TY - JOUR
T1 - Irrelevant incentive learning revisited
T2 - Associating flavors and exteroceptive cues with positive incentives
AU - Davidson, T. L.
AU - Capaldi, Elizabeth D.
AU - Campbell, David H.
N1 - Funding Information:
This research was supported by grants from the National Institutes of Health and from the Purdue Research Foundation. Requests for reprints should be addressed to Terry L. Davidson, Department of Psychology, University of Pennsylvania, 3815 Walnut Street, Philadelphia, PA 19104.
PY - 1985/8
Y1 - 1985/8
N2 - In "irrelevant incentive learning" information stored about an incentive when it is not desired is used later when the incentive is desired. In "habit learning" responses learned under one motive state continue to be made under a new motive state even though they produce goal events that are not appropriate to that motive state. Experiment 1 showed that both types of learning occur simultaneously whether flavor or texture cues are used and whether or not position is also a relevant cue. Thus, contrary to previous suggestions, irrelevant incentive learning is not limited to interoceptive cues, nor is habit learning limited to exteroceptive cues. In both Experiments 1 and 2 it was also shown that motivation affects what is learned as well as affecting current performance. This contrasts with views of motivation as solely a determinant of performance.
AB - In "irrelevant incentive learning" information stored about an incentive when it is not desired is used later when the incentive is desired. In "habit learning" responses learned under one motive state continue to be made under a new motive state even though they produce goal events that are not appropriate to that motive state. Experiment 1 showed that both types of learning occur simultaneously whether flavor or texture cues are used and whether or not position is also a relevant cue. Thus, contrary to previous suggestions, irrelevant incentive learning is not limited to interoceptive cues, nor is habit learning limited to exteroceptive cues. In both Experiments 1 and 2 it was also shown that motivation affects what is learned as well as affecting current performance. This contrasts with views of motivation as solely a determinant of performance.
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U2 - 10.1016/0023-9690(85)90016-5
DO - 10.1016/0023-9690(85)90016-5
M3 - Article
AN - SCOPUS:46549092709
SN - 0023-9690
VL - 16
SP - 288
EP - 300
JO - Learning and Motivation
JF - Learning and Motivation
IS - 3
ER -