Wagner's fully elaborated theory of learning (e.g., Vogel, Ponce, & Wagner, 2019) was founded on an initial analysis of the mechanisms responsible for habituation (Wagner, 1976, 1979). Central to its explanation of long-term habituation was the proposal that a predicted stimulus, one signaled by some other event as a consequence of associative learning, would be less effective at activating its central representation. We review evidence (from studies of the role of context in habituation and latent inhibition, of preexposure to the event to be used as an unconditioned stimulus in conditioning, and of conditioned diminution effects) taken to support this explanation. We argue that the evidence is less than convincing and consider instead an alternative account that interprets habituation as reflecting a reduction in the effective salience of a stimulus that is determined by a learning process akin to extinction, in which the critical factor is that the stimulus is presented followed by no consequences. The application of this account to the phenomena dealt with by Wagner's model is considered and further implications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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刺激的预测时间和刺激的预测时间：习惯的替代解释。

瓦格纳（Wagner）详尽阐述的学习理论（例如Vogel，Ponce和Wagner，2019）建立在对习惯化机制的初步分析基础上（Wagner，1976,1979）。关于长期习惯的解释的核心是这样的建议，即预期的刺激（由于联想学习的结果而由其他事件发出）将在激活其中央表示方面不太有效。我们回顾了证据（从对环境在习惯和潜在抑制中的作用的研究，预暴露到事件中作为条件中的无条件刺激来使用以及条件减少效应）来支持这种解释。我们认为证据不足以令人信服，而是考虑将习惯性解释为反映了由类似于灭绝的学习过程所确定的刺激的有效显着性降低的替代解释，其中关键因素是刺激是提出，没有任何后果。考虑了将此说明应用于Wagner模型处理的现象，并讨论了进一步的含义。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。