Reversing the relationship between a nontarget cue and the outcome facilitates subsequent human predictive learning

• Published in: Behavioural processes 2021-12, Vol.193, p.104529-104529, Article 104529
• Main Authors: González, Gabriel, Alcalá, José A., Ogállar, Pedro M., Rosas, Juan M., Callejas-Aguilera, José E.
• Format: Article
• Language: English
• Subjects: Association Learning; Associative interference; Attention; Cues; Extinction; Human predictive learning; Humans; Learning; Water
• ISSN: 0376-6357; 1872-8308
• DOI: 10.1016/j.beproc.2021.104529

Two experiments were conducted to test the effect of experiencing associative interference on later learning. A predictive learning task was used in which human participants had to evaluate whether plants would grow or not (Outcome) after being watered with different fertilizers (Cues). Experiment 1 found that the increase in the prediction error produced by following a pre-exposed nontarget cue by the outcome, facilitated subsequent acquisition of the relationship between the pre-exposed target cue and the outcome. Experiment 2 compared whether learning about the target cue was differentially affected by experiencing two types of associative interference with the nontarget cue: Pairing the pre-exposed cue with the outcome and presenting the cue without outcome after being paired with it. The experience of associative interference with nontarget cues similarly facilitated subsequent learning about the target cue, regardless of the direction of the change in the nontarget cue-outcome relationship. It is suggested that the increase in prediction error produced by the experience of associative interference may lead to a general increase in attention that facilitates subsequent learning. •Conditioning a cue that has been pre-exposed is useful to increase prediction error.•Conditioning a cue facilitated reversing the meaning of a pre-exposed target cue.•Associative interference increased prediction error.•Learning facilitation was observed using a new interference procedure.•Facilitation of learning didn’t depend on the associative interference procedure used.