The relation between spatial and nonspatial learning.

McGregor, A.

Abstract

This chapter reviews the contents of spatial learning and the conditions under which spatial learning occurs. There is evidence for both S‐R and S‐S associations, with S‐S associations enabling learning based on the relations among stimuli and a representation of the outcome of an animal's behavior. The chapter argues that complex spatial behavior does not necessarily require a cognitive map that obeys unique nonassociative rules in its formation. In fact, an examination of the conditions under which spatial learning progresses reveals associative processes wherever they have been sought. The least well‐understood aspect of spatial behavior is how the contents of spatial learning translate into performance. The reviewed models seem unable to capture all of the processes revealed by behavioral studies, and an important future endeavor is to provide accounts of performance that can match the knowledge that research into the nature of spatial learning has provided.

Citation

McGregor, A. (2016). The relation between spatial and nonspatial learning. In R. Murphy, & R. Honey (Eds.), The Wiley Handbook on the Cognitive Neuroscience of Learning (313-347). John Wiley and Sons. https://doi.org/10.1002/9781118650813.ch13

• Online Publication Date: Jun 24, 2016
• Publication Date: 2016-07
• Deposit Date: Aug 22, 2016
• Pages: 313-347
• Book Title: The Wiley Handbook on the Cognitive Neuroscience of Learning.
• Chapter Number: 13
• DOI: https://doi.org/10.1002/9781118650813.ch13
• Public URL: https://durham-repository.worktribe.com/output/1665947