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1. link.springer.com › article › 10Contiguity and contingency in action-effect learning - Springer

   link.springer.com › article › 10

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   Dec 18, 2003 · Taken together, studies on instrumental learning in humans and other animals imply that a positive contingency facilitates the detection of a relationship between action and effect.

   • Author: Birgit Elsner, Bernhard Hommel

   • Publish Year: 2004

2. www.sciencedirect.com › science › articleFeelings of control: Contingency determines experience of action

   www.sciencedirect.com › science › article

   Feb 1, 2009 · We show that contingency modulates not just the perceived relation between action and effect, but the temporal perception of action itself. Our results further emphasize the intimate relationship between time perception and causality (Michotte, 1963), and between action and time perception (Yarrow, Haggard, Heal, Brown, & Rothwell, 2001).

   • Author: James W. Moore, David Lagnado, Darvany C. Deal, Patrick Haggard

   • Publish Year: 2009

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4. www.frontiersin.org › journals › human-neuroscienceFrom action intentions to action effects: how does the sense ...

   www.frontiersin.org › journals › human-neuroscience

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   May 14, 2014 · In this framework, action effects are precisely those sensory events that can be predicted from one’s intentions, using the specific intermediate mechanism of the comparator model (Wolpert et al., 1995; Figure 1A). Thus, the comparator model allows for two specific predictions.

5. journals.plos.org › plosone › articleContext and Time in Causal Learning: Contingency and Mood ...

   journals.plos.org › plosone › article

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   May 15, 2013 · Defining cues for instrumental causality are the temporal, spatial and contingency relationships between actions and their effects. In this study, we carried out a series of causal learning experiments that systematically manipulated time and context in positive and negative contingency conditions.

   • Author: Rachel M. Msetfi, Caroline Wade, Robin A. Murphy

   • Publish Year: 2013

6. pubmed.ncbi.nlm.nih.gov › 14685854Contiguity and contingency in action-effect learning - PubMed

   pubmed.ncbi.nlm.nih.gov › 14685854

   If action-effect learning has an associative basis, it should be influenced by factors that are known to affect instrumental learning, such as the temporal contiguity and the probabilistic contingency of movement and effect.

   • Author: Birgit Elsner, Bernhard Hommel

   • Publish Year: 2004

7. www.ncbi.nlm.nih.gov › pmc › articlesThe influence of action–outcome contingency on motivation ...

   www.ncbi.nlm.nih.gov › pmc › articles

   Sep 14, 2018 · The contingency between an action (key press) and an outcome (white dot) was varied systematically over experimental blocks such that in some blocks the outcome only occurred in response to an action, while in others the outcome could also occur in the absence of an action.

8. People also ask

   Does a positive contingency facilitate a relationship between action and effect?

   • Taken together, studies on instrumental learning in humans and other animals imply that a positive contingency facilitates the detection of a relationship between action and effect.

   Contiguity and contingency in action-effect learning

   link.springer.com/article/10.1007/s00426-003-0151-8

   See all results for this question

   How does contingency affect action-effect learning?

   • If contingency has an impact on action-effect learning, the acquisition-consistency effect in the test phase should be more pronounced the higher the Delta- p in the learning phase, i.e., the more the probability of an effect given the action p (E|R) exceeds the probability of the effect given the absence of the action p (E|−R).

   Contiguity and contingency in action-effect learning

   link.springer.com/article/10.1007/s00426-003-0151-8

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   How does contiguity affect action-effect relations?

   • In two experiments, the contiguity or the contingency between key presses and subsequent tones was manipulated in various ways. As expected, both factors affected the acquisition of action-effect relations as assessed by the potency of action effects to prime the corresponding action in a later behavioral test.

   Contiguity and contingency in action-effect learning

   link.springer.com/article/10.1007/s00426-003-0151-8

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   Why should learning depend on temporal contiguity and probabilistic contingency?

   • If so, learning should depend on the temporal contiguity and the probabilistic contingency of action and effect, because these factors determine the activation overlap of the codes. Moreover, the model claims that the emerging associations are bi-directional, so that being exposed to an acquired action effect will prime the associated action.

   Contiguity and contingency in action-effect learning

   link.springer.com/article/10.1007/s00426-003-0151-8

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   Does a learned association increase with a positive contingency?

   • Typically, the strength of the learned association increases with increasing positive contingency. Under non-contingency, i.e., when Delta- p equals zero, the effect appears equally often in the presence and in the absence of a response, and thus, action and effect are independent of each other.

   Contiguity and contingency in action-effect learning

   link.springer.com/article/10.1007/s00426-003-0151-8

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   How does positive contingency affect excitatory associations?

   • Under positive contingency, animals learn excitatory associations, and humans judge the response as the cause of the effect (Shanks & Dickinson, 1987; Wasserman, 1990; Young, 1995). Typically, the strength of the learned association increases with increasing positive contingency.

   Contiguity and contingency in action-effect learning

   link.springer.com/article/10.1007/s00426-003-0151-8

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9. link.springer.com › article › 10Cognitive control of action: The role of action effects

   link.springer.com › article › 10

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   Nov 28, 2003 · They studied the contribution of two factors to action-effect learning: The temporal contiguity and the probabilistic contingency of action and effect. Based on their findings that both factors affected the acquisition of action-effect relations, they conclude that action-effect representations are acquired by associative learning mechanisms.