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{
    "pk": 5660,
    "title": "General Process Learning Theory: Challenges from Response and Stimulus Factors",
    "subtitle": null,
    "abstract": "Traditionally, general theories of learning have focused on associative and other mechanisms that are responsible for conditioned behavior without seriously considering how those mechanisms might vary depending on the stimulus being learned about and the response that provides evidence of learning. Recent studies of sexual conditioning in male domesticated quail have revealed both quantitative and qualitative variations in the functional properties of conditioned behavior depending on the response that is measured and the events or objects that serve as conditioned stimuli. For example, sexually conditioned sign tracking behavior is directly related to the ratio between context exposure (C) and trial duration (T) in a conditioning procedure, but sexually conditioned goal tracking is inversely related to the C/T ratio. Other studies have shown that conditioned stimuli that include limited cues from a female quail support different forms of sexually conditioned behavior than conditioned stimuli that lack female features. Furthermore, these various conditioned responses are differentially sensitive to extinction and reinforcer devaluation. The implications of these findings for general process learning theory are discussed.",
    "language": "en",
    "license": {
        "name": "Creative Commons Attribution 4.0",
        "short_name": "CC BY 4.0",
        "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.",
        "url": "https://creativecommons.org/licenses/by/4.0"
    },
    "keywords": [
        {
            "word": "International Journal of Comparative Psychology"
        },
        {
            "word": "Behavior"
        },
        {
            "word": "Behaviour"
        },
        {
            "word": "Communication"
        },
        {
            "word": "vocalization"
        },
        {
            "word": "learning"
        },
        {
            "word": "Behavioral Taxonomy"
        },
        {
            "word": "cognition"
        },
        {
            "word": "Cognitive Processes"
        },
        {
            "word": "Intelligence"
        },
        {
            "word": "Choice"
        },
        {
            "word": "Conditioning"
        },
        {
            "word": "associative learning"
        },
        {
            "word": "Quail"
        }
    ],
    "section": "Research Article",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0b69j9v1",
    "frozenauthors": [
        {
            "first_name": "Michael",
            "middle_name": "",
            "last_name": "Domjan",
            "name_suffix": "",
            "institution": "University of Texas at Austin, U.S.A.",
            "department": "None"
        }
    ],
    "date_submitted": "2009-05-05T07:00:00Z",
    "date_accepted": "2009-05-05T07:00:00Z",
    "date_published": "2000-12-31T08:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "",
            "type": "",
            "path": "https://journalpub.escholarship.org/uclapsych_ijcp/article/5660/galley/3415/download/"
        }
    ]
}