Perception and action rely on integrating or binding different features of stimuli and responses. Such bindings are short-lived, but they can be retrieved for a limited amount of time if any of their features is reactivated. This is particularly true for stimulus-response bindings, allowing for flexible recycling of previous action plans. A relation to learning of stimulus-response associations suggests itself, and previous accounts have proposed binding as an initial step of forging associations in long-term memory. The evidence for this claim is surprisingly mixed, however. Here we propose a framework that explains previous failures to detect meaningful relations of binding and learning by highlighting the joint contribution of three variables: (a) decay, (b) the number of repetitions, and (c) the time elapsing between repetitions. Accounting for the interplay of these variables provides a promising blueprint for innovative experimental designs that bridge the gap between immediate bindings on the one hand and lasting associations in memory on the other hand. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

---

学习与刺激-反应结合之间的关系。


感知和行动依赖于整合或结合刺激和反应的不同特征。此类绑定的生存期很短，但如果重新激活其任何功能，则可以在有限的时间内检索它们。对于刺激-反应结合尤其如此，允许灵活地回收以前的行动计划。与刺激-反应关联的学习的关系不言而喻，以前的描述已经提出绑定作为在长期记忆中建立关联的第一步。然而，这种说法的证据出奇地好坏参半。在这里，我们提出了一个框架，通过强调三个变量的共同贡献来解释以前检测有意义绑定和学习关系的失败：（a） 衰减，（b） 重复次数，以及 （c） 重复之间经过的时间。考虑这些变量的相互作用为创新的实验设计提供了一个有前途的蓝图，这些设计一方面弥合了即时结合与另一方面记忆中的持久关联之间的差距。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。