Reading focus
Syllabus: How Do Behavioral and Cognitive Interventions Produce Change?
Distinguish renewal, spontaneous recovery and reinstatement by their comparisons.
Why you’re reading it. Explain why good performance in one setting may not demonstrate lasting change everywhere.
A question to consider. What observation would show that returning distress reflects a context effect rather than a new adverse event or loss of support?
Why this reading
A response can diminish even though earlier learning remains available. Bouton uses the return of responding to examine what extinction changes and why its effects depend on context.
Before you read
In Pavlovian extinction, a cue is presented without the outcome it previously predicted. Renewal is the return of responding after a context change; spontaneous recovery follows a delay. Reinstatement follows further exposure to the outcome. These describe patterns that an explanation must account for.
Read for
- Compare the designs behind different recovery effects, rather than treating all returning behavior as the same event.
- Examine the evidence for new learning during extinction and for its dependence on retrieval conditions.
- Compare the proposed causes of extinction, including changed expectations and reduced generalization from previous training.
Consider afterwards
- A previously learned response disappears during training in one setting and returns elsewhere. What comparison would distinguish context-dependent expression from fresh acquisition of the response?
Editorial context
The review is primarily about Pavlovian learning and compares explanatory accounts; it is not a clinical intervention trial. Recovery findings challenge simple erasure accounts without proving that every aspect of original learning is permanently unchanged. The later Bouton, Maren, and McNally review develops both Pavlovian and instrumental extinction and their neural mechanisms.