An Attention-Retention Theory of Retardate Discrimination Learning1

Publisher Summary This chapter discusses the attention–retention (A–R) theory of retardate discrimination learning. A simplified picture of the overall structure of the theory can be seen in an information-flow, block diagram of the principal events, and transformations to which the theory is addressed. Stimulus information in the discriminative display is conceived in part to be dimensional in nature. The dimensions, such as color, form, position, size, etc., are not defined independently. In the chapter, the theory is discussed together with empirical support in the form of 40 experimental effects deducible from the theory. The two processes of attention and retention are not the only ones postulated to occur; the name A–R theory was chosen because the inclusion of these two processes distinguishes A–R theory from the other models of discrimination. A qualitative outline of the A–R theory is discussed in the chapter, followed by a concise quantitative statement of the theory and an outline of the data domain of the theory. Thirteen sections then follow, each identifying a basic issue, on which theorists of discriminative processes have taken opposing stances.