Jessica C Lee

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• B.A. (Psychology), PhD
• Lecturer at The University of Sydney

Two experiments tested whether a peak-shifted generalization gradient could be explained by the averaging of distinct gradients displayed in subgroups reporting different generalization rules. Across experiments using a causal judgment task (Experiment 1) and a fear conditioning paradigm (Experiment 2), we found a close concordance between self-rep...

In this commentary, we propose that occasion setting in humans may be even more widespread than Leising and colleagues assume. In contrast to animal work, our research using the feature negative procedure (A+ AX-) reveals substantial individual differences in what people learn about the feature (X). We discuss findings showing that the majority of...

Stimulus generalization is a critical ability for adaptation to everyday life. In a typical experiment, generalization is assessed by measuring responses to stimuli varying along a physical dimension. Variations in the gradient of learned responses are usually interpreted as differences in the underlying cognitive process of generalization. A recen...

Individuals differ in their sensitivity to the adverse consequences of their actions, leading some to persist in maladaptive behaviors. Two pathways have been identified for this insensitivity: a motivational pathway based on excessive reward valuation and a behavioral pathway based on autonomous stimulus-response mechanisms. Here, we identify a th...

Stimulus generalization, or the transfer of learned responses between stimuli, is a critical ability for adaptation to everyday life. In a typical experiment, generalization is assessed by measuring responses to stimuli varying along a physical dimension. Variations in the gradient of learned responses are usually interpreted as differences in the...

How is new information organized in memory? According to latent state theories, this is determined by the level of surprise, or prediction error, generated by the new information: a small prediction error leads to the updating of existing memory, large prediction error leads to encoding of a new memory. We tested this idea using a protocol in which...

How is new information organized in memory? According to latent state theories, this is determined by the level of surprise, or prediction error, generated by the new information: small prediction error leads to updating of existing memory, large prediction error leads to encoding of a new memory. We tested this idea using a protocol in which rats...

The learned predictiveness effect refers to the tendency for predictive cues to attract greater attention and show faster learning in subsequent tasks. However, in typical designs, the predictiveness of each cue (its objective cue–outcome correlation) is confounded with the degree to which it is informative for making the correct response on each t...

Rescorla (2000, 2001) interpreted his compound test results to show that both common and individual error terms regulate associative change such that the element of a conditioned compound with the greater prediction error undergoes greater associative change than the one with the smaller prediction error. However, it has recently been suggested tha...

How is new information organized in memory? According to latent state theories, this is determined by the level of surprise, or prediction error, generated by the new information: small prediction error = updating of existing memory, large prediction error = encoding of new memory. We tested this idea using a protocol in which rats were first condi...

How is new information organized in memory? According to latent state theories, this is determined by the level of surprise, or prediction error, generated by the new information: small prediction error = updating of existing memory, large prediction error = encoding of new memory. We tested this idea using a protocol in which rats were first condi...

How is new information organized in memory? According to latent state theories, this is determined by the level of surprise, or prediction error, generated by the new information: small prediction error = updating of existing memory, large prediction error = encoding of new memory. We tested this idea using a protocol in which rats were first condi...

People often rely on the covariation between events to infer causality. However, covariation between cues and outcomes may change over time. In the associative learning literature, extinction provides a model to study updating of causal beliefs when a previously established relationship no longer holds. Prediction error theories can explain both ex...

The illusory causation effect describes the tendency to judge an unrelated cue and outcome to be causally related. The standard procedure for assessing the illusion is based on the implicit assumptions that participants start as naïve observers with no prior beliefs about the likely relationship between the cue and outcome, and that learning can be...

In a causal illusion task, participants rate a cue that has an objectively null contingency with an outcome as causal. Trials are usually organized according to a 2x2 table representing the presence/absence of a binary cue and a binary outcome. Cell A outcomes (cue, outcome) can be attributed to the cue. But how do participants interpret trials fro...

Illusory causation is a phenomenon in which people mistakenly perceive a causal relationship between a cue and outcome even though the contingency between them is actually zero. Illusory causation studies typically use a unidirectional causal rating scale, where one endpoint refers to no relationship and the other to a strongly positive causal rela...

Inhibitory stimuli are slow to acquire excitatory properties when paired with the outcome in a retardation test. However, this pattern is also seen after simple non-reinforced exposure: latent inhibition. It is commonly assumed that retardation would be stronger for a conditioned inhibitor than for a latent inhibitor, but there is surprisingly litt...

Influential models of causal learning assume that learning about generative and preventive relationships are symmetrical to each other. That is, a preventive cue directly prevents an outcome from occurring (i.e., "direct" prevention) in the same way a generative cue directly causes an outcome to occur. However, previous studies from our lab have sh...

Background: Withdrawal from addictive drugs can be reduced by administering placebo deceptively, but in the clinic it is unethical to deceive the patient. Open-label placebo effects have been observed across a range of psychophysiological phenomena, and may also apply to drug withdrawal. Method: 24-hour abstinent heavy coffee drinkers (N = 61) r...

Individuals differ in sensitivity to the adverse consequences of their actions, leading some to persist in maladaptive behaviours. Two pathways have been identified for this insensitivity: a motivational pathway based on reward valuation and a behavioural pathway based on stimulus–response mechanisms. Here we identify a third, cognitive pathway bas...

Exposure-based treatment involves repeated presentation of feared stimuli or situations in the absence of perceived threat (i.e., extinction learning). However, the stimulus or situation of fear acquisition (CS+) is highly unlikely to be replicated and presented during treatment. Thereby, stimuli that resemble the CS+ (generalization stimuli; GSs)...

In the field of stimulus generalization, an old yet unresolved discussion pertains to what extent stimulus misidentifications contribute to the pattern of conditioned responding. In this article, we perform cluster analysis on six datasets (four published datasets and two unpublished datasets, included N = 950) to examine the relationship between i...

A challenge for generalization models is to specify how excitation generated from a CS+ (i.e., positive evidence) should interact with inhibition from a CS- (i.e., negative evidence) to produce generalized responding. Empirically, many generalization phenomena are consistent with the monotonicity principle, which states that additional positive evi...

One of the many strengths of the Rescorla and Wagner (1972) model is that it accounts for both excitatory and inhibitory learning using a single error-correction mechanism. However, it makes the counterintuitive prediction that nonreinforced presentations of an inhibitory stimulus will lead to extinction of its inhibitory properties. Zimmer-Hart an...

Inhibitory learning after feature negative training (A+/AB-) is typically measured by combining the Feature B with a separately trained excitor (e.g., C) in a summation test. Reduced responding to C is taken as evidence that B has properties directly opposite to those of C. However, in human causal learning, transfer of B's inhibitory properties to...

Learning of cue-outcome relationships in associative learning experiments is often assessed by presenting cues without feedback about the outcome and informing participants to expect no outcomes to occur. The rationale is that this "no-feedback" testing procedure prevents new learning during testing that might contaminate the later test trials. We...

In contrast to the large body of work demonstrating second-order conditioning (SOC) in non-human animals, the evidence for SOC in humans is scant. In this review, I examine the existing literature and suggest theoretical and procedural explanations for why SOC has been so elusive in humans. In particular, I discuss potential interactions with condi...

Punishment maximises the probability of our individual survival by reducing behaviours that cause us harm, and also sustains trust and fairness in groups essential for social cohesion. However, some individuals are more sensitive to punishment than others and these differences in punishment sensitivity have been linked to a variety of decision-maki...

Learning of cue-outcome relationships in associative learning experiments is often assessed by presenting cues without feedback about the outcome and informing participants to expect no outcomes to occur. The rationale is that this “no-feedback” testing procedure prevents new learning during testing that might contaminate the later test trials. We...

We have previously reported that human participants trained with a simultaneous feature negative discrimination (intermixed A+ / AB- trials) show only modest transfer of inhibitory properties of the feature B to a separately trained excitor in a summation test (Lee & Lovibond, 2021). Self-reported causal structure suggested that many participants l...

Punishment maximises the probability of our individual survival by reducing behaviours that cause us harm, and also sustains trust and fairness in groups essential for social cohesion. However, some individuals are more sensitive to punishment than others and these differences in punishment sensitivity have been linked to a variety of decision-maki...

Studying generalisation of associative learning requires analysis of response gradients measured over a continuous stimulus dimension. In human studies, there is often a high degree of individual variation in the gradients, making it difficult to draw conclusions about group-level trends with traditional statistical methods. Here, we demonstrate a...

Traditional associative learning theories predict that training with feature negative (A+/AB-) contingencies leads to the feature B acquiring negative associative strength and becoming a conditioned inhibitor (i.e., prevention learning). However, feature negative training can sometimes result in negative occasion setting, where B modulates the effe...

Although memory of past experiences is crucial for the ability to transfer knowledge to new situations, surprisingly little research has directly investigated the relationship between memory and generalization. The present study sought to investigate how the perceptual memory of a trained stimulus influences generalization to similar stimuli. Forty...

When novel stimuli trigger a previously learned response, this can be due to failure to perceive the novel stimulus as different from the trained stimulus (perception), or active extrapolation of learned properties from the trained stimulus (induction). To date, there has been little investigation of how individual differences in perceptual ability...

Although memory of past experiences is crucial for the ability to transfer knowledge to new situations, surprisingly little research has directly investigated the relationship between memory and generalization. The present study sought to investigate how the perceptual memory of a trained stimulus influences generalization to similar stimuli. Forty...

Evidence from a variety of learning tasks suggests that cues that are more predictive of an outcome attract greater attention and are learned about more effectively in subsequent tasks. We tested whether this learned predictiveness effect is due to the objective strength of the cue-outcome association (cue-outcome correlation), or the degree to whi...

Generalization of learning can arise from two distinct sources: failure to discriminate a novel test stimulus from the trained stimulus, and active extrapolation from the trained stimulus to the test stimulus despite them being discriminable. We investigated these two processes in a predictive learning task by testing stimulus discriminability (ide...

When generalizing properties from known to novel instances, both positive evidence (instances known to possess a property) and negative evidence (instances known not to possess a property) must be integrated. The current study compared generalization based on positive evidence alone against a mixture of positive evidence and perceptually dissimilar...

The number of students enrolling in postgraduate by research degrees has seen a large increase in recent years, a trend which is evident globally as well as within Australia. However, the rate at which PhD students are dropping out has also increased, indicating that students are not receiving adequate resources to support them throughout their can...

In property induction tasks, encountering a diverse range of instances (e.g., hippos and hamsters) with a given property usually increases our willingness to generalise that property to a novel instance, relative to non-diverse evidence (e.g., hippos and rhinos). Although generalisation in property induction and predictive learning tasks share conc...

In property induction tasks, encountering a diverse range of instances (e.g., hippos and hamsters) with a given property usually increases our willingness to generalize that property to a novel instance, relative to non-diverse evidence (e.g., hippos and rhinos). Although generalization in property induction and predictive learning tasks share conc...

When generalizing properties from known to novel instances, both positive evidence (instances known to possess a property) and negative evidence (instances known not to possess a property) must be integrated. The current study compared generalization based on positive evidence alone against a mixture of positive evidence and perceptually dissimilar...

After discrimination learning between two stimuli that lie on a continuum, animals typically exhibit generalization on the basis of similarity to the physical features of the stimuli, often producing a peak-shifted gradient. However, post-discrimination generalization in humans usually resembles a monotonically increasing (e.g., linear) gradient th...

The prototype distortion task demonstrates that it is possible to learn about a category of physically similar stimuli through mere observation. However, there have been few attempts to test whether different encoding conditions affect learning in this task. This study compared prototypicality gradients produced under incidental learning conditions...

Reward cues contribute to overconsumption of food and drugs and can lead to relapse. The failure of exposure therapies to reduce overconsumption and relapse is generally attributed to the context-specificity of extinction. However, no previous study has examined whether cue-elicited reward-seeking (as opposed to cue-reactivity) is sensitive to cont...

Single-cue delay eyeblink conditioning is presented as a prototypical example of automatic, nonsymbolic learning that is carried out by subcortical circuits. However, it has been difficult to assess the role of cognition in single-cue conditioning because participants become aware of the simple stimulus contingency so quickly. In this experiment (n...

The blocking effect in causal learning, once taken as a hallmark of associative learning, has recently been explained in terms of an explicit deductive reasoning process. Yet when the conditions necessary for deduction are removed, a small blocking effect is often still present. We examined the relationship between blocking and participants' perfor...

In human causal learning, excitatory and inhibitory learning effects can sometimes be found in the same paradigm by altering the learning conditions. This study aims to explore whether learning in the feature negative paradigm can be dissociated by emphasising speed over accuracy. In two causal learning experiments, participants were given a featur...