Classical conditioning of model systems: A behavioral review

Abstract

The present review examines briefly the history and status of classical conditioning as a means of studying associative learning and assesses the ability of a cross section of model systems to demonstrate associative learning when classical conditioning procedures are employed. It is suggested that model systems that show the emergence of a new (i.e. conditioned) response as a result of being subjected to classical conditioning procedures have unequivocally demonstrated associative learning. In contrast, the ability of model systems to demonstrate associative learning when classical conditioning procedures result in a pairing-specific change in an existing response depends on how associative learning is defined. The advantages of a traditional definition of associative learning for uncovering the neural substrates of learning are discussed. © 1989, Psychonomic Society, Inc.. All rights reserved.