Stimulus representation: a subprocess of imprinting and conditioning

Abstract

We suggest a way to reconcile imprinting and associative learning that respects the real differences between the two phenomena but helps to recognize underlying commonalities. Rather than treating each type of learning as the manifestation of a unitary mechanism, we approach learning as a combination of separate subprocesses. Exploration of the literature regarding one of these subprocesses, namely, that governing the representation of stimuli, revealed striking similarities between imprinting and conditioning. These similarities suggest predictions for fresh experimental work that will help to uncover the general rules by which combinations of stimulus features are represented in memory.