Quantitative data on the speed with which animals acquire behavioral responses during classical conditioning experiments should provide strong constraints on models of learning. However, most models have simply ignored these data; the few that have attempted to address them have failed by at least an order of magnitude. We discuss key data on the speed of acquisition, and show how to account for them using a statistically sound model of learning, in which differential reliabilities of stimuli play a crucial role.

Selective attention involves the differential processing of different stimuli, and has widespread psychological and neural consequences. Although computational modeling should offer a powerful way of linking observable phenomena at different levels, most work has focused on the relatively narrow issue of constraints on processing resources. By contrast, we consider statistical and informational aspects of selective attention, divorced from resource constraints, which are evident in animal conditioning experiments involving uncertain predictions and unreliable stimuli. Neuromodulatory systems and limbic structures are known to underlie attentional effects in such tasks.