动作自主性与结果性质对不同预测性条件下施动感的影响

采用时间估计法考察动作自主性水平、动作结果性质(利己、利他、中性)以及结果是否可预测对施动感的影响。结果发现, 高自主性的自由选择条件比低自主性的服从条件增强了个体的施动感, 且不受动作结果性质与结果是否可预测的影响; 在低自主性的服从条件下, 当结果可预测时利己结果比利他结果的施动感更强, 而在结果不可预测时利己和利他结果的施动感没有区别, 但均弱于中性结果。这揭示出动作的主观意愿在施动感产生过程中的重要作用, 同时在自主性较低的服从条件下, 对利己或利他道德属性的动作结果能否被预测, 对个体的施动感产生了不同的影响。研究结果说明具有利己或利他道德属性的动作对施动感会产生自上而下的调节作用, 且这种调节作用在低自主条件下较为突显。     

The Temporal Dynamics of Surprise

Guided by a temporal dynamics perspective, we review and integrate theories and empirical evidence on surprise. We conceptualize surprise as the initial response to unexpected events, which should be differentiated from subsequent states that occur after people had time to make sense of the unexpected outcome. To understand the nature of surprise, it is therefore important to take time into account. Following this, a review of immediate cognitive correlates of surprise shows that irrespective of the valence of the outcome, the initial responses are the same. Moreover, the temporal dynamics perspective reconciles seemingly contradictory findings regarding the valence of surprise, such that studies that focus on surprise while it happens (initial interruption) support the notion that it feels relatively negative, whereas studies that focus on states after cognitive mastering show that subsequent experiential states depend on the valence of the outcome.     

Testosterone facilitates the sense of agency

Sense of agency (SoA) refers to feelings of being in control of one’s actions. Evidence suggests that SoA might contribute towards higher-order feelings of personal control – a key attribute of powerful individuals. Whether testosterone, a steroid hormone linked to power in dominance hierarchies, also influences the SoA is not yet established. In a repeated-measures design, 26 females participated in a double-blind, placebo-controlled trial to test the effects of 0.5 mg testosterone on SoA, using an implicit measure based upon perceived shifts in time between a voluntary action and its outcome. Illusions of control, as operationalized by optimism in affective forecasting, were also assessed. Testosterone increased action binding but there was no significant effect on tone binding. Affective forecasting was found to be significantly more positive on testosterone. SoA and optimistic expectations are basic manifestations of power which may contribute to feelings of infallibility often associated with dominance and testosterone.     

The relationship between human agency and embodiment

Humans regularly feel a sense of agency (SoA) over events where the causal link between action and outcome is extremely indirect. We have investigated how intermediate (here, a robotic hand) events that intervene between action and outcome may alter SoA, using intentional binding measures. The robotic hand either performed the same movement as the participant (active congruent), or performed a similar movement with another finger (active incongruent). Binding was significantly reduced in the active incongruent relative to the active congruent condition, suggesting that altered embodiment influences SoA. However, binding effects were comparable between a condition where the robot hand made a congruent movement, and conditions where no robot hand was involved, suggesting that intermediate and embodied events do not reduce SoA. We suggest that human sense of agency involves both statistical associations between intentions and arbitrary outcomes, and an effector-specific matching of sensorimotor means used to achieve the outcome.     

A reduction in the implicit sense of agency during adolescence compared to childhood and adulthood

Sense of agency (SoA), the fundamental feeling of control over our actions and their consequences, may show key developmental changes during adolescence. We examined SoA in childhood (9–10), mid-adolescence (13–14), late-adolescence (18–20) and adulthood (25-28) using two tasks (Libet Clock and Stream of Letters). SoA was implicitly indexed by intentional binding that reflects the agency effect on action-outcome temporal association. We found age effects on the sub-processes in both tasks. In the Libet Clock task, where performance was more reliable, we observed a U-shaped developmental trajectory of intentional binding suggesting an adolescent-specific reduction in the experience of control. This study provides evidence for the developmental effects on the implicit agency experience and suggests adolescence as a critical period. We discuss the possible implications of these findings.     

Emotional valence,sense of agency and responsibility: A study using intentional binding

We investigated how the emotional valence of an action outcome influences the experience of control, in an intentional binding experiment. Voluntary actions were followed by emotionally positive or negative human vocalisations, or by neutral tones. We used mental chronometry to measure a retrospective component of sense of agency (SoA), triggered by the occurrence of the action outcome, and a prospective component, driven by the expectation that the outcome will occur. Positive outcomes enhanced the retrospective component of SoA, but only when both occurrence and the valence of the outcome were unexpected. When the valence of outcomes was blocked – and therefore predictable – we found a prospective component of SoA when neutral tones were expected but did not actually occur. This prospective binding was absent, and reversed, for positive and negative expected outcomes. Emotional expectation counteracts the prospective component of SoA, suggesting a distancing effect.     

Asymmetries in cue competition in forward and backward blocking designs: Further evidence for causal model theory

A hallmark feature of elemental associative learning theories is that multiple cues compete for associative strength when presented with an outcome. Cue competition effects have been observed in humans, both in forward and in backward blocking procedures (e.g., Shanks, 1985) and are often interpreted as evidence for an associative account of human causal learning (e.g., Shanks & Dickinson, 1987). Waldmann and Holyoak (1992), however, demonstrated that cue competition only occurs in predictive, and not diagnostic, learning paradigms. While unexplainable from an associative perspective, this asymmetry readily follows from structural considerations of causal model theory. In this paper, we show that causal models determine the extent of cue competition not only in forward but also in backward blocking designs. Implications for associative and inferential accounts of causal learning are discussed.     

Priming of actions increases sense of control over unexpected outcomes

Sense of agency (SoA) refers to the feeling that we are in control of our own actions and, through them, events in the outside world. SoA depends partly on retrospectively matching outcomes to expectations, and partly on prospective processes occurring prior to action, notably action selection.To assess the relative contribution of these processes, we factorially varied subliminal priming of action selection and expectation of action outcomes. Both factors affected SoA, and there was also a significant interaction. Compatible action primes increased SoA more strongly for unexpected than expected outcomes. Outcome expectation had strong effects on SoA following incompatible action priming, but only weak effects following compatible action priming. Prospective and retrospective SoA may have distinct and complementary functions.     

Response and associative phase components of elaborative prompt effects in children's noun-pair learning

The effects of aural and pictorial elaborative prompts were estimated separately for response and associative phase components of children's nounpair learning. A 20-item list of noun pairs was administered individually to 200 second- and third-grade children by the method of paired-associates. Indices of response learning (free verbal recall and pictorial identification) revealed equivalent effects among prompt conditions whereas measures of associative learning (multiple-choice pictorial-recognition tests) demonstrated substantial performance facilitation as a function of both aural and pictorial elaborative prompts. This outcome was regarded as an unequivocal identification of the locus of elaborative prompt effects in children's nounpair learning.     

Temporal predictability facilitates causal learning

Temporal predictability refers to the regularity or consistency of the time interval separating events. When encountering repeated instances of causes and effects, we also experience multiple cause-effect temporal intervals. Where this interval is constant it becomes possible to predict when the effect will follow from the cause. In contrast, interval variability entails unpredictability. Three experiments investigated the extent to which temporal predictability contributes to the inductive processes of human causal learning. The authors demonstrated that (a) causal relations with fixed temporal intervals are consistently judged as stronger than those with variable temporal intervals, (b) that causal judgments decline as a function of temporal uncertainty, and (c) that this effect remains undiminished with increased learning time. The results therefore clearly indicate that temporal predictability facilitates causal discovery. The authors considered the implications of their findings for various theoretical perspectives, including associative learning theory, the attribution shift hypothesis, and causal structure models.     

施动感双层结构的发展

施动感是个体在自主运动过程中对自身行为产生的主体性体验,揭示其发展过程对了解自我意识的形成具有重要意义。三阶段模式全面概括了施动感的发展过程。婴儿形成动作预测、建立动作-效果联结以及与养育者良好的人际互动对施动感的发展起着重要作用。未来施动感发展研究应从多种施动感生成理论出发,改进婴幼儿施动感的测量范式,探索施动感发展与社会认知发展、自闭症症状的关联。     

Is Human Learning Rational?

We can predict and control events in the world via associative learning. Such learning is rational if we come to believe that an associative relationship exists between a pair of events only when it truly does. The statistical metric ΔP, the difference between the probability of an outcome event in the presence of the predictor and its probability in the absence of the predictor tells us when and to what extent events are indeed related. Contrary to what is often claimed, humans' associative judgements compare very favourably with the ΔP metric, even in situations where multiple predictive cues are in competition for association with the outcome. How do humans achieve this judgemental accuracy? I argue that it is not via the application of an explicit mental version of the ΔP rule. Instead, accurate judgements are an emergent property of an associationist learning process of the sort that has become common in adaptive network models of cognition. Such an associationist mechanism is the “means” to a normative or statistical “end”.     

The outcome specificity of learned predictiveness effects: parallels between human causal learning and animal conditioning

Two experiments examined the outcome specificity of a learned predictiveness effect in human causal learning. Experiment 1 indicated that prior experience of a cue-outcome relation modulates learning about that cue with respect to a different outcome from the same affective class but not with respect to an outcome from a different affective class. Experiment 2 ruled out an interpretation of this effect in terms of context specificity. These results indicate that learned predictiveness effects in human causal learning index an associability that is specific to a particular class of outcomes. Moreover, they mirror demonstrations of the reinforcer specificity of analogous effects in animal conditioning, supporting the suggestion that, under some circumstances, human causal learning and animal conditioning reflect the operation of common associative mechanisms.     

Surprise in the Context of Achievement: The Role of Outcome Valence and Importance

Five experiments examined the eliciting conditions of surprise in achievement situations. The present research tested an extension of the commonly accepted approach of regarding surprise as an emotion elicited by the unexpectedness of events. Specifically, the present extension posits that outcome valence and importance have effects on expectancy formation and thereby on surprise if expectancies are disconfirmed. It is posited that an achievement outcome's valence, importance, and expectancy are confounded because positive valence and high importance of an outcome are correlated with high desirability, which in turn increases expectancy. Consequently, an important failure should contain the highest expectancy-disconfirmation and thus elicit the highest surprise. Furthermore, in contrast to a thesis proposed by Weiner, Russel, and Lerman (1978, 1979), surprise was expected to be independent of the attribution of an outcome to luck or chance. The results of all five studies supported the present reasoning in experiments using vignettes (Studies 1 to 4), as well as in an actual achievement situation (Study 5). All of these studies provide empirical evidence of the predicted interaction effect between outcome valence and importance on surprise elicitation via expectancy-disconfirmation and thus lend support to the present extension of the expectancy-disconfirmation approach. But contrary to the approach suggested by Weiner et al., no general or causal relationships were found between attributions and surprise.     

A neural model of hippocampal–striatal interactions in associative learning and transfer generalization in various neurological and psychiatric patients

Building on our previous neurocomputational models of basal ganglia and hippocampal region function (and their modulation by dopamine and acetylcholine, respectively), we show here how an integration of these models can inform our understanding of the interaction between the basal ganglia and hippocampal region in associative learning and transfer generalization across various patient populations. As a common test bed for exploring interactions between these brain regions and neuromodulators, we focus on the acquired equivalence task, an associative learning paradigm in which stimuli that have been associated with the same outcome acquire a functional similarity such that subsequent generalization between these stimuli increases. This task has been used to test cognitive dysfunction in various patient populations with damages to the hippocampal region and basal ganglia, including studies of patients with Parkinson’s disease (PD), schizophrenia, basal forebrain amnesia, and hippocampal atrophy. Simulation results show that damage to the hippocampal region—as in patients with hippocampal atrophy (HA), hypoxia, mild Alzheimer’s (AD), or schizophrenia—leads to intact associative learning but impaired transfer generalization performance. Moreover, the model demonstrates how PD and anterior communicating artery (ACoA) aneurysm—two very different brain disorders that affect different neural mechanisms—can have similar effects on acquired equivalence performance. In particular, the model shows that simulating a loss of dopamine function in the basal ganglia module (as in PD) leads to slow acquisition learning but intact transfer generalization. Similarly, the model shows that simulating the loss of acetylcholine in the hippocampal region (as in ACoA aneurysm) also results in slower acquisition learning. We argue from this that changes in associative learning of stimulus–action pathways (in the basal ganglia) or changes in the learning of stimulus representations (in the hippocampal region) can have similar functional effects.     

Number, But Not Rhythmicity, of Temporal Cues Determines Phrasing Effects in Rat Serial-Pattern Learning

Recent work on experimental manipulations that affect chunking in sequential learning has shown that cues inserted into a sequence, termed “phrasing cues,” can facilitate learning by serving as discriminative cues that overshadow associations between sequence items (Stempowski, Carman, & Fountain, 1999). This experiment assessed whether rhythmicity is an important determinant of temporal phrasing effects or, instead, that a discrimination learning view can adequately account for the results of manipulating the number and sequential positioning of phrasing cues. Rats learned serial patterns in which the number and organization of phrasing cues were manipulated so that phrasing cues were positioned at the beginning of four or eight chunks in an eight-chunk serial pattern. Alternate Chunks phrasing, Aperiodic phrasing (four cues always positioned before the first, third, fourth, and seventh chunks), and Random phrasing (four cues positioned at four chunks chosen randomly for each new pattern presentation) produced equal facilitation of acquisition for cued chunks relative to a No Phrasing condition, but not as much facilitation as Every Chunk phrasing. Cue removal produced deficits, with greater impairment observed for the eight- versus four-cue conditions. Thus, the effects of temporal phrasing cues were predicted less by their rhythmicity than by the common discrimination learning notion that associative strength is a function of the number of stimulus–response pairings.     

The effect of statistical learning on internal stimulus representations: Predictable items are enhanced even when not predicted

Statistical learning is the automatic and unconscious learning of environmental regularities and is a basic mechanism of learning in a variety of human perceptual and cognitive domains. Previous studies have mainly focused on the associative mechanisms of statistical learning. However, an unexplored question is whether the internal representations of individual stimuli are altered as their associations are learned. Using a temporal statistical learning paradigm, we examine this question across three experiments and find clear evidence that the internal representations of individual stimuli are differentially altered according to their degree of temporal predictability. These findings complement previous accounts of statistical learning and reveal an enriched mechanism of human learning, such that learning to associate items also enhances the representations of certain items relative to others.     

The role of outcome inhibition in interference between outcomes: A contingency‐learning analogue of retrieval‐induced forgetting

Current associative theories of contingency learning assume that inhibitory learning plays a part in the interference between outcomes. However, it is unclear whether this inhibitory learning results in the inhibition of the outcome representation or whether it simply counteracts previous excitatory learning so that the outcome representation is neither activated nor inhibited. Additionally, these models tend to conceptualize inhibition as a relatively transient and cue‐dependent state. However, research on retrieval‐induced forgetting suggests that the inhibition of representations is a real process that can be relatively independent of the retrieval cue used to access the inhibited information. Consistent with this alternative view, we found that interference between outcomes reduces the retrievability of the target outcome even when the outcome is associated with a novel (non‐inhibitory) cue. This result has important theoretical implications for associative models of interference and shows that the empirical facts and theories developed in studies of retrieval‐induced forgetting might be relevant in contingency learning and vice versa.     

Temporal contexts: filling the gap between episodic memory and associative learning

People can create temporal contexts, or episodes, and stimuli that belong to the same context can later be used to retrieve the memory of other events that occurred at the same time. This can occur in the absence of direct contingency and contiguity between the events, which poses a challenge to associative theories of learning and memory. Because this is a learning and memory problem, we propose an integrated approach. Theories of temporal contexts developed in the memory tradition provide interesting predictions that we test using the methods of associative learning to assess their generality and applicability to different settings and dependent variables. In 4 experiments, the integration of these 2 areas allows us to show that (a) participants spontaneously create temporal contexts in the absence of explicit instructions; (b) cues can be used to retrieve an old temporal context and the information associated with other cues that were trained in that context; and (c) the memory of a retrieved temporal context can be updated with information from the current situation that does not fit well with the retrieved memory, thereby helping participants to best adapt their behavior to the future changes of the environment.     

Using variability to guide dimensional weighting: associative mechanisms in early word learning

At 14 months, children appear to struggle to apply their fairly well-developed speech perception abilities to learning similar sounding words (e.g., bih/dih; Stager & Werker, 1997). However, variability in nonphonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both noncontrastive information (e.g., cues to speaker voice) and meaningful linguistic cues (e.g., place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing at this age, and that the structure of noninformative cues has critical influences on word learning abilities.