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== Research and contributions ==
== Research and contributions ==
At the University of Pennsylvania, Rescorla researches Pavlovian conditioning.<ref name=":0" /> He studies animal learning, animal behavior, and focuses in [[associative learning]] processes. Rescorla’s overall purpose for his research was to increase knowledge about associative learning.<ref name=":2" />
Rescorla conducts research at the University of Pennsylvania on animal learning and behavior, focusing on [[associative learning]] and particularly Pavlovian conditioning.<ref name=":0" />.


=== The Rescorla-Wagner Theory ===
=== The Rescorla-Wagner Theory ===
In 1972, Robert A. Rescorla and his colleague, [[Allan R. Wagner]], created the [[Rescorla–Wagner model]]. This models classical conditioning. It is unique because it explains how the unexpected can influence learning. The model shows how the element of surprise can progress learning in an animal. Learning is subjective to how surprising the [[unconditioned stimulus]] (US) is. The surprise (US) that follows the [[conditioned stimulus]] (CS) in the initial trial was learned because it is unexpected, or very surprising. However, in the following trials, the subject learns less because the US is predictable - or less surprising<ref name=":0" />
In 1972, Robert A. Rescorla and his colleague, [[Allan R. Wagner]], published the [[Rescorla–Wagner model]] of associative learning. This model conceptualizes learning as the development of associations between conditioned (CS) and unconditioned (US) stimuli, with learning occurring when these stimuli are paired on discrete trials. The change in the association between a CS and a US that occurs when the two are paired depends on how strongly the US is predicted on that trial - that is, informally, how "surprised" the organism is by the US. The amount of this "surprise" depends on the summed associative strength of all cues present during that trial. In contrast, previous models derived the change in associative strength from the current value of the CS alone.<ref name=":0" /> The model has been extremely influential, leading to many new experimental findings and theoretical developments.<ref name=":2" />


=== Research program ===
The Rescorla-Wagner Model is said to be the most influential model of associative learning processes.<ref name=":2" />
⚫
Rescorla's interest in associative learning processes focused on three questions. First, in what situations does associative learning occur? Second, when associative learning occurs, what elements are involved? Third, what principles account for the experimental findings. To research these questions, Rescorla and his team used an assortment of methods, including for example [[fear conditioning]], reward training and [[autoshaping]]<ref name=":2" /> A literature search indicates that Rescorla has not published new research in recent years.

=== Extinction ===
[[Extinction (psychology)|Extinction]] is the loss of the [[conditioned response]] (CR) when there is no reinforcement. This means that there is no association between the CS and CR. Rescorla found when extinction occurs there is a loss in the predictive value.<ref name=":2">Rescorla, R.A., & Wagner, A.R. (1972). A theory of
Pavlovian conditioning: Variations in the effectiveness
of reinforcement and nonreinforcement.
In A.H. Black & W.F. Prokasy, Eds., Classical
Conditioning II, pp. 64–99. Appleton-CenturyCrofts.</ref> This shows that when the CS is presented, the CR cannot be as accurately predicted. Based on the Rescorla-Wagner Model, during extinction the associative value changes which means the CS and CR are less related, therefore, not as predictable<ref name=":1">Rescorla, Robert A. "Retraining of extinguished Pavlovian stimuli.". Journal of Experimental Psychology: Animal Behavior Processes 27 (2): 115–124. doi:10.1037//0097-7403.27.2.115.</ref> Rescorla researched retraining and extinction. He found that if an animal experiences extinction, retraining can occur. This furthers the associative learning between the CS and CR after extinction<ref name=":1" />

=== Current Research ===
⚫
Rescorla is specifically interested in associative learning processes. The focus is on three questions. The first is under what situations does associative learning occur? The next question is when associative learning occurs, what are the elements involved? The last question is what are the principles that shape behavior? To research these questions, Rescorla and his team use an assortment of classical conditioning concepts. Some include [[fear conditioning]], reward training and [[autoshaping]]<ref name=":2" />


== Representative publications ==
== Representative publications ==

Revision as of 13:41, 16 July 2019

Robert A. Rescorla
BornMay 9, 1940 (1940-05-09) (age 84)
Philadelphia, PA
Alma materBA, Swarthmore College PH.D., University of Pennsylvania
AwardsSociety of Experimental Psychologists (1975)

Guggenheim Fellowship for Social Sciences (1984)

National Academy of Sciences (1985)

Distinguished Scientific Contribution award of the American Psychological Association (1986)

Howard Crosby Warren Medal of the Society of Experimental Psychologists (1991)

Ira Abrams Distinguished Teaching Award of the School of Arts and Sciences (1999)

Horsley Grantt Award of the Pavlovian Society (2005)

Honorary Doctoral Degree Universiteit Gent (2006)

American Academy of Arts and Sciences (2008)
Scientific career
FieldsPsychology, Rescorla-Wagner Model, Animal Learning and Behavior, Behavioral Neuroscience, Memory and Learning
InstitutionsYale, University of Pennsylvania
Academic advisors
Websitehttps://psychology.sas.upenn.edu/people/robert-rescorla

Robert A. Rescorla (born May 9, 1940)[1] is an American psychologist who specializes in the involvement of cognitive processes in classical conditioning[2] focusing on animal learning and behavior.[3] Rescorla is a Professor Emeritus of psychology at the University of Pennsylvania (Penn). He received his B.A. in Psychology with minors in Philosophy and Math from Swarthmore College in 1962 and later received his Ph.D. under Richard Solomon from University of Pennsylvania in 1966. From there, he began his career at Yale.[1] Eventually, Rescorla returned to the University of Pennsylvania to continue his research.

One of Rescorla's significant contributions to psychology, with co-creator Allan Wagner, was the Rescorla-Wagner Model of conditioning. This model expanded knowledge on learning processes. Rescorla also continued to develop research on Pavlovian conditioning and instrumental training.[3] Due to his achievements, Rescorla received the American Psychological Association Awards of the Distinguished Scientific Contributions in 1986.[1]

Background and education

Robert A. Rescorla was born in Philadelphia, PA on May 9, 1940. He attended high school in Westfield, NJ. In 1958, he decided to enter Swarthmore College where he got his first taste of research, conducting experiments on monkeys with Henry Gleitman and serving as Solomon Asch’s research assistant doing human learning experiments. He graduated in 1962 with the highest honors.

In 1966, he received his Ph.D from the University of Pennsylvania.

Career

Rescorla taught at Yale University from 1966 to 1981.[4] While at Yale, Rescorla began a fruitful collaboration with colleague Allan Wagner, which led to the development of the Rescorla–Wagner model.[4] In 1975, he was elected into the Society of Experimental Psychologists.[4] Rescorla returned to his alma mater and began teaching there in 1981. He has been the chair of psychology department at Penn,[4] as well as the Director of Undergraduate Studies and the dean of the College of Arts and Sciences.[4] In 1984, Rescorla was granted a Guggenheim Fellowship.[5] In 1985, Rescorla was elected into the National Academy of Sciences and was also awarded the Distinguished Scientific Contribution award of the American Psychological Association in 1986.[6] In 1989, he was named University of Pennsylvania's James M. Skinner Professor of Science.[4] In 1991, Rescorla was awarded the Howard Crosby Warren Medal of follow the UCTJK Society on of instagram Experimental Psychologists.[7] He also received the Ira Abrams Distinguished Teaching Award of the School of Arts and Sciences at Penn in 1999,[7] following in 2000, he was also appointed the Christopher H. Browne Distinguished Professor of Psychology.[4] In 2005, Rescorla received the Horsley Grantt Award of the Pavlovian Society.[7] Following that, in 2006, he was granted an honorary doctoral degree by the Universiteit Gent, in Belgium.[7] He was elected into the American Academy of Arts and Sciences in 2008.[7]

Research and contributions

Rescorla conducts research at the University of Pennsylvania on animal learning and behavior, focusing on associative learning and particularly Pavlovian conditioning.[2].

The Rescorla-Wagner Theory

In 1972, Robert A. Rescorla and his colleague, Allan R. Wagner, published the Rescorla–Wagner model of associative learning. This model conceptualizes learning as the development of associations between conditioned (CS) and unconditioned (US) stimuli, with learning occurring when these stimuli are paired on discrete trials. The change in the association between a CS and a US that occurs when the two are paired depends on how strongly the US is predicted on that trial - that is, informally, how "surprised" the organism is by the US. The amount of this "surprise" depends on the summed associative strength of all cues present during that trial. In contrast, previous models derived the change in associative strength from the current value of the CS alone.[2] The model has been extremely influential, leading to many new experimental findings and theoretical developments.[8]

Research program

Rescorla's interest in associative learning processes focused on three questions. First, in what situations does associative learning occur? Second, when associative learning occurs, what elements are involved? Third, what principles account for the experimental findings. To research these questions, Rescorla and his team used an assortment of methods, including for example fear conditioning, reward training and autoshaping[8] A literature search indicates that Rescorla has not published new research in recent years.

Representative publications

  • Rescorla, R. A. (2006) Deepened Extinction from Compound Stimulus Presentation. Journal of Experimental Psychology: Animal Behavior Processes, 32, 135-144.
  • Rescorla, R. A. (2008). Evaluating conditioning of related and unrelated stimuli using a compound test. Learning and Behavior, 36, 67-74.
  • Rescorla, R. A. (2008). Conditioning of stimuli with nonzero initial value. Journal of Experimental Psychology: Animal Behavior Processes, 34, 315-323.

References

  1. ^ a b c No Authorship Indicated (1987). "Awards for Distinguished Scientific Contributions 1986: Robert A. Rescorla". American Psychologist. 42 (4): 285–288. doi:10.1037/0003-066x.42.4.285.
  2. ^ a b c Miller, Ralph R.; Barnet, Robert C.; Grahame, Nicholas J. (1995). "Assessment of the Rescorla-Wagner model.". Psychological Bulletin 117 (3): 363–386. doi:10.1037/0033-2909.117.3.363
  3. ^ a b "Robert Rescorla". Penn Arts & Sciences. Retrieved 3 November 2015.
  4. ^ a b c d e f g No Authorship Indicated (1987). "Awards for Distinguished Scientific Contributions 1986: Robert A. Rescorla". American Psychologist. 42 (4): 285–288. doi:10.1037/0003-066X.42.4.285.
  5. ^ "John Simon Guggenheim Foundation | Robert A. Rescorla". www.gf.org. Retrieved 2015-11-09.
  6. ^ Freeman, James E. (December 1997). "Pavlov in the classroom: An interview with Robert A. Rescorla". Teaching of Psychology. 24 (4): 283–286. doi:10.1207/s15328023top2404_16.
  7. ^ a b c d e http://www.yale.edu/wagner/biog.html Biographical Sketch of Robert A. Rescorla, Retrieved November 11, 2016
  8. ^ a b Cite error: The named reference :2 was invoked but never defined (see the help page).
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