Dictionary of Biological Psychology
The central concept of the Rescorla-Wagner theory is that stimuli which are surprising are the subject of more intense LEARNING than those stimuli which are expected and therefore less surprising. This theory had its origins in KAMIN’S EFFECT or blocking effect but has intuitive appeal as surprising events generally signal that something important is happening and learning should occur if the organism is to better be able to cope effectively with such stimuli in the future (obviously an adaptive consideration in evolutionary thinking). In CLASSICAL CONDITIONING, the UNCONDITIONED STIMULUS (US) is a surprise when it is first presented and the occurrence of a CONDITIONED STIMULUS (CS) will help reduce future surprise if it predicts the US and if the animal learns this relationship. In this model, learning continues until the CS no longer reduces the surprise produced by the US.
The Rescorla-Wagner theory is also a mathematical model that makes precise predictions.
Reference
Rescorla R.A & Wagner A.R. (1972) A theory of Pavlovian conditioning: variations in the effectiveness of reinforcement and non-reinforcement. In Classical Conditioning: Current Research and Theory, ed. Black A.H. & Prokasy W.F., pp.64–99, Appleton-Century-Crofts: New York.
JAMES R.STELLAR
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