Feedback in discriminative avoidance learning: Mechanistic versus cognitive views

Presentation of a feedback stimulus, a non-aversive event never paired with shock, following an avoidance response has been found to be an effective reinforcer in avoidance learning. Alternative formulations of the feedback effect, one a version of the traditional S-R mechanistic, two-factor theory and the other a cognitive (informational) theory, were evaluated with a view toward determining which type of formulation provides a more viable explanation of avoidance learning. The conclusion reached, however, was that both informational and fear-reduction positions operationalize their critical concepts in the same manner, and to date there are no empirical grounds for distinguishing these different views.