This commentary focuses on the stimulus-reinforcer hypothesis of resistance to change. The overall context of reinforcement can account for resistance to extinction. There are ways to systematically test the hypothesis that Pavlovian contingencies account for the behavioral “mass” of discriminated operant behavior.

Rolls defends a higher-order thought theory of phenomenal consciousness, mapping the distinction between conscious and non-conscious states onto a distinction between two types of action and corresponding neural pathways. Only one type of action involves higher-order thought and consequently consciousness. This account of consciousness has implausible consequences for the nature of stimulus-reinforcement learning.

Self-relevance has been demonstrated to impair instrumental learning. Compared to unfamiliar symbols associated with a friend, analogous stimuli linked with the self are learned more slowly. What is not yet understood, however, is whether this effect extends beyond arbitrary stimuli to material with intrinsically meaningful properties. Take, for example, stimulus valence an established moderator of self-bias. Does the desirability of to-be-learned material influence self-learning? Here, in conjunction with computational modelling (i.e. Reinforcement Learning Drift Diffusion Model analysis), a probabilistic selection (...) task was used to establish if and how stimulus valence (i.e. desirable/undesirable posters) impacts the acquisition of knowledge relating to object-ownership (i.e. owned-by-self vs. owned-by-friend). Several interesting results were observed. First, undesirable posters were learned more rapidly for self compared to friend, an effect that was reversed for desirable posters. Second, learning rates were accompanied by associated differences in reward sensitivity toward desirable and undesirable choice selections as a function of ownership. Third, decisional caution was greater for self-relevant (vs. friend relevant) responses. Collectively, these findings inform understanding of self-function and how valence and stimulus relevance mutually influence probabilistic learning. (shrink)