Learning and Behavior: A Contemporary Synthesis

By M. Bouton. 2006

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In Reinforcement Learning

Citations in the corpus

Shortcut learning in deep neural networks (2020, background): “phenomenon. Once a predictive cue/feature (say, a light ﬂash) has been associated with an outcome (e.g. food), animals sometimes fail to associate a new, equally predictive cues with the same outcome [42,43,44]. 8 Figure 4. Both human and machine vision generalise, but they generalise very different”
Disentangling the Roles of Approach, Activation and Valence in Instrumental and Pavlovian Responding (2011, background): “The instrumental component respects the stimulus-dependent contingency between responses and their outcomes (stimulus-response and action-outcome learning) [3].”
Interactively shaping agents via human reinforcement: the TAMER framework (2009, background): “There, shaping is defined as training by reinforcing successively improving approximations of the target behavior [6].”
How Humans Teach Agents - A New Experimental Perspective (2012, background): “and other animals learn [5] and, complementarily, how peo-”
Building health behavior models to guide the development of just-in-time adaptive interventions: A pragmatic framework (2015, background): “…highlight the importance of concepts such as shaping (i.e., training by reinforcing successively improving approximations of a desired behavior; Bouton, 2007; Ferster & Skinner, 1957) and teachable moments (i.e., a time when a person is more likely to internalize information and take action;…”
The placebo effect: From concepts to genes. (2015, neutral): “Partial reinforcement refers to when the cue is paired with the relevant outcome on some, but not all trials (Bouton, 2007).”
TAMER: Training an Agent Manually via Evaluative Reinforcement (2008, background): “In fact, in the animal learning literature, training by reinforcement (i.e. shaping) is defined as rewarding successive approximations of the goal behavior [9].”
Coming to terms with fear (2014, background): “Whereas the CS does come to control defensive freezing, this is not the same response elicited by the US—the US elicits jumping, flight, and other responses (9, 51, 57).”
Neural interactions in the human frontal cortex dissociate reward and punishment learning (2024, background): “These learning abilities are formalized by the law of effect (Thorndike, 1898; Bouton, 2007) and they pertain the goal-directed system, which supports the acquisition of action-outcome contingencies and the selection of actions according to expected outcomes, as well as current goal and…”