ABSTRACT
The response-oriented tradition of psychology has often viewed Pavlovian conditioning as a singular paradigm in which the fundamental laws of learning can be disentangled with relative ease. The range of empirical phenomena obtained in Pavlovian conditioning situations seemed to consist of a small set of functional relationships that could be encompassed by corollaries to a principle of association formation stressing the temporal contiguity of stimulus and response. The memory-oriented viewpoint of this chapter contrasts with this tradition in two ways. The first difference is that the present viewpoint considers Pavlovian conditioning only one of the laboratory preparations that may comment on the process of associative learning instead of necessarily being one of the basic "types of learning". The second difference is the stress on the temporal contiguity not of conditioned stimulus (CS) and unconditioned stimulus (US) presentations but of the processing initiated by such presentations.
