Abstract
Over the past 30 years, classical conditioning studies have been examined within a cognitive perspective. This paper introduces the main studies that have emerged through models that refer to cognitive concepts. After a brief review concerning the basic models of Pavlovian conditioning, (e.g. Rescorla-Wagner, 1972), we present more recent models based on the concepts of memory and representation (e.g. Miller & Matzel, 1988). These models, which rely on the cognitive distinction between learning and performance, present another vision of the relationship between the representations of stimuli in memory.
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