Inhibition can be defined as a phenomenon in which an agent prevents or suppresses a behavioral state that would otherwise occur. Associative learning studies have extensively examined how experiences shape the acquisition of inhibitory behavioral tendencies across many species and situations. Associative inhibitory phenomena can be studied at various levels of analysis. One could focus on the trajectory of behavioral change involved in learning from negative statistical associations between discrete events (inhibitory learning). Alternatively, one could be interested in the effects of accumulated experience with those negative associations (conditioned inhibition). One could rather be interested in how organisms implement what they learn through experiences involving negative associations (response inhibition). Yet, one could inquire into how the capacity of learning negative associations and performing accordingly varies between individuals and along time for the same individual (inhibitory control). This article presents a tentative taxonomy addressing different levels of analysis of associative inhibitory phenomena by using different terms for each. In addition, recent evidence and certain unresolved issues at each level are thoroughly scrutinized and contrasted with prior findings. The empirical and theoretical advances made by modeling inhibition as an associative learning phenomenon have provided scaffolds for the current knowledge and emerging accounts of the topic. Some of those emerging accounts have the potential to bridge different levels of analysis and foster "cross-pollination" of ideas among broad fields beyond associative learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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条件抑制、抑制学习、反应抑制和抑制控制：概述概念澄清。


抑制可以定义为一种现象，其中代理阻止或抑制否则会发生的行为状态。联想学习研究广泛研究了经验如何影响许多物种和情况下抑制行为倾向的获得。关联抑制现象可以在不同的分析层次上进行研究。人们可以关注从离散事件之间的负统计关联中学习所涉及的行为变化轨迹（抑制性学习）。或者，人们可能会对积累的经验与这些负面关联（条件抑制）的影响感兴趣。人们可能更感兴趣的是生物体如何通过涉及负面关联（反应抑制）的经验来实现它们所学到的知识。然而，我们可以探究学习负关联的能力以及相应的表现在不同个体之间以及同一个体在不同时间段内的差异（抑制控制）。本文提出了一种尝试性的分类法，通过对每种现象使用不同的术语来解决联想抑制现象的不同层次的分析。此外，最近的证据和各个层面的某些未解决的问题都经过彻底审查，并与之前的发现进行了对比。将抑制建模为联想学习现象所取得的实证和理论进展为当前知识和该主题的新兴描述提供了支架。其中一些新兴账户有可能在不同层次的分析之间架起桥梁，并促进联想学习之外的广泛领域之间思想的“交叉授粉”。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。