Editing Classical conditioning (section)

====Role of attention in learning====
Latent inhibition might happen because a subject stops focusing on a CS that is seen frequently before it is paired with a US. In fact, changes in attention to the CS are at the heart of two prominent theories that try to cope with experimental results that give the R–W model difficulty. In one of these, proposed by [[Nicholas Mackintosh]],<ref>{{cite journal |vauthors=Mackintosh NJ |date=1975 |title=A theory of attention: Variations in the associability of stimuli with reinforcement |journal=Psychological Review |volume=82 |issue=4 |pages=276–298 |doi=10.1037/h0076778 |citeseerx=10.1.1.556.1688}}</ref> the speed of conditioning depends on the amount of attention devoted to the CS, and this amount of attention depends in turn on how well the CS predicts the US. Pearce and Hall proposed a related model based on a different attentional principle<ref>{{cite journal |vauthors=Pearce JM, Hall G |title=A model for Pavlovian learning: variations in the effectiveness of conditioned but not of unconditioned stimuli |journal=Psychological Review |volume=87 |issue=6 |pages=532–52 |date=November 1980 |pmid=7443916 |doi=10.1037/0033-295X.87.6.532}}</ref> Both models have been extensively tested, and neither explains all the experimental results. Consequently, various authors have attempted hybrid models that combine the two attentional processes. Pearce and Hall in 2010 integrated their attentional ideas and even suggested the possibility of incorporating the Rescorla-Wagner equation into an integrated model.<ref name="Bouton_2016"/>