conditions and Basic Effects Victoria D. Chamizo Psicología A growing body of evidence suggests that the spatial and the temporaldomains seem to share the same or similar conditions, basic effects, andmechanisms. The blocking, unblocking and overshadowing experiments (andalso those of latent inhibition and perceptual learning reviewed by Pradosand Redhead in this issue) show that to exclude associative learning as abasic mechanism responsible for spatial learning is quite inappropriate. Allthese results, especially those obtained with strictly spatial tasks, seeminconsistent with OKeefe and Nadels account of true spatial learning orlocale learning. Their theory claims that this kind of learning isfundamentally different and develops with total independence from otherways of learning (like classical and instrumental conditioning -taxonlearning). In fact, the results reviewed can be explained appealing on to asophisticated guidance system, like for example the one proposed by Leonardand McNaughton (1990; see also McNaughton and cols, 1996). Such asystem would allow that an animal generates new space information: giventhe distance and address from of A to B and from A to C, being able to inferthe distance and the address from B to C, even when C is invisible from B(see Chapuis and Varlet, 1987 -the contribution by McLaren in this issueconstitutes a good example of a sophisticated guidance system). 2002 artículo científico 0211-2159 https://www.redalyc.org/articulo.oa?id=16923103 en http://www.redalyc.org/revista.oa?id=169 Psicológica application/pdf Universitat de València Psicológica (España) Num.1 Vol.23 |
| format | Artículo científico |
| id | redalyc_16923103 |
| institution | Redalyc |
| language | en |
| publishDate | 2002 |
| publisher | Universitat de València |
| spellingShingle | Spatial Learning: Conditions and Basic Effects Victoria D. Chamizo Psicología Spatial Learning: Conditions and Basic Effects Victoria D. Chamizo Psicología A growing body of evidence suggests that the spatial and the temporaldomains seem to share the same or similar conditions, basic effects, andmechanisms. The blocking, unblocking and overshadowing experiments (andalso those of latent inhibition and perceptual learning reviewed by Pradosand Redhead in this issue) show that to exclude associative learning as abasic mechanism responsible for spatial learning is quite inappropriate. Allthese results, especially those obtained with strictly spatial tasks, seeminconsistent with OKeefe and Nadels account of true spatial learning orlocale learning. Their theory claims that this kind of learning isfundamentally different and develops with total independence from otherways of learning (like classical and instrumental conditioning -taxonlearning). In fact, the results reviewed can be explained appealing on to asophisticated guidance system, like for example the one proposed by Leonardand McNaughton (1990; see also McNaughton and cols, 1996). Such asystem would allow that an animal generates new space information: giventhe distance and address from of A to B and from A to C, being able to inferthe distance and the address from B to C, even when C is invisible from B(see Chapuis and Varlet, 1987 -the contribution by McLaren in this issueconstitutes a good example of a sophisticated guidance system). 2002 artículo científico 0211-2159 https://www.redalyc.org/articulo.oa?id=16923103 en http://www.redalyc.org/revista.oa?id=169 Psicológica application/pdf Universitat de València Psicológica (España) Num.1 Vol.23 |
| title | Spatial Learning: Conditions and Basic Effects |
| topic | Psicología |
| url | https://www.redalyc.org/articulo.oa?id=16923103 |