Computational Models of Classical Conditioning guest editors’ introduction

In the present special issue, the performance of current computational models of classical conditioning was evaluated under three requirements: (1) Models were to be tested against a list of previously agreed-upon phenomena; (2) the parameters were fixed across simulations; and (3) the simulations used to test the models had to be made available. These requirements resulted in three major products: (a) a list of fundamental classical-conditioning results for which there is a consensus about their reliability; (b) the necessary information to evaluate each of the models on the basis of its ordinal successes in accounting for the experimental data; and (c) a repository of computational models ready to generate simulations. We believe that the contents of this issue represent the 2012 state of the art in computational modeling of classical conditioning and provide a way to find promising avenues for future model development

Self-esteem, self-prediction, and living up to commitments

In this chapter, we examine the role of self-esteem in complex self-regulation. Although high self-esteem genelally is associated with superior self-regulation (Bandura, 1989; Taylor, 1989). we present evidence indicating that high self-esteem may interfere with self-regulation when self-esteem is threatened. We propose that an optimal level of self-esteem is important for successfully making and living up to commitments. The Need for Self-Regulation Self-regulation occurs when behavior is more guided by internal standards and expectations than by situational contingencies, cues, or guides (Bandura, 1989; Carver & Scheier, 1981; Kirschenbaum, Tomarken, & Humphrey, 1985). Individuals self-regulate when they set their own goals and standards, and try to attain these goals and standards (Scheier & Carver, 1988). Thus, complex selfregulation involves the making and keeping of cornmitments. The attainment of goals and keeping of commilrnents depends upon an accurate knowledge of personal abilities and the setting of realistic goals (Sandelands, Bmkner, & Glynn, 1988). Overestimating or under-estimating one's abilities can impede self-regulation. A good analogy is the notion of bidding for a building project. The goal is to bid as close to actual costs as is possible (allowing for a modest profit). If one bids too low, the actual costs are likely to surpass the amount bid, resulting in a monetary loss. A striking example of this fallacious bidding strategy recently occurred at William James Hall at I-kirvard University when an asbestos abatement contractor had to forfeit a $25,000 deposit because the company realizedafter winning the bid-that they would lose money if they actually performed the work. On the other hand, bidding too high is likely to result in more realistic competitors being granted the project, again resulting in monetary loss. Similarly, setting goals that are far beyond one'