Additivity pretraining and cue competition effects: developmental evidence for a reasoning-based account of causal learning.

PubMed

Simms, Victoria; McCormack, Teresa; Beckers, Tom

2012-04-01

The effect of additivity pretraining on blocking has been taken as evidence for a reasoning account of human and animal causal learning. If inferential reasoning underpins this effect, then developmental differences in the magnitude of this effect in children would be expected. Experiment 1 examined cue competition effects in children's (4- to 5-year-olds and 6- to 7-year-olds) causal learning using a new paradigm analogous to the food allergy task used in studies of human adult causal learning. Blocking was stronger in the older than the younger children, and additivity pretraining only affected blocking in the older group. Unovershadowing was not affected by age or by pretraining. In experiment 2, levels of blocking were found to be correlated with the ability to answer questions that required children to reason about additivity. Our results support an inferential reasoning explanation of cue competition effects. (c) 2012 APA, all rights reserved.

Effects of Causal Attributions Following Mathematics Tasks on Student Cognitions about a Subsequent Task

ERIC Educational Resources Information Center

Seegers, Gerard; Van Putten, Cornelis M.; Vermeer, Harriet J.

2004-01-01

The authors investigated the effects of former learning experiences on how students adapt to challenging mathematics tasks. A distinction has been made between domain-specific variables (goal orientation, self-concept of mathematics ability) and task- (or context-) specific appraisals (estimated competence for, attractiveness and relevance of the…

Exploring Causal Models of Educational Achievement.

ERIC Educational Resources Information Center

Parkerson, Jo Ann; And Others

1984-01-01

This article evaluates five causal model of educational productivity applied to learning science in a sample of 882 fifth through eighth graders. Each model explores the relationship between achievement and a combination of eight constructs: home environment, peer group, media, ability, social environment, time on task, motivation, and…

Seeing Is as Good as Doing

ERIC Educational Resources Information Center

Osman, Magda

2008-01-01

Given the privileged status claimed for active learning in a variety of domains (visuomotor learning, causal induction, problem solving, education, skill learning), the present study examines whether action-based learning is a necessary, or a sufficient, means of acquiring the relevant skills needed to perform a task typically described as…

Building on prior knowledge without building it in.

PubMed

Hansen, Steven S; Lampinen, Andrew K; Suri, Gaurav; McClelland, James L

2017-01-01

Lake et al. propose that people rely on "start-up software," "causal models," and "intuitive theories" built using compositional representations to learn new tasks more efficiently than some deep neural network models. We highlight the many drawbacks of a commitment to compositional representations and describe our continuing effort to explore how the ability to build on prior knowledge and to learn new tasks efficiently could arise through learning in deep neural networks.

Normative and descriptive accounts of the influence of power and contingency on causal judgement.

PubMed

Perales, José C; Shanks, David R

2003-08-01

The power PC theory (Cheng, 1997) is a normative account of causal inference, which predicts that causal judgements are based on the power p of a potential cause, where p is the cause-effect contingency normalized by the base rate of the effect. In three experiments we demonstrate that both cause-effect contingency and effect base-rate independently affect estimates in causal learning tasks. In Experiment 1, causal strength judgements were directly related to power p in a task in which the effect base-rate was manipulated across two positive and two negative contingency conditions. In Experiments 2 and 3 contingency manipulations affected causal estimates in several situations in which power p was held constant, contrary to the power PC theory's predictions. This latter effect cannot be explained by participants' conflation of reliability and causal strength, as Experiment 3 demonstrated independence of causal judgements and confidence. From a descriptive point of view, the data are compatible with Pearce's (1987) model, as well as with several other judgement rules, but not with the Rescorla-Wagner (Rescorla & Wagner, 1972) or power PC models.

Electrical Stimulation in Hippocampus and Entorhinal Cortex Impairs Spatial and Temporal Memory.

PubMed

Goyal, Abhinav; Miller, Jonathan; Watrous, Andrew J; Lee, Sang Ah; Coffey, Tom; Sperling, Michael R; Sharan, Ashwini; Worrell, Gregory; Berry, Brent; Lega, Bradley; Jobst, Barbara C; Davis, Kathryn A; Inman, Cory; Sheth, Sameer A; Wanda, Paul A; Ezzyat, Youssef; Das, Sandhitsu R; Stein, Joel; Gorniak, Richard; Jacobs, Joshua

2018-05-09

The medial temporal lobe (MTL) is widely implicated in supporting episodic memory and navigation, but its precise functional role in organizing memory across time and space remains elusive. Here we examine the specific cognitive processes implemented by MTL structures (hippocampus and entorhinal cortex) to organize memory by using electrical brain stimulation, leveraging its ability to establish causal links between brain regions and features of behavior. We studied neurosurgical patients of both sexes who performed spatial-navigation and verbal-episodic memory tasks while brain stimulation was applied in various regions during learning. During the verbal memory task, stimulation in the MTL disrupted the temporal organization of encoded memories such that items learned with stimulation tended to be recalled in a more randomized order. During the spatial task, MTL stimulation impaired subjects' abilities to remember items located far away from boundaries. These stimulation effects were specific to the MTL. Our findings thus provide the first causal demonstration in humans of the specific memory processes that are performed by the MTL to encode when and where events occurred. SIGNIFICANCE STATEMENT Numerous studies have implicated the medial temporal lobe (MTL) in encoding spatial and temporal memories, but they have not been able to causally demonstrate the nature of the cognitive processes by which this occurs in real-time. Electrical brain stimulation is able to demonstrate causal links between a brain region and a given function with high temporal precision. By examining behavior in a memory task as subjects received MTL stimulation, we provide the first causal evidence demonstrating the role of the MTL in organizing the spatial and temporal aspects of episodic memory. Copyright © 2018 the authors 0270-6474/18/384471-11$15.00/0.

The Academic Procrastination in Junior High School Students' Mathematics Learning: A Qualitative Study

ERIC Educational Resources Information Center

Asri, Dahlia Novarianing; Setyosari, Punaji; Hitipeuw, Imanuel; Chusniyah, Tutut

2017-01-01

Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research…

Impairments in action-outcome learning in schizophrenia.

PubMed

Morris, Richard W; Cyrzon, Chad; Green, Melissa J; Le Pelley, Mike E; Balleine, Bernard W

2018-03-03

Learning the causal relation between actions and their outcomes (AO learning) is critical for goal-directed behavior when actions are guided by desire for the outcome. This can be contrasted with habits that are acquired by reinforcement and primed by prevailing stimuli, in which causal learning plays no part. Recently, we demonstrated that goal-directed actions are impaired in schizophrenia; however, whether this deficit exists alongside impairments in habit or reinforcement learning is unknown. The present study distinguished deficits in causal learning from reinforcement learning in schizophrenia. We tested people with schizophrenia (SZ, n = 25) and healthy adults (HA, n = 25) in a vending machine task. Participants learned two action-outcome contingencies (e.g., push left to get a chocolate M&M, push right to get a cracker), and they also learned one contingency was degraded by delivery of noncontingent outcomes (e.g., free M&Ms), as well as changes in value by outcome devaluation. Both groups learned the best action to obtain rewards; however, SZ did not distinguish the more causal action when one AO contingency was degraded. Moreover, action selection in SZ was insensitive to changes in outcome value unless feedback was provided, and this was related to the deficit in AO learning. The failure to encode the causal relation between action and outcome in schizophrenia occurred without any apparent deficit in reinforcement learning. This implies that poor goal-directed behavior in schizophrenia cannot be explained by a more primary deficit in reward learning such as insensitivity to reward value or reward prediction errors.

Magnetic stimulation of visual cortex impairs perceptual learning.

PubMed

Baldassarre, Antonello; Capotosto, Paolo; Committeri, Giorgia; Corbetta, Maurizio

2016-12-01

The ability to learn and process visual stimuli more efficiently is important for survival. Previous neuroimaging studies have shown that perceptual learning on a shape identification task differently modulates activity in both frontal-parietal cortical regions and visual cortex (Sigman et al., 2005;Lewis et al., 2009). Specifically, fronto-parietal regions (i.e. intra parietal sulcus, pIPS) became less activated for trained as compared to untrained stimuli, while visual regions (i.e. V2d/V3 and LO) exhibited higher activation for familiar shape. Here, after the intensive training, we employed transcranial magnetic stimulation over both visual occipital and parietal regions, previously shown to be modulated, to investigate their causal role in learning the shape identification task. We report that interference with V2d/V3 and LO increased reaction times to learned stimuli as compared to pIPS and Sham control condition. Moreover, the impairment observed after stimulation over the two visual regions was positive correlated. These results strongly support the causal role of the visual network in the control of the perceptual learning. Copyright © 2016 Elsevier Inc. All rights reserved.

Conservative forgetful scholars: How people learn causal structure through sequences of interventions.

PubMed

Bramley, Neil R; Lagnado, David A; Speekenbrink, Maarten

2015-05-01

Interacting with a system is key to uncovering its causal structure. A computational framework for interventional causal learning has been developed over the last decade, but how real causal learners might achieve or approximate the computations entailed by this framework is still poorly understood. Here we describe an interactive computer task in which participants were incentivized to learn the structure of probabilistic causal systems through free selection of multiple interventions. We develop models of participants' intervention choices and online structure judgments, using expected utility gain, probability gain, and information gain and introducing plausible memory and processing constraints. We find that successful participants are best described by a model that acts to maximize information (rather than expected score or probability of being correct); that forgets much of the evidence received in earlier trials; but that mitigates this by being conservative, preferring structures consistent with earlier stated beliefs. We explore 2 heuristics that partly explain how participants might be approximating these models without explicitly representing or updating a hypothesis space. (c) 2015 APA, all rights reserved).

Backward Blocking and Interference between Cues Are Empirically Equivalent in Non-Causally Framed Learning Tasks

ERIC Educational Resources Information Center

Luque, David; Moris, Joaquin; Orgaz, Cristina; Cobos, Pedro L.; Matute, Helena

2011-01-01

Backward blocking (BB) and interference between cues (IbC) are cue competition effects produced by very similar manipulations. In a standard BB design, both effects might occur simultaneously, which implies a potential problem for studying BB. In the present study with humans, the magnitude of both effects was compared using a non-causal scenario…

Stimulating Multiple-Demand Cortex Enhances Vocabulary Learning

PubMed Central

Wise, Richard J.S.; Geranmayeh, Fatemeh; Hampshire, Adam

2017-01-01

It is well established that networks within multiple-demand cortex (MDC) become active when diverse skills and behaviors are being learnt. However, their causal role in learning remains to be established. In the present study, we first performed functional magnetic resonance imaging on healthy female and male human participants to confirm that MDC was most active in the initial stages of learning a novel vocabulary, consisting of pronounceable nonwords (pseudowords), each associated with a picture of a real object. We then examined, in healthy female and male human participants, whether repetitive transcranial magnetic stimulation of a frontal midline node of the cingulo-opercular MDC affected learning rates specifically during the initial stages of learning. We report that stimulation of this node, but not a control brain region, substantially improved both accuracy and response times during the earliest stage of learning pseudoword–object associations. This stimulation had no effect on the processing of established vocabulary, tested by the accuracy and response times when participants decided whether a real word was accurately paired with a picture of an object. These results provide evidence that noninvasive stimulation to MDC nodes can enhance learning rates, thereby demonstrating their causal role in the learning process. We propose that this causal role makes MDC candidate target for experimental therapeutics; for example, in stroke patients with aphasia attempting to reacquire a vocabulary. SIGNIFICANCE STATEMENT Learning a task involves the brain system within which that specific task becomes established. Therefore, successfully learning a new vocabulary establishes the novel words in the language system. However, there is evidence that in the early stages of learning, networks within multiple-demand cortex (MDC), which control higher cognitive functions, such as working memory, attention, and monitoring of performance, become active. This activity declines once the task is learnt. The present study demonstrated that a node within MDC, located in midline frontal cortex, becomes active during the early stage of learning a novel vocabulary. Importantly, noninvasive brain stimulation of this node improved performance during this stage of learning. This observation demonstrated that MDC activity is important for learning. PMID:28676576

Humanoid infers Archimedes' principle: understanding physical relations and object affordances through cumulative learning experiences.

PubMed

Bhat, Ajaz Ahmad; Mohan, Vishwanathan; Sandini, Giulio; Morasso, Pietro

2016-07-01

Emerging studies indicate that several species such as corvids, apes and children solve 'The Crow and the Pitcher' task (from Aesop's Fables) in diverse conditions. Hidden beneath this fascinating paradigm is a fundamental question: by cumulatively interacting with different objects, how can an agent abstract the underlying cause-effect relations to predict and creatively exploit potential affordances of novel objects in the context of sought goals? Re-enacting this Aesop's Fable task on a humanoid within an open-ended 'learning-prediction-abstraction' loop, we address this problem and (i) present a brain-guided neural framework that emulates rapid one-shot encoding of ongoing experiences into a long-term memory and (ii) propose four task-agnostic learning rules (elimination, growth, uncertainty and status quo) that correlate predictions from remembered past experiences with the unfolding present situation to gradually abstract the underlying causal relations. Driven by the proposed architecture, the ensuing robot behaviours illustrated causal learning and anticipation similar to natural agents. Results further demonstrate that by cumulatively interacting with few objects, the predictions of the robot in case of novel objects converge close to the physical law, i.e. the Archimedes principle: this being independent of both the objects explored during learning and the order of their cumulative exploration. © 2016 The Author(s).

The Bayesian Revolution Approaches Psychological Development

ERIC Educational Resources Information Center

Shultz, Thomas R.

2007-01-01

This commentary reviews five articles that apply Bayesian ideas to psychological development, some with psychology experiments, some with computational modeling, and some with both experiments and modeling. The reviewed work extends the current Bayesian revolution into tasks often studied in children, such as causal learning and word learning, and…

Students' reasons for preferring teleological explanations

NASA Astrophysics Data System (ADS)

Trommler, Friederike; Gresch, Helge; Hammann, Marcus

2018-01-01

The teleological bias, a major learning obstacle, involves explaining biological phenomena in terms of purposes and goals. To probe the teleological bias, researchers have used acceptance judgement tasks and preference judgement tasks. In the present study, such tasks were used with German high school students (N = 353) for 10 phenomena from human biology, that were explained both teleologically and causally. A sub-sample (n = 26) was interviewed about the reasons for their preferences. The results showed that the students favoured teleological explanations over causal explanations. Although the students explained their preference judgements etiologically (i.e. teleologically and causally), they also referred to a wide range of non-etiological criteria (i.e. familiarity, complexity, relevance and five more criteria). When elaborating on their preference for causal explanations, the students often focused not on the causality of the phenomenon, but on mechanisms whose complexity they found attractive. When explaining their preference for teleological explanations, they often focused not teleologically on purposes and goals, but rather on functions, which they found familiar and relevant. Generally, students' preference judgements rarely allowed for making inferences about causal reasoning and teleological reasoning, an issue that is controversial in the literature. Given that students were largely unaware of causality and teleology, their attention must be directed towards distinguishing between etiological and non-etiological reasoning. Implications for educational practice as well as for future research are discussed.

The Effect of Contextualized Conversational Feedback in a Complex Open-Ended Learning Environment

ERIC Educational Resources Information Center

Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam

2013-01-01

Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition,…

Relationships between Continuous Performance Task Scores and Other Cognitive Measures: Causality or Commonality?

ERIC Educational Resources Information Center

Aylward, Glen P.; Gordon, Michael; Verhulst, Steven J.

1997-01-01

Relationships among continuous performance test (CPT), IQ, achievement, and memory/learning scores were explored for 1,280 children about 9 years old. Associations among the CPT measures and various cognitive/academic tasks suggest that all require attention and inhibition. The importance of assessing attention and disinhibition in psychological…

Effects of Androgyny, Attribution, and Success or Failure on Women's Cognitive Performance.

ERIC Educational Resources Information Center

Welch, Renate L.

Using Seligman's "learned helplessness" paradigm, androgynous and feminine women (as defined by the Bem Sex Role Inventory) either succeeded (contingent feedback) or failed (non-contingent feedback) at a concept formation task and were provided with internal (ability, effort), external (task difficulty, luck), or no causal attributions for their…

Own and Others' Prior Experiences Influence Children's Imitation of Causal Acts.

PubMed

Williamson, Rebecca A; Meltzoff, Andrew N

2011-07-01

Young children learn from others' examples, and they do so selectively. We examine whether the efficacy of prior experiences influences children's imitation. Thirty-six-month-olds had initial experience on a causal learning task either by performing the task themselves or by watching an adult perform it. The nature of the experience was manipulated such that the actor had either an easy or a difficult experience completing the task. Next, a second adult demonstrated an innovative technique for completing it. Children who had a difficult first-person experience, and those who had witnessed another person having difficulty, were significantly more likely to adopt and imitate the adult's innovation than those who had or witnessed an easy experience. Children who observed another were also more likely to imitate than were those who had the initial experience themselves. Imitation is influenced by prior experience, both when it is obtained through one's own hands-on motor manipulation and when it derives from observing the acts of others.

Exploring individual differences in preschoolers' causal stance.

PubMed

Alvarez, Aubry; Booth, Amy E

2016-03-01

Preschoolers, as a group, are highly attuned to causality, and this attunement is known to facilitate memory, learning, and problem solving. However, recent work reveals substantial individual variability in the strength of children's "causal stance," as demonstrated by their curiosity about and preference for new causal information. In this study, we explored the coherence and short-term stability of individual differences in children's causal stance. We also began to investigate the origins of this variability, focusing particularly on the potential role of mothers' explanatory talk in shaping the causal stance of their children. Two measures of causal stance correlated with each other, as well as themselves across time. Both also revealed internal consistency of response. The strength of children's causal stance also correlated with mother's responses on the same tasks and the frequency with which mothers emphasized causality during naturalistic joint activities with their children. Implications for theory and practice are discussed. (c) 2016 APA, all rights reserved).

"Model age-based" and "copy when uncertain" biases in children's social learning of a novel task.

PubMed

Wood, Lara A; Harrison, Rachel A; Lucas, Amanda J; McGuigan, Nicola; Burdett, Emily R R; Whiten, Andrew

2016-10-01

Theoretical models of social learning predict that individuals can benefit from using strategies that specify when and whom to copy. Here the interaction of two social learning strategies, model age-based biased copying and copy when uncertain, was investigated. Uncertainty was created via a systematic manipulation of demonstration efficacy (completeness) and efficiency (causal relevance of some actions). The participants, 4- to 6-year-old children (N=140), viewed both an adult model and a child model, each of whom used a different tool on a novel task. They did so in a complete condition, a near-complete condition, a partial demonstration condition, or a no-demonstration condition. Half of the demonstrations in each condition incorporated causally irrelevant actions by the models. Social transmission was assessed by first responses but also through children's continued fidelity, the hallmark of social traditions. Results revealed a bias to copy the child model both on first response and in continued interactions. Demonstration efficacy and efficiency did not affect choice of model at first response but did influence solution exploration across trials, with demonstrations containing causally irrelevant actions decreasing exploration of alternative methods. These results imply that uncertain environments can result in canalized social learning from specific classes of model. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Humanoid infers Archimedes' principle: understanding physical relations and object affordances through cumulative learning experiences

PubMed Central

2016-01-01

Emerging studies indicate that several species such as corvids, apes and children solve ‘The Crow and the Pitcher’ task (from Aesop's Fables) in diverse conditions. Hidden beneath this fascinating paradigm is a fundamental question: by cumulatively interacting with different objects, how can an agent abstract the underlying cause–effect relations to predict and creatively exploit potential affordances of novel objects in the context of sought goals? Re-enacting this Aesop's Fable task on a humanoid within an open-ended ‘learning–prediction–abstraction’ loop, we address this problem and (i) present a brain-guided neural framework that emulates rapid one-shot encoding of ongoing experiences into a long-term memory and (ii) propose four task-agnostic learning rules (elimination, growth, uncertainty and status quo) that correlate predictions from remembered past experiences with the unfolding present situation to gradually abstract the underlying causal relations. Driven by the proposed architecture, the ensuing robot behaviours illustrated causal learning and anticipation similar to natural agents. Results further demonstrate that by cumulatively interacting with few objects, the predictions of the robot in case of novel objects converge close to the physical law, i.e. the Archimedes principle: this being independent of both the objects explored during learning and the order of their cumulative exploration. PMID:27466440

Adapting to an Uncertain World: Cognitive Capacity and Causal Reasoning with Ambiguous Observations

PubMed Central

Shou, Yiyun; Smithson, Michael

2015-01-01

Ambiguous causal evidence in which the covariance of the cause and effect is partially known is pervasive in real life situations. Little is known about how people reason about causal associations with ambiguous information and the underlying cognitive mechanisms. This paper presents three experiments exploring the cognitive mechanisms of causal reasoning with ambiguous observations. Results revealed that the influence of ambiguous observations manifested by missing information on causal reasoning depended on the availability of cognitive resources, suggesting that processing ambiguous information may involve deliberative cognitive processes. Experiment 1 demonstrated that subjects did not ignore the ambiguous observations in causal reasoning. They also had a general tendency to treat the ambiguous observations as negative evidence against the causal association. Experiment 2 and Experiment 3 included a causal learning task requiring a high cognitive demand in which paired stimuli were presented to subjects sequentially. Both experiments revealed that processing ambiguous or missing observations can depend on the availability of cognitive resources. Experiment 2 suggested that the contribution of working memory capacity to the comprehensiveness of evidence retention was reduced when there were ambiguous or missing observations. Experiment 3 demonstrated that an increase in cognitive demand due to a change in the task format reduced subjects’ tendency to treat ambiguous-missing observations as negative cues. PMID:26468653

Dissociation between judgments and outcome-expectancy measures in covariation learning: a signal detection theory approach.

PubMed

Perales, José C; Catena, Andrés; Shanks, David R; González, José A

2005-09-01

A number of studies using trial-by-trial learning tasks have shown that judgments of covariation between a cue c and an outcome o deviate from normative metrics. Parameters based on trial-by-trial predictions were estimated from signal detection theory (SDT) in a standard causal learning task. Results showed that manipulations of P(c) when contingency (deltaP) was held constant did not affect participants' ability to predict the appearance of the outcome (d') but had a significant effect on response criterion (c) and numerical causal judgments. The association between criterion c and judgment was further demonstrated in 2 experiments in which the criterion was directly manipulated by linking payoffs to the predictive responses made by learners. In all cases, the more liberal the criterion c was, the higher judgments were. The results imply that the mechanisms underlying the elaboration of judgments and those involved in the elaboration of predictive responses are partially dissociable.

Understanding Students' Experiments--What Kind of Support Do They Need in Inquiry Tasks?

ERIC Educational Resources Information Center

Arnold, Julia Caroline; Kremer, Kerstin; Mayer, Jürgen

2014-01-01

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades,…

Neural reactivations during sleep determine network credit assignment

PubMed Central

Gulati, Tanuj; Guo, Ling; Ramanathan, Dhakshin S.; Bodepudi, Anitha; Ganguly, Karunesh

2018-01-01

A fundamental goal of motor learning is to establish neural patterns that produce a desired behavioral outcome. It remains unclear how and when the nervous system solves this “credit–assignment” problem. Using neuroprosthetic learning where we could control the causal relationship between neurons and behavior, here we show that sleep–dependent processing is required for credit-assignment and the establishment of task-related functional connectivity reflecting the casual neuron-behavior relationship. Importantly, we found a strong link between the microstructure of sleep reactivations and credit assignment, with downscaling of non–causal activity. Strikingly, decoupling of spiking to slow–oscillations using optogenetic methods eliminated rescaling. Thus, our results suggest that coordinated firing during sleep plays an essential role in establishing sparse activation patterns that reflect the causal neuron–behavior relationship. PMID:28692062

Do New Caledonian crows solve physical problems through causal reasoning?

PubMed Central

Taylor, A.H.; Hunt, G.R.; Medina, F.S.; Gray, R.D.

2008-01-01

The extent to which animals other than humans can reason about physical problems is contentious. The benchmark test for this ability has been the trap-tube task. We presented New Caledonian crows with a series of two-trap versions of this problem. Three out of six crows solved the initial trap-tube. These crows continued to avoid the trap when the arbitrary features that had previously been associated with successful performances were removed. However, they did not avoid the trap when a hole and a functional trap were in the tube. In contrast to a recent primate study, the three crows then solved a causally equivalent but visually distinct problem—the trap-table task. The performance of the three crows across the four transfers made explanations based on chance, associative learning, visual and tactile generalization, and previous dispositions unlikely. Our findings suggest that New Caledonian crows can solve complex physical problems by reasoning both causally and analogically about causal relations. Causal and analogical reasoning may form the basis of the New Caledonian crow's exceptional tool skills. PMID:18796393

Bayesian Cue Integration as a Developmental Outcome of Reward Mediated Learning

PubMed Central

Weisswange, Thomas H.; Rothkopf, Constantin A.; Rodemann, Tobias; Triesch, Jochen

2011-01-01

Average human behavior in cue combination tasks is well predicted by Bayesian inference models. As this capability is acquired over developmental timescales, the question arises, how it is learned. Here we investigated whether reward dependent learning, that is well established at the computational, behavioral, and neuronal levels, could contribute to this development. It is shown that a model free reinforcement learning algorithm can indeed learn to do cue integration, i.e. weight uncertain cues according to their respective reliabilities and even do so if reliabilities are changing. We also consider the case of causal inference where multimodal signals can originate from one or multiple separate objects and should not always be integrated. In this case, the learner is shown to develop a behavior that is closest to Bayesian model averaging. We conclude that reward mediated learning could be a driving force for the development of cue integration and causal inference. PMID:21750717

Supporting inquiry learning by promoting normative understanding of multivariable causality

NASA Astrophysics Data System (ADS)

Keselman, Alla

2003-11-01

Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning.

The influence of the number of relevant causes on the processing of covariation information in causal reasoning.

PubMed

Kim, Kyungil; Markman, Arthur B; Kim, Tae Hoon

2016-11-01

Research on causal reasoning has focused on the influence of covariation between candidate causes and effects on causal judgments. We suggest that the type of covariation information to which people attend is affected by the task being performed. For this, we manipulated the test questions for the evaluation of contingency information and observed its influence on both contingency learning and subsequent causal selections. When people select one cause related to an effect, they focus on conditional contingencies assuming the absence of alternative causes. When people select two causes related to an effect, they focus on conditional contingencies assuming the presence of alternative causes. We demonstrated this use of contingency information in four experiments.

The Causal Meaning of Genomic Predictors and How It Affects Construction and Comparison of Genome-Enabled Selection Models

PubMed Central

Valente, Bruno D.; Morota, Gota; Peñagaricano, Francisco; Gianola, Daniel; Weigel, Kent; Rosa, Guilherme J. M.

2015-01-01

The term “effect” in additive genetic effect suggests a causal meaning. However, inferences of such quantities for selection purposes are typically viewed and conducted as a prediction task. Predictive ability as tested by cross-validation is currently the most acceptable criterion for comparing models and evaluating new methodologies. Nevertheless, it does not directly indicate if predictors reflect causal effects. Such evaluations would require causal inference methods that are not typical in genomic prediction for selection. This suggests that the usual approach to infer genetic effects contradicts the label of the quantity inferred. Here we investigate if genomic predictors for selection should be treated as standard predictors or if they must reflect a causal effect to be useful, requiring causal inference methods. Conducting the analysis as a prediction or as a causal inference task affects, for example, how covariates of the regression model are chosen, which may heavily affect the magnitude of genomic predictors and therefore selection decisions. We demonstrate that selection requires learning causal genetic effects. However, genomic predictors from some models might capture noncausal signal, providing good predictive ability but poorly representing true genetic effects. Simulated examples are used to show that aiming for predictive ability may lead to poor modeling decisions, while causal inference approaches may guide the construction of regression models that better infer the target genetic effect even when they underperform in cross-validation tests. In conclusion, genomic selection models should be constructed to aim primarily for identifiability of causal genetic effects, not for predictive ability. PMID:25908318

Neural Computations Mediating One-Shot Learning in the Human Brain

PubMed Central

Lee, Sang Wan; O’Doherty, John P.; Shimojo, Shinsuke

2015-01-01

Incremental learning, in which new knowledge is acquired gradually through trial and error, can be distinguished from one-shot learning, in which the brain learns rapidly from only a single pairing of a stimulus and a consequence. Very little is known about how the brain transitions between these two fundamentally different forms of learning. Here we test a computational hypothesis that uncertainty about the causal relationship between a stimulus and an outcome induces rapid changes in the rate of learning, which in turn mediates the transition between incremental and one-shot learning. By using a novel behavioral task in combination with functional magnetic resonance imaging (fMRI) data from human volunteers, we found evidence implicating the ventrolateral prefrontal cortex and hippocampus in this process. The hippocampus was selectively “switched” on when one-shot learning was predicted to occur, while the ventrolateral prefrontal cortex was found to encode uncertainty about the causal association, exhibiting increased coupling with the hippocampus for high-learning rates, suggesting this region may act as a “switch,” turning on and off one-shot learning as required. PMID:25919291

Neural computations mediating one-shot learning in the human brain.

PubMed

Lee, Sang Wan; O'Doherty, John P; Shimojo, Shinsuke

2015-04-01

Incremental learning, in which new knowledge is acquired gradually through trial and error, can be distinguished from one-shot learning, in which the brain learns rapidly from only a single pairing of a stimulus and a consequence. Very little is known about how the brain transitions between these two fundamentally different forms of learning. Here we test a computational hypothesis that uncertainty about the causal relationship between a stimulus and an outcome induces rapid changes in the rate of learning, which in turn mediates the transition between incremental and one-shot learning. By using a novel behavioral task in combination with functional magnetic resonance imaging (fMRI) data from human volunteers, we found evidence implicating the ventrolateral prefrontal cortex and hippocampus in this process. The hippocampus was selectively "switched" on when one-shot learning was predicted to occur, while the ventrolateral prefrontal cortex was found to encode uncertainty about the causal association, exhibiting increased coupling with the hippocampus for high-learning rates, suggesting this region may act as a "switch," turning on and off one-shot learning as required.

Cue competition effects in human causal learning.

PubMed

Vogel, Edgar H; Glynn, Jacqueline Y; Wagner, Allan R

2015-01-01

Five experiments involving human causal learning were conducted to compare the cue competition effects known as blocking and unovershadowing, in proactive and retroactive instantiations. Experiment 1 demonstrated reliable proactive blocking and unovershadowing but only retroactive unovershadowing. Experiment 2 replicated the same pattern and showed that the retroactive unovershadowing that was observed was interfered with by a secondary memory task that had no demonstrable effect on either proactive unovershadowing or blocking. Experiments 3a, 3b, and 3c demonstrated that retroactive unovershadowing was accompanied by an inflated memory effect not accompanying proactive unovershadowing. The differential pattern of proactive versus retroactive cue competition effects is discussed in relationship to amenable associative and inferential processing possibilities.

Bayes and blickets: Effects of knowledge on causal induction in children and adults

PubMed Central

Griffiths, Thomas L.; Sobel, David M.; Tenenbaum, Joshua B.; Gopnik, Alison

2011-01-01

People are adept at inferring novel causal relations, even from only a few observations. Prior knowledge about the probability of encountering causal relations of various types and the nature of the mechanisms relating causes and effects plays a crucial role in these inferences. We test a formal account of how this knowledge can be used and acquired, based on analyzing causal induction as Bayesian inference. Five studies explored the predictions of this account with adults and 4-year-olds, using tasks in which participants learned about the causal properties of a set of objects. The studies varied the two factors that our Bayesian approach predicted should be relevant to causal induction: the prior probability with which causal relations exist, and the assumption of a deterministic or a probabilistic relation between cause and effect. Adults’ judgments (Experiments 1, 2, and 4) were in close correspondence with the quantitative predictions of the model, and children’s judgments (Experiments 3 and 5) agreed qualitatively with this account. PMID:21972897

Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Fraser, Barry J.

2009-01-01

Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation,…

Perceptual learning shapes multisensory causal inference via two distinct mechanisms

PubMed Central

McGovern, David P.; Roudaia, Eugenie; Newell, Fiona N.; Roach, Neil W.

2016-01-01

To accurately represent the environment, our brains must integrate sensory signals from a common source while segregating those from independent sources. A reasonable strategy for performing this task is to restrict integration to cues that coincide in space and time. However, because multisensory signals are subject to differential transmission and processing delays, the brain must retain a degree of tolerance for temporal discrepancies. Recent research suggests that the width of this ‘temporal binding window’ can be reduced through perceptual learning, however, little is known about the mechanisms underlying these experience-dependent effects. Here, in separate experiments, we measure the temporal and spatial binding windows of human participants before and after training on an audiovisual temporal discrimination task. We show that training leads to two distinct effects on multisensory integration in the form of (i) a specific narrowing of the temporal binding window that does not transfer to spatial binding and (ii) a general reduction in the magnitude of crossmodal interactions across all spatiotemporal disparities. These effects arise naturally from a Bayesian model of causal inference in which learning improves the precision of audiovisual timing estimation, whilst concomitantly decreasing the prior expectation that stimuli emanate from a common source. PMID:27091411

Perceptual learning shapes multisensory causal inference via two distinct mechanisms.

PubMed

McGovern, David P; Roudaia, Eugenie; Newell, Fiona N; Roach, Neil W

2016-04-19

To accurately represent the environment, our brains must integrate sensory signals from a common source while segregating those from independent sources. A reasonable strategy for performing this task is to restrict integration to cues that coincide in space and time. However, because multisensory signals are subject to differential transmission and processing delays, the brain must retain a degree of tolerance for temporal discrepancies. Recent research suggests that the width of this 'temporal binding window' can be reduced through perceptual learning, however, little is known about the mechanisms underlying these experience-dependent effects. Here, in separate experiments, we measure the temporal and spatial binding windows of human participants before and after training on an audiovisual temporal discrimination task. We show that training leads to two distinct effects on multisensory integration in the form of (i) a specific narrowing of the temporal binding window that does not transfer to spatial binding and (ii) a general reduction in the magnitude of crossmodal interactions across all spatiotemporal disparities. These effects arise naturally from a Bayesian model of causal inference in which learning improves the precision of audiovisual timing estimation, whilst concomitantly decreasing the prior expectation that stimuli emanate from a common source.

Promoting Critical Thinking in Online Intercultural Communication

ERIC Educational Resources Information Center

Batardière, Marie-Thérèse

2015-01-01

This paper investigates the educational experience arising from the use of an online discussion forum in an undergraduate blended learning language programme; to do this, it focuses on the type of cognitive processes that learners experience during a computer-mediated collaborative task and explores the potential causal relationship between the…

Learning to learn causal models.

PubMed

Kemp, Charles; Goodman, Noah D; Tenenbaum, Joshua B

2010-09-01

Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the objects into categories and specifies the causal powers and characteristic features of these categories and the characteristic causal interactions between categories. A schema of this kind allows causal models for subsequent objects to be rapidly learned, and we explore this accelerated learning in four experiments. Our results confirm that humans learn rapidly about the causal powers of novel objects, and we show that our framework accounts better for our data than alternative models of causal learning. Copyright © 2010 Cognitive Science Society, Inc.

A short educational intervention diminishes causal illusions and specific paranormal beliefs in undergraduates.

PubMed

Barberia, Itxaso; Tubau, Elisabet; Matute, Helena; Rodríguez-Ferreiro, Javier

2018-01-01

Cognitive biases such as causal illusions have been related to paranormal and pseudoscientific beliefs and, thus, pose a real threat to the development of adequate critical thinking abilities. We aimed to reduce causal illusions in undergraduates by means of an educational intervention combining training-in-bias and training-in-rules techniques. First, participants directly experienced situations that tend to induce the Barnum effect and the confirmation bias. Thereafter, these effects were explained and examples of their influence over everyday life were provided. Compared to a control group, participants who received the intervention showed diminished causal illusions in a contingency learning task and a decrease in the precognition dimension of a paranormal belief scale. Overall, results suggest that evidence-based educational interventions like the one presented here could be used to significantly improve critical thinking skills in our students.

Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

PubMed

Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

2014-10-01

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). 2014 APA, all rights reserved

The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties.

PubMed

Fisher, Naomi; Happé, Francesca; Dunn, Judy

2005-04-01

The aim of this study was to examine the relationship between language and theory of mind in children with autistic spectrum disorders (ASD) and children with moderate learning difficulties (MLD). Previous studies have found a strong association between language and theory of mind in a range of groups, but mostly have not included measures of both grammar and vocabulary; including these enables us to speculate about the causal direction of the relationship. Fifty-eight children with ASD and 118 children with MLD were given standardised assessments of vocabulary and grammar, along with standard theory of mind tasks. The relationship between language and theory of mind was more evident in children with ASD than in those with MLD, and grammar was a particularly strong predictor of theory of mind performance in children with ASD. Children with MLD performed better on false belief (FB) tasks than did children with ASD, and their performance was more predictable across the different theory of mind tasks. Language, in particular grammar, and theory of mind appear to be more strongly related in children with ASD than in those with MLD. We speculate that this relationship may be causal, with some grammatical understanding being a precursor of theory of mind. The implications of these findings are discussed in relation to possible routes for compensatory strategies for mentalising in children with ASD.

Generalized Recurrent Neural Network accommodating Dynamic Causal Modeling for functional MRI analysis.

PubMed

Wang, Yuan; Wang, Yao; Lui, Yvonne W

2018-05-18

Dynamic Causal Modeling (DCM) is an advanced biophysical model which explicitly describes the entire process from experimental stimuli to functional magnetic resonance imaging (fMRI) signals via neural activity and cerebral hemodynamics. To conduct a DCM study, one needs to represent the experimental stimuli as a compact vector-valued function of time, which is hard in complex tasks such as book reading and natural movie watching. Deep learning provides the state-of-the-art signal representation solution, encoding complex signals into compact dense vectors while preserving the essence of the original signals. There is growing interest in using Recurrent Neural Networks (RNNs), a major family of deep learning techniques, in fMRI modeling. However, the generic RNNs used in existing studies work as black boxes, making the interpretation of results in a neuroscience context difficult and obscure. In this paper, we propose a new biophysically interpretable RNN built on DCM, DCM-RNN. We generalize the vanilla RNN and show that DCM can be cast faithfully as a special form of the generalized RNN. DCM-RNN uses back propagation for parameter estimation. We believe DCM-RNN is a promising tool for neuroscience. It can fit seamlessly into classical DCM studies. We demonstrate face validity of DCM-RNN in two principal applications of DCM: causal brain architecture hypotheses testing and effective connectivity estimation. We also demonstrate construct validity of DCM-RNN in an attention-visual experiment. Moreover, DCM-RNN enables end-to-end training of DCM and representation learning deep neural networks, extending DCM studies to complex tasks. Copyright © 2018 Elsevier Inc. All rights reserved.

Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation

PubMed Central

Yeager, David S.; Henderson, Marlone D.; D’Mello, Sidney; Paunesku, David; Walton, Gregory M.; Spitzer, Brian J.; Duckworth, Angela Lee

2015-01-01

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in four studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative, and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math GPA over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly-boring task (Study 4). More self-oriented motives for learning—such as the desire to have an interesting or enjoyable career—did not, on their own, consistently produce these benefits (Studies 1 and 4). PMID:25222648

Generalization of perceptual and motor learning: a causal link with memory encoding and consolidation?

PubMed

Censor, N

2013-10-10

In both perceptual and motor learning, numerous studies have shown specificity of learning to the trained eye or hand and to the physical features of the task. However, generalization of learning is possible in both perceptual and motor domains. Here, I review evidence for perceptual and motor learning generalization, suggesting that generalization patterns are affected by the way in which the original memory is encoded and consolidated. Generalization may be facilitated during fast learning, with possible engagement of higher-order brain areas recurrently interacting with the primary visual or motor cortices encoding the stimuli or movements' memories. Such generalization may be supported by sleep, involving functional interactions between low and higher-order brain areas. Repeated exposure to the task may alter generalization patterns of learning and overall offline learning. Development of unifying frameworks across learning modalities and better understanding of the conditions under which learning can generalize may enable to gain insight regarding the neural mechanisms underlying procedural learning and have useful clinical implications. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.

Explaining prompts children to privilege inductively rich properties.

PubMed

Walker, Caren M; Lombrozo, Tania; Legare, Cristine H; Gopnik, Alison

2014-11-01

Four experiments with preschool-aged children test the hypothesis that engaging in explanation promotes inductive reasoning on the basis of shared causal properties as opposed to salient (but superficial) perceptual properties. In Experiments 1a and 1b, 3- to 5-year-old children prompted to explain during a causal learning task were more likely to override a tendency to generalize according to perceptual similarity and instead extend an internal feature to an object that shared a causal property. Experiment 2 replicated this effect of explanation in a case of label extension (i.e., categorization). Experiment 3 demonstrated that explanation improves memory for clusters of causally relevant (non-perceptual) features, but impairs memory for superficial (perceptual) features, providing evidence that effects of explanation are selective in scope and apply to memory as well as inference. In sum, our data support the proposal that engaging in explanation influences children's reasoning by privileging inductively rich, causal properties. Copyright © 2014 Elsevier B.V. All rights reserved.

A short educational intervention diminishes causal illusions and specific paranormal beliefs in undergraduates

PubMed Central

Tubau, Elisabet; Matute, Helena

2018-01-01

Cognitive biases such as causal illusions have been related to paranormal and pseudoscientific beliefs and, thus, pose a real threat to the development of adequate critical thinking abilities. We aimed to reduce causal illusions in undergraduates by means of an educational intervention combining training-in-bias and training-in-rules techniques. First, participants directly experienced situations that tend to induce the Barnum effect and the confirmation bias. Thereafter, these effects were explained and examples of their influence over everyday life were provided. Compared to a control group, participants who received the intervention showed diminished causal illusions in a contingency learning task and a decrease in the precognition dimension of a paranormal belief scale. Overall, results suggest that evidence-based educational interventions like the one presented here could be used to significantly improve critical thinking skills in our students. PMID:29385184

Inferential reasoning by exclusion in children (Homo sapiens).

PubMed

Hill, Andrew; Collier-Baker, Emma; Suddendorf, Thomas

2012-08-01

The cups task is the most widely adopted forced-choice paradigm for comparative studies of inferential reasoning by exclusion. In this task, subjects are presented with two cups, one of which has been surreptitiously baited. When the empty cup is shaken or its interior shown, it is possible to infer by exclusion that the alternative cup contains the reward. The present study extends the existing body of comparative work to include human children (Homo sapiens). Like chimpanzees (Pan troglodytes) that were tested with the same equipment and near-identical procedures, children aged three to five made apparent inferences using both visual and auditory information, although the youngest children showed the least-developed ability in the auditory modality. However, unlike chimpanzees, children of all ages used causally irrelevant information in a control test designed to examine the possibility that their apparent auditory inferences were the product of contingency learning (the duplicate cups test). Nevertheless, the children's ability to reason by exclusion was corroborated by their performance on a novel verbal disjunctive syllogism test, and we found preliminary evidence consistent with the suggestion that children used their causal-logical understanding to reason by exclusion in the cups task, but subsequently treated the duplicate cups information as symbolic or communicative, rather than causal. Implications for future comparative research are discussed. 2012 APA, all rights reserved

Probabilistic Reversal Learning in Schizophrenia: Stability of Deficits and Potential Causal Mechanisms.

PubMed

Reddy, Lena Felice; Waltz, James A; Green, Michael F; Wynn, Jonathan K; Horan, William P

2016-07-01

Although individuals with schizophrenia show impaired feedback-driven learning on probabilistic reversal learning (PRL) tasks, the specific factors that contribute to these deficits remain unknown. Recent work has suggested several potential causes including neurocognitive impairments, clinical symptoms, and specific types of feedback-related errors. To examine this issue, we administered a PRL task to 126 stable schizophrenia outpatients and 72 matched controls, and patients were retested 4 weeks later. The task involved an initial probabilistic discrimination learning phase and subsequent reversal phases in which subjects had to adjust their responses to sudden shifts in the reinforcement contingencies. Patients showed poorer performance than controls for both the initial discrimination and reversal learning phases of the task, and performance overall showed good test-retest reliability among patients. A subgroup analysis of patients (n = 64) and controls (n = 49) with good initial discrimination learning revealed no between-group differences in reversal learning, indicating that the patients who were able to achieve all of the initial probabilistic discriminations were not impaired in reversal learning. Regarding potential contributors to impaired discrimination learning, several factors were associated with poor PRL, including higher levels of neurocognitive impairment, poor learning from both positive and negative feedback, and higher levels of indiscriminate response shifting. The results suggest that poor PRL performance in schizophrenia can be the product of multiple mechanisms. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Neuromotor Deficits in Developmental Coordination Disorder: Evidence from a Reach-to-Grasp Task

ERIC Educational Resources Information Center

Biancotto, Marina; Skabar, Aldo; Bulgheroni, Maria; Carrozzi, Marco; Zoia, Stefania

2011-01-01

Developmental coordination disorder (DCD) has been classified as a specific learning disability, nonetheless the underlying cognitive mechanisms are still a matter of discussion. After a summary of the main hypotheses on the principal neuromotor causes of DCD, this study applies a causal model framework to describe the possible coexistence of more…

Individuals Who Believe in the Paranormal Expose Themselves to Biased Information and Develop More Causal Illusions than Nonbelievers in the Laboratory.

PubMed

Blanco, Fernando; Barberia, Itxaso; Matute, Helena

2015-01-01

In the reasoning literature, paranormal beliefs have been proposed to be linked to two related phenomena: a biased perception of causality and a biased information-sampling strategy (believers tend to test fewer hypotheses and prefer confirmatory information). In parallel, recent contingency learning studies showed that, when two unrelated events coincide frequently, individuals interpret this ambiguous pattern as evidence of a causal relationship. Moreover, the latter studies indicate that sampling more cause-present cases than cause-absent cases strengthens the illusion. If paranormal believers actually exhibit a biased exposure to the available information, they should also show this bias in the contingency learning task: they would in fact expose themselves to more cause-present cases than cause-absent trials. Thus, by combining the two traditions, we predicted that believers in the paranormal would be more vulnerable to developing causal illusions in the laboratory than nonbelievers because there is a bias in the information they experience. In this study, we found that paranormal beliefs (measured using a questionnaire) correlated with causal illusions (assessed by using contingency judgments). As expected, this correlation was mediated entirely by the believers' tendency to expose themselves to more cause-present cases. The association between paranormal beliefs, biased exposure to information, and causal illusions was only observed for ambiguous materials (i.e., the noncontingent condition). In contrast, the participants' ability to detect causal relationships which did exist (i.e., the contingent condition) was unaffected by their susceptibility to believe in paranormal phenomena.

Individuals Who Believe in the Paranormal Expose Themselves to Biased Information and Develop More Causal Illusions than Nonbelievers in the Laboratory

PubMed Central

Blanco, Fernando; Barberia, Itxaso; Matute, Helena

2015-01-01

In the reasoning literature, paranormal beliefs have been proposed to be linked to two related phenomena: a biased perception of causality and a biased information-sampling strategy (believers tend to test fewer hypotheses and prefer confirmatory information). In parallel, recent contingency learning studies showed that, when two unrelated events coincide frequently, individuals interpret this ambiguous pattern as evidence of a causal relationship. Moreover, the latter studies indicate that sampling more cause-present cases than cause-absent cases strengthens the illusion. If paranormal believers actually exhibit a biased exposure to the available information, they should also show this bias in the contingency learning task: they would in fact expose themselves to more cause-present cases than cause-absent trials. Thus, by combining the two traditions, we predicted that believers in the paranormal would be more vulnerable to developing causal illusions in the laboratory than nonbelievers because there is a bias in the information they experience. In this study, we found that paranormal beliefs (measured using a questionnaire) correlated with causal illusions (assessed by using contingency judgments). As expected, this correlation was mediated entirely by the believers' tendency to expose themselves to more cause-present cases. The association between paranormal beliefs, biased exposure to information, and causal illusions was only observed for ambiguous materials (i.e., the noncontingent condition). In contrast, the participants' ability to detect causal relationships which did exist (i.e., the contingent condition) was unaffected by their susceptibility to believe in paranormal phenomena. PMID:26177025

Causal judgment from contingency information: relation between subjective reports and individual tendencies in judgment.

PubMed

White, P A

2000-04-01

In two experiments, participants made causal judgments from contingency information for problems with different objective contingencies. After the judgment task, the participants reported how their judgments had changed following each type of contingency information. Some reported idiosyncratic tendencies--in other words, tendencies contrary to those expected under associative-learning and normative rule induction models of contingency judgment. These idiosyncratic reports tended to be better predictors of the judgments of those who made them than did the models. The results are consistent with the view that causal judgment from contingency information is made, at least in part, by deliberative use of acquired and sometimes idiosyncratic notions of evidential value, the outcomes of which tend, in aggregate, to be highly correlated with the outcomes of normative procedures.

Learning to make things happen: Infants' observational learning of social and physical causal events.

PubMed

Waismeyer, Anna; Meltzoff, Andrew N

2017-10-01

Infants learn about cause and effect through hands-on experience; however, they also can learn about causality simply from observation. Such observational causal learning is a central mechanism by which infants learn from and about other people. Across three experiments, we tested infants' observational causal learning of both social and physical causal events. Experiment 1 assessed infants' learning of a physical event in the absence of visible spatial contact between the causes and effects. Experiment 2 developed a novel paradigm to assess whether infants could learn about a social causal event from third-party observation of a social interaction between two people. Experiment 3 compared learning of physical and social events when the outcomes occurred probabilistically (happening some, but not all, of the time). Infants demonstrated significant learning in all three experiments, although learning about probabilistic cause-effect relations was most difficult. These findings about infant observational causal learning have implications for children's rapid nonverbal learning about people, things, and their causal relations. Copyright © 2017 Elsevier Inc. All rights reserved.

Medial-Frontal Stimulation Enhances Learning in Schizophrenia by Restoring Prediction Error Signaling.

PubMed

Reinhart, Robert M G; Zhu, Julia; Park, Sohee; Woodman, Geoffrey F

2015-09-02

Posterror learning, associated with medial-frontal cortical recruitment in healthy subjects, is compromised in neuropsychiatric disorders. Here we report novel evidence for the mechanisms underlying learning dysfunctions in schizophrenia. We show that, by noninvasively passing direct current through human medial-frontal cortex, we could enhance the event-related potential related to learning from mistakes (i.e., the error-related negativity), a putative index of prediction error signaling in the brain. Following this causal manipulation of brain activity, the patients learned a new task at a rate that was indistinguishable from healthy individuals. Moreover, the severity of delusions interacted with the efficacy of the stimulation to improve learning. Our results demonstrate a causal link between disrupted prediction error signaling and inefficient learning in schizophrenia. These findings also demonstrate the feasibility of nonpharmacological interventions to address cognitive deficits in neuropsychiatric disorders. When there is a difference between what we expect to happen and what we actually experience, our brains generate a prediction error signal, so that we can map stimuli to responses and predict outcomes accurately. Theories of schizophrenia implicate abnormal prediction error signaling in the cognitive deficits of the disorder. Here, we combine noninvasive brain stimulation with large-scale electrophysiological recordings to establish a causal link between faulty prediction error signaling and learning deficits in schizophrenia. We show that it is possible to improve learning rate, as well as the neural signature of prediction error signaling, in patients to a level quantitatively indistinguishable from that of healthy subjects. The results provide mechanistic insight into schizophrenia pathophysiology and suggest a future therapy for this condition. Copyright © 2015 the authors 0270-6474/15/3512232-09$15.00/0.

Causal learning is collaborative: Examining explanation and exploration in social contexts.

PubMed

Legare, Cristine H; Sobel, David M; Callanan, Maureen

2017-10-01

Causal learning in childhood is a dynamic and collaborative process of explanation and exploration within complex physical and social environments. Understanding how children learn causal knowledge requires examining how they update beliefs about the world given novel information and studying the processes by which children learn in collaboration with caregivers, educators, and peers. The objective of this article is to review evidence for how children learn causal knowledge by explaining and exploring in collaboration with others. We review three examples of causal learning in social contexts, which elucidate how interaction with others influences causal learning. First, we consider children's explanation-seeking behaviors in the form of "why" questions. Second, we examine parents' elaboration of meaning about causal relations. Finally, we consider parents' interactive styles with children during free play, which constrains how children explore. We propose that the best way to understand children's causal learning in social context is to combine results from laboratory and natural interactive informal learning environments.

Thinking about Global Warming: Effect of Policy-Related Documents and Prompts on Learning about Causes of Climate Change

ERIC Educational Resources Information Center

Blaum, Dylan; Griffin, Thomas D.; Wiley, Jennifer; Britt, M. Anne

2017-01-01

We examined students' understanding of the causes of a scientific phenomenon from a multiple-document-inquiry unit. Students read several documents that each described causal factors that could be integrated to address the given writing task of explaining the causes of change in average global temperature. We manipulated whether the document set…

Preschool physics: Using the invisible property of weight in causal reasoning tasks

PubMed Central

Williamson, Rebecca A.; Meltzoff, Andrew N.

2018-01-01

Causal reasoning is an important aspect of scientific thinking. Even young human children can use causal reasoning to explain observations, make predictions, and design actions to bring about specific outcomes in the physical world. Weight is an interesting type of cause because it is an invisible property. Here, we tested preschool children with causal problem-solving tasks that assessed their understanding of weight. In an experimental setting, 2- to 5-year-old children completed three different tasks in which they had to use weight to produce physical effects—an object displacement task, a balance-scale task, and a tower-building task. The results showed that the children’s understanding of how to use object weight to produce specific object-to-object causal outcomes improved as a function of age, with 4- and 5-year-olds showing above-chance performance on all three tasks. The younger children’s performance was more variable. The pattern of results provides theoretical insights into which aspects of weight processing are particularly difficult for preschool children and why they find it difficult. PMID:29561840

Preschool physics: Using the invisible property of weight in causal reasoning tasks.

PubMed

Wang, Zhidan; Williamson, Rebecca A; Meltzoff, Andrew N

2018-01-01

Causal reasoning is an important aspect of scientific thinking. Even young human children can use causal reasoning to explain observations, make predictions, and design actions to bring about specific outcomes in the physical world. Weight is an interesting type of cause because it is an invisible property. Here, we tested preschool children with causal problem-solving tasks that assessed their understanding of weight. In an experimental setting, 2- to 5-year-old children completed three different tasks in which they had to use weight to produce physical effects-an object displacement task, a balance-scale task, and a tower-building task. The results showed that the children's understanding of how to use object weight to produce specific object-to-object causal outcomes improved as a function of age, with 4- and 5-year-olds showing above-chance performance on all three tasks. The younger children's performance was more variable. The pattern of results provides theoretical insights into which aspects of weight processing are particularly difficult for preschool children and why they find it difficult.

Building machines that learn and think like people.

PubMed

Lake, Brenden M; Ullman, Tomer D; Tenenbaum, Joshua B; Gershman, Samuel J

2017-01-01

Recent progress in artificial intelligence has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats that of humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitive science suggesting that truly human-like learning and thinking machines will have to reach beyond current engineering trends in both what they learn and how they learn it. Specifically, we argue that these machines should (1) build causal models of the world that support explanation and understanding, rather than merely solving pattern recognition problems; (2) ground learning in intuitive theories of physics and psychology to support and enrich the knowledge that is learned; and (3) harness compositionality and learning-to-learn to rapidly acquire and generalize knowledge to new tasks and situations. We suggest concrete challenges and promising routes toward these goals that can combine the strengths of recent neural network advances with more structured cognitive models.

Learning About Causes From People: Observational Causal Learning in 24-Month-Old Infants

PubMed Central

Meltzoff, Andrew N.; Waismeyer, Anna; Gopnik, Alison

2013-01-01

How do infants and young children learn about the causal structure of the world around them? In 4 experiments we investigate whether young children initially give special weight to the outcomes of goal-directed interventions they see others perform and use this to distinguish correlations from genuine causal relations—observational causal learning. In a new 2-choice procedure, 2- to 4-year-old children saw 2 identical objects (potential causes). Activation of 1 but not the other triggered a spatially remote effect. Children systematically intervened on the causal object and predictively looked to the effect. Results fell to chance when the cause and effect were temporally reversed, so that the events were merely associated but not causally related. The youngest children (24- to 36-month-olds) were more likely to make causal inferences when covariations were the outcome of human interventions than when they were not. Observational causal learning may be a fundamental learning mechanism that enables infants to abstract the causal structure of the world. PMID:22369335

Learning a theory of causality.

PubMed

Goodman, Noah D; Ullman, Tomer D; Tenenbaum, Joshua B

2011-01-01

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be learned from co-occurrence of events. We begin by phrasing the causal Bayes nets theory of causality and a range of alternatives in a logical language for relational theories. This allows us to explore simultaneous inductive learning of an abstract theory of causality and a causal model for each of several causal systems. We find that the correct theory of causality can be learned relatively quickly, often becoming available before specific causal theories have been learned--an effect we term the blessing of abstraction. We then explore the effect of providing a variety of auxiliary evidence and find that a collection of simple perceptual input analyzers can help to bootstrap abstract knowledge. Together, these results suggest that the most efficient route to causal knowledge may be to build in not an abstract notion of causality but a powerful inductive learning mechanism and a variety of perceptual supports. While these results are purely computational, they have implications for cognitive development, which we explore in the conclusion.

A Theory of Causal Learning in Children: Causal Maps and Bayes Nets

ERIC Educational Resources Information Center

Gopnik, Alison; Glymour, Clark; Sobel, David M.; Schulz, Laura E.; Kushnir, Tamar; Danks, David

2004-01-01

The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate "causal map" of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously…

A Bayesian Theory of Sequential Causal Learning and Abstract Transfer

ERIC Educational Resources Information Center

Lu, Hongjing; Rojas, Randall R.; Beckers, Tom; Yuille, Alan L.

2016-01-01

Two key research issues in the field of causal learning are how people acquire causal knowledge when observing data that are presented sequentially, and the level of abstraction at which learning takes place. Does sequential causal learning solely involve the acquisition of specific cause-effect links, or do learners also acquire knowledge about…

Identifying HIV associated neurocognitive disorder using large-scale Granger causality analysis on resting-state functional MRI

NASA Astrophysics Data System (ADS)

DSouza, Adora M.; Abidin, Anas Z.; Leistritz, Lutz; Wismüller, Axel

2017-02-01

We investigate the applicability of large-scale Granger Causality (lsGC) for extracting a measure of multivariate information flow between pairs of regional brain activities from resting-state functional MRI (fMRI) and test the effectiveness of these measures for predicting a disease state. Such pairwise multivariate measures of interaction provide high-dimensional representations of connectivity profiles for each subject and are used in a machine learning task to distinguish between healthy controls and individuals presenting with symptoms of HIV Associated Neurocognitive Disorder (HAND). Cognitive impairment in several domains can occur as a result of HIV infection of the central nervous system. The current paradigm for assessing such impairment is through neuropsychological testing. With fMRI data analysis, we aim at non-invasively capturing differences in brain connectivity patterns between healthy subjects and subjects presenting with symptoms of HAND. To classify the extracted interaction patterns among brain regions, we use a prototype-based learning algorithm called Generalized Matrix Learning Vector Quantization (GMLVQ). Our approach to characterize connectivity using lsGC followed by GMLVQ for subsequent classification yields good prediction results with an accuracy of 87% and an area under the ROC curve (AUC) of up to 0.90. We obtain a statistically significant improvement (p<0.01) over a conventional Granger causality approach (accuracy = 0.76, AUC = 0.74). High accuracy and AUC values using our multivariate method to connectivity analysis suggests that our approach is able to better capture changes in interaction patterns between different brain regions when compared to conventional Granger causality analysis known from the literature.

Preschoolers’ Development of Theory of Mind: The Contribution of Understanding Psychological Causality in Stories

PubMed Central

Sanefuji, Wakako; Haryu, Etsuko

2018-01-01

This study investigated the relationship between children’s abilities to understand causal sequences and another’s false belief. In Experiment 1, we tested 3-, 4-, 5-, and 6-year-old children (n = 28, 28, 27, and 27, respectively) using false belief and picture sequencing tasks involving mechanical, behavioral, and psychological causality. Understanding causal sequences in mechanical, behavioral, and psychological stories was related to understanding other’s false beliefs. In Experiment 2, children who failed the initial false belief task (n = 50) were reassessed 5 months later. High scorers in the sequencing of the psychological stories in Experiment 1 were more likely to pass the standard false belief task than were the low scorers. Conversely, understanding causal sequences in the mechanical and behavioral stories in Experiment 1 did not predict passing the false belief task in Experiment 2. Thus, children may understand psychological causality before they are able to use it to understand false beliefs.

A possible structural correlate of learning performance on a colour discrimination task in the brain of the bumblebee

PubMed Central

Li, Li; MaBouDi, HaDi; Egertová, Michaela; Elphick, Maurice R.

2017-01-01

Synaptic plasticity is considered to be a basis for learning and memory. However, the relationship between synaptic arrangements and individual differences in learning and memory is poorly understood. Here, we explored how the density of microglomeruli (synaptic complexes) within specific regions of the bumblebee (Bombus terrestris) brain relates to both visual learning and inter-individual differences in learning and memory performance on a visual discrimination task. Using whole-brain immunolabelling, we measured the density of microglomeruli in the collar region (visual association areas) of the mushroom bodies of the bumblebee brain. We found that bumblebees which made fewer errors during training in a visual discrimination task had higher microglomerular density. Similarly, bumblebees that had better retention of the learned colour-reward associations two days after training had higher microglomerular density. Further experiments indicated experience-dependent changes in neural circuitry: learning a colour-reward contingency with 10 colours (but not two colours) does result, and exposure to many different colours may result, in changes to microglomerular density in the collar region of the mushroom bodies. These results reveal the varying roles that visual experience, visual learning and foraging activity have on neural structure. Although our study does not provide a causal link between microglomerular density and performance, the observed positive correlations provide new insights for future studies into how neural structure may relate to inter-individual differences in learning and memory. PMID:28978727

A possible structural correlate of learning performance on a colour discrimination task in the brain of the bumblebee.

PubMed

Li, Li; MaBouDi, HaDi; Egertová, Michaela; Elphick, Maurice R; Chittka, Lars; Perry, Clint J

2017-10-11

Synaptic plasticity is considered to be a basis for learning and memory. However, the relationship between synaptic arrangements and individual differences in learning and memory is poorly understood. Here, we explored how the density of microglomeruli (synaptic complexes) within specific regions of the bumblebee ( Bombus terrestris ) brain relates to both visual learning and inter-individual differences in learning and memory performance on a visual discrimination task. Using whole-brain immunolabelling, we measured the density of microglomeruli in the collar region (visual association areas) of the mushroom bodies of the bumblebee brain. We found that bumblebees which made fewer errors during training in a visual discrimination task had higher microglomerular density. Similarly, bumblebees that had better retention of the learned colour-reward associations two days after training had higher microglomerular density. Further experiments indicated experience-dependent changes in neural circuitry: learning a colour-reward contingency with 10 colours (but not two colours) does result, and exposure to many different colours may result, in changes to microglomerular density in the collar region of the mushroom bodies. These results reveal the varying roles that visual experience, visual learning and foraging activity have on neural structure. Although our study does not provide a causal link between microglomerular density and performance, the observed positive correlations provide new insights for future studies into how neural structure may relate to inter-individual differences in learning and memory. © 2017 The Authors.

Working memory training promotes general cognitive abilities in genetically heterogeneous mice.

PubMed

Light, Kenneth R; Kolata, Stefan; Wass, Christopher; Denman-Brice, Alexander; Zagalsky, Ryan; Matzel, Louis D

2010-04-27

In both humans and mice, the efficacy of working memory capacity and its related process, selective attention, are each strongly predictive of individuals' aggregate performance in cognitive test batteries [1-9]. Because working memory is taxed during most cognitive tasks, the efficacy of working memory may have a causal influence on individuals' performance on tests of "intelligence" [10, 11]. Despite the attention this has received, supporting evidence has been largely correlational in nature (but see [12]). Here, genetically heterogeneous mice were assessed on a battery of five learning tasks. Animals' aggregate performance across the tasks was used to estimate their general cognitive abilities, a trait that is in some respects analogous to intelligence [13, 14]. Working memory training promoted an increase in animals' selective attention and their aggregate performance on these tasks. This enhancement of general cognitive performance by working memory training was attenuated if its selective attention demands were reduced. These results provide evidence that the efficacy of working memory capacity and selective attention may be causally related to an animal's general cognitive performance and provide a framework for behavioral strategies to promote those abilities. Furthermore, the pattern of behavior reported here reflects a conservation of the processes that regulate general cognitive performance in humans and infrahuman animals. Copyright © 2010 Elsevier Ltd. All rights reserved.

Problem Solving and Learning in a Natural Task Domain

DTIC Science & Technology

1988-09-01

algorithm is demonstrated in two further examples. For clarity, all examples present a single path through the causal model, rather than the tree ...Any implications are added to the list. EDSEL1 keeps recent chains of reasoning. The tree form of any explorations is retained for future reasoning...9) (CAUSE (CRANK CRANKSHAFT) (OVEVIENT CAMSHAFT ) 9) (CAUSE (CRANK CRANKSHAFT) (TUR:N DRIVESHAFT) 9) STARTER (CAUSE (SWITCH-ACTION SOLENOID ON

Action video game play facilitates the development of better perceptual templates.

PubMed

Bejjanki, Vikranth R; Zhang, Ruyuan; Li, Renjie; Pouget, Alexandre; Green, C Shawn; Lu, Zhong-Lin; Bavelier, Daphne

2014-11-25

The field of perceptual learning has identified changes in perceptual templates as a powerful mechanism mediating the learning of statistical regularities in our environment. By measuring threshold-vs.-contrast curves using an orientation identification task under varying levels of external noise, the perceptual template model (PTM) allows one to disentangle various sources of signal-to-noise changes that can alter performance. We use the PTM approach to elucidate the mechanism that underlies the wide range of improvements noted after action video game play. We show that action video game players make use of improved perceptual templates compared with nonvideo game players, and we confirm a causal role for action video game play in inducing such improvements through a 50-h training study. Then, by adapting a recent neural model to this task, we demonstrate how such improved perceptual templates can arise from reweighting the connectivity between visual areas. Finally, we establish that action gamers do not enter the perceptual task with improved perceptual templates. Instead, although performance in action gamers is initially indistinguishable from that of nongamers, action gamers more rapidly learn the proper template as they experience the task. Taken together, our results establish for the first time to our knowledge the development of enhanced perceptual templates following action game play. Because such an improvement can facilitate the inference of the proper generative model for the task at hand, unlike perceptual learning that is quite specific, it thus elucidates a general learning mechanism that can account for the various behavioral benefits noted after action game play.

Action video game play facilitates the development of better perceptual templates

PubMed Central

Bejjanki, Vikranth R.; Zhang, Ruyuan; Li, Renjie; Pouget, Alexandre; Green, C. Shawn; Lu, Zhong-Lin; Bavelier, Daphne

2014-01-01

The field of perceptual learning has identified changes in perceptual templates as a powerful mechanism mediating the learning of statistical regularities in our environment. By measuring threshold-vs.-contrast curves using an orientation identification task under varying levels of external noise, the perceptual template model (PTM) allows one to disentangle various sources of signal-to-noise changes that can alter performance. We use the PTM approach to elucidate the mechanism that underlies the wide range of improvements noted after action video game play. We show that action video game players make use of improved perceptual templates compared with nonvideo game players, and we confirm a causal role for action video game play in inducing such improvements through a 50-h training study. Then, by adapting a recent neural model to this task, we demonstrate how such improved perceptual templates can arise from reweighting the connectivity between visual areas. Finally, we establish that action gamers do not enter the perceptual task with improved perceptual templates. Instead, although performance in action gamers is initially indistinguishable from that of nongamers, action gamers more rapidly learn the proper template as they experience the task. Taken together, our results establish for the first time to our knowledge the development of enhanced perceptual templates following action game play. Because such an improvement can facilitate the inference of the proper generative model for the task at hand, unlike perceptual learning that is quite specific, it thus elucidates a general learning mechanism that can account for the various behavioral benefits noted after action game play. PMID:25385590

Statistical learning using real-world scenes: extracting categorical regularities without conscious intent.

PubMed

Brady, Timothy F; Oliva, Aude

2008-07-01

Recent work has shown that observers can parse streams of syllables, tones, or visual shapes and learn statistical regularities in them without conscious intent (e.g., learn that A is always followed by B). Here, we demonstrate that these statistical-learning mechanisms can operate at an abstract, conceptual level. In Experiments 1 and 2, observers incidentally learned which semantic categories of natural scenes covaried (e.g., kitchen scenes were always followed by forest scenes). In Experiments 3 and 4, category learning with images of scenes transferred to words that represented the categories. In each experiment, the category of the scenes was irrelevant to the task. Together, these results suggest that statistical-learning mechanisms can operate at a categorical level, enabling generalization of learned regularities using existing conceptual knowledge. Such mechanisms may guide learning in domains as disparate as the acquisition of causal knowledge and the development of cognitive maps from environmental exploration.

Causal uncertainty, claimed and behavioural self-handicapping.

PubMed

Thompson, Ted; Hepburn, Jonathan

2003-06-01

Causal uncertainty beliefs involve doubts about the causes of events, and arise as a consequence of non-contingent evaluative feedback: feedback that leaves the individual uncertain about the causes of his or her achievement outcomes. Individuals high in causal uncertainty are frequently unable to confidently attribute their achievement outcomes, experience anxiety in achievement situations and as a consequence are likely to engage in self-handicapping behaviour. Accordingly, we sought to establish links between trait causal uncertainty, claimed and behavioural self-handicapping. Participants were N=72 undergraduate students divided equally between high and low causally uncertain groups. We used a 2 (causal uncertainty status: high, low) x 3 (performance feedback condition: success, non-contingent success, non-contingent failure) between-subjects factorial design to examine the effects of causal uncertainty on achievement behaviour. Following performance feedback, participants completed 20 single-solution anagrams and 12 remote associate tasks serving as performance measures, and 16 unicursal tasks to assess practice effort. Participants also completed measures of claimed handicaps, state anxiety and attributions. Relative to low causally uncertain participants, high causally uncertain participants claimed more handicaps prior to performance on the anagrams and remote associates, reported higher anxiety, attributed their failure to internal, stable factors, and reduced practice effort on the unicursal tasks, evident in fewer unicursal tasks solved. These findings confirm links between trait causal uncertainty and claimed and behavioural self-handicapping, highlighting the need for educators to facilitate means by which students can achieve surety in the manner in which they attribute the causes of their achievement outcomes.

Statistical learning and auditory processing in children with music training: An ERP study.

PubMed

Mandikal Vasuki, Pragati Rao; Sharma, Mridula; Ibrahim, Ronny; Arciuli, Joanne

2017-07-01

The question whether musical training is associated with enhanced auditory and cognitive abilities in children is of considerable interest. In the present study, we compared children with music training versus those without music training across a range of auditory and cognitive measures, including the ability to detect implicitly statistical regularities in input (statistical learning). Statistical learning of regularities embedded in auditory and visual stimuli was measured in musically trained and age-matched untrained children between the ages of 9-11years. In addition to collecting behavioural measures, we recorded electrophysiological measures to obtain an online measure of segmentation during the statistical learning tasks. Musically trained children showed better performance on melody discrimination, rhythm discrimination, frequency discrimination, and auditory statistical learning. Furthermore, grand-averaged ERPs showed that triplet onset (initial stimulus) elicited larger responses in the musically trained children during both auditory and visual statistical learning tasks. In addition, children's music skills were associated with performance on auditory and visual behavioural statistical learning tasks. Our data suggests that individual differences in musical skills are associated with children's ability to detect regularities. The ERP data suggest that musical training is associated with better encoding of both auditory and visual stimuli. Although causality must be explored in further research, these results may have implications for developing music-based remediation strategies for children with learning impairments. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.

Perceptual learning modifies the functional specializations of visual cortical areas.

PubMed

Chen, Nihong; Cai, Peng; Zhou, Tiangang; Thompson, Benjamin; Fang, Fang

2016-05-17

Training can improve performance of perceptual tasks. This phenomenon, known as perceptual learning, is strongest for the trained task and stimulus, leading to a widely accepted assumption that the associated neuronal plasticity is restricted to brain circuits that mediate performance of the trained task. Nevertheless, learning does transfer to other tasks and stimuli, implying the presence of more widespread plasticity. Here, we trained human subjects to discriminate the direction of coherent motion stimuli. The behavioral learning effect substantially transferred to noisy motion stimuli. We used transcranial magnetic stimulation (TMS) and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms underlying the transfer of learning. The TMS experiment revealed dissociable, causal contributions of V3A (one of the visual areas in the extrastriate visual cortex) and MT+ (middle temporal/medial superior temporal cortex) to coherent and noisy motion processing. Surprisingly, the contribution of MT+ to noisy motion processing was replaced by V3A after perceptual training. The fMRI experiment complemented and corroborated the TMS finding. Multivariate pattern analysis showed that, before training, among visual cortical areas, coherent and noisy motion was decoded most accurately in V3A and MT+, respectively. After training, both kinds of motion were decoded most accurately in V3A. Our findings demonstrate that the effects of perceptual learning extend far beyond the retuning of specific neural populations for the trained stimuli. Learning could dramatically modify the inherent functional specializations of visual cortical areas and dynamically reweight their contributions to perceptual decisions based on their representational qualities. These neural changes might serve as the neural substrate for the transfer of perceptual learning.

Cross-Lagged Associations between Kindergarten Teachers' Causal Attributions and Children's Task Motivation and Performance in Reading

ERIC Educational Resources Information Center

Natale, Katja; Viljaranta, Jaana; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2009-01-01

The present study investigated whether kindergarten teachers' causal attributions would predict children's reading-related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their…

Representation of aversive prediction errors in the human periaqueductal gray

PubMed Central

Roy, Mathieu; Shohamy, Daphna; Daw, Nathaniel; Jepma, Marieke; Wimmer, Elliott; Wager, Tor D.

2014-01-01

Pain is a primary driver of learning and motivated action. It is also a target of learning, as nociceptive brain responses are shaped by learning processes. We combined an instrumental pain avoidance task with an axiomatic approach to assessing fMRI signals related to prediction errors (PEs), which drive reinforcement-based learning. We found that pain PEs were encoded in the periaqueductal gray (PAG), an important structure for pain control and learning in animal models. Axiomatic tests combined with dynamic causal modeling suggested that ventromedial prefrontal cortex, supported by putamen, provides an expected value-related input to the PAG, which then conveys PE signals to prefrontal regions important for behavioral regulation, including orbitofrontal, anterior mid-cingulate, and dorsomedial prefrontal cortices. Thus, pain-related learning involves distinct neural circuitry, with implications for behavior and pain dynamics. PMID:25282614

Pigeons' Discrimination of Michotte's Launching Effect

PubMed Central

Young, Michael E; Beckmann, Joshua S; Wasserman, Edward A

2006-01-01

We trained four pigeons to discriminate a Michotte launching animation from three other animations using a go/no-go task. The pigeons received food for pecking at one of the animations, but not for pecking at the others. The four animations featured two types of interactions among objects: causal (direct launching) and noncausal (delayed, distal, and distal & delayed). Two pigeons were reinforced for pecking at the causal interaction, but not at the noncausal interactions; two other pigeons were reinforced for pecking at the distal & delayed interaction, but not at the other interactions. Both discriminations proved difficult for the pigeons to master; later tests suggested that the pigeons often learned the discriminations by attending to subtle stimulus properties other than the intended ones. PMID:17002229

A Cognitive Simulator for Learning the Nature of Human Problem Solving

NASA Astrophysics Data System (ADS)

Miwa, Kazuhisa

Problem solving is understood as a process through which states of problem solving are transferred from the initial state to the goal state by applying adequate operators. Within this framework, knowledge and strategies are given as operators for the search. One of the most important points of researchers' interest in the domain of problem solving is to explain the performance of problem solving behavior based on the knowledge and strategies that the problem solver has. We call the interplay between problem solvers' knowledge/strategies and their behavior the causal relation between mental operations and behavior. It is crucially important, we believe, for novice learners in this domain to understand the causal relation between mental operations and behavior. Based on this insight, we have constructed a learning system in which learners can control mental operations of a computational agent that solves a task, such as knowledge, heuristics, and cognitive capacity, and can observe its behavior. We also introduce this system to a university class, and discuss which findings were discovered by the participants.

Win-Stay, Lose-Sample: a simple sequential algorithm for approximating Bayesian inference.

PubMed

Bonawitz, Elizabeth; Denison, Stephanie; Gopnik, Alison; Griffiths, Thomas L

2014-11-01

People can behave in a way that is consistent with Bayesian models of cognition, despite the fact that performing exact Bayesian inference is computationally challenging. What algorithms could people be using to make this possible? We show that a simple sequential algorithm "Win-Stay, Lose-Sample", inspired by the Win-Stay, Lose-Shift (WSLS) principle, can be used to approximate Bayesian inference. We investigate the behavior of adults and preschoolers on two causal learning tasks to test whether people might use a similar algorithm. These studies use a "mini-microgenetic method", investigating how people sequentially update their beliefs as they encounter new evidence. Experiment 1 investigates a deterministic causal learning scenario and Experiments 2 and 3 examine how people make inferences in a stochastic scenario. The behavior of adults and preschoolers in these experiments is consistent with our Bayesian version of the WSLS principle. This algorithm provides both a practical method for performing Bayesian inference and a new way to understand people's judgments. Copyright © 2014 Elsevier Inc. All rights reserved.

Do Causal and Concessive Connectives Guide Emotional Expectancies in Comprehension? A Double-Task Paradigm Using Emotional Icons

ERIC Educational Resources Information Center

Morera, Yurena; León, José A.; Escudero, Inmaculada; de Vega, Manuel

2017-01-01

Continuity and discontinuity are sometimes marked in discourse by means of connectives. This study tested for the first time whether causal and concessive connectives induce expectations of emotional continuity and discontinuity, respectively. Using a novel double-task paradigm, participants first listened to an antecedent clause with a causal or…

Presenting the Students’ Academic Achievement Causal Model based on Goal Orientation

PubMed Central

NASIRI, EBRAHIM; POUR-SAFAR, ALI; TAHERI, MAHDOKHT; SEDIGHI PASHAKY, ABDULLAH; ASADI LOUYEH, ATAOLLAH

2017-01-01

Introduction: Several factors play a role in academic achievement, individual's excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. Methods: This study is based on a cross-sectional model. The participants included 175 first and second students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69%) Medical Basic Science students and 54 (30.9%) Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs) and the students’ Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. Results: The results indicated a significant relationship between goal orientation and learning strategies (P<0.05). In addition, the results revealed that a significant relationship exists between learning strategies[Deep Learning (r=0.37, P<0.05), Surface Learning (r=-0.21,P<0.05)], and academic achievement.The suggested model of research is fitted to the data of the research. Conclusion: Results showed that the students' academic achievement model fits with experimental data, so it can be used in learning principles which lead to students’ achievement in learning. PMID:28979914

Performance in Object-Choice Aesop's Fable Tasks Are Influenced by Object Biases in New Caledonian Crows but not in Human Children.

PubMed

Miller, Rachael; Jelbert, Sarah A; Taylor, Alex H; Cheke, Lucy G; Gray, Russell D; Loissel, Elsa; Clayton, Nicola S

2016-01-01

The ability to reason about causality underlies key aspects of human cognition, but the extent to which non-humans understand causality is still largely unknown. The Aesop's Fable paradigm, where objects are inserted into water-filled tubes to obtain out-of-reach rewards, has been used to test casual reasoning in birds and children. However, success on these tasks may be influenced by other factors, specifically, object preferences present prior to testing or arising during pre-test stone-dropping training. Here, we assessed this 'object-bias' hypothesis by giving New Caledonian crows and 5-10 year old children two object-choice Aesop's Fable experiments: sinking vs. floating objects, and solid vs. hollow objects. Before each test, we assessed subjects' object preferences and/or trained them to prefer the alternative object. Both crows and children showed pre-test object preferences, suggesting that birds in previous Aesop's Fable studies may also have had initial preferences for objects that proved to be functional on test. After training to prefer the non-functional object, crows, but not children, performed more poorly on these two object-choice Aesop's Fable tasks than subjects in previous studies. Crows dropped the non-functional objects into the tube on their first trials, indicating that, unlike many children, they do not appear to have an a priori understanding of water displacement. Alternatively, issues with inhibition could explain their performance. The crows did, however, learn to solve the tasks over time. We tested crows further to determine whether their eventual success was based on learning about the functional properties of the objects, or associating dropping the functional object with reward. Crows inserted significantly more rewarded, non-functional objects than non-rewarded, functional objects. These findings suggest that the ability of New Caledonian crows to produce performances rivaling those of young children on object-choice Aesop's Fable tasks is partly due to pre-existing object preferences.

Non-Gaussian Methods for Causal Structure Learning.

PubMed

Shimizu, Shohei

2018-05-22

Causal structure learning is one of the most exciting new topics in the fields of machine learning and statistics. In many empirical sciences including prevention science, the causal mechanisms underlying various phenomena need to be studied. Nevertheless, in many cases, classical methods for causal structure learning are not capable of estimating the causal structure of variables. This is because it explicitly or implicitly assumes Gaussianity of data and typically utilizes only the covariance structure. In many applications, however, non-Gaussian data are often obtained, which means that more information may be contained in the data distribution than the covariance matrix is capable of containing. Thus, many new methods have recently been proposed for using the non-Gaussian structure of data and inferring the causal structure of variables. This paper introduces prevention scientists to such causal structure learning methods, particularly those based on the linear, non-Gaussian, acyclic model known as LiNGAM. These non-Gaussian data analysis tools can fully estimate the underlying causal structures of variables under assumptions even in the presence of unobserved common causes. This feature is in contrast to other approaches. A simulated example is also provided.

Children's science learning: A core skills approach.

PubMed

Tolmie, Andrew K; Ghazali, Zayba; Morris, Suzanne

2016-09-01

Research has identified the core skills that predict success during primary school in reading and arithmetic, and this knowledge increasingly informs teaching. However, there has been no comparable work that pinpoints the core skills that underlie success in science. The present paper attempts to redress this by examining candidate skills and considering what is known about the way in which they emerge, how they relate to each other and to other abilities, how they change with age, and how their growth may vary between topic areas. There is growing evidence that early-emerging tacit awareness of causal associations is initially separated from language-based causal knowledge, which is acquired in part from everyday conversation and shows inaccuracies not evident in tacit knowledge. Mapping of descriptive and explanatory language onto causal awareness appears therefore to be a key development, which promotes unified conceptual and procedural understanding. This account suggests that the core components of initial science learning are (1) accurate observation, (2) the ability to extract and reason explicitly about causal connections, and (3) knowledge of mechanisms that explain these connections. Observational ability is educationally inaccessible until integrated with verbal description and explanation, for instance, via collaborative group work tasks that require explicit reasoning with respect to joint observations. Descriptive ability and explanatory ability are further promoted by managed exposure to scientific vocabulary and use of scientific language. Scientific reasoning and hypothesis testing are later acquisitions that depend on this integration of systems and improved executive control. © 2016 The British Psychological Society.

Causal Learning with Local Computations

ERIC Educational Resources Information Center

Fernbach, Philip M.; Sloman, Steven A.

2009-01-01

The authors proposed and tested a psychological theory of causal structure learning based on local computations. Local computations simplify complex learning problems via cues available on individual trials to update a single causal structure hypothesis. Structural inferences from local computations make minimal demands on memory, require…

Electroencephalographic Evidence of Abnormal Anticipatory Uncertainty Processing in Gambling Disorder Patients.

PubMed

Megías, Alberto; Navas, Juan F; Perandrés-Gómez, Ana; Maldonado, Antonio; Catena, Andrés; Perales, José C

2018-06-01

Putting money at stake produces anticipatory uncertainty, a process that has been linked to key features of gambling. Here we examined how learning and individual differences modulate the stimulus preceding negativity (SPN, an electroencephalographic signature of perceived uncertainty of valued outcomes) in gambling disorder patients (GDPs) and healthy controls (HCs), during a non-gambling contingency learning task. Twenty-four GDPs and 26 HCs performed a causal learning task under conditions of high and medium uncertainty (HU, MU; null and positive cue-outcome contingency, respectively). Participants were asked to predict the outcome trial-by-trial, and to regularly judge the strength of the cue-outcome contingency. A pre-outcome SPN was extracted from simultaneous electroencephalographic recordings for each participant, uncertainty level, and task block. The two groups similarly learnt to predict the occurrence of the outcome in the presence/absence of the cue. In HCs, SPN amplitude decreased as the outcome became predictable in the MU condition, a decrement that was absent in the HU condition, where the outcome remained unpredictable during the task. Most importantly, GDPs' SPN remained high and insensitive to task type and block. In GDPs, the SPN amplitude was linked to gambling preferences. When both groups were considered together, SPN amplitude was also related to impulsivity. GDPs thus showed an abnormal electrophysiological response to outcome uncertainty, not attributable to faulty contingency learning. Differences with controls were larger in frequent players of passive games, and smaller in players of more active games. Potential psychological mechanisms underlying this set of effects are discussed.

I Think, Therefore Eyeblink

PubMed Central

Weidemann, Gabrielle; Satkunarajah, Michelle; Lovibond, Peter F.

2016-01-01

Can conditioning occur without conscious awareness of the contingency between the stimuli? We trained participants on two separate reaction time tasks that ensured attention to the experimental stimuli. The tasks were then interleaved to create a differential Pavlovian contingency between visual stimuli from one task and an airpuff stimulus from the other. Many participants were unaware of the contingency and failed to show differential eyeblink conditioning, despite attending to a salient stimulus that was contingently and contiguously related to the airpuff stimulus over many trials. Manipulation of awareness by verbal instruction dramatically increased awareness and differential eyeblink responding. These findings cast doubt on dual-system theories, which propose an automatic associative system independent of cognition, and provide strong evidence that cognitive processes associated with awareness play a causal role in learning. PMID:26905277

Inability to activate Rac1-dependent forgetting contributes to behavioral inflexibility in mutants of multiple autism-risk genes

PubMed Central

Dong, Tao; He, Jing; Wang, Shiqing; Wang, Lianzhang; Cheng, Yuqi; Zhong, Yi

2016-01-01

The etiology of autism is so complicated because it involves the effects of variants of several hundred risk genes along with the contribution of environmental factors. Therefore, it has been challenging to identify the causal paths that lead to the core autistic symptoms such as social deficit, repetitive behaviors, and behavioral inflexibility. As an alternative approach, extensive efforts have been devoted to identifying the convergence of the targets and functions of the autism-risk genes to facilitate mapping out causal paths. In this study, we used a reversal-learning task to measure behavioral flexibility in Drosophila and determined the effects of loss-of-function mutations in multiple autism-risk gene homologs in flies. Mutations of five autism-risk genes with diversified molecular functions all led to a similar phenotype of behavioral inflexibility indicated by impaired reversal-learning. These reversal-learning defects resulted from the inability to forget or rather, specifically, to activate Rac1 (Ras-related C3 botulinum toxin substrate 1)-dependent forgetting. Thus, behavior-evoked activation of Rac1-dependent forgetting has a converging function for autism-risk genes. PMID:27335463

The explanatory structure of unexplainable events: Causal constraints on magical reasoning.

PubMed

Shtulman, Andrew; Morgan, Caitlin

2017-10-01

A common intuition, often captured in fiction, is that some impossible events (e.g., levitating a stone) are "more impossible" than others (e.g., levitating a feather). We investigated the source of this intuition, hypothesizing that graded notions of impossibility arise from explanatory considerations logically precluded by the violation at hand but still taken into account. Studies 1-4 involved college undergraduates (n = 357), and Study 5 involved preschool-aged children (n = 32). In Studies 1 and 2, participants saw pairs of magical spells that violated one of 18 causal principles-six physical, six biological, and six psychological-and were asked to indicate which spell would be more difficult to learn. Both spells violated the same causal principle but differed in their relation to a subsidiary principle. Participants' judgments of spell difficulty honored the subsidiary principle, even when participants were given the option of judging the two spells equally difficult. Study 3 replicated those effects with Likert-type ratings; Study 4 replicated them in an open-ended version of the task in which participants generated their own causal violations; and Study 5 replicated them with children. Taken together, these findings suggest that events that defy causal explanation are interpreted in terms of explanatory considerations that hold in the absence of such violations.

Investigating grounded conceptualization: motor system state-dependence facilitates familiarity judgments of novel tools.

PubMed

Matheson, Heath E; Familiar, Ariana M; Thompson-Schill, Sharon L

2018-03-02

Theories of embodied cognition propose that we recognize tools in part by reactivating sensorimotor representations of tool use in a process of simulation. If motor simulations play a causal role in tool recognition then performing a concurrent motor task should differentially modulate recognition of experienced vs. non-experienced tools. We sought to test the hypothesis that an incompatible concurrent motor task modulates conceptual processing of learned vs. non-learned objects by directly manipulating the embodied experience of participants. We trained one group to use a set of novel, 3-D printed tools under the pretense that they were preparing for an archeological expedition to Mars (manipulation group); we trained a second group to report declarative information about how the tools are stored (storage group). With this design, familiarity and visual attention to different object parts was similar for both groups, though their qualitative interactions differed. After learning, participants made familiarity judgments of auditorily presented tool names while performing a concurrent motor task or simply sitting at rest. We showed that familiarity judgments were facilitated by motor state-dependence; specifically, in the manipulation group, familiarity was facilitated by a concurrent motor task, whereas in the spatial group familiarity was facilitated while sitting at rest. These results are the first to directly show that manipulation experience differentially modulates conceptual processing of familiar vs. unfamiliar objects, suggesting that embodied representations contribute to recognizing tools.

Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

ERIC Educational Resources Information Center

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

A self-agency bias in preschoolers' causal inferences

PubMed Central

Kushnir, Tamar; Wellman, Henry M.; Gelman, Susan A.

2013-01-01

Preschoolers' causal learning from intentional actions – causal interventions – is subject to a self-agency bias. We propose that this bias is evidence-based; it is responsive to causal uncertainty. In the current studies, two causes (one child-controlled, one experimenter-controlled) were associated with one or two effects, first independently, then simultaneously. When initial independent effects were probabilistic, and thus subsequent simultaneous actions were causally ambiguous, children showed a self-agency bias. Children showed no bias when initial effects were deterministic. Further controls establish that children's self-agency bias is not a wholesale preference but rather is influenced by uncertainty in causal evidence. These results demonstrate that children's own experience of action influences their causal learning, and suggest possible benefits in uncertain and ambiguous everyday learning contexts. PMID:19271843

The power of possibility: causal learning, counterfactual reasoning, and pretend play

PubMed Central

Buchsbaum, Daphna; Bridgers, Sophie; Skolnick Weisberg, Deena; Gopnik, Alison

2012-01-01

We argue for a theoretical link between the development of an extended period of immaturity in human evolution and the emergence of powerful and wide-ranging causal learning mechanisms, specifically the use of causal models and Bayesian learning. We suggest that exploratory childhood learning, childhood play in particular, and causal cognition are closely connected. We report an empirical study demonstrating one such connection—a link between pretend play and counterfactual causal reasoning. Preschool children given new information about a causal system made very similar inferences both when they considered counterfactuals about the system and when they engaged in pretend play about it. Counterfactual cognition and causally coherent pretence were also significantly correlated even when age, general cognitive development and executive function were controlled for. These findings link a distinctive human form of childhood play and an equally distinctive human form of causal inference. We speculate that, during human evolution, computations that were initially reserved for solving particularly important ecological problems came to be used much more widely and extensively during the long period of protected immaturity. PMID:22734063

The power of possibility: causal learning, counterfactual reasoning, and pretend play.

PubMed

Buchsbaum, Daphna; Bridgers, Sophie; Skolnick Weisberg, Deena; Gopnik, Alison

2012-08-05

We argue for a theoretical link between the development of an extended period of immaturity in human evolution and the emergence of powerful and wide-ranging causal learning mechanisms, specifically the use of causal models and Bayesian learning. We suggest that exploratory childhood learning, childhood play in particular, and causal cognition are closely connected. We report an empirical study demonstrating one such connection--a link between pretend play and counterfactual causal reasoning. Preschool children given new information about a causal system made very similar inferences both when they considered counterfactuals about the system and when they engaged in pretend play about it. Counterfactual cognition and causally coherent pretence were also significantly correlated even when age, general cognitive development and executive function were controlled for. These findings link a distinctive human form of childhood play and an equally distinctive human form of causal inference. We speculate that, during human evolution, computations that were initially reserved for solving particularly important ecological problems came to be used much more widely and extensively during the long period of protected immaturity.

Enhanced transformation of incidentally learned knowledge into explicit memory by dopaminergic modulation.

PubMed

Clos, Mareike; Sommer, Tobias; Schneider, Signe L; Rose, Michael

2018-01-01

During incidental learning statistical regularities are extracted from the environment without the intention to learn. Acquired implicit memory of these regularities can affect behavior in the absence of awareness. However, conscious insight in the underlying regularities can also develop during learning. Such emergence of explicit memory is an important learning mechanism that is assumed to involve prediction errors in the striatum and to be dopamine-dependent. Here we directly tested this hypothesis by manipulating dopamine levels during incidental learning in a modified serial reaction time task (SRTT) featuring a hidden regular sequence of motor responses in a placebo-controlled between-group study. Awareness for the sequential regularity was subsequently assessed using cued generation and additionally verified using free recall. The results demonstrated that dopaminergic modulation nearly doubled the amount of explicit sequence knowledge emerged during learning in comparison to the placebo group. This strong effect clearly argues for a causal role of dopamine-dependent processing for the development of awareness for sequential regularities during learning.

Context and Time in Causal Learning: Contingency and Mood Dependent Effects

PubMed Central

Msetfi, Rachel M.; Wade, Caroline; Murphy, Robin A.

2013-01-01

Defining cues for instrumental causality are the temporal, spatial and contingency relationships between actions and their effects. In this study, we carried out a series of causal learning experiments that systematically manipulated time and context in positive and negative contingency conditions. In addition, we tested participants categorized as non-dysphoric and mildly dysphoric because depressed mood has been shown to affect the processing of all these causal cues. Findings showed that causal judgements made by non-dysphoric participants were contextualized at baseline and were affected by the temporal spacing of actions and effects only with generative, but not preventative, contingency relationships. Participants categorized as dysphoric made less contextualized causal ratings at baseline but were more sensitive than others to temporal manipulations across the contingencies. These effects were consistent with depression affecting causal learning through the effects of slowed time experience on accrued exposure to the context in which causal events took place. Taken together, these findings are consistent with associative approaches to causal judgement. PMID:23691147

[Modulator effect of socio-emotional variables on training in elaboration strategies in Compulsory Secondary Education (CSE): paraphrase and applications].

PubMed

Martín-Antón, Luis Jorge; Carbonero Martín, Miguel Angel; Román Sánchez, José María

2012-02-01

The purpose of this work is to verify the modulation of motivation, self-concept, and causal attributions in the efficacy of a training program of strategies to elaborate information in the stage of Compulsory Secondary Education (CSE). We selected 328 students from CSE, 179 from second grade and 149 from fourth grade, and three measurement moments: pretest, posttest, and follow-up. The results indicate greater use of learning strategies by students with higher intrinsic motivation, in contrast to students with higher extrinsic motivation, who use learning strategies less frequently. With regard to self-concept, the results differ as a function of the course. In second grade, we found modulation of the variable Academic self-concept, whereas in fourth grade, such modulation is produced by General self-concept and Private self-concept. In general, there is a tendency towards more enduring significant improvements in students with medium and high self-concept, especially in their perception of the use of strategies or in complex tasks that involve relating the contents to be learned with experiences from their daily life. However, students with low self-concept significantly improve strategies associated with learning how to perform specific tasks.

Visual face-movement sensitive cortex is relevant for auditory-only speech recognition.

PubMed

Riedel, Philipp; Ragert, Patrick; Schelinski, Stefanie; Kiebel, Stefan J; von Kriegstein, Katharina

2015-07-01

It is commonly assumed that the recruitment of visual areas during audition is not relevant for performing auditory tasks ('auditory-only view'). According to an alternative view, however, the recruitment of visual cortices is thought to optimize auditory-only task performance ('auditory-visual view'). This alternative view is based on functional magnetic resonance imaging (fMRI) studies. These studies have shown, for example, that even if there is only auditory input available, face-movement sensitive areas within the posterior superior temporal sulcus (pSTS) are involved in understanding what is said (auditory-only speech recognition). This is particularly the case when speakers are known audio-visually, that is, after brief voice-face learning. Here we tested whether the left pSTS involvement is causally related to performance in auditory-only speech recognition when speakers are known by face. To test this hypothesis, we applied cathodal transcranial direct current stimulation (tDCS) to the pSTS during (i) visual-only speech recognition of a speaker known only visually to participants and (ii) auditory-only speech recognition of speakers they learned by voice and face. We defined the cathode as active electrode to down-regulate cortical excitability by hyperpolarization of neurons. tDCS to the pSTS interfered with visual-only speech recognition performance compared to a control group without pSTS stimulation (tDCS to BA6/44 or sham). Critically, compared to controls, pSTS stimulation additionally decreased auditory-only speech recognition performance selectively for voice-face learned speakers. These results are important in two ways. First, they provide direct evidence that the pSTS is causally involved in visual-only speech recognition; this confirms a long-standing prediction of current face-processing models. Secondly, they show that visual face-sensitive pSTS is causally involved in optimizing auditory-only speech recognition. These results are in line with the 'auditory-visual view' of auditory speech perception, which assumes that auditory speech recognition is optimized by using predictions from previously encoded speaker-specific audio-visual internal models. Copyright © 2015 Elsevier Ltd. All rights reserved.

Critical roles for anterior insula and dorsal striatum in punishment-based avoidance learning.

PubMed

Palminteri, Stefano; Justo, Damian; Jauffret, Céline; Pavlicek, Beth; Dauta, Aurélie; Delmaire, Christine; Czernecki, Virginie; Karachi, Carine; Capelle, Laurent; Durr, Alexandra; Pessiglione, Mathias

2012-12-06

The division of human learning systems into reward and punishment opponent modules is still a debated issue. While the implication of ventral prefrontostriatal circuits in reward-based learning is well established, the neural underpinnings of punishment-based learning remain unclear. To elucidate the causal implication of brain regions that were related to punishment learning in a previous functional neuroimaging study, we tested the effects of brain damage on behavioral performance, using the same task contrasting monetary gains and losses. Cortical and subcortical candidate regions, the anterior insula and dorsal striatum, were assessed in patients presenting brain tumor and Huntington disease, respectively. Both groups exhibited selective impairment of punishment-based learning. Computational modeling suggested complementary roles for these structures: the anterior insula might be involved in learning the negative value of loss-predicting cues, whereas the dorsal striatum might be involved in choosing between those cues so as to avoid the worst. Copyright © 2012 Elsevier Inc. All rights reserved.

Dissociating hippocampal and basal ganglia contributions to category learning using stimulus novelty and subjective judgments

PubMed Central

Seger, Carol A.; Dennison, Christina S.; Lopez-Paniagua, Dan; Peterson, Erik J.; Roark, Aubrey A.

2011-01-01

We identified factors leading to hippocampal and basal ganglia recruitment during categorization learning. Subjects alternated between blocks of a standard trial and error category learning task and a subjective judgment task. In the subjective judgments task subjects categorized the stimulus and then instead of receiving feedback they indicated the basis of their response using 4 options: Remember: Conscious episodic memory of previous trials. Know-Automatic: Automatic, rapid response accompanied by conscious awareness of category membership. Know-Intuition: A “gut feeling” without fully conscious knowledge of category membership. Guess: Guessing. In addition, new stimuli were introduced throughout the experiment to examine effects of novelty. Categorization overall recruited both the basal ganglia and posterior hippocampus. However, basal ganglia activity was found during Know judgments (both Automatic and Intuition), whereas posterior hippocampus activity was found during Remember judgments. Granger causality mapping indicated interactions between the basal ganglia and hippocampus, with the putamen exerting directed influence on the posterior hippocampus, which in turn exerted directed influence on the posterior caudate nucleus. We also found a region of anterior hippocampus that showed decreased activity relative to baseline during categorization overall, and showed a strong novelty effect. Our results indicate that subjective measures may be effective in dissociating basal ganglia from hippocampal dependent learning, and that the basal ganglia are involved in both conscious and unconscious learning. They also indicate a dissociation within the hippocampus, in which the anterior regions are sensitive to novelty, and the posterior regions are involved in memory based categorization learning. PMID:21255655

They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task

ERIC Educational Resources Information Center

Solis, S. Lynneth; Grotzer, Tina A.

2016-01-01

The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature,…

Causal Attributions for Success and Failure at University Examinations

ERIC Educational Resources Information Center

Simon, J. G.; Feather, N. T.

1973-01-01

Male and female undergraduates rated their ability, amount of preparation, task difficulty, and their initial confidence (expectation) before they began an important examination. Subsequently they attributed causality for the examination outcome by rating the importance of factors involving ability, preparation, task difficulty, and luck as…

Comparing humans and nonhuman great apes in the broken cloth problem: Is their knowledge causal or perceptual?

PubMed

Albiach-Serrano, Anna; Sebastián-Enesco, Carla; Seed, Amanda; Colmenares, Fernando; Call, Josep

2015-11-01

When presented with the broken cloth problem, both human children and nonhuman great apes prefer to pull a continuous cloth over a discontinuous cloth in order to obtain a desired object resting on top. This has been interpreted as evidence that they preferentially attend to the functionally relevant cues of the task (e.g., presence or absence of a gap along the cloth). However, there is controversy regarding whether great apes' behavior is underpinned by causal knowledge, involving abstract concepts (e.g., support, connection), or by perceptual knowledge, based on percepts (e.g., contact, continuity). We presented chimpanzees, orangutans, and 2-, 3-, and 4-year-old children with two versions of the broken cloth problem. The Real condition, made with paper strips, could be solved based on either perceptual cues or causal knowledge. The Painted condition, which looked very similar, could be solved only by attending to perceptual cues. All groups mastered the Real condition, in line with previous results. Older children (3- and 4-year-olds) performed significantly better in this condition than all other groups, but the performance of apes and children did not differ sharply, with 2-year-olds and apes obtaining similar results. In contrast, only 4-year-olds solved the Painted condition. We propose causal knowledge to explain the general good performance of apes and humans in the Real condition compared with the Painted condition. In addition, we suggest that symbolic knowledge might account for 4-year-olds' performance in the Painted condition. Our findings add to the growing literature supporting the idea that learning from arbitrary cues is not a good explanation for the performance of apes and humans on some kinds of physical task. Copyright © 2015 Elsevier Inc. All rights reserved.

Causal inference in economics and marketing.

PubMed

Varian, Hal R

2016-07-05

This is an elementary introduction to causal inference in economics written for readers familiar with machine learning methods. The critical step in any causal analysis is estimating the counterfactual-a prediction of what would have happened in the absence of the treatment. The powerful techniques used in machine learning may be useful for developing better estimates of the counterfactual, potentially improving causal inference.

Causal inference in economics and marketing

PubMed Central

Varian, Hal R.

2016-01-01

This is an elementary introduction to causal inference in economics written for readers familiar with machine learning methods. The critical step in any causal analysis is estimating the counterfactual—a prediction of what would have happened in the absence of the treatment. The powerful techniques used in machine learning may be useful for developing better estimates of the counterfactual, potentially improving causal inference. PMID:27382144

Early malnutrition results in long-lasting impairments in pattern-separation for overlapping novel object and novel location memories and reduced hippocampal neurogenesis.

PubMed

Pérez-García, Georgina; Guzmán-Quevedo, Omar; Da Silva Aragão, Raquel; Bolaños-Jiménez, Francisco

2016-02-17

Numerous epidemiological studies indicate that malnutrition during in utero development and/or childhood induces long-lasting learning disabilities and enhanced susceptibility to develop psychiatric disorders. However, animal studies aimed to address this question have yielded inconsistent results due to the use of learning tasks involving negative or positive reinforces that interfere with the enduring changes in emotional reactivity and motivation produced by in utero and neonatal malnutrition. Consequently, the mechanisms underlying the learning deficits associated with malnutrition in early life remain unknown. Here we implemented a behavioural paradigm based on the combination of the novel object recognition and the novel object location tasks to define the impact of early protein-restriction on the behavioural, cellular and molecular basis of memory processing. Adult rats born to dams fed a low-protein diet during pregnancy and lactation, exhibited impaired encoding and consolidation of memory resulting from impaired pattern separation. This learning deficit was associated with reduced production of newly born hippocampal neurons and down regulation of BDNF gene expression. These data sustain the existence of a causal relationship between early malnutrition and impaired learning in adulthood and show that decreased adult neurogenesis is associated to the cognitive deficits induced by childhood exposure to poor nutrition.

Early malnutrition results in long-lasting impairments in pattern-separation for overlapping novel object and novel location memories and reduced hippocampal neurogenesis

PubMed Central

Pérez-García, Georgina; Guzmán-Quevedo, Omar; Da Silva Aragão, Raquel; Bolaños-Jiménez, Francisco

2016-01-01

Numerous epidemiological studies indicate that malnutrition during in utero development and/or childhood induces long-lasting learning disabilities and enhanced susceptibility to develop psychiatric disorders. However, animal studies aimed to address this question have yielded inconsistent results due to the use of learning tasks involving negative or positive reinforces that interfere with the enduring changes in emotional reactivity and motivation produced by in utero and neonatal malnutrition. Consequently, the mechanisms underlying the learning deficits associated with malnutrition in early life remain unknown. Here we implemented a behavioural paradigm based on the combination of the novel object recognition and the novel object location tasks to define the impact of early protein-restriction on the behavioural, cellular and molecular basis of memory processing. Adult rats born to dams fed a low-protein diet during pregnancy and lactation, exhibited impaired encoding and consolidation of memory resulting from impaired pattern separation. This learning deficit was associated with reduced production of newly born hippocampal neurons and down regulation of BDNF gene expression. These data sustain the existence of a causal relationship between early malnutrition and impaired learning in adulthood and show that decreased adult neurogenesis is associated to the cognitive deficits induced by childhood exposure to poor nutrition. PMID:26882991

Social Learning in the Real-World: 'Over-Imitation' Occurs in Both Children and Adults Unaware of Participation in an Experiment and Independently of Social Interaction.

PubMed

Whiten, Andrew; Allan, Gillian; Devlin, Siobahn; Kseib, Natalie; Raw, Nicola; McGuigan, Nicola

2016-01-01

The current study avoided the typical laboratory context to determine instead whether over-imitation-the disposition to copy even visibly, causally unnecessary actions-occurs in a real-world context in which participants are unaware of being in an experiment. We disguised a puzzle-box task as an interactive item available to the public within a science engagement zone of Edinburgh Zoo. As a member of the public approached, a confederate acting as a zoo visitor retrieved a reward from the box using a sequence of actions containing both causally relevant and irrelevant elements. Despite the absence of intentional demonstration, or social pressure to copy, a majority of both child and even adult observers included all causally irrelevant actions in their reproduction. This occurred even though causal irrelevance appeared manifest because of the transparency of the puzzle-box. That over-imitation occurred so readily in a naturalistic context, devoid of social interaction and pressure, suggests that humans are opportunistic social learners throughout the lifespan, copying the actions of other individuals even when these actions are not intentionally demonstrated, and their causal significance is not readily apparent. The disposition to copy comprehensively, even when a mere onlooker, likely provides humans, irrespective of their age, with a powerful mechanism to extract maximal information from the social environment.

Children's Concepts of How People Get Babies

ERIC Educational Resources Information Center

Bernstein, Anne C.; Cowan, Philip A.

1975-01-01

Twenty children, 3-12 years old, were given a newly constructed interview on their concepts of human reproduction (social causality), in conjunction with Piaget-type tasks assessing physical conservation-identity, physical causality, and a new social identity task. The children's concepts of human reproduction appeared to proceed through a…

Music and Spatial Task Performance: A Causal Relationship.

ERIC Educational Resources Information Center

Rauscher, Frances H.; And Others

This research paper reports on testing the hypothesis that music and spatial task performance are causally related. Two complementary studies are presented that replicate and explore previous findings. One study of college students showed that listening to a Mozart sonata induces subsequent short-term spatial reasoning facilitation and tested the…

Causal learning with local computations.

PubMed

Fernbach, Philip M; Sloman, Steven A

2009-05-01

The authors proposed and tested a psychological theory of causal structure learning based on local computations. Local computations simplify complex learning problems via cues available on individual trials to update a single causal structure hypothesis. Structural inferences from local computations make minimal demands on memory, require relatively small amounts of data, and need not respect normative prescriptions as inferences that are principled locally may violate those principles when combined. Over a series of 3 experiments, the authors found (a) systematic inferences from small amounts of data; (b) systematic inference of extraneous causal links; (c) influence of data presentation order on inferences; and (d) error reduction through pretraining. Without pretraining, a model based on local computations fitted data better than a Bayesian structural inference model. The data suggest that local computations serve as a heuristic for learning causal structure. Copyright 2009 APA, all rights reserved.

Performance in Object-Choice Aesop’s Fable Tasks Are Influenced by Object Biases in New Caledonian Crows but not in Human Children

PubMed Central

Taylor, Alex H.; Cheke, Lucy G.; Gray, Russell D.; Loissel, Elsa; Clayton, Nicola S.

2016-01-01

The ability to reason about causality underlies key aspects of human cognition, but the extent to which non-humans understand causality is still largely unknown. The Aesop’s Fable paradigm, where objects are inserted into water-filled tubes to obtain out-of-reach rewards, has been used to test casual reasoning in birds and children. However, success on these tasks may be influenced by other factors, specifically, object preferences present prior to testing or arising during pre-test stone-dropping training. Here, we assessed this ‘object-bias’ hypothesis by giving New Caledonian crows and 5–10 year old children two object-choice Aesop’s Fable experiments: sinking vs. floating objects, and solid vs. hollow objects. Before each test, we assessed subjects’ object preferences and/or trained them to prefer the alternative object. Both crows and children showed pre-test object preferences, suggesting that birds in previous Aesop’s Fable studies may also have had initial preferences for objects that proved to be functional on test. After training to prefer the non-functional object, crows, but not children, performed more poorly on these two object-choice Aesop’s Fable tasks than subjects in previous studies. Crows dropped the non-functional objects into the tube on their first trials, indicating that, unlike many children, they do not appear to have an a priori understanding of water displacement. Alternatively, issues with inhibition could explain their performance. The crows did, however, learn to solve the tasks over time. We tested crows further to determine whether their eventual success was based on learning about the functional properties of the objects, or associating dropping the functional object with reward. Crows inserted significantly more rewarded, non-functional objects than non-rewarded, functional objects. These findings suggest that the ability of New Caledonian crows to produce performances rivaling those of young children on object-choice Aesop’s Fable tasks is partly due to pre-existing object preferences. PMID:27936242

Indexing sensory plasticity: Evidence for distinct Predictive Coding and Hebbian learning mechanisms in the cerebral cortex.

PubMed

Spriggs, M J; Sumner, R L; McMillan, R L; Moran, R J; Kirk, I J; Muthukumaraswamy, S D

2018-04-30

The Roving Mismatch Negativity (MMN), and Visual LTP paradigms are widely used as independent measures of sensory plasticity. However, the paradigms are built upon fundamentally different (and seemingly opposing) models of perceptual learning; namely, Predictive Coding (MMN) and Hebbian plasticity (LTP). The aim of the current study was to compare the generative mechanisms of the MMN and visual LTP, therefore assessing whether Predictive Coding and Hebbian mechanisms co-occur in the brain. Forty participants were presented with both paradigms during EEG recording. Consistent with Predictive Coding and Hebbian predictions, Dynamic Causal Modelling revealed that the generation of the MMN modulates forward and backward connections in the underlying network, while visual LTP only modulates forward connections. These results suggest that both Predictive Coding and Hebbian mechanisms are utilized by the brain under different task demands. This therefore indicates that both tasks provide unique insight into plasticity mechanisms, which has important implications for future studies of aberrant plasticity in clinical populations. Copyright © 2018 Elsevier Inc. All rights reserved.

Problem solving in great apes (Pan paniscus, Pan troglodytes, Gorilla gorilla, and Pongo abelii): the effect of visual feedback.

PubMed

Völter, Christoph J; Call, Josep

2012-09-01

What kind of information animals use when solving problems is a controversial topic. Previous research suggests that, in some situations, great apes prefer to use causally relevant cues over arbitrary ones. To further examine to what extent great apes are able to use information about causal relations, we presented three different puzzle box problems to the four nonhuman great ape species. Of primary interest here was a comparison between one group of apes that received visual access to the functional mechanisms of the puzzle boxes and one group that did not. Apes' performance in the first two, less complex puzzle boxes revealed that they are able to solve such problems by means of trial-and-error learning, requiring no information about the causal structure of the problem. However, visual inspection of the functional mechanisms of the puzzle boxes reduced the amount of time needed to solve the problems. In the case of the most complex problem, which required the use of a crank, visual feedback about what happened when the handle of the crank was turned was necessary for the apes to solve the task. Once the solution was acquired, however, visual feedback was no longer required. We conclude that visual feedback about the consequences of their actions helps great apes to solve complex problems. As the crank task matches the basic requirements of vertical string pulling in birds, the present results are discussed in light of recent findings with corvids.

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

NASA Astrophysics Data System (ADS)

Ding, Lin

2014-12-01

This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre- and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and pre- and postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre- and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.

Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.

PubMed

Gopnik, Alison; Wellman, Henry M

2012-11-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.

Formalizing Neurath's ship: Approximate algorithms for online causal learning.

PubMed

Bramley, Neil R; Dayan, Peter; Griffiths, Thomas L; Lagnado, David A

2017-04-01

Higher-level cognition depends on the ability to learn models of the world. We can characterize this at the computational level as a structure-learning problem with the goal of best identifying the prevailing causal relationships among a set of relata. However, the computational cost of performing exact Bayesian inference over causal models grows rapidly as the number of relata increases. This implies that the cognitive processes underlying causal learning must be substantially approximate. A powerful class of approximations that focuses on the sequential absorption of successive inputs is captured by the Neurath's ship metaphor in philosophy of science, where theory change is cast as a stochastic and gradual process shaped as much by people's limited willingness to abandon their current theory when considering alternatives as by the ground truth they hope to approach. Inspired by this metaphor and by algorithms for approximating Bayesian inference in machine learning, we propose an algorithmic-level model of causal structure learning under which learners represent only a single global hypothesis that they update locally as they gather evidence. We propose a related scheme for understanding how, under these limitations, learners choose informative interventions that manipulate the causal system to help elucidate its workings. We find support for our approach in the analysis of 3 experiments. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning about causes from people and about people as causes: probabilistic models and social causal reasoning.

PubMed

Buchsbaum, Daphna; Seiver, Elizabeth; Bridgers, Sophie; Gopnik, Alison

2012-01-01

A major challenge children face is uncovering the causal structure of the world around them. Previous research on children's causal inference has demonstrated their ability to learn about causal relationships in the physical environment using probabilistic evidence. However, children must also learn about causal relationships in the social environment, including discovering the causes of other people's behavior, and understanding the causal relationships between others' goal-directed actions and the outcomes of those actions. In this chapter, we argue that social reasoning and causal reasoning are deeply linked, both in the real world and in children's minds. Children use both types of information together and in fact reason about both physical and social causation in fundamentally similar ways. We suggest that children jointly construct and update causal theories about their social and physical environment and that this process is best captured by probabilistic models of cognition. We first present studies showing that adults are able to jointly infer causal structure and human action structure from videos of unsegmented human motion. Next, we describe how children use social information to make inferences about physical causes. We show that the pedagogical nature of a demonstrator influences children's choices of which actions to imitate from within a causal sequence and that this social information interacts with statistical causal evidence. We then discuss how children combine evidence from an informant's testimony and expressed confidence with evidence from their own causal observations to infer the efficacy of different potential causes. We also discuss how children use these same causal observations to make inferences about the knowledge state of the social informant. Finally, we suggest that psychological causation and attribution are part of the same causal system as physical causation. We present evidence that just as children use covariation between physical causes and their effects to learn physical causal relationships, they also use covaration between people's actions and the environment to make inferences about the causes of human behavior.

Electrophysiological difference between the representations of causal judgment and associative judgment in semantic memory.

PubMed

Chen, Qingfei; Liang, Xiuling; Lei, Yi; Li, Hong

2015-05-01

Causally related concepts like "virus" and "epidemic" and general associatively related concepts like "ring" and "emerald" are represented and accessed separately. The Evoked Response Potential (ERP) procedure was used to examine the representations of causal judgment and associative judgment in semantic memory. Participants were required to remember a task cue (causal or associative) presented at the beginning of each trial, and assess whether the relationship between subsequently presented words matched the initial task cue. The ERP data showed that an N400 effect (250-450 ms) was more negative for unrelated words than for all related words. Furthermore, the N400 effect elicited by causal relations was more positive than for associative relations in causal cue condition, whereas no significant difference was found in the associative cue condition. The centrally distributed late ERP component (650-750 ms) elicited by the causal cue condition was more positive than for the associative cue condition. These results suggested that the processing of causal judgment and associative judgment in semantic memory recruited different degrees of attentional and executive resources. Copyright © 2015 Elsevier B.V. All rights reserved.

Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies.

PubMed

Oudeyer, P-Y; Gottlieb, J; Lopes, M

2016-01-01

This chapter studies the bidirectional causal interactions between curiosity and learning and discusses how understanding these interactions can be leveraged in educational technology applications. First, we review recent results showing how state curiosity, and more generally the experience of novelty and surprise, can enhance learning and memory retention. Then, we discuss how psychology and neuroscience have conceptualized curiosity and intrinsic motivation, studying how the brain can be intrinsically rewarded by novelty, complexity, or other measures of information. We explain how the framework of computational reinforcement learning can be used to model such mechanisms of curiosity. Then, we discuss the learning progress (LP) hypothesis, which posits a positive feedback loop between curiosity and learning. We outline experiments with robots that show how LP-driven attention and exploration can self-organize a developmental learning curriculum scaffolding efficient acquisition of multiple skills/tasks. Finally, we discuss recent work exploiting these conceptual and computational models in educational technologies, showing in particular how intelligent tutoring systems can be designed to foster curiosity and learning. © 2016 Elsevier B.V. All rights reserved.

Verification of Causal Influences of Reasoning Skills and Epistemology on Physics Conceptual Learning

ERIC Educational Resources Information Center

Ding, Lin

2014-01-01

This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills…

Relations among Parental Causal Attributions and Children's Math Performance and Task Persistence

ERIC Educational Resources Information Center

Tõeväli, Paula-Karoliina; Kikas, Eve

2017-01-01

The present longitudinal study examined the cross-lagged relations between parental causal attributions of children's math success to children's ability, parental help, children's math performance and task persistence. A total of 735 children, their mothers, fathers and teachers were assessed twice--at the end of the second and the third grades.…

The influence of social information on children's statistical and causal inferences.

PubMed

Sobel, David M; Kirkham, Natasha Z

2012-01-01

Constructivist accounts of learning posit that causal inference is a child-driven process. Recent interpretations of such accounts also suggest that the process children use for causal learning is rational: Children interpret and learn from new evidence in light of their existing beliefs. We argue that such mechanisms are also driven by informative social cues and suggest ways in which such information influences both preschoolers' and infants' inferences. In doing so, we argue that a rational constructivist account should not only focus on describing the child's internal cognitive mechanisms for learning but also on how social information affects the process of learning.

Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory

PubMed Central

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the “theory theory” grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and non-technical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists. PMID:22582739

Structure and Strength in Causal Induction

ERIC Educational Resources Information Center

Griffiths, Thomas L.; Tenenbaum, Joshua B.

2005-01-01

We present a framework for the rational analysis of elemental causal induction--learning about the existence of a relationship between a single cause and effect--based upon causal graphical models. This framework makes precise the distinction between causal structure and causal strength: the difference between asking whether a causal relationship…

Estimation of effective connectivity using multi-layer perceptron artificial neural network.

PubMed

Talebi, Nasibeh; Nasrabadi, Ali Motie; Mohammad-Rezazadeh, Iman

2018-02-01

Studies on interactions between brain regions estimate effective connectivity, (usually) based on the causality inferences made on the basis of temporal precedence. In this study, the causal relationship is modeled by a multi-layer perceptron feed-forward artificial neural network, because of the ANN's ability to generate appropriate input-output mapping and to learn from training examples without the need of detailed knowledge of the underlying system. At any time instant, the past samples of data are placed in the network input, and the subsequent values are predicted at its output. To estimate the strength of interactions, the measure of " Causality coefficient " is defined based on the network structure, the connecting weights and the parameters of hidden layer activation function. Simulation analysis demonstrates that the method, called "CREANN" (Causal Relationship Estimation by Artificial Neural Network), can estimate time-invariant and time-varying effective connectivity in terms of MVAR coefficients. The method shows robustness with respect to noise level of data. Furthermore, the estimations are not significantly influenced by the model order (considered time-lag), and the different initial conditions (initial random weights and parameters of the network). CREANN is also applied to EEG data collected during a memory recognition task. The results implicate that it can show changes in the information flow between brain regions, involving in the episodic memory retrieval process. These convincing results emphasize that CREANN can be used as an appropriate method to estimate the causal relationship among brain signals.

Contrasting cue-density effects in causal and prediction judgments.

PubMed

Vadillo, Miguel A; Musca, Serban C; Blanco, Fernando; Matute, Helena

2011-02-01

Many theories of contingency learning assume (either explicitly or implicitly) that predicting whether an outcome will occur should be easier than making a causal judgment. Previous research suggests that outcome predictions would depart from normative standards less often than causal judgments, which is consistent with the idea that the latter are based on more numerous and complex processes. However, only indirect evidence exists for this view. The experiment presented here specifically addresses this issue by allowing for a fair comparison of causal judgments and outcome predictions, both collected at the same stage with identical rating scales. Cue density, a parameter known to affect judgments, is manipulated in a contingency learning paradigm. The results show that, if anything, the cue-density bias is stronger in outcome predictions than in causal judgments. These results contradict key assumptions of many influential theories of contingency learning.

Unsupervised learning in neural networks with short range synapses

NASA Astrophysics Data System (ADS)

Brunnet, L. G.; Agnes, E. J.; Mizusaki, B. E. P.; Erichsen, R., Jr.

2013-01-01

Different areas of the brain are involved in specific aspects of the information being processed both in learning and in memory formation. For example, the hippocampus is important in the consolidation of information from short-term memory to long-term memory, while emotional memory seems to be dealt by the amygdala. On the microscopic scale the underlying structures in these areas differ in the kind of neurons involved, in their connectivity, or in their clustering degree but, at this level, learning and memory are attributed to neuronal synapses mediated by longterm potentiation and long-term depression. In this work we explore the properties of a short range synaptic connection network, a nearest neighbor lattice composed mostly by excitatory neurons and a fraction of inhibitory ones. The mechanism of synaptic modification responsible for the emergence of memory is Spike-Timing-Dependent Plasticity (STDP), a Hebbian-like rule, where potentiation/depression is acquired when causal/non-causal spikes happen in a synapse involving two neurons. The system is intended to store and recognize memories associated to spatial external inputs presented as simple geometrical forms. The synaptic modifications are continuously applied to excitatory connections, including a homeostasis rule and STDP. In this work we explore the different scenarios under which a network with short range connections can accomplish the task of storing and recognizing simple connected patterns.

Diagnostic causal reasoning with verbal information.

PubMed

Meder, Björn; Mayrhofer, Ralf

2017-08-01

In diagnostic causal reasoning, the goal is to infer the probability of causes from one or multiple observed effects. Typically, studies investigating such tasks provide subjects with precise quantitative information regarding the strength of the relations between causes and effects or sample data from which the relevant quantities can be learned. By contrast, we sought to examine people's inferences when causal information is communicated through qualitative, rather vague verbal expressions (e.g., "X occasionally causes A"). We conducted three experiments using a sequential diagnostic inference task, where multiple pieces of evidence were obtained one after the other. Quantitative predictions of different probabilistic models were derived using the numerical equivalents of the verbal terms, taken from an unrelated study with different subjects. We present a novel Bayesian model that allows for incorporating the temporal weighting of information in sequential diagnostic reasoning, which can be used to model both primacy and recency effects. On the basis of 19,848 judgments from 292 subjects, we found a remarkably close correspondence between the diagnostic inferences made by subjects who received only verbal information and those of a matched control group to whom information was presented numerically. Whether information was conveyed through verbal terms or numerical estimates, diagnostic judgments closely resembled the posterior probabilities entailed by the causes' prior probabilities and the effects' likelihoods. We observed interindividual differences regarding the temporal weighting of evidence in sequential diagnostic reasoning. Our work provides pathways for investigating judgment and decision making with verbal information within a computational modeling framework. Copyright © 2017 Elsevier Inc. All rights reserved.

When Does Model-Based Control Pay Off?

PubMed Central

2016-01-01

Many accounts of decision making and reinforcement learning posit the existence of two distinct systems that control choice: a fast, automatic system and a slow, deliberative system. Recent research formalizes this distinction by mapping these systems to “model-free” and “model-based” strategies in reinforcement learning. Model-free strategies are computationally cheap, but sometimes inaccurate, because action values can be accessed by inspecting a look-up table constructed through trial-and-error. In contrast, model-based strategies compute action values through planning in a causal model of the environment, which is more accurate but also more cognitively demanding. It is assumed that this trade-off between accuracy and computational demand plays an important role in the arbitration between the two strategies, but we show that the hallmark task for dissociating model-free and model-based strategies, as well as several related variants, do not embody such a trade-off. We describe five factors that reduce the effectiveness of the model-based strategy on these tasks by reducing its accuracy in estimating reward outcomes and decreasing the importance of its choices. Based on these observations, we describe a version of the task that formally and empirically obtains an accuracy-demand trade-off between model-free and model-based strategies. Moreover, we show that human participants spontaneously increase their reliance on model-based control on this task, compared to the original paradigm. Our novel task and our computational analyses may prove important in subsequent empirical investigations of how humans balance accuracy and demand. PMID:27564094

When Does Model-Based Control Pay Off?

PubMed

Kool, Wouter; Cushman, Fiery A; Gershman, Samuel J

2016-08-01

Many accounts of decision making and reinforcement learning posit the existence of two distinct systems that control choice: a fast, automatic system and a slow, deliberative system. Recent research formalizes this distinction by mapping these systems to "model-free" and "model-based" strategies in reinforcement learning. Model-free strategies are computationally cheap, but sometimes inaccurate, because action values can be accessed by inspecting a look-up table constructed through trial-and-error. In contrast, model-based strategies compute action values through planning in a causal model of the environment, which is more accurate but also more cognitively demanding. It is assumed that this trade-off between accuracy and computational demand plays an important role in the arbitration between the two strategies, but we show that the hallmark task for dissociating model-free and model-based strategies, as well as several related variants, do not embody such a trade-off. We describe five factors that reduce the effectiveness of the model-based strategy on these tasks by reducing its accuracy in estimating reward outcomes and decreasing the importance of its choices. Based on these observations, we describe a version of the task that formally and empirically obtains an accuracy-demand trade-off between model-free and model-based strategies. Moreover, we show that human participants spontaneously increase their reliance on model-based control on this task, compared to the original paradigm. Our novel task and our computational analyses may prove important in subsequent empirical investigations of how humans balance accuracy and demand.

Causal Inference and Developmental Psychology

ERIC Educational Resources Information Center

Foster, E. Michael

2010-01-01

Causal inference is of central importance to developmental psychology. Many key questions in the field revolve around improving the lives of children and their families. These include identifying risk factors that if manipulated in some way would foster child development. Such a task inherently involves causal inference: One wants to know whether…

Behavioral and Neural Correlates of Executive Function: Interplay between Inhibition and Updating Processes.

PubMed

Kim, Na Young; Wittenberg, Ellen; Nam, Chang S

2017-01-01

This study investigated the interaction between two executive function processes, inhibition and updating, through analyses of behavioral, neurophysiological, and effective connectivity metrics. Although, many studies have focused on behavioral effects of executive function processes individually, few studies have examined the dynamic causal interactions between these two functions. A total of twenty participants from a local university performed a dual task combing flanker and n-back experimental paradigms, and completed the Operation Span Task designed to measure working memory capacity. We found that both behavioral (accuracy and reaction time) and neurophysiological (P300 amplitude and alpha band power) metrics on the inhibition task (i.e., flanker task) were influenced by the updating load (n-back level) and modulated by working memory capacity. Using independent component analysis, source localization (DIPFIT), and Granger Causality analysis of the EEG time-series data, the present study demonstrated that manipulation of cognitive demand in a dual executive function task influenced the causal neural network. We compared connectivity across three updating loads (n-back levels) and found that experimental manipulation of working memory load enhanced causal connectivity of a large-scale neurocognitive network. This network contains the prefrontal and parietal cortices, which are associated with inhibition and updating executive function processes. This study has potential applications in human performance modeling and assessment of mental workload, such as the design of training materials and interfaces for those performing complex multitasking under stress.

Investigation of relationships between fMRI brain networks in the spectral domain using ICA and Granger causality reveals distinct differences between schizophrenia patients and healthy controls

PubMed Central

Demirci, Oguz; Stevens, Michael C.; Andreasen, Nancy C.; Michael, Andrew; Liu, Jingyu; White, Tonya; Pearlson, Godfrey D.; Clark, Vincent P.; Calhoun, Vince D.

2009-01-01

Functional network connectivity (FNC) is an approach that examines the relationships between brain networks (as opposed to functional connectivity (FC) that focuses upon the relationships between single voxels). FNC may help explain the complex relationships between distributed cerebral sites in the brain and possibly provide new understanding of neurological and psychiatric disorders such as schizophrenia. In this paper, we use independent component analysis (ICA) to extract the time courses of spatially independent components and then use these in Granger causality test (GCT) to investigate causal relationships between brain activation networks. We present results using both simulations and fMRI data of 155 subjects obtained during two different tasks. Unlike previous research, causal relationships are presented over different portions of the frequency spectrum in order to differentiate high and low frequency effects and not merged in a scalar. The results obtained using Sternberg item recognition paradigm (SIRP) and auditory oddball (AOD) tasks showed FNC differentiations between schizophrenia and control groups, and explained how the two groups differed during these tasks. During the SIRP task, secondary visual and cerebellum activation networks served as hubs and included most complex relationships between the activated regions. Secondary visual and temporal lobe activations replaced these components during the AOD task. PMID:19245841

Complementary contributions of basolateral amygdala and orbitofrontal cortex to value learning under uncertainty

PubMed Central

Stolyarova, Alexandra; Izquierdo, Alicia

2017-01-01

We make choices based on the values of expected outcomes, informed by previous experience in similar settings. When the outcomes of our decisions consistently violate expectations, new learning is needed to maximize rewards. Yet not every surprising event indicates a meaningful change in the environment. Even when conditions are stable overall, outcomes of a single experience can still be unpredictable due to small fluctuations (i.e., expected uncertainty) in reward or costs. In the present work, we investigate causal contributions of the basolateral amygdala (BLA) and orbitofrontal cortex (OFC) in rats to learning under expected outcome uncertainty in a novel delay-based task that incorporates both predictable fluctuations and directional shifts in outcome values. We demonstrate that OFC is required to accurately represent the distribution of wait times to stabilize choice preferences despite trial-by-trial fluctuations in outcomes, whereas BLA is necessary for the facilitation of learning in response to surprising events. DOI: http://dx.doi.org/10.7554/eLife.27483.001 PMID:28682238

The role of replay and theta sequences in mediating hippocampal-prefrontal interactions for memory and cognition.

PubMed

Zielinski, Mark C; Tang, Wenbo; Jadhav, Shantanu P

2017-12-18

Sequential activity is seen in the hippocampus during multiple network patterns, prominently as replay activity during both awake and sleep sharp-wave ripples (SWRs), and as theta sequences during active exploration. Although various mnemonic and cognitive functions have been ascribed to these hippocampal sequences, evidence for these proposed functions remains primarily phenomenological. Here, we briefly review current knowledge about replay events and theta sequences in spatial memory tasks. We reason that in order to gain a mechanistic and causal understanding of how these patterns influence memory and cognitive processing, it is important to consider how these sequences influence activity in other regions, and in particular, the prefrontal cortex, which is crucial for memory-guided behavior. For spatial memory tasks, we posit that hippocampal-prefrontal interactions mediated by replay and theta sequences play complementary and overlapping roles at different stages in learning, supporting memory encoding and retrieval, deliberative decision making, planning, and guiding future actions. This framework offers testable predictions for future physiology and closed-loop feedback inactivation experiments for specifically targeting hippocampal sequences as well as coordinated prefrontal activity in different network states, with the potential to reveal their causal roles in memory-guided behavior. © 2017 Wiley Periodicals, Inc.

Biological and artificial cognition: what can we learn about mechanisms by modelling physical cognition problems using artificial intelligence planning techniques?

PubMed Central

Chappell, Jackie; Hawes, Nick

2012-01-01

Do we fully understand the structure of the problems we present to our subjects in experiments on animal cognition, and the information required to solve them? While we currently have a good understanding of the behavioural and neurobiological mechanisms underlying associative learning processes, we understand much less about the mechanisms underlying more complex forms of cognition in animals. In this study, we present a proposal for a new way of thinking about animal cognition experiments. We describe a process in which a physical cognition task domain can be decomposed into its component parts, and models constructed to represent both the causal events of the domain and the information available to the agent. We then implement a simple set of models, using the planning language MAPL within the MAPSIM simulation environment, and applying it to a puzzle tube task previously presented to orangutans. We discuss the results of the models and compare them with the results from the experiments with orangutans, describing the advantages of this approach, and the ways in which it could be extended. PMID:22927571

Biological and artificial cognition: what can we learn about mechanisms by modelling physical cognition problems using artificial intelligence planning techniques?

PubMed

Chappell, Jackie; Hawes, Nick

2012-10-05

Do we fully understand the structure of the problems we present to our subjects in experiments on animal cognition, and the information required to solve them? While we currently have a good understanding of the behavioural and neurobiological mechanisms underlying associative learning processes, we understand much less about the mechanisms underlying more complex forms of cognition in animals. In this study, we present a proposal for a new way of thinking about animal cognition experiments. We describe a process in which a physical cognition task domain can be decomposed into its component parts, and models constructed to represent both the causal events of the domain and the information available to the agent. We then implement a simple set of models, using the planning language MAPL within the MAPSIM simulation environment, and applying it to a puzzle tube task previously presented to orangutans. We discuss the results of the models and compare them with the results from the experiments with orangutans, describing the advantages of this approach, and the ways in which it could be extended.

Causal Structure Learning over Time: Observations and Interventions

ERIC Educational Resources Information Center

Rottman, Benjamin M.; Keil, Frank C.

2012-01-01

Seven studies examined how people learn causal relationships in scenarios when the variables are temporally dependent--the states of variables are stable over time. When people intervene on X, and Y subsequently changes state compared to before the intervention, people infer that X influences Y. This strategy allows people to learn causal…

Neural correlates of continuous causal word generation.

PubMed

Wende, Kim C; Straube, Benjamin; Stratmann, Mirjam; Sommer, Jens; Kircher, Tilo; Nagels, Arne

2012-09-01

Causality provides a natural structure for organizing our experience and language. Causal reasoning during speech production is a distinct aspect of verbal communication, whose related brain processes are yet unknown. The aim of the current study was to investigate the neural mechanisms underlying the continuous generation of cause-and-effect coherences during overt word production. During fMRI data acquisition participants performed three verbal fluency tasks on identical cue words: A novel causal verbal fluency task (CVF), requiring the production of multiple reasons to a given cue word (e.g. reasons for heat are fire, sun etc.), a semantic (free association, FA, e.g. associations with heat are sweat, shower etc.) and a phonological control task (phonological verbal fluency, PVF, e.g. rhymes with heat are meat, wheat etc.). We found that, in contrast to PVF, both CVF and FA activated a left lateralized network encompassing inferior frontal, inferior parietal and angular regions, with further bilateral activation in middle and inferior as well as superior temporal gyri and the cerebellum. For CVF contrasted against FA, we found greater bold responses only in the left middle frontal cortex. Large overlaps in the neural activations during free association and causal verbal fluency indicate that the access to causal relationships between verbal concepts is at least partly based on the semantic neural network. The selective activation in the left middle frontal cortex for causal verbal fluency suggests that distinct neural processes related to cause-and-effect-relations are associated with the recruitment of middle frontal brain areas. Copyright © 2012 Elsevier Inc. All rights reserved.

Comparison of causality analysis on simultaneously measured fMRI and NIRS signals during motor tasks.

PubMed

Anwar, Abdul Rauf; Muthalib, Makii; Perrey, Stephane; Galka, Andreas; Granert, Oliver; Wolff, Stephan; Deuschl, Guenther; Raethjen, Jan; Heute, Ulrich; Muthuraman, Muthuraman

2013-01-01

Brain activity can be measured using different modalities. Since most of the modalities tend to complement each other, it seems promising to measure them simultaneously. In to be presented research, the data recorded from Functional Magnetic Resonance Imaging (fMRI) and Near Infrared Spectroscopy (NIRS), simultaneously, are subjected to causality analysis using time-resolved partial directed coherence (tPDC). Time-resolved partial directed coherence uses the principle of state space modelling to estimate Multivariate Autoregressive (MVAR) coefficients. This method is useful to visualize both frequency and time dynamics of causality between the time series. Afterwards, causality results from different modalities are compared by estimating the Spearman correlation. In to be presented study, we used directionality vectors to analyze correlation, rather than actual signal vectors. Results show that causality analysis of the fMRI correlates more closely to causality results of oxy-NIRS as compared to deoxy-NIRS in case of a finger sequencing task. However, in case of simple finger tapping, no clear difference between oxy-fMRI and deoxy-fMRI correlation is identified.

Causal Superlearning Arising from Interactions Among Cues

PubMed Central

Urushihara, Kouji; Miller, Ralph R.

2017-01-01

Superconditioning refers to supernormal responding to a conditioned stimulus (CS) that sometimes occurs in classical conditioning when the CS is paired with an unconditioned stimulus (US) in the presence of a conditioned inhibitor for that US. In the present research, we conducted four experiments to investigate causal superlearning, a phenomenon in human causal learning analogous to superconditioning. Experiment 1 demonstrated superlearning relative to appropriate control conditions. Experiment 2 showed that superlearning wanes when the number of cues used in an experiment is relatively large. Experiment 3 determined that even when relatively many cues are used, superlearning can be observed provided testing is conducted immediately after training, which is problematic for explanations by most contemporary learning theories. Experiment 4 found that ratings of a superlearning cue are weaker than those to the training excitor which gives basis to the conditioned inhibitor-like causal preventor used during causal superlearning training. This is inconsistent with the prediction by propositional reasoning accounts of causal cue competition, but is readily explained by associative learning models. In sum, the current experiments revealed some weaknesses of both the associative and propositional reasoning models with respect to causal superlearning. PMID:28383940

Deep learning with convolutional neural networks for EEG decoding and visualization.

PubMed

Schirrmeister, Robin Tibor; Springenberg, Jost Tobias; Fiederer, Lukas Dominique Josef; Glasstetter, Martin; Eggensperger, Katharina; Tangermann, Michael; Hutter, Frank; Burgard, Wolfram; Ball, Tonio

2017-11-01

Deep learning with convolutional neural networks (deep ConvNets) has revolutionized computer vision through end-to-end learning, that is, learning from the raw data. There is increasing interest in using deep ConvNets for end-to-end EEG analysis, but a better understanding of how to design and train ConvNets for end-to-end EEG decoding and how to visualize the informative EEG features the ConvNets learn is still needed. Here, we studied deep ConvNets with a range of different architectures, designed for decoding imagined or executed tasks from raw EEG. Our results show that recent advances from the machine learning field, including batch normalization and exponential linear units, together with a cropped training strategy, boosted the deep ConvNets decoding performance, reaching at least as good performance as the widely used filter bank common spatial patterns (FBCSP) algorithm (mean decoding accuracies 82.1% FBCSP, 84.0% deep ConvNets). While FBCSP is designed to use spectral power modulations, the features used by ConvNets are not fixed a priori. Our novel methods for visualizing the learned features demonstrated that ConvNets indeed learned to use spectral power modulations in the alpha, beta, and high gamma frequencies, and proved useful for spatially mapping the learned features by revealing the topography of the causal contributions of features in different frequency bands to the decoding decision. Our study thus shows how to design and train ConvNets to decode task-related information from the raw EEG without handcrafted features and highlights the potential of deep ConvNets combined with advanced visualization techniques for EEG-based brain mapping. Hum Brain Mapp 38:5391-5420, 2017. © 2017 Wiley Periodicals, Inc. © 2017 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2017-12-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.

Directionality analysis on functional magnetic resonance imaging during motor task using Granger causality.

PubMed

Anwar, A R; Muthalib, M; Perrey, S; Galka, A; Granert, O; Wolff, S; Deuschl, G; Raethjen, J; Heute, U; Muthuraman, M

2012-01-01

Directionality analysis of signals originating from different parts of brain during motor tasks has gained a lot of interest. Since brain activity can be recorded over time, methods of time series analysis can be applied to medical time series as well. Granger Causality is a method to find a causal relationship between time series. Such causality can be referred to as a directional connection and is not necessarily bidirectional. The aim of this study is to differentiate between different motor tasks on the basis of activation maps and also to understand the nature of connections present between different parts of the brain. In this paper, three different motor tasks (finger tapping, simple finger sequencing, and complex finger sequencing) are analyzed. Time series for each task were extracted from functional magnetic resonance imaging (fMRI) data, which have a very good spatial resolution and can look into the sub-cortical regions of the brain. Activation maps based on fMRI images show that, in case of complex finger sequencing, most parts of the brain are active, unlike finger tapping during which only limited regions show activity. Directionality analysis on time series extracted from contralateral motor cortex (CMC), supplementary motor area (SMA), and cerebellum (CER) show bidirectional connections between these parts of the brain. In case of simple finger sequencing and complex finger sequencing, the strongest connections originate from SMA and CMC, while connections originating from CER in either direction are the weakest ones in magnitude during all paradigms.

Characteristics of voxel prediction power in full-brain Granger causality analysis of fMRI data

NASA Astrophysics Data System (ADS)

Garg, Rahul; Cecchi, Guillermo A.; Rao, A. Ravishankar

2011-03-01

Functional neuroimaging research is moving from the study of "activations" to the study of "interactions" among brain regions. Granger causality analysis provides a powerful technique to model spatio-temporal interactions among brain regions. We apply this technique to full-brain fMRI data without aggregating any voxel data into regions of interest (ROIs). We circumvent the problem of dimensionality using sparse regression from machine learning. On a simple finger-tapping experiment we found that (1) a small number of voxels in the brain have very high prediction power, explaining the future time course of other voxels in the brain; (2) these voxels occur in small sized clusters (of size 1-4 voxels) distributed throughout the brain; (3) albeit small, these clusters overlap with most of the clusters identified with the non-temporal General Linear Model (GLM); and (4) the method identifies clusters which, while not determined by the task and not detectable by GLM, still influence brain activity.

Exploring Individual Differences in Preschoolers' Causal Stance

ERIC Educational Resources Information Center

Alvarez, Aubry; Booth, Amy E.

2016-01-01

Preschoolers, as a group, are highly attuned to causality, and this attunement is known to facilitate memory, learning, and problem solving. However, recent work reveals substantial individual variability in the strength of children's "causal stance," as demonstrated by their curiosity about and preference for new causal information. In…

Delayed enhancement of multitasking performance: Effects of anodal transcranial direct current stimulation on the prefrontal cortex

PubMed Central

Hsu, Wan-Yu; Zanto, Theodore P.; Anguera, Joaquin A.; Lin, Yung-Yang; Gazzaley, Adam

2015-01-01

Background The dorsolateral prefrontal cortex (DLPFC) has been proposed to play an important role in neural processes that underlie multitasking performance. However, this claim is underexplored in terms of direct causal evidence. Objective The current study aimed to delineate the causal involvement of the DLPFC during multitasking by modulating neural activity with transcranial direct current stimulation (tDCS) prior to engagement in a demanding multitasking paradigm. Methods The study is a single-blind, crossover, sham-controlled experiment. Anodal tDCS or sham tDCS was applied over left DLPFC in forty-one healthy young adults (aged 18–35 years) immediately before they engaged in a 3-D video game designed to assess multitasking performance. Participants were separated into three subgroups: real-sham (i.e., real tDCS in the first session, followed by sham tDCS in the second session one hour later), sham-real (sham tDCS first session, real tDCS second session), and sham-sham (sham tDCS in both sessions). Results The real-sham group showed enhanced multitasking performance and decreased multitasking cost during the second session, compared to first session, suggesting delayed cognitive benefits of tDCS. Interestingly, performance benefits were observed only for multitasking and not on a single-task version of the game. No significant changes were found between the first and second sessions for either the sham-real or the sham-sham groups. Conclusions These results suggest a causal role of left prefrontal cortex in facilitating the simultaneous performance of more than one task, or multitasking. Moreover, these findings reveal that anodal tDCS may have delayed benefits that reflect an enhanced rate of learning. PMID:26073148

Delayed enhancement of multitasking performance: Effects of anodal transcranial direct current stimulation on the prefrontal cortex.

PubMed

Hsu, Wan-Yu; Zanto, Theodore P; Anguera, Joaquin A; Lin, Yung-Yang; Gazzaley, Adam

2015-08-01

The dorsolateral prefrontal cortex (DLPFC) has been proposed to play an important role in neural processes that underlie multitasking performance. However, this claim is underexplored in terms of direct causal evidence. The current study aimed to delineate the causal involvement of the DLPFC during multitasking by modulating neural activity with transcranial direct current stimulation (tDCS) prior to engagement in a demanding multitasking paradigm. The study is a single-blind, crossover, sham-controlled experiment. Anodal tDCS or sham tDCS was applied over left DLPFC in forty-one healthy young adults (aged 18-35 years) immediately before they engaged in a 3-D video game designed to assess multitasking performance. Participants were separated into three subgroups: real-sham (i.e., real tDCS in the first session, followed by sham tDCS in the second session 1 h later), sham-real (sham tDCS first session, real tDCS second session), and sham-sham (sham tDCS in both sessions). The real-sham group showed enhanced multitasking performance and decreased multitasking cost during the second session, compared to first session, suggesting delayed cognitive benefits of tDCS. Interestingly, performance benefits were observed only for multitasking and not on a single-task version of the game. No significant changes were found between the first and second sessions for either the sham-real or the sham-sham groups. These results suggest a causal role of left prefrontal cortex in facilitating the simultaneous performance of more than one task, or multitasking. Moreover, these findings reveal that anodal tDCS may have delayed benefits that reflect an enhanced rate of learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

The effects of fatigue on performance in simulated nursing work.

PubMed

Barker, Linsey M; Nussbaum, Maury A

2011-09-01

Fatigue is associated with increased rates of medical errors and healthcare worker injuries, yet existing research in this sector has not considered multiple dimensions of fatigue simultaneously. This study evaluated hypothesised causal relationships between mental and physical fatigue and performance. High and low levels of mental and physical fatigue were induced in 16 participants during simulated nursing work tasks in a laboratory setting. Task-induced changes in fatigue dimensions were quantified using both subjective and objective measures, as were changes in performance on physical and mental tasks. Completing the simulated work tasks increased total fatigue, mental fatigue and physical fatigue in all experimental conditions. Higher physical fatigue adversely affected measures of physical and mental performance, whereas higher mental fatigue had a positive effect on one measure of mental performance. Overall, these results suggest causal effects between manipulated levels of mental and physical fatigue and task-induced changes in mental and physical performance. STATEMENT OF RELEVANCE: Nurse fatigue and performance has implications for patient and provider safety. Results from this study demonstrate the importance of a multidimensional view of fatigue in understanding the causal relationships between fatigue and performance. The findings can guide future work aimed at predicting fatigue-related performance decrements and designing interventions.

Learning by Self-Explaining Causal Diagrams in High-School Biology

ERIC Educational Resources Information Center

Cho, Young Hoan; Jonassen, David H.

2012-01-01

Understanding scientific phenomena requires comprehension and application of the underlying causal relationships that describe those phenomena (Carey 2002). The current study examined the roles of self-explanation and meta-level feedback for understanding causal relationships described in a causal diagram. In this study, 63 Korean high-school…

Expectations and Interpretations during Causal Learning

ERIC Educational Resources Information Center

Luhmann, Christian C.; Ahn, Woo-kyoung

2011-01-01

In existing models of causal induction, 4 types of covariation information (i.e., presence/absence of an event followed by presence/absence of another event) always exert identical influences on causal strength judgments (e.g., joint presence of events always suggests a generative causal relationship). In contrast, we suggest that, due to…

Preschool Children Learn about Causal Structure from Conditional Interventions

ERIC Educational Resources Information Center

Schulz, Laura E.; Gopnik, Alison; Glymour, Clark

2007-01-01

The conditional intervention principle is a formal principle that relates patterns of interventions and outcomes to causal structure. It is a central assumption of experimental design and the causal Bayes net formalism. Two studies suggest that preschoolers can use the conditional intervention principle to distinguish causal chains, common cause…

The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.

PubMed

Walker, Caren M; Bridgers, Sophie; Gopnik, Alison

2016-11-01

We explore the developmental trajectory and underlying mechanisms of abstract relational reasoning. We describe a surprising developmental pattern: Younger learners are better than older ones at inferring abstract causal relations. Walker and Gopnik (2014) demonstrated that toddlers are able to infer that an effect was caused by a relation between two objects (whether they are the same or different), rather than by individual kinds of objects. While these findings are consistent with evidence that infants recognize same-different relations, they contrast with a large literature suggesting that older children tend to have difficulty inferring these relations. Why might this be? In Experiment 1a, we demonstrate that while younger children (18-30-month-olds) have no difficulty learning these relational concepts, older children (36-48-month-olds) fail to draw this abstract inference. Experiment 1b replicates the finding with 18-30-month-olds using a more demanding intervention task. Experiment 2 tests whether this difference in performance might be because older children have developed the general hypothesis that individual kinds of objects are causal - the high initial probability of this alternative hypothesis might override the data that favors the relational hypothesis. Providing additional information falsifying the alternative hypothesis improves older children's performance. Finally, Experiment 3 demonstrates that prompting for explanations during learning also improves performance, even without any additional information. These findings are discussed in light of recent computational and algorithmic theories of learning. Copyright © 2016 Elsevier B.V. All rights reserved.

Impaired awareness of action-outcome contingency and causality during healthy ageing and following ventromedial prefrontal cortex lesions.

PubMed

O'Callaghan, Claire; Vaghi, Matilde M; Brummerloh, Berit; Cardinal, Rudolf N; Robbins, Trevor W

2018-02-02

Detecting causal relationships between actions and their outcomes is fundamental to guiding goal-directed behaviour. The ventromedial prefrontal cortex (vmPFC) has been extensively implicated in computing these environmental contingencies, via animal lesion models and human neuroimaging. However, whether the vmPFC is critical for contingency learning, and whether it can occur without subjective awareness of those contingencies, has not been established. To address this, we measured response adaption to contingency and subjective awareness of action-outcome relationships in individuals with vmPFC lesions and healthy elderly subjects. We showed that in both vmPFC damage and ageing, successful behavioural adaptation to variations in action-outcome contingencies was maintained, but subjective awareness of these contingencies was reduced. These results highlight two contexts where performance and awareness have been dissociated, and show that learning response-outcome contingencies to guide behaviour can occur without subjective awareness. Preserved responding in the vmPFC group suggests that this region is not critical for computing action-outcome contingencies to guide behaviour. In contrast, our findings highlight a critical role for the vmPFC in supporting awareness, or metacognitive ability, during learning. We further advance the hypothesis that responding to changing environmental contingencies, whilst simultaneously maintaining conscious awareness of those statistical regularities, is a form of dual-tasking that is impaired in ageing due to reduced prefrontal function. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Selective effects of explanation on learning during early childhood.

PubMed

Legare, Cristine H; Lombrozo, Tania

2014-10-01

Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy's causal and non-causal properties with children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved explanation. Dependent measures included whether children understood the toy's functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization but does not improve (and in younger children can even impair) memory for causally irrelevant perceptual details. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Inferring causal molecular networks: empirical assessment through a community-based effort.

PubMed

Hill, Steven M; Heiser, Laura M; Cokelaer, Thomas; Unger, Michael; Nesser, Nicole K; Carlin, Daniel E; Zhang, Yang; Sokolov, Artem; Paull, Evan O; Wong, Chris K; Graim, Kiley; Bivol, Adrian; Wang, Haizhou; Zhu, Fan; Afsari, Bahman; Danilova, Ludmila V; Favorov, Alexander V; Lee, Wai Shing; Taylor, Dane; Hu, Chenyue W; Long, Byron L; Noren, David P; Bisberg, Alexander J; Mills, Gordon B; Gray, Joe W; Kellen, Michael; Norman, Thea; Friend, Stephen; Qutub, Amina A; Fertig, Elana J; Guan, Yuanfang; Song, Mingzhou; Stuart, Joshua M; Spellman, Paul T; Koeppl, Heinz; Stolovitzky, Gustavo; Saez-Rodriguez, Julio; Mukherjee, Sach

2016-04-01

It remains unclear whether causal, rather than merely correlational, relationships in molecular networks can be inferred in complex biological settings. Here we describe the HPN-DREAM network inference challenge, which focused on learning causal influences in signaling networks. We used phosphoprotein data from cancer cell lines as well as in silico data from a nonlinear dynamical model. Using the phosphoprotein data, we scored more than 2,000 networks submitted by challenge participants. The networks spanned 32 biological contexts and were scored in terms of causal validity with respect to unseen interventional data. A number of approaches were effective, and incorporating known biology was generally advantageous. Additional sub-challenges considered time-course prediction and visualization. Our results suggest that learning causal relationships may be feasible in complex settings such as disease states. Furthermore, our scoring approach provides a practical way to empirically assess inferred molecular networks in a causal sense.

Illusions of causality at the heart of pseudoscience.

PubMed

Matute, Helena; Yarritu, Ion; Vadillo, Miguel A

2011-08-01

Pseudoscience, superstitions, and quackery are serious problems that threaten public health and in which many variables are involved. Psychology, however, has much to say about them, as it is the illusory perceptions of causality of so many people that needs to be understood. The proposal we put forward is that these illusions arise from the normal functioning of the cognitive system when trying to associate causes and effects. Thus, we propose to apply basic research and theories on causal learning to reduce the impact of pseudoscience. We review the literature on the illusion of control and the causal learning traditions, and then present an experiment as an illustration of how this approach can provide fruitful ideas to reduce pseudoscientific thinking. The experiment first illustrates the development of a quackery illusion through the testimony of fictitious patients who report feeling better. Two different predictions arising from the integration of the causal learning and illusion of control domains are then proven effective in reducing this illusion. One is showing the testimony of people who feel better without having followed the treatment. The other is asking participants to think in causal terms rather than in terms of effectiveness. ©2010 The British Psychological Society.

Playing a first-person shooter video game induces neuroplastic change.

PubMed

Wu, Sijing; Cheng, Cho Kin; Feng, Jing; D'Angelo, Lisa; Alain, Claude; Spence, Ian

2012-06-01

Playing a first-person shooter (FPS) video game alters the neural processes that support spatial selective attention. Our experiment establishes a causal relationship between playing an FPS game and neuroplastic change. Twenty-five participants completed an attentional visual field task while we measured ERPs before and after playing an FPS video game for a cumulative total of 10 hr. Early visual ERPs sensitive to bottom-up attentional processes were little affected by video game playing for only 10 hr. However, participants who played the FPS video game and also showed the greatest improvement on the attentional visual field task displayed increased amplitudes in the later visual ERPs. These potentials are thought to index top-down enhancement of spatial selective attention via increased inhibition of distractors. Individual variations in learning were observed, and these differences show that not all video game players benefit equally, either behaviorally or in terms of neural change.

Causal Imprinting in Causal Structure Learning

PubMed Central

Taylor, Eric G.; Ahn, Woo-kyoung

2012-01-01

Suppose one observes a correlation between two events, B and C, and infers that B causes C. Later one discovers that event A explains away the correlation between B and C. Normatively, one should now dismiss or weaken the belief that B causes C. Nonetheless, participants in the current study who observed a positive contingency between B and C followed by evidence that B and C were independent given A, persisted in believing that B causes C. The authors term this difficulty in revising initially learned causal structures “causal imprinting.” Throughout four experiments, causal imprinting was obtained using multiple dependent measures and control conditions. A Bayesian analysis showed that causal imprinting may be normative under some conditions, but causal imprinting also occurred in the current study when it was clearly non-normative. It is suggested that causal imprinting occurs due to the influence of prior knowledge on how reasoners interpret later evidence. Consistent with this view, when participants first viewed the evidence showing that B and C are independent given A, later evidence with only B and C did not lead to the belief that B causes C. PMID:22859019

Causality Patterns for Detecting Adverse Drug Reactions From Social Media: Text Mining Approach.

PubMed

Bollegala, Danushka; Maskell, Simon; Sloane, Richard; Hajne, Joanna; Pirmohamed, Munir

2018-05-09

Detecting adverse drug reactions (ADRs) is an important task that has direct implications for the use of that drug. If we can detect previously unknown ADRs as quickly as possible, then this information can be provided to the regulators, pharmaceutical companies, and health care organizations, thereby potentially reducing drug-related morbidity and saving lives of many patients. A promising approach for detecting ADRs is to use social media platforms such as Twitter and Facebook. A high level of correlation between a drug name and an event may be an indication of a potential adverse reaction associated with that drug. Although numerous association measures have been proposed by the signal detection community for identifying ADRs, these measures are limited in that they detect correlations but often ignore causality. This study aimed to propose a causality measure that can detect an adverse reaction that is caused by a drug rather than merely being a correlated signal. To the best of our knowledge, this was the first causality-sensitive approach for detecting ADRs from social media. Specifically, the relationship between a drug and an event was represented using a set of automatically extracted lexical patterns. We then learned the weights for the extracted lexical patterns that indicate their reliability for expressing an adverse reaction of a given drug. Our proposed method obtains an ADR detection accuracy of 74% on a large-scale manually annotated dataset of tweets, covering a standard set of drugs and adverse reactions. By using lexical patterns, we can accurately detect the causality between drugs and adverse reaction-related events. ©Danushka Bollegala, Simon Maskell, Richard Sloane, Joanna Hajne, Munir Pirmohamed. Originally published in JMIR Public Health and Surveillance (http://publichealth.jmir.org), 09.05.2018.

Learning by heart-the relationship between resting vagal tone and metacognitive judgments: a pilot study.

PubMed

Meessen, Judith; Sütterlin, Stefan; Gauggel, Siegfried; Forkmann, Thomas

2018-05-23

Metacognitive awareness and resting vagally mediated heart rate variability (HRV) as a physiological trait marker of cognitive inhibitory control capacities are both associated with better well-being and seem to share a common neural basis. Executive functioning which is considered a prerequisite for delivering prospective metacognitive judgments has been found to be correlated with HRV. This pilot study addresses the question, whether metacognitive awareness and resting vagally mediated HRV are positively associated. A sample of 20 healthy participants was analyzed that completed a typical Judgment of Learning task after an electrocardiogram had been recorded. The root-mean-squares of successive differences were used to calculate vagally mediated HRV. Metacognitive awareness was measured by comparing the judgments of learning with the actual memory performance, yielding a deviation score. HRV was found to be positively correlated with metacognitive awareness. Results suggest that metacognitive abilities might relate to physiological trait markers of cognitive inhibitory control capacities. Further experimental studies are needed to investigate causal relations.

Explaining Constrains Causal Learning in Childhood

ERIC Educational Resources Information Center

Walker, Caren M.; Lombrozo, Tania; Williams, Joseph J.; Rafferty, Anna N.; Gopnik, Alison

2017-01-01

Three experiments investigate how self-generated explanation influences children's causal learning. Five-year-olds (N = 114) observed data consistent with two hypotheses and were prompted to explain or to report each observation. In Study 1, when making novel generalizations, explainers were more likely to favor the hypothesis that accounted for…

Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students.

ERIC Educational Resources Information Center

Borkowski, John G.; And Others

1988-01-01

Seventy-five learning-disabled students (10 to 14 years old) received instructions about summarization strategies and about personal causality that were designed to improve reading comprehension. Changes in antecedent attributions about personal causality were not usually altered by this program-specific attributional training, although…

Experimental verification of an indefinite causal order

PubMed Central

Rubino, Giulia; Rozema, Lee A.; Feix, Adrien; Araújo, Mateus; Zeuner, Jonas M.; Procopio, Lorenzo M.; Brukner, Časlav; Walther, Philip

2017-01-01

Investigating the role of causal order in quantum mechanics has recently revealed that the causal relations of events may not be a priori well defined in quantum theory. Although this has triggered a growing interest on the theoretical side, creating processes without a causal order is an experimental task. We report the first decisive demonstration of a process with an indefinite causal order. To do this, we quantify how incompatible our setup is with a definite causal order by measuring a “causal witness.” This mathematical object incorporates a series of measurements that are designed to yield a certain outcome only if the process under examination is not consistent with any well-defined causal order. In our experiment, we perform a measurement in a superposition of causal orders—without destroying the coherence—to acquire information both inside and outside of a “causally nonordered process.” Using this information, we experimentally determine a causal witness, demonstrating by almost 7 SDs that the experimentally implemented process does not have a definite causal order. PMID:28378018

How Can Historical Understanding Best be Assessed? Use of Prediction Tasks To Assess How Students Understand the Role of Causal Factors that Produce Historical Events.

ERIC Educational Resources Information Center

Alonso-Tapia, Jesus; Villa, Jose Luis

1999-01-01

Examines the viability of using hypothetical problems that need the application of causal models for their solution as a method to assessing understanding in the social sciences. Explains that this method was used to describe how seventh-grade students understand causal factors affecting the "discovery and colonization of America." (CMK)

Causal beliefs about depression in different cultural groups—what do cognitive psychological theories of causal learning and reasoning predict?

PubMed Central

Hagmayer, York; Engelmann, Neele

2014-01-01

Cognitive psychological research focuses on causal learning and reasoning while cognitive anthropological and social science research tend to focus on systems of beliefs. Our aim was to explore how these two types of research can inform each other. Cognitive psychological theories (causal model theory and causal Bayes nets) were used to derive predictions for systems of causal beliefs. These predictions were then applied to lay theories of depression as a specific test case. A systematic literature review on causal beliefs about depression was conducted, including original, quantitative research. Thirty-six studies investigating 13 non-Western and 32 Western cultural groups were analyzed by classifying assumed causes and preferred forms of treatment into common categories. Relations between beliefs and treatment preferences were assessed. Substantial agreement between cultural groups was found with respect to the impact of observable causes. Stress was generally rated as most important. Less agreement resulted for hidden, especially supernatural causes. Causal beliefs were clearly related to treatment preferences in Western groups, while evidence was mostly lacking for non-Western groups. Overall predictions were supported, but there were considerable methodological limitations. Pointers to future research, which may combine studies on causal beliefs with experimental paradigms on causal reasoning, are given. PMID:25505432

A task-dependent causal role for low-level visual processes in spoken word comprehension.

PubMed

Ostarek, Markus; Huettig, Falk

2017-08-01

It is well established that the comprehension of spoken words referring to object concepts relies on high-level visual areas in the ventral stream that build increasingly abstract representations. It is much less clear whether basic low-level visual representations are also involved. Here we asked in what task situations low-level visual representations contribute functionally to concrete word comprehension using an interference paradigm. We interfered with basic visual processing while participants performed a concreteness task (Experiment 1), a lexical-decision task (Experiment 2), and a word class judgment task (Experiment 3). We found that visual noise interfered more with concrete versus abstract word processing, but only when the task required visual information to be accessed. This suggests that basic visual processes can be causally involved in language comprehension, but that their recruitment is not automatic and rather depends on the type of information that is required in a given task situation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning Plate Tectonics Using a Pre-Analogy Step

NASA Astrophysics Data System (ADS)

Glesener, G. B.; Sandoval, W. A.

2011-12-01

Previous research has shown that children tend to demonstrate lower performance on analogical reasoning tasks at a causal relations level compared to most adults (Gentner & Toupin, 1986). This tendency is an obstacle that geoscience educators must overcome because of the high frequency of analogies used in geoscience pedagogy. In particular, analog models are used to convey complex systems of non-everyday/non-observable events found in nature, such as plate tectonics. Key factors in successful analogical reasoning that have been suggested by researchers include knowledge of the causal relations in the base analog (Brown & Kane, 1988; Gentner, 1988; Gentner & Toupin, 1986), and development of learning strategies and metaconceptual competence(Brown & Kane, 1988). External factors, such as guiding cues and hints have been useful cognitive supports that help students reason through analogical problems (Gick & Holyoak, 1980). Cognitive supports have been seen by researchers to decrease processing demands on retrieval and working memory (Richland, Zur, & Holyoak, 2007). We observed third and fourth graders learning about plate tectonics beginning with a pre-analogy step-a cognitive support activity a student can do before working with an analogy to understand the target. This activity was designed to aid students in developing their understanding of object attributes and relations within an analog model so that more focus can be placed on mapping the corresponding higher-order relations between the base and target. Students learned targeted concepts of plate tectonics, as measured by pre to post gains on items adapted from the Geosciences Concept Inventory. Analyses of classroom interaction showed that students used the object attributes and higher-order relations highlighted in the pre-analogy activity as resources to reason about plate boundaries and plate movement during earthquakes.

Attention to irrelevant cues is related to positive symptoms in schizophrenia.

PubMed

Morris, Richard; Griffiths, Oren; Le Pelley, Michael E; Weickert, Thomas W

2013-05-01

Many modern learning theories assume that the amount of attention to a cue depends on how well that cue predicted important events in the past. Schizophrenia is associated with deficits in attention and recent theories of psychosis have argued that positive symptoms such as delusions and hallucinations are related to a failure of selective attention. However, evidence demonstrating that attention to irrelevant cues is related to positive symptoms in schizophrenia is lacking. We used a novel method of measuring attention to nonpredictive (and thus irrelevant) cues in a causal learning test (Le Pelley ME, McLaren IP. Learned associability and associative change in human causal learning. Q J Exp Psychol B. 2003;56:68-79) to assess whether healthy adults and people with schizophrenia discriminate previously predictive and nonpredictive cues. In a series of experiments with independent samples, we demonstrated: (1) when people with schizophrenia who had severe positive symptoms successfully distinguished between predictive and nonpredictive cues during training, they failed to discriminate between predictive and nonpredictive cues relative to healthy adults during subsequent testing and (2) learning about nonpredictive cues was correlated with more severe positive symptoms scores in schizophrenia. These results suggest that positive symptoms of schizophrenia are related to increased attention to nonpredictive cues during causal learning. This deficit in selective attention results in learning irrelevant causal associations and may be the basis of positive symptoms in schizophrenia.

Mediodorsal thalamus hypofunction impairs flexible goal-directed behavior.

PubMed

Parnaudeau, Sébastien; Taylor, Kathleen; Bolkan, Scott S; Ward, Ryan D; Balsam, Peter D; Kellendonk, Christoph

2015-03-01

Cognitive inflexibility is a core symptom of several mental disorders including schizophrenia. Brain imaging studies in schizophrenia patients performing cognitive tasks have reported decreased activation of the mediodorsal thalamus (MD). Using a pharmacogenetic approach to model MD hypofunction, we recently showed that decreasing MD activity impairs reversal learning in mice. While this demonstrates causality between MD hypofunction and cognitive inflexibility, questions remain about the elementary cognitive processes that account for the deficit. Using the Designer Receptors Exclusively Activated by Designer Drugs system, we reversibly decreased MD activity during behavioral tasks assessing elementary cognitive processes inherent to flexible goal-directed behaviors, including extinction, contingency degradation, outcome devaluation, and Pavlovian-to-instrumental transfer (n = 134 mice). While MD hypofunction impaired reversal learning, it did not affect the ability to learn about nonrewarded cues or the ability to modulate action selection based on the outcome value. In contrast, decreasing MD activity delayed the ability to adapt to changes in the contingency between actions and their outcomes. In addition, while Pavlovian learning was not affected by MD hypofunction, decreasing MD activity during Pavlovian learning impaired the ability of conditioned stimuli to modulate instrumental behavior. Mediodorsal thalamus hypofunction causes cognitive inflexibility reflected by an impaired ability to adapt actions when their consequences change. Furthermore, it alters the encoding of environmental stimuli so that they cannot be properly utilized to guide behavior. Modulating MD activity could be a potential therapeutic strategy for promoting adaptive behavior in human subjects with cognitive inflexibility. Copyright © 2015 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Timing and Causality in the Generation of Learned Eyelid Responses

PubMed Central

Sánchez-Campusano, Raudel; Gruart, Agnès; Delgado-García, José M.

2011-01-01

The cerebellum-red nucleus-facial motoneuron (Mn) pathway has been reported as being involved in the proper timing of classically conditioned eyelid responses. This special type of associative learning serves as a model of event timing for studying the role of the cerebellum in dynamic motor control. Here, we have re-analyzed the firing activities of cerebellar posterior interpositus (IP) neurons and orbicularis oculi (OO) Mns in alert behaving cats during classical eyeblink conditioning, using a delay paradigm. The aim was to revisit the hypothesis that the IP neurons (IPns) can be considered a neuronal phase-modulating device supporting OO Mns firing with an emergent timing mechanism and an explicit correlation code during learned eyelid movements. Optimized experimental and computational tools allowed us to determine the different causal relationships (temporal order and correlation code) during and between trials. These intra- and inter-trial timing strategies expanding from sub-second range (millisecond timing) to longer-lasting ranges (interval timing) expanded the functional domain of cerebellar timing beyond motor control. Interestingly, the results supported the above-mentioned hypothesis. The causal inferences were influenced by the precise motor and pre-motor spike timing in the cause-effect interval, and, in addition, the timing of the learned responses depended on cerebellar–Mn network causality. Furthermore, the timing of CRs depended upon the probability of simulated causal conditions in the cause-effect interval and not the mere duration of the inter-stimulus interval. In this work, the close relation between timing and causality was verified. It could thus be concluded that the firing activities of IPns may be related more to the proper performance of ongoing CRs (i.e., the proper timing as a consequence of the pertinent causality) than to their generation and/or initiation. PMID:21941469

Can Being Scared Cause Tummy Aches? Naive Theories, Ambiguous Evidence, and Preschoolers' Causal Inferences

ERIC Educational Resources Information Center

Schulz, Laura E.; Bonawitz, Elizabeth Baraff; Griffiths, Thomas L.

2007-01-01

Causal learning requires integrating constraints provided by domain-specific theories with domain-general statistical learning. In order to investigate the interaction between these factors, the authors presented preschoolers with stories pitting their existing theories against statistical evidence. Each child heard 2 stories in which 2 candidate…

Learning a Theory of Causality

ERIC Educational Resources Information Center

Goodman, Noah D.; Ullman, Tomer D.; Tenenbaum, Joshua B.

2011-01-01

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be…

Dietary enrichment counteracts age-associated cognitive dysfunction in canines.

PubMed

Milgram, N W; Zicker, S C; Head, E; Muggenburg, B A; Murphey, H; Ikeda-Douglas, C J; Cotman, C W

2002-01-01

Advanced age is accompanied by cognitive decline indicative of central nervous system dysfunction. One possibly critical causal factor is oxidative stress. Accordingly, we studied the effects of dietary antioxidants and age in a canine model of aging that parallels the key features of cognitive decline and neuropathology in humans. Old and young animals were placed on either a standard control food, or a food enriched with a broad spectrum of antioxidants and mitochondrial enzymatic cofactors. After 6 months of treatment, the animals were tested on four increasingly difficult oddity discrimination learning problems. The old animals learned more slowly than the young, making significantly more errors. However, this age-associated decline was reduced in the animals fed the enriched food, particularly on the more difficult tasks. These results indicate that maintenance on foods fortified with complex mixtures of antioxidants can partially counteract the deleterious effects of aging on cognition. Copyright 2002 Elsevier Science Inc.

Learning Linear Spatial-Numeric Associations Improves Accuracy of Memory for Numbers

PubMed Central

Thompson, Clarissa A.; Opfer, John E.

2016-01-01

Memory for numbers improves with age and experience. One potential source of improvement is a logarithmic-to-linear shift in children’s representations of magnitude. To test this, Kindergartners and second graders estimated the location of numbers on number lines and recalled numbers presented in vignettes (Study 1). Accuracy at number-line estimation predicted memory accuracy on a numerical recall task after controlling for the effect of age and ability to approximately order magnitudes (mapper status). To test more directly whether linear numeric magnitude representations caused improvements in memory, half of children were given feedback on their number-line estimates (Study 2). As expected, learning linear representations was again linked to memory for numerical information even after controlling for age and mapper status. These results suggest that linear representations of numerical magnitude may be a causal factor in development of numeric recall accuracy. PMID:26834688

Learning Linear Spatial-Numeric Associations Improves Accuracy of Memory for Numbers.

PubMed

Thompson, Clarissa A; Opfer, John E

2016-01-01

Memory for numbers improves with age and experience. One potential source of improvement is a logarithmic-to-linear shift in children's representations of magnitude. To test this, Kindergartners and second graders estimated the location of numbers on number lines and recalled numbers presented in vignettes (Study 1). Accuracy at number-line estimation predicted memory accuracy on a numerical recall task after controlling for the effect of age and ability to approximately order magnitudes (mapper status). To test more directly whether linear numeric magnitude representations caused improvements in memory, half of children were given feedback on their number-line estimates (Study 2). As expected, learning linear representations was again linked to memory for numerical information even after controlling for age and mapper status. These results suggest that linear representations of numerical magnitude may be a causal factor in development of numeric recall accuracy.

Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens).

PubMed

Horner, Victoria; Whiten, Andrew

2005-07-01

This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator.

Inferring causal molecular networks: empirical assessment through a community-based effort

PubMed Central

Hill, Steven M.; Heiser, Laura M.; Cokelaer, Thomas; Unger, Michael; Nesser, Nicole K.; Carlin, Daniel E.; Zhang, Yang; Sokolov, Artem; Paull, Evan O.; Wong, Chris K.; Graim, Kiley; Bivol, Adrian; Wang, Haizhou; Zhu, Fan; Afsari, Bahman; Danilova, Ludmila V.; Favorov, Alexander V.; Lee, Wai Shing; Taylor, Dane; Hu, Chenyue W.; Long, Byron L.; Noren, David P.; Bisberg, Alexander J.; Mills, Gordon B.; Gray, Joe W.; Kellen, Michael; Norman, Thea; Friend, Stephen; Qutub, Amina A.; Fertig, Elana J.; Guan, Yuanfang; Song, Mingzhou; Stuart, Joshua M.; Spellman, Paul T.; Koeppl, Heinz; Stolovitzky, Gustavo; Saez-Rodriguez, Julio; Mukherjee, Sach

2016-01-01

Inferring molecular networks is a central challenge in computational biology. However, it has remained unclear whether causal, rather than merely correlational, relationships can be effectively inferred in complex biological settings. Here we describe the HPN-DREAM network inference challenge that focused on learning causal influences in signaling networks. We used phosphoprotein data from cancer cell lines as well as in silico data from a nonlinear dynamical model. Using the phosphoprotein data, we scored more than 2,000 networks submitted by challenge participants. The networks spanned 32 biological contexts and were scored in terms of causal validity with respect to unseen interventional data. A number of approaches were effective and incorporating known biology was generally advantageous. Additional sub-challenges considered time-course prediction and visualization. Our results constitute the most comprehensive assessment of causal network inference in a mammalian setting carried out to date and suggest that learning causal relationships may be feasible in complex settings such as disease states. Furthermore, our scoring approach provides a practical way to empirically assess the causal validity of inferred molecular networks. PMID:26901648

Causal imprinting in causal structure learning.

PubMed

Taylor, Eric G; Ahn, Woo-Kyoung

2012-11-01

Suppose one observes a correlation between two events, B and C, and infers that B causes C. Later one discovers that event A explains away the correlation between B and C. Normatively, one should now dismiss or weaken the belief that B causes C. Nonetheless, participants in the current study who observed a positive contingency between B and C followed by evidence that B and C were independent given A, persisted in believing that B causes C. The authors term this difficulty in revising initially learned causal structures "causal imprinting." Throughout four experiments, causal imprinting was obtained using multiple dependent measures and control conditions. A Bayesian analysis showed that causal imprinting may be normative under some conditions, but causal imprinting also occurred in the current study when it was clearly non-normative. It is suggested that causal imprinting occurs due to the influence of prior knowledge on how reasoners interpret later evidence. Consistent with this view, when participants first viewed the evidence showing that B and C are independent given A, later evidence with only B and C did not lead to the belief that B causes C. Copyright © 2012 Elsevier Inc. All rights reserved.

Parental causal attributions and emotions in daily learning situations with the child.

PubMed

Enlund, Emmi; Aunola, Kaisa; Tolvanen, Asko; Nurmi, Jari-Erik

2015-08-01

This study investigated the dynamics between the causal attributions parents reported daily for their children's success in learning situations and parental positive emotions. The sample consisted of 159 mothers and 147 fathers of 162 first graders (83 girls, 79 boys; aged from 6 to 7 years, M = 7.5 years, SD = 3.6 months). Parents filled in a structured diary questionnaire concerning their causal attributions and emotions over 7 successive days in the fall semester and again over 7 successive days in the spring semester. Multilevel analyses showed that both parental causal attributions and positive emotions varied more within parents (between days over the week) than between parents. Furthermore, mothers' positive emotions on a certain day predicted their causal attributions on that same day rather than vice versa. The higher the level of positive emotions parents reported in a specific day, the more they used effort and ability as causal attributions for their offspring's success on that same day. (c) 2015 APA, all rights reserved).

Selective Entrainment of Theta Oscillations in the Dorsal Stream Causally Enhances Auditory Working Memory Performance.

PubMed

Albouy, Philippe; Weiss, Aurélien; Baillet, Sylvain; Zatorre, Robert J

2017-04-05

The implication of the dorsal stream in manipulating auditory information in working memory has been recently established. However, the oscillatory dynamics within this network and its causal relationship with behavior remain undefined. Using simultaneous MEG/EEG, we show that theta oscillations in the dorsal stream predict participants' manipulation abilities during memory retention in a task requiring the comparison of two patterns differing in temporal order. We investigated the causal relationship between brain oscillations and behavior by applying theta-rhythmic TMS combined with EEG over the MEG-identified target (left intraparietal sulcus) during the silent interval between the two stimuli. Rhythmic TMS entrained theta oscillation and boosted participants' accuracy. TMS-induced oscillatory entrainment scaled with behavioral enhancement, and both gains varied with participants' baseline abilities. These effects were not seen for a melody-comparison control task and were not observed for arrhythmic TMS. These data establish theta activity in the dorsal stream as causally related to memory manipulation. VIDEO ABSTRACT. Copyright © 2017 Elsevier Inc. All rights reserved.

Processing of positive-causal and negative-causal coherence relations in primary school children and adults: a test of the cumulative cognitive complexity approach in German.

PubMed

Knoepke, Julia; Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine

2017-03-01

Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German.

Enhanced Memory Consolidation Via Automatic Sound Stimulation During Non-REM Sleep.

PubMed

Leminen, Miika M; Virkkala, Jussi; Saure, Emma; Paajanen, Teemu; Zee, Phyllis C; Santostasi, Giovanni; Hublin, Christer; Müller, Kiti; Porkka-Heiskanen, Tarja; Huotilainen, Minna; Paunio, Tiina

2017-03-01

Slow-wave sleep (SWS) slow waves and sleep spindle activity have been shown to be crucial for memory consolidation. Recently, memory consolidation has been causally facilitated in human participants via auditory stimuli phase-locked to SWS slow waves. Here, we aimed to develop a new acoustic stimulus protocol to facilitate learning and to validate it using different memory tasks. Most importantly, the stimulation setup was automated to be applicable for ambulatory home use. Fifteen healthy participants slept 3 nights in the laboratory. Learning was tested with 4 memory tasks (word pairs, serial finger tapping, picture recognition, and face-name association). Additional questionnaires addressed subjective sleep quality and overnight changes in mood. During the stimulus night, auditory stimuli were adjusted and targeted by an unsupervised algorithm to be phase-locked to the negative peak of slow waves in SWS. During the control night no sounds were presented. Results showed that the sound stimulation increased both slow wave (p = .002) and sleep spindle activity (p < .001). When overnight improvement of memory performance was compared between stimulus and control nights, we found a significant effect in word pair task but not in other memory tasks. The stimulation did not affect sleep structure or subjective sleep quality. We showed that the memory effect of the SWS-targeted individually triggered single-sound stimulation is specific to verbal associative memory. Moreover, the ambulatory and automated sound stimulus setup was promising and allows for a broad range of potential follow-up studies in the future. © Sleep Research Society 2017. Published by Oxford University Press [on behalf of the Sleep Research Society].

The Development of Causal Categorization

ERIC Educational Resources Information Center

Hayes, Brett K.; Rehder, Bob

2012-01-01

Two experiments examined the impact of causal relations between features on categorization in 5- to 6-year-old children and adults. Participants learned artificial categories containing instances with causally related features and noncausal features. They then selected the most likely category member from a series of novel test pairs.…

Constructing Causal Diagrams to Learn Deliberation

ERIC Educational Resources Information Center

Easterday, Matthew W.; Aleven, Vincent; Scheines, Richard; Carver, Sharon M.

2009-01-01

Policy problems like "What should we do about global warming?" are ill-defined in large part because we do not agree on a system to represent them the way we agree Algebra problems should be represented by equations. As a first step toward building a policy deliberation tutor, we investigated: (a) whether causal diagrams help students learn to…

Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany

2016-01-01

Feedback can be a powerful learning tool, but its effects vary widely. Research has suggested that learners' prior knowledge may moderate the effects of feedback; however, no causal link has been established. In Experiment 1, we randomly assigned elementary school children (N = 108) to a condition based on a crossing of 2 factors: induced strategy…

How do practising clinicians and students apply newly learned causal information about mental disorders?

PubMed

de Kwaadsteniet, Leontien; Kim, Nancy S; Yopchick, Jennelle E

2013-02-01

New causal theories explaining the aetiology of psychiatric disorders continuously appear in the literature. How might such new information directly impact clinical practice, to the degree that clinicians are aware of it and accept it? We investigated whether expert clinical psychologists and students use new causal information about psychiatric disorders according to rationalist norms in their diagnostic reasoning. Specifically, philosophical and Bayesian analyses suggest that it is rational to draw stronger inferences about the presence of a disorder when a client's presenting symptoms are from disparate locations in a causal theory of the disorder than when they are from proximal locations. In a controlled experiment, we presented experienced clinical psychologists and students with recently published causal theories for different disorders; specifically, these theories proposed how the symptoms of each disorder stem from a root cause. Participants viewed hypothetical clients with presenting proximal or diverse symptoms, and indicated either the likelihood that the client has the disorder, or what additional information they would seek out to help inform a diagnostic decision. Clinicians and students alike showed a strong preference for diverse evidence, over proximal evidence, in making diagnostic judgments and in seeking additional information. They did not show this preference in the control condition, in which they gave their own opinions prior to learning the causal information. These findings suggest that experienced clinical psychologists and students are likely to use newly learned causal knowledge in a normative, rational way in diagnostic reasoning. © 2011 Blackwell Publishing Ltd.

Detecting switching and intermittent causalities in time series

NASA Astrophysics Data System (ADS)

Zanin, Massimiliano; Papo, David

2017-04-01

During the last decade, complex network representations have emerged as a powerful instrument for describing the cross-talk between different brain regions both at rest and as subjects are carrying out cognitive tasks, in healthy brains and neurological pathologies. The transient nature of such cross-talk has nevertheless by and large been neglected, mainly due to the inherent limitations of some metrics, e.g., causality ones, which require a long time series in order to yield statistically significant results. Here, we present a methodology to account for intermittent causal coupling in neural activity, based on the identification of non-overlapping windows within the original time series in which the causality is strongest. The result is a less coarse-grained assessment of the time-varying properties of brain interactions, which can be used to create a high temporal resolution time-varying network. We apply the proposed methodology to the analysis of the brain activity of control subjects and alcoholic patients performing an image recognition task. Our results show that short-lived, intermittent, local-scale causality is better at discriminating both groups than global network metrics. These results highlight the importance of the transient nature of brain activity, at least under some pathological conditions.

Do capuchin monkeys (Cebus apella) diagnose causal relations in the absence of a direct reward?

PubMed

Edwards, Brian J; Rottman, Benjamin M; Shankar, Maya; Betzler, Riana; Chituc, Vladimir; Rodriguez, Ricardo; Silva, Liara; Wibecan, Leah; Widness, Jane; Santos, Laurie R

2014-01-01

We adapted a method from developmental psychology to explore whether capuchin monkeys (Cebus apella) would place objects on a "blicket detector" machine to diagnose causal relations in the absence of a direct reward. Across five experiments, monkeys could place different objects on the machine and obtain evidence about the objects' causal properties based on whether each object "activated" the machine. In Experiments 1-3, monkeys received both audiovisual cues and a food reward whenever the machine activated. In these experiments, monkeys spontaneously placed objects on the machine and succeeded at discriminating various patterns of statistical evidence. In Experiments 4 and 5, we modified the procedure so that in the learning trials, monkeys received the audiovisual cues when the machine activated, but did not receive a food reward. In these experiments, monkeys failed to test novel objects in the absence of an immediate food reward, even when doing so could provide critical information about how to obtain a reward in future test trials in which the food reward delivery device was reattached. The present studies suggest that the gap between human and animal causal cognition may be in part a gap of motivation. Specifically, we propose that monkey causal learning is motivated by the desire to obtain a direct reward, and that unlike humans, monkeys do not engage in learning for learning's sake.

Medication adherence as a learning process: insights from cognitive psychology.

PubMed

Rottman, Benjamin Margolin; Marcum, Zachary A; Thorpe, Carolyn T; Gellad, Walid F

2017-03-01

Non-adherence to medications is one of the largest contributors to sub-optimal health outcomes. Many theories of adherence include a 'value-expectancy' component in which a patient decides to take a medication partly based on expectations about whether it is effective, necessary, and tolerable. We propose reconceptualising this common theme as a kind of 'causal learning' - the patient learns whether a medication is effective, necessary, and tolerable, from experience with the medication. We apply cognitive psychology theories of how people learn cause-effect relations to elaborate this causal-learning challenge. First, expectations and impressions about a medication and beliefs about how a medication works, such as delay of onset, can shape a patient's perceived experience with the medication. Second, beliefs about medications propagate both 'top-down' and 'bottom-up', from experiences with specific medications to general beliefs about medications and vice versa. Third, non-adherence can interfere with learning about a medication, because beliefs, adherence, and experience with a medication are connected in a cyclic learning problem. We propose that by conceptualising non-adherence as a causal-learning process, clinicians can more effectively address a patient's misconceptions and biases, helping the patient develop more accurate impressions of the medication.

Temporal and Statistical Information in Causal Structure Learning

ERIC Educational Resources Information Center

McCormack, Teresa; Frosch, Caren; Patrick, Fiona; Lagnado, David

2015-01-01

Three experiments examined children's and adults' abilities to use statistical and temporal information to distinguish between common cause and causal chain structures. In Experiment 1, participants were provided with conditional probability information and/or temporal information and asked to infer the causal structure of a 3-variable mechanical…

The development of causal reasoning.

PubMed

Kuhn, Deanna

2012-05-01

How do inference rules for causal learning themselves change developmentally? A model of the development of causal reasoning must address this question, as well as specify the inference rules. Here, the evidence for developmental changes in processes of causal reasoning is reviewed, with the distinction made between diagnostic causal inference and causal prediction. Also addressed is the paradox of a causal reasoning literature that highlights the competencies of young children and the proneness to error among adults. WIREs Cogn Sci 2012, 3:327-335. doi: 10.1002/wcs.1160 For further resources related to this article, please visit the WIREs website. Copyright © 2012 John Wiley & Sons, Ltd.

Investigating Causality between Global Experience and Global Competency for Undergraduates in Contemporary China's Higher Education: A Transformative Learning Theory Perspective

ERIC Educational Resources Information Center

Li, Jian; Xu, Jinhui

2016-01-01

The purpose of this study is to investigate the causal relationship between global experience and global competency from a transformative learning theory perspective. China society is becoming more and more linguistically and culturally diverse in a global context. Moreover, Chinese students should be knowledgeable about the international issues…

Bilingualism, social cognition and executive functions: A tale of chickens and eggs.

PubMed

Cox, Simon R; Bak, Thomas H; Allerhand, Michael; Redmond, Paul; Starr, John M; Deary, Ian J; MacPherson, Sarah E

2016-10-01

The influence of bilingualism on cognitive functioning is currently a topic of intense scientific debate. The strongest evidence for a cognitive benefit of bilingualism has been demonstrated in executive functions. However, the causal direction of the relationship remains unclear: does learning other languages improve executive functions or are people with better executive abilities more likely to become bilingual? To address this, we examined 90 male participants of the Lothian Birth Cohort 1936; 26 were bilingual, 64 monolingual. All participants underwent an intelligence test at age 11 years and were assessed on a wide range of executive and social cognition tasks at age 74. The only notable differences between both groups were found for the Simon Effect (which indexes stimulus-response conflict resolution; β=-.518, p=0.025) and a trend effect for the Faux Pas task (a measure of complex theory of mind; ToM, β=0.432, p=0.060). Controlling for the influence of childhood intelligence, parental and own social class significantly attenuated the bilingual advantage on the Faux Pas test (β=0.058, p=0.816), whereas the Simon task advantage remained (β=-.589, p=0.049). We find some weak evidence that the relationship between bilingualism and cognitive functions may be selective and bi-directional. Pre-existing cognitive and social class differences from childhood may influence both ToM ability in older age and the likelihood of learning another language; yet, bilingualism does not appear to independently contribute to Faux Pas score. Conversely, learning a second language is related to better conflict processing, irrespective of initial childhood ability or social class. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Who Is the Dynamic Duo? How Infants Learn about the Identity of Objects in a Causal Chain

ERIC Educational Resources Information Center

Rakison, David H.; Smith, Gabriel Tobin; Ali, Areej

2016-01-01

Four experiments investigated infants' and adults' knowledge of the identity of objects in a causal sequence of events. In Experiments 1 and 2, 18- and 22-month-olds in the visual habituation procedure were shown a 3-step causal chain event in which the relation between an object's part (dynamic or static) and its causal role was either consistent…

Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects

NASA Astrophysics Data System (ADS)

Yang, Eun-Mi

This study employed American and Czech student samples to investigate the motivational constructs used in Eccles and Wigfield's (1983) expectancy-value model. To predict achievement behavior, the model specifies relationships among expectancy for-success and task value, task-specific self-concept, perception of task-difficulty, perceptions of social environment, and interpretations and attributions for past events in relation to the social world. Czech and American students (n = 1,145) in grades 4--12 were the participants in this study. The causal relationships among the constructs were tested to investigate structural similarities and differences in the models for both countries. This study also explored developmental changes, gender, and national differences in the students' motivational beliefs for these motivational constructs: Expectancy for Success, Intrinsic Interest Value, Task-specific Self-concept, Perception of Task-difficulty, and Perceived Vocational Gender Dominance for science, mathematics, and other school subjects. The findings indicated that, for both countries, with respect to changes over grade level, compared to the younger students, the older students showed lower motivational beliefs for most subject areas except reading. However, the Czech students in grades 6--8 showed more positive motivational beliefs in life science and social studies than did the Czech students in other grade levels. In comparing genders, the male students exhibited more positive motivational beliefs in physical science than did the female students, and female students showed more positive motivational beliefs in reading than did the male students. For life science, the Czech female students rated Intrinsic Interest Value and Task-specific Self-concept higher than did their peer male students. The American students' motivational beliefs in reading were more positive than were Czech students', and the Czech students held more positive motivational beliefs in life science than did the American students. With minor variations for each country, the expectancy-value model provided a reasonable tool for understanding the causal relationships among the motivational beliefs. For the Czech sample, Perception of Task-difficulty was a strong negative predictor for Expectancy for Success for most school subjects except life science whereas, for the American sample, it was a weak but significant negative predictor for Intrinsic Interest Value for most school subjects except social studies. Implications for science education are discussed.

Causal reasoning with forces

PubMed Central

Wolff, Phillip; Barbey, Aron K.

2015-01-01

Causal composition allows people to generate new causal relations by combining existing causal knowledge. We introduce a new computational model of such reasoning, the force theory, which holds that people compose causal relations by simulating the processes that join forces in the world, and compare this theory with the mental model theory (Khemlani et al., 2014) and the causal model theory (Sloman et al., 2009), which explain causal composition on the basis of mental models and structural equations, respectively. In one experiment, the force theory was uniquely able to account for people's ability to compose causal relationships from complex animations of real-world events. In three additional experiments, the force theory did as well as or better than the other two theories in explaining the causal compositions people generated from linguistically presented causal relations. Implications for causal learning and the hierarchical structure of causal knowledge are discussed. PMID:25653611

Automatic Ability Attribution after Failure: A Dual Process View of Achievement Attribution

PubMed Central

Sakaki, Michiko; Murayama, Kou

2013-01-01

Causal attribution has been one of the most influential frameworks in the literature of achievement motivation, but previous studies considered achievement attribution as relatively deliberate and effortful processes. In the current study, we tested the hypothesis that people automatically attribute their achievement failure to their ability, but reduce the ability attribution in a controlled manner. To address this hypothesis, we measured participants’ causal attribution belief for their task failure either under the cognitive load (load condition) or with full attention (no-load condition). Across two studies, participants attributed task performance to their ability more in the load than in the no-load condition. The increased ability attribution under cognitive load further affected intrinsic motivation. These results indicate that cognitive resources available after feedback play crucial roles in determining causal attribution belief, as well as achievement motivations. PMID:23667576

Automatic ability attribution after failure: a dual process view of achievement attribution.

PubMed

Sakaki, Michiko; Murayama, Kou

2013-01-01

Causal attribution has been one of the most influential frameworks in the literature of achievement motivation, but previous studies considered achievement attribution as relatively deliberate and effortful processes. In the current study, we tested the hypothesis that people automatically attribute their achievement failure to their ability, but reduce the ability attribution in a controlled manner. To address this hypothesis, we measured participants' causal attribution belief for their task failure either under the cognitive load (load condition) or with full attention (no-load condition). Across two studies, participants attributed task performance to their ability more in the load than in the no-load condition. The increased ability attribution under cognitive load further affected intrinsic motivation. These results indicate that cognitive resources available after feedback play crucial roles in determining causal attribution belief, as well as achievement motivations.

What Doesn't Go without Saying: Communication, Induction, and Exploration

ERIC Educational Resources Information Center

Muentener, Paul; Schulz, Laura

2012-01-01

Although prior research on the development of causal reasoning has focused on inferential abilities within the individual child, causal learning often occurs in a social and communicative context. In this paper, we review recent research from our laboratory and look at how linguistic communication may influence children's causal reasoning. First,…

From Blickets to Synapses: Inferring Temporal Causal Networks by Observation

ERIC Educational Resources Information Center

Fernando, Chrisantha

2013-01-01

How do human infants learn the causal dependencies between events? Evidence suggests that this remarkable feat can be achieved by observation of only a handful of examples. Many computational models have been produced to explain how infants perform causal inference without explicit teaching about statistics or the scientific method. Here, we…

Repeated Causal Decision Making

ERIC Educational Resources Information Center

Hagmayer, York; Meder, Bjorn

2013-01-01

Many of our decisions refer to actions that have a causal impact on the external environment. Such actions may not only allow for the mere learning of expected values or utilities but also for acquiring knowledge about the causal structure of our world. We used a repeated decision-making paradigm to examine what kind of knowledge people acquire in…

You Need to Know: There Is a Causal Relationship between Structural Knowledge and Control Performance in Complex Problem Solving Tasks

ERIC Educational Resources Information Center

Goode, Natassia; Beckmann, Jens F.

2010-01-01

This study investigates the relationships between structural knowledge, control performance and fluid intelligence in a complex problem solving (CPS) task. 75 participants received either complete, partial or no information regarding the underlying structure of a complex problem solving task, and controlled the task to reach specific goals.…

Top-down regulation of default mode activity in spatial visual attention

PubMed Central

Wen, Xiaotong; Liu, Yijun; Yao, Li; Ding, Mingzhou

2013-01-01

Dorsal anterior cingulate and bilateral anterior insula form a task control network (TCN) whose primary function includes initiating and maintaining task-level cognitive set and exerting top-down regulation of sensorimotor processing. The default mode network (DMN), comprising an anatomically distinct set of cortical areas, mediates introspection and self-referential processes. Resting-state data show that TCN and DMN interact. The functional ramifications of their interaction remain elusive. Recording fMRI data from human subjects performing a visual spatial attention task and correlating Granger causal influences with behavioral performance and blood-oxygen-level-dependent (BOLD) activity we report three main findings. First, causal influences from TCN to DMN, i.e., TCN→DMN, are positively correlated with behavioral performance. Second, causal influences from DMN to TCN, i.e., DMN→TCN, are negatively correlated with behavioral performance. Third, stronger DMN→TCN are associated with less elevated BOLD activity in TCN, whereas the relationship between TCN→DMN and DMN BOLD activity is unsystematic. These results suggest that during visual spatial attention, top-down signals from TCN to DMN regulate the activity in DMN to enhance behavioral performance, whereas signals from DMN to TCN, acting possibly as internal noise, interfere with task control, leading to degraded behavioral performance. PMID:23575842

Causal capture effects in chimpanzees (Pan troglodytes).

PubMed

Matsuno, Toyomi; Tomonaga, Masaki

2017-01-01

Extracting a cause-and-effect structure from the physical world is an important demand for animals living in dynamically changing environments. Human perceptual and cognitive mechanisms are known to be sensitive and tuned to detect and interpret such causal structures. In contrast to rigorous investigations of human causal perception, the phylogenetic roots of this perception are not well understood. In the present study, we aimed to investigate the susceptibility of nonhuman animals to mechanical causality by testing whether chimpanzees perceived an illusion called causal capture (Scholl & Nakayama, 2002). Causal capture is a phenomenon in which a type of bistable visual motion of objects is perceived as causal collision due to a bias from a co-occurring causal event. In our experiments, we assessed the susceptibility of perception of a bistable stream/bounce motion event to a co-occurring causal event in chimpanzees. The results show that, similar to in humans, causal "bounce" percepts were significantly increased in chimpanzees with the addition of a task-irrelevant causal bounce event that was synchronously presented. These outcomes suggest that the perceptual mechanisms behind the visual interpretation of causal structures in the environment are evolutionarily shared between human and nonhuman animals. Copyright © 2016 Elsevier B.V. All rights reserved.

Formal Derivation of Lotka-Volterra-Haken Amplitude Equations of Task-Related Brain Activity in Multiple, Consecutively Performed Tasks

NASA Astrophysics Data System (ADS)

Frank, T. D.

The Lotka-Volterra-Haken equations have been frequently used in ecology and pattern formation. Recently, the equations have been proposed by several research groups as amplitude equations for task-related patterns of brain activity. In this theoretical study, the focus is on the circular causality aspect of pattern formation systems as formulated within the framework of synergetics. Accordingly, the stable modes of a pattern formation system inhibit the unstable modes, whereas the unstable modes excite the stable modes. Using this circular causality principle it is shown that under certain conditions the Lotka-Volterra-Haken amplitude equations can be derived from a general model of brain activity akin to the Wilson-Cowan model. The model captures the amplitude dynamics for brain activity patterns in experiments involving several consecutively performed multiple-choice tasks. This is explicitly demonstrated for two-choice tasks involving grasping and walking. A comment on the relevance of the theoretical framework for clinical psychology and schizophrenia is given as well.

Catecholaminergic Regulation of Learning Rate in a Dynamic Environment.

PubMed

Jepma, Marieke; Murphy, Peter R; Nassar, Matthew R; Rangel-Gomez, Mauricio; Meeter, Martijn; Nieuwenhuis, Sander

2016-10-01

Adaptive behavior in a changing world requires flexibly adapting one's rate of learning to the rate of environmental change. Recent studies have examined the computational mechanisms by which various environmental factors determine the impact of new outcomes on existing beliefs (i.e., the 'learning rate'). However, the brain mechanisms, and in particular the neuromodulators, involved in this process are still largely unknown. The brain-wide neurophysiological effects of the catecholamines norepinephrine and dopamine on stimulus-evoked cortical responses suggest that the catecholamine systems are well positioned to regulate learning about environmental change, but more direct evidence for a role of this system is scant. Here, we report evidence from a study employing pharmacology, scalp electrophysiology and computational modeling (N = 32) that suggests an important role for catecholamines in learning rate regulation. We found that the P3 component of the EEG-an electrophysiological index of outcome-evoked phasic catecholamine release in the cortex-predicted learning rate, and formally mediated the effect of prediction-error magnitude on learning rate. P3 amplitude also mediated the effects of two computational variables-capturing the unexpectedness of an outcome and the uncertainty of a preexisting belief-on learning rate. Furthermore, a pharmacological manipulation of catecholamine activity affected learning rate following unanticipated task changes, in a way that depended on participants' baseline learning rate. Our findings provide converging evidence for a causal role of the human catecholamine systems in learning-rate regulation as a function of environmental change.

Catecholaminergic Regulation of Learning Rate in a Dynamic Environment

PubMed Central

Jepma, Marieke; Nassar, Matthew R.; Rangel-Gomez, Mauricio; Meeter, Martijn; Nieuwenhuis, Sander

2016-01-01

Adaptive behavior in a changing world requires flexibly adapting one’s rate of learning to the rate of environmental change. Recent studies have examined the computational mechanisms by which various environmental factors determine the impact of new outcomes on existing beliefs (i.e., the ‘learning rate’). However, the brain mechanisms, and in particular the neuromodulators, involved in this process are still largely unknown. The brain-wide neurophysiological effects of the catecholamines norepinephrine and dopamine on stimulus-evoked cortical responses suggest that the catecholamine systems are well positioned to regulate learning about environmental change, but more direct evidence for a role of this system is scant. Here, we report evidence from a study employing pharmacology, scalp electrophysiology and computational modeling (N = 32) that suggests an important role for catecholamines in learning rate regulation. We found that the P3 component of the EEG—an electrophysiological index of outcome-evoked phasic catecholamine release in the cortex—predicted learning rate, and formally mediated the effect of prediction-error magnitude on learning rate. P3 amplitude also mediated the effects of two computational variables—capturing the unexpectedness of an outcome and the uncertainty of a preexisting belief—on learning rate. Furthermore, a pharmacological manipulation of catecholamine activity affected learning rate following unanticipated task changes, in a way that depended on participants’ baseline learning rate. Our findings provide converging evidence for a causal role of the human catecholamine systems in learning-rate regulation as a function of environmental change. PMID:27792728

Prefrontal Neurons Encode a Solution to the Credit-Assignment Problem

PubMed Central

Perge, János A.; Eskandar, Emad N.

2017-01-01

To adapt successfully to our environments, we must use the outcomes of our choices to guide future behavior. Critically, we must be able to correctly assign credit for any particular outcome to the causal features which preceded it. In some cases, the causal features may be immediately evident, whereas in others they may be separated in time or intermingled with irrelevant environmental stimuli, creating a potentially nontrivial credit-assignment problem. We examined the neuronal representation of information relevant for credit assignment in the dorsolateral prefrontal cortex (dlPFC) of two male rhesus macaques performing a task that elicited key aspects of this problem. We found that neurons conveyed the information necessary for credit assignment. Specifically, neuronal activity reflected both the relevant cues and outcomes at the time of feedback and did so in a manner that was stable over time, in contrast to prior reports of representational instability in the dlPFC. Furthermore, these representations were most stable early in learning, when credit assignment was most needed. When the same features were not needed for credit assignment, these neuronal representations were much weaker or absent. These results demonstrate that the activity of dlPFC neurons conforms to the basic requirements of a system that performs credit assignment, and that spiking activity can serve as a stable mechanism that links causes and effects. SIGNIFICANCE STATEMENT Credit assignment is the process by which we infer the causes of our successes and failures. We found that neuronal activity in the dorsolateral prefrontal cortex conveyed the necessary information for performing credit assignment. Importantly, while there are various potential mechanisms to retain a “trace” of the causal events over time, we observed that spiking activity was sufficiently stable to act as the link between causes and effects, in contrast to prior reports that suggested spiking representations were unstable over time. In addition, we observed that this stability varied as a function of learning, such that the neural code was more reliable over time during early learning, when it was most needed. PMID:28634307

Anterior prefrontal cortex contributes to action selection through tracking of recent reward trends

PubMed Central

Kovach, Christopher K.; Daw, Nathaniel; Rudrauf, David; Tranel, Daniel; O’Doherty, John P.; Adolphs, Ralph

2012-01-01

The functions of prefrontal cortex remain enigmatic, especially so for its anterior sectors, putatively ranging from planning to self-initiated behavior, social cognition, task-switching and memory. A predominant current theory regarding the most anterior sector, frontopolar cortex (FPC), is that it is involved in exploring alternate courses of action, but the detailed causal mechanisms remain unknown. Here we investigated this issue using the lesion method together with a novel model-based analysis. Eight patients with anterior prefrontal brain lesions including the FPC performed a 4-armed bandit task known from neuroimaging studies to activate FPC. Model-based analyses of learning demonstrated a selective deficit in the ability to extrapolate the most recent trend, despite an intact general ability to learn from past rewards. Whereas both brain-damaged and healthy controls used comparisons between the two most recent choice outcomes to infer trends that influenced their decision about the next choice, the group with anterior prefrontal lesions showed a complete absence of this component and instead based their choice entirely on the cumulative reward history. Given that the FPC is thought to be the most evolutionarily recent expansion of primate prefrontal cortex, we suggest that its function may reflect uniquely human adaptations to select and update models of reward contingency in dynamic environments. PMID:22723683

EEG-Based Quantification of Cortical Current Density and Dynamic Causal Connectivity Generalized across Subjects Performing BCI-Monitored Cognitive Tasks

PubMed Central

Courellis, Hristos; Mullen, Tim; Poizner, Howard; Cauwenberghs, Gert; Iversen, John R.

2017-01-01

Quantification of dynamic causal interactions among brain regions constitutes an important component of conducting research and developing applications in experimental and translational neuroscience. Furthermore, cortical networks with dynamic causal connectivity in brain-computer interface (BCI) applications offer a more comprehensive view of brain states implicated in behavior than do individual brain regions. However, models of cortical network dynamics are difficult to generalize across subjects because current electroencephalography (EEG) signal analysis techniques are limited in their ability to reliably localize sources across subjects. We propose an algorithmic and computational framework for identifying cortical networks across subjects in which dynamic causal connectivity is modeled among user-selected cortical regions of interest (ROIs). We demonstrate the strength of the proposed framework using a “reach/saccade to spatial target” cognitive task performed by 10 right-handed individuals. Modeling of causal cortical interactions was accomplished through measurement of cortical activity using (EEG), application of independent component clustering to identify cortical ROIs as network nodes, estimation of cortical current density using cortically constrained low resolution electromagnetic brain tomography (cLORETA), multivariate autoregressive (MVAR) modeling of representative cortical activity signals from each ROI, and quantification of the dynamic causal interaction among the identified ROIs using the Short-time direct Directed Transfer function (SdDTF). The resulting cortical network and the computed causal dynamics among its nodes exhibited physiologically plausible behavior, consistent with past results reported in the literature. This physiological plausibility of the results strengthens the framework's applicability in reliably capturing complex brain functionality, which is required by applications, such as diagnostics and BCI. PMID:28566997

Teaching towards Historical Expertise. Developing a Pedagogy for Fostering Causal Reasoning in History

ERIC Educational Resources Information Center

Stoel, G. L.; van Drie, J. P.; van Boxtel, C. A. M.

2015-01-01

The present study seeks to develop a pedagogy aimed at fostering a student's ability to reason causally about history. The Model of Domain Learning was used as a framework to align domain-specific content with pedagogical principles. Developing causal historical reasoning was conceptualized as a multidimensional process, in which knowledge of…

An essential role for UBE2A/HR6A in learning and memory and mGLUR-dependent long-term depression.

PubMed

Bruinsma, Caroline F; Savelberg, Sanne M C; Kool, Martijn J; Jolfaei, Mehrnoush Aghadavoud; Van Woerden, Geeske M; Baarends, Willy M; Elgersma, Ype

2016-01-01

UBE2A deficiency syndrome (also known as X-linked intellectual disability type Nascimento) is an intellectual disability syndrome characterized by prominent dysmorphic features, impaired speech and often epilepsy. The syndrome is caused by Xq24 deletions encompassing the UBE2A (HR6A) gene or by intragenic UBE2A mutations. UBE2A encodes an E2 ubiquitin-conjugating enzyme involved in DNA repair and female fertility. A recent study in Drosophila showed that dUBE2A binds to the E3 ligase Parkin, which is required for mitochondrial function and responsible for juvenile Parkinson's disease. In addition, these studies showed impairments in synaptic transmission in dUBE2A mutant flies. However, a causal role of UBE2A in of cognitive deficits has not yet been established. Here, we show that Ube2a knockout mice have a major deficit in spatial learning tasks, whereas other tested phenotypes, including epilepsy and motor coordination, were normal. Results from electrophysiological measurements in the hippocampus showed no deficits in synaptic transmission nor in the ability to induce long-term synaptic potentiation. However, a small but significant deficit was observed in mGLUR-dependent long-term depression, a pathway previously implied in several other mouse models for neurodevelopmental disorders. Our results indicate a causal role of UBE2A in learning and mGLUR-dependent long-term depression, and further indicate that the Ube2a knockout mouse is a good model to study the molecular mechanisms underlying UBE2A deficiency syndrome. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Identification and functional characterization of HIV-associated neurocognitive disorders with large-scale Granger causality analysis on resting-state functional MRI

NASA Astrophysics Data System (ADS)

Chockanathan, Udaysankar; DSouza, Adora M.; Abidin, Anas Z.; Schifitto, Giovanni; Wismüller, Axel

2018-02-01

Resting-state functional MRI (rs-fMRI), coupled with advanced multivariate time-series analysis methods such as Granger causality, is a promising tool for the development of novel functional connectivity biomarkers of neurologic and psychiatric disease. Recently large-scale Granger causality (lsGC) has been proposed as an alternative to conventional Granger causality (cGC) that extends the scope of robust Granger causal analyses to high-dimensional systems such as the human brain. In this study, lsGC and cGC were comparatively evaluated on their ability to capture neurologic damage associated with HIV-associated neurocognitive disorders (HAND). Functional brain network models were constructed from rs-fMRI data collected from a cohort of HIV+ and HIV- subjects. Graph theoretic properties of the resulting networks were then used to train a support vector machine (SVM) model to predict clinically relevant parameters, such as HIV status and neuropsychometric (NP) scores. For the HIV+/- classification task, lsGC, which yielded a peak area under the receiver operating characteristic curve (AUC) of 0.83, significantly outperformed cGC, which yielded a peak AUC of 0.61, at all parameter settings tested. For the NP score regression task, lsGC, with a minimum mean squared error (MSE) of 0.75, significantly outperformed cGC, with a minimum MSE of 0.84 (p < 0.001, one-tailed paired t-test). These results show that, at optimal parameter settings, lsGC is better able to capture functional brain connectivity correlates of HAND than cGC. However, given the substantial variation in the performance of the two methods at different parameter settings, particularly for the regression task, improved parameter selection criteria are necessary and constitute an area for future research.

Does temporal contiguity moderate contingency learning in a speeded performance task?

PubMed

Schmidt, James R; De Houwer, Jan

2012-01-01

In four experiments, we varied the time between the onset of distracting nonwords and target colour words in a word-word version of the colour-word contingency learning paradigm. Contingencies were created by pairing a distractor nonword more often with one target colour word than with other colour words. A contingency effect corresponds to faster responses to the target colour word on high-contingency trials (i.e., distractor nonword followed by the target colour word with which it appears most often) than on low-contingency trials (i.e., distractor nonword followed by a target colour word with which it appears only occasionally). Roughly equivalent-sized contingency effects were found at stimulus-onset asynchronies (SOAs) of 50, 250, and 450 ms in Experiment 1, and 50, 500, and 1,000 ms in Experiment 2. In Experiment 3, a contingency effect was observed at SOAs of -50, -200, and -350 ms. In Experiment 4, interstimulus interval (ISI) was varied along with SOA, and learning was equivalent for 200-, 700-, and 1,200-ms SOAs. Together, these experiments suggest that the distracting stimulus does not need to be presented in close temporal contiguity with the response to induce learning. Relations to past research on causal judgement and implications for further contingency learning research are discussed.

Young Children's Understanding of Teaching and Learning and Their Theory of Mind Development: A Causal Analysis from a Cross-Cultural Perspective

PubMed Central

Wang, Zhenlin; Wang, X. Christine; Chui, Wai Yip

2017-01-01

Children's understanding of the concepts of teaching and learning is closely associated with their theory of mind (ToM) ability and vital for school readiness. This study aimed to develop and validate a Preschool Teaching and Learning Comprehension Index (PTLCI) across cultures and examine the causal relationship between children's comprehension of teaching and learning and their mental state understanding. Two hundred and twelve children from 3 to 6 years of age from Hong Kong and the United States participated in study. The results suggested strong construct validity of the PTLCI, and its measurement and structural equivalence within and across cultures. ToM and PTLCI were significantly correlated with a medium effect size, even after controlling for age, and language ability. Hong Kong children outperformed their American counterparts in both ToM and PTLCI. Competing structural equation models suggested that children's performance on the PTLCI causally predicted their ToM across countries. PMID:28559863

Schemas and memory consolidation.

PubMed

Tse, Dorothy; Langston, Rosamund F; Kakeyama, Masaki; Bethus, Ingrid; Spooner, Patrick A; Wood, Emma R; Witter, Menno P; Morris, Richard G M

2007-04-06

Memory encoding occurs rapidly, but the consolidation of memory in the neocortex has long been held to be a more gradual process. We now report, however, that systems consolidation can occur extremely quickly if an associative "schema" into which new information is incorporated has previously been created. In experiments using a hippocampal-dependent paired-associate task for rats, the memory of flavor-place associations became persistent over time as a putative neocortical schema gradually developed. New traces, trained for only one trial, then became assimilated and rapidly hippocampal-independent. Schemas also played a causal role in the creation of lasting associative memory representations during one-trial learning. The concept of neocortical schemas may unite psychological accounts of knowledge structures with neurobiological theories of systems memory consolidation.

Causal Interactions between Frontalθ – Parieto-Occipitalα2 Predict Performance on a Mental Arithmetic Task

PubMed Central

Dimitriadis, Stavros I.; Sun, Yu; Thakor, Nitish V.; Bezerianos, Anastasios

2016-01-01

Many neuroimaging studies have demonstrated the different functional contributions of spatially distinct brain areas to working memory (WM) subsystems in cognitive tasks that demand both local information processing and interregional coordination. In WM cognitive task paradigms employing electroencephalography (EEG), brain rhythms such as θ and α have been linked to specific functional roles over given brain areas, but their functional coupling has not been extensively studied. Here we analyzed an arithmetic task with five cognitive workload levels (CWLs) and demonstrated functional/effective coupling between the two WM subsystems: the central executive located over frontal (F) brain areas that oscillates on the dominant θ rhythm (Frontalθ/Fθ) and the storage buffer located over parieto-occipital (PO) brain areas that operates on the α2 dominant brain rhythm (Parieto-Occipitalα2/POα2). We focused on important differences between and within WM subsystems in relation to behavioral performance. A repertoire of brain connectivity estimators was employed to elucidate the distinct roles of amplitude, phase within and between frequencies, and the hierarchical role of functionally specialized brain areas related to the task. Specifically, for each CWL, we conducted a) a conventional signal power analysis within both frequency bands at Fθ and POα2, b) the intra- and inter-frequency phase interactions between Fθ and POα2, and c) their causal phase and amplitude relationship. We found no significant statistical difference of signal power or phase interactions between correct and wrong answers. Interestingly, the study of causal interactions between Fθ and POα2 revealed frontal brain region(s) as the leader, while the strength differentiated between correct and wrong responses in every CWL with absolute accuracy. Additionally, zero time-lag between bilateral Fθ and right POa2 could serve as an indicator of mental calculation failure. Overall, our study highlights the significant role of coordinated activity between Fθ and POα2 via their causal interactions and the timing for arithmetic performance. PMID:27683547

Inferences about unobserved causes in human contingency learning.

PubMed

Hagmayer, York; Waldmann, Michael R

2007-03-01

Estimates of the causal efficacy of an event need to take into account the possible presence and influence of other unobserved causes that might have contributed to the occurrence of the effect. Current theoretical approaches deal differently with this problem. Associative theories assume that at least one unobserved cause is always present. In contrast, causal Bayes net theories (including Power PC theory) hypothesize that unobserved causes may be present or absent. These theories generally assume independence of different causes of the same event, which greatly simplifies modelling learning and inference. In two experiments participants were requested to learn about the causal relation between a single cause and an effect by observing their co-occurrence (Experiment 1) or by actively intervening in the cause (Experiment 2). Participants' assumptions about the presence of an unobserved cause were assessed either after each learning trial or at the end of the learning phase. The results show an interesting dissociation. Whereas there was a tendency to assume interdependence of the causes in the online judgements during learning, the final judgements tended to be more in the direction of an independence assumption. Possible explanations and implications of these findings are discussed.

The selective power of causality on memory errors.

PubMed

Marsh, Jessecae K; Kulkofsky, Sarah

2015-01-01

We tested the influence of causal links on the production of memory errors in a misinformation paradigm. Participants studied a set of statements about a person, which were presented as either individual statements or pairs of causally linked statements. Participants were then provided with causally plausible and causally implausible misinformation. We hypothesised that studying information connected with causal links would promote representing information in a more abstract manner. As such, we predicted that causal information would not provide an overall protection against memory errors, but rather would preferentially help in the rejection of misinformation that was causally implausible, given the learned causal links. In two experiments, we measured whether the causal linkage of information would be generally protective against all memory errors or only selectively protective against certain types of memory errors. Causal links helped participants reject implausible memory lures, but did not protect against plausible lures. Our results suggest that causal information may promote an abstract storage of information that helps prevent only specific types of memory errors.

Causal Attribution: A New Scale Developed to Minimize Existing Methodological Problems.

ERIC Educational Resources Information Center

Bull, Kay Sather; Feuquay, Jeffrey P.

In order to facilitate research on the construct of causal attribution, this paper details developmental procedures used to minimize previous deficiencies and proposes a new scale. The first version of the scale was in ipsative form and provided two basic sets of indices: (1) ability, effort, luck, and task difficulty indices in success and…

Identification of neural connectivity signatures of autism using machine learning

PubMed Central

Deshpande, Gopikrishna; Libero, Lauren E.; Sreenivasan, Karthik R.; Deshpande, Hrishikesh D.; Kana, Rajesh K.

2013-01-01

Alterations in interregional neural connectivity have been suggested as a signature of the pathobiology of autism. There have been many reports of functional and anatomical connectivity being altered while individuals with autism are engaged in complex cognitive and social tasks. Although disrupted instantaneous correlation between cortical regions observed from functional MRI is considered to be an explanatory model for autism, the causal influence of a brain area on another (effective connectivity) is a vital link missing in these studies. The current study focuses on addressing this in an fMRI study of Theory-of-Mind (ToM) in 15 high-functioning adolescents and adults with autism and 15 typically developing control participants. Participants viewed a series of comic strip vignettes in the MRI scanner and were asked to choose the most logical end to the story from three alternatives, separately for trials involving physical and intentional causality. The mean time series, extracted from 18 activated regions of interest, were processed using a multivariate autoregressive model (MVAR) to obtain the causality matrices for each of the 30 participants. These causal connectivity weights, along with assessment scores, functional connectivity values, and fractional anisotropy obtained from DTI data for each participant, were submitted to a recursive cluster elimination based support vector machine classifier to determine the accuracy with which the classifier can predict a novel participant's group membership (autism or control). We found a maximum classification accuracy of 95.9% with 19 features which had the highest discriminative ability between the groups. All of the 19 features were effective connectivity paths, indicating that causal information may be critical in discriminating between autism and control groups. These effective connectivity paths were also found to be significantly greater in controls as compared to ASD participants and consisted predominantly of outputs from the fusiform face area and middle temporal gyrus indicating impaired connectivity in ASD participants, particularly in the social brain areas. These findings collectively point toward the fact that alterations in causal connectivity in the brain in ASD could serve as a potential non-invasive neuroimaging signature for autism. PMID:24151458

The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students' Ability to Reason Causally in History

ERIC Educational Resources Information Center

Stoel, Gerhard L.; van Drie, Jannet P.; van Boxtel, Carla A. M.

2017-01-01

This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…

Development and Assessment of Self-explaining Skills in College Chemistry Instruction

NASA Astrophysics Data System (ADS)

Villalta-Cerdas, Adrian

The prevalent trend in chemistry instruction relies on what has been described as the classroom game. In this model, students take a passive role and the instructor does all the explaining (thinking), and learning is trivialized to knowing the correct answers (memorizing) and being able to produce them when prompted (regurgitating). The generation of explanations is central to scientific and technological development. In the process of figuring out explanations, the generation of inferences relies on the application of skills associated with scientific behaviors (e.g., analytical reasoning and critical thinking). The process of explanation generation causes a deeper analysis and revision of the scientific models, thus impacting the conceptual understanding of such models. Although the process of generating authentic explanations is closer to the experience of doing science, this process is seldom replicated in science instruction. Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarized as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. The purpose of this work was to advance knowledge in this area by investigating the effect of different self-explaining tasks on self-explaining behavior and the effect of engaging in different levels of self-explaining on learning chemistry concepts. Unlike most of the research in the field, this work did not focus on advancing procedural knowledge through self-explanation of examples or conceptual understanding through self-explanation of textual information and concepts. Instead, it focused on an experience closer to doing science by presenting a familiar phenomenon to the participants and a fact that would potentially induce cognitive imbalance to then prompt them to self-explain. This work used a multi-condition, mixed-method approach to categorize students' self-explaining behaviors in response to learning tasks and link it to the performance in a post-learning task. Students were randomly assigned to conditions that included the following: studying an experts' explanation, explaining correct and incorrect answers, explaining agreement with another's answer, and explaining one's own answer for others to use. Data were gathered in the classroom ecology of a university, large-enrollment general chemistry course. Content and construct validity evidence support the functionality of the research instruments for the assessment of conceptual understanding of entropy and the Second Law of Thermodynamics. An in-depth analysis of the post-learning task showed that the data collected from the instrument is reliable, consistent and reproducible. Findings supported an association between the self-explaining tasks and students' self-explaining behaviors. Results showed distinct categorical self-explaining behaviors in students' written responses. These self-explaining behaviors were associated with the self-explaining task given to the students. Thoughtful design of learning tasks can effectively elicit engagement in sophisticated self-explaining in natural, large-enrollment college chemistry classroom environments. Comparison analyses of performance in the post-learning task suggested that in the context of large-enrollment college chemistry classroom environments, self-explaining activities improved students' conceptual understanding in chemistry. Overall, the work showed that students can self-explain chemical phenomena and apply the underlying chemistry concepts in the resolution of novel problems without direct intervention of an instructor. This work supports the incorporation of self-explaining activities in the repertoire of teaching practices of both experienced and novice instructors for general chemistry courses.

Causal Inference for fMRI Time Series Data with Systematic Errors of Measurement in a Balanced On/Off Study of Social Evaluative Threat.

PubMed

Sobel, Michael E; Lindquist, Martin A

2014-07-01

Functional magnetic resonance imaging (fMRI) has facilitated major advances in understanding human brain function. Neuroscientists are interested in using fMRI to study the effects of external stimuli on brain activity and causal relationships among brain regions, but have not stated what is meant by causation or defined the effects they purport to estimate. Building on Rubin's causal model, we construct a framework for causal inference using blood oxygenation level dependent (BOLD) fMRI time series data. In the usual statistical literature on causal inference, potential outcomes, assumed to be measured without systematic error, are used to define unit and average causal effects. However, in general the potential BOLD responses are measured with stimulus dependent systematic error. Thus we define unit and average causal effects that are free of systematic error. In contrast to the usual case of a randomized experiment where adjustment for intermediate outcomes leads to biased estimates of treatment effects (Rosenbaum, 1984), here the failure to adjust for task dependent systematic error leads to biased estimates. We therefore adjust for systematic error using measured "noise covariates" , using a linear mixed model to estimate the effects and the systematic error. Our results are important for neuroscientists, who typically do not adjust for systematic error. They should also prove useful to researchers in other areas where responses are measured with error and in fields where large amounts of data are collected on relatively few subjects. To illustrate our approach, we re-analyze data from a social evaluative threat task, comparing the findings with results that ignore systematic error.

Classical Causal Models for Bell and Kochen-Specker Inequality Violations Require Fine-Tuning

NASA Astrophysics Data System (ADS)

Cavalcanti, Eric G.

2018-04-01

Nonlocality and contextuality are at the root of conceptual puzzles in quantum mechanics, and they are key resources for quantum advantage in information-processing tasks. Bell nonlocality is best understood as the incompatibility between quantum correlations and the classical theory of causality, applied to relativistic causal structure. Contextuality, on the other hand, is on a more controversial foundation. In this work, I provide a common conceptual ground between nonlocality and contextuality as violations of classical causality. First, I show that Bell inequalities can be derived solely from the assumptions of no signaling and no fine-tuning of the causal model. This removes two extra assumptions from a recent result from Wood and Spekkens and, remarkably, does not require any assumption related to independence of measurement settings—unlike all other derivations of Bell inequalities. I then introduce a formalism to represent contextuality scenarios within causal models and show that all classical causal models for violations of a Kochen-Specker inequality require fine-tuning. Thus, the quantum violation of classical causality goes beyond the case of spacelike-separated systems and already manifests in scenarios involving single systems.

Do Capuchin Monkeys (Cebus apella) Diagnose Causal Relations in the Absence of a Direct Reward?

PubMed Central

Edwards, Brian J.; Rottman, Benjamin M.; Shankar, Maya; Betzler, Riana; Chituc, Vladimir; Rodriguez, Ricardo; Silva, Liara; Wibecan, Leah; Widness, Jane; Santos, Laurie R.

2014-01-01

We adapted a method from developmental psychology [1] to explore whether capuchin monkeys (Cebus apella) would place objects on a “blicket detector” machine to diagnose causal relations in the absence of a direct reward. Across five experiments, monkeys could place different objects on the machine and obtain evidence about the objects’ causal properties based on whether each object “activated” the machine. In Experiments 1–3, monkeys received both audiovisual cues and a food reward whenever the machine activated. In these experiments, monkeys spontaneously placed objects on the machine and succeeded at discriminating various patterns of statistical evidence. In Experiments 4 and 5, we modified the procedure so that in the learning trials, monkeys received the audiovisual cues when the machine activated, but did not receive a food reward. In these experiments, monkeys failed to test novel objects in the absence of an immediate food reward, even when doing so could provide critical information about how to obtain a reward in future test trials in which the food reward delivery device was reattached. The present studies suggest that the gap between human and animal causal cognition may be in part a gap of motivation. Specifically, we propose that monkey causal learning is motivated by the desire to obtain a direct reward, and that unlike humans, monkeys do not engage in learning for learning’s sake. PMID:24586347

The influence of linguistic and cognitive factors on the time course of verb-based implicit causality.

PubMed

Koornneef, Arnout; Dotlačil, Jakub; van den Broek, Paul; Sanders, Ted

2016-01-01

In three eye-tracking experiments the influence of the Dutch causal connective "want" (because) and the working memory capacity of readers on the usage of verb-based implicit causality was examined. Experiments 1 and 2 showed that although a causal connective is not required to activate implicit causality information during reading, effects of implicit causality surfaced more rapidly and were more pronounced when a connective was present in the discourse than when it was absent. In addition, Experiment 3 revealed that-in contrast to previous claims-the activation of implicit causality is not a resource-consuming mental operation. Moreover, readers with higher and lower working memory capacities behaved differently in a dual-task situation. Higher span readers were more likely to use implicit causality when they had all their working memory resources at their disposal. Lower span readers showed the opposite pattern as they were more likely to use the implicit causality cue in the case of an additional working memory load. The results emphasize that both linguistic and cognitive factors mediate the impact of implicit causality on text comprehension. The implications of these results are discussed in terms of the ongoing controversies in the literature-that is, the focusing-integration debate and the debates on the source of implicit causality.

Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching

NASA Astrophysics Data System (ADS)

Besson, Ugo

2010-03-01

This paper presents an analysis of the different types of reasoning and physical explanation used in science, common thought, and physics teaching. It then reflects on the learning difficulties connected with these various approaches, and suggests some possible didactic strategies. Although causal reasoning occurs very frequently in common thought and daily life, it has long been the subject of debate and criticism among philosophers and scientists. In this paper, I begin by providing a description of some general tendencies of common reasoning that have been identified by didactic research. Thereafter, I briefly discuss the role of causality in science, as well as some different types of explanation employed in the field of physics. I then present some results of a study examining the causal reasoning used by students in solid and fluid mechanics. The differences found between the types of reasoning typical of common thought and those usually proposed during instruction can create learning difficulties and impede student motivation. Many students do not seem satisfied by the mere application of formal laws and functional relations. Instead, they express the need for a causal explanation, a mechanism that allows them to understand how a state of affairs has come about. I discuss few didactic strategies aimed at overcoming these problems, and describe, in general terms, two examples of mechanics teaching sequences which were developed and tested in different contexts. The paper ends with a reflection on the possible role to be played in physics learning by intuitive and imaginative thought, and the use of simple explanatory models based on physical analogies and causal mechanisms.

Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

PubMed

Zhang, Lili; Maruno, Shun'ichi

2010-10-01

Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

Inhibitory Behavioral Control: A Stochastic Dynamic Causal Modeling Study Using Network Discovery Analysis

PubMed Central

Steinberg, Joel L.; Cunningham, Kathryn A.; Lane, Scott D.; Kramer, Larry A.; Narayana, Ponnada A.; Kosten, Thomas R.; Bechara, Antoine; Moeller, F. Gerard

2015-01-01

Abstract This study employed functional magnetic resonance imaging (fMRI)-based dynamic causal modeling (DCM) to study the effective (directional) neuronal connectivity underlying inhibitory behavioral control. fMRI data were acquired from 15 healthy subjects while they performed a Go/NoGo task with two levels of NoGo difficulty (Easy and Hard NoGo conditions) in distinguishing spatial patterns of lines. Based on the previous inhibitory control literature and the present fMRI activation results, 10 brain regions were postulated as nodes in the effective connectivity model. Due to the large number of potential interconnections among these nodes, the number of models for final analysis was reduced to a manageable level for the whole group by conducting DCM Network Discovery, which is a recently developed option within the Statistical Parametric Mapping software package. Given the optimum network model, the DCM Network Discovery analysis found that the locations of the driving input into the model from all the experimental stimuli in the Go/NoGo task were the amygdala and the hippocampus. The strengths of several cortico-subcortical connections were modulated (influenced) by the two NoGo conditions. Specifically, connectivity from the middle frontal gyrus (MFG) to hippocampus was enhanced by the Easy condition and further enhanced by the Hard NoGo condition, possibly suggesting that compared with the Easy NoGo condition, stronger control from MFG was needed for the hippocampus to discriminate/learn the spatial pattern in order to respond correctly (inhibit), during the Hard NoGo condition. PMID:25336321

Strengthening of causality assessment of adverse events following immunization in the WHO South East Asia and Western Pacific regions: Lessons from the 2014 SEAR inter-country workshop.

PubMed

MacDonald, Noni E; Guichard, Stephane; Amarasinghe, Ananda; Balakrishnan, Madhava Ram

2015-11-27

Poorly managed AEFI undermine immunization programs. Improved surveillance in SEAR countries means more AEFIs but management varies. SEAR brought countries together to share AEFI experiences, and learn more about causality assessment. Three day 10 country workshop (9 SEAR; 1 WPR). Participants outlined county AEFI experiences, undertook causality assessment for 8 AEFIs using WHO methodology, critiqued the process by questionnaire and had a discussion. All 10 valued AEFI monitoring and causality assessment, and praised the opportunity to share experiences. Participants determined a range of AEFI and causality assessment needs in SEAR such as adapting WHO Algorithm, CIOMS/Brighton definitions, WHO verbal autopsy to fit context, requesting a practical guide--AEFI definition, time interval, rates of AEFI for different vaccines and evidence for vaccine related causes of death under 24h. LMIC need WHO AEFI tools adapted to better fit LMIC. Learning from each other builds capacity. Sharing AEFI experiences, case reviews help LMIC improve practices. Copyright © 2015. Published by Elsevier Ltd.

Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings.

PubMed

Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L; Skye, Aimee L; Woods, Nicole N

2012-10-01

Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical information. Participants studied a handout about several respiratory disorders and how to interpret respiratory exam findings. The control group received the information in standard "textbook" format and the experimental group was presented with the same information as well as a causal explanation about how sound travels through lungs in both the normal and disease states. Comprehension and memory of the information was evaluated with a multiple-choice exam. Several questions that were not related to the causal knowledge served as control items. Questions related to the interpretation of physical exam findings served as the critical test items. The experimental group outperformed the control group on the critical test items, and our study shows that a causal explanation can improve a student's memory for interpreting clinical details. We suggest an expansion of which basic sciences are considered fundamental to medical education.

Differential Contribution of Bilateral Supplementary Motor Area to the Effective Connectivity Networks Induced by Task Conditions Using Dynamic Causal Modeling

PubMed Central

Tao, Zhongping; Zhang, Mu

2014-01-01

Abstract Functional imaging studies have indicated hemispheric asymmetry of activation in bilateral supplementary motor area (SMA) during unimanual motor tasks. However, the hemispherically special roles of bilateral SMAs on primary motor cortex (M1) in the effective connectivity networks (ECN) during lateralized tasks remain unclear. Aiming to study the differential contribution of bilateral SMAs during the motor execution and motor imagery tasks, and the hemispherically asymmetric patterns of ECN among regions involved, the present study used dynamic causal modeling to analyze the functional magnetic resonance imaging data of the unimanual motor execution/imagery tasks in 12 right-handed subjects. Our results demonstrated that distributions of network parameters underlying motor execution and motor imagery were significantly different. The variation was mainly induced by task condition modulations of intrinsic coupling. Particularly, regardless of the performing hand, the task input modulations of intrinsic coupling from the contralateral SMA to contralateral M1 were positive during motor execution, while varied to be negative during motor imagery. The results suggested that the inhibitive modulation suppressed the overt movement during motor imagery. In addition, the left SMA also helped accomplishing left hand tasks through task input modulation of left SMA→right SMA connection, implying that hemispheric recruitment occurred when performing nondominant hand tasks. The results specified differential and altered contributions of bilateral SMAs to the ECN during unimanual motor execution and motor imagery, and highlighted the contributions induced by the task input of motor execution/imagery. PMID:24606178

A developmental approach to learning causal models for cyber security

NASA Astrophysics Data System (ADS)

Mugan, Jonathan

2013-05-01

To keep pace with our adversaries, we must expand the scope of machine learning and reasoning to address the breadth of possible attacks. One approach is to employ an algorithm to learn a set of causal models that describes the entire cyber network and each host end node. Such a learning algorithm would run continuously on the system and monitor activity in real time. With a set of causal models, the algorithm could anticipate novel attacks, take actions to thwart them, and predict the second-order effects flood of information, and the algorithm would have to determine which streams of that flood were relevant in which situations. This paper will present the results of efforts toward the application of a developmental learning algorithm to the problem of cyber security. The algorithm is modeled on the principles of human developmental learning and is designed to allow an agent to learn about the computer system in which it resides through active exploration. Children are flexible learners who acquire knowledge by actively exploring their environment and making predictions about what they will find,1, 2 and our algorithm is inspired by the work of the developmental psychologist Jean Piaget.3 Piaget described how children construct knowledge in stages and learn new concepts on top of those they already know. Developmental learning allows our algorithm to focus on subsets of the environment that are most helpful for learning given its current knowledge. In experiments, the algorithm was able to learn the conditions for file exfiltration and use that knowledge to protect sensitive files.

Optimal causal inference: estimating stored information and approximating causal architecture.

PubMed

Still, Susanne; Crutchfield, James P; Ellison, Christopher J

2010-09-01

We introduce an approach to inferring the causal architecture of stochastic dynamical systems that extends rate-distortion theory to use causal shielding--a natural principle of learning. We study two distinct cases of causal inference: optimal causal filtering and optimal causal estimation. Filtering corresponds to the ideal case in which the probability distribution of measurement sequences is known, giving a principled method to approximate a system's causal structure at a desired level of representation. We show that in the limit in which a model-complexity constraint is relaxed, filtering finds the exact causal architecture of a stochastic dynamical system, known as the causal-state partition. From this, one can estimate the amount of historical information the process stores. More generally, causal filtering finds a graded model-complexity hierarchy of approximations to the causal architecture. Abrupt changes in the hierarchy, as a function of approximation, capture distinct scales of structural organization. For nonideal cases with finite data, we show how the correct number of the underlying causal states can be found by optimal causal estimation. A previously derived model-complexity control term allows us to correct for the effect of statistical fluctuations in probability estimates and thereby avoid overfitting.

Sex differences in the inference and perception of causal relations within a video game

PubMed Central

Young, Michael E.

2014-01-01

The learning of immediate causation within a dynamic environment was examined. Participants encountered seven decision points in which they needed to choose, which of three possible candidates was the cause of explosions in the environment. Each candidate was firing a weapon at random every few seconds, but only one of them produced an immediate effect. Some participants showed little learning, but most demonstrated increases in accuracy across time. On average, men showed higher accuracy and shorter latencies that were not explained by differences in self-reported prior video game experience. This result suggests that prior reports of sex differences in causal choice in the game are not specific to situations involving delayed or probabilistic causal relations. PMID:25202293

Sex differences in the inference and perception of causal relations within a video game.

PubMed

Young, Michael E

2014-01-01

The learning of immediate causation within a dynamic environment was examined. Participants encountered seven decision points in which they needed to choose, which of three possible candidates was the cause of explosions in the environment. Each candidate was firing a weapon at random every few seconds, but only one of them produced an immediate effect. Some participants showed little learning, but most demonstrated increases in accuracy across time. On average, men showed higher accuracy and shorter latencies that were not explained by differences in self-reported prior video game experience. This result suggests that prior reports of sex differences in causal choice in the game are not specific to situations involving delayed or probabilistic causal relations.

Modeling the Transition from a Phenotypic to Genotypic Conceptualization of Genetics in a University-Level Introductory Biology Context

NASA Astrophysics Data System (ADS)

Todd, Amber; Romine, William L.; Correa-Menendez, Josefina

2017-07-01

Identifying contingencies between constructs in a multi-faceted learning progression (LP) is a challenging task. Often, there is not enough evidence in the literature to support connections, and once identified, they are difficult to empirically test. Here, we use causal model search to evaluate how connections between ideas in a genetics LP change over time in the context of an introductory biology course. We identify primary and secondary hub ideas and connections between concepts before and after instruction to illustrate how students moved from a phenotypic grounding of genetics knowledge to a more genotypic grounding of their genetics knowledge after instruction. We discuss our results in light of conceptual change and illustrate the importance of understanding students' idea structures within a domain.

Causal simulation and sensor planning in predictive monitoring

NASA Technical Reports Server (NTRS)

Doyle, Richard J.

1989-01-01

Two issues are addressed which arise in the task of detecting anomalous behavior in complex systems with numerous sensor channels: how to adjust alarm thresholds dynamically, within the changing operating context of the system, and how to utilize sensors selectively, so that nominal operation can be verified reliably without processing a prohibitive amount of sensor data. The approach involves simulation of a causal model of the system, which provides information on expected sensor values, and on dependencies between predicted events, useful in assessing the relative importance of events so that sensor resources can be allocated effectively. The potential applicability of this work to the execution monitoring of robot task plans is briefly discussed.

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning

PubMed Central

Raza, Meher; Ivry, Richard B.

2016-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. NEW & NOTEWORTHY We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning. PMID:27832611

Training Basic Visual Attention Leads to Changes in Responsiveness to Social-Communicative Cues in 9-Month-Olds.

PubMed

Forssman, Linda; Wass, Sam V

2018-05-01

This study investigated transfer effects of gaze-interactive attention training to more complex social and cognitive skills in infancy. Seventy 9-month-olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, and at 6-week follow-up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen-based tasks but importantly also on a structured observation task assessing the infants' likelihood to respond to an adult's social-communication cues. The results causally link basic attention skills and more complex social-communicative skills and provide a principle for studying causal mechanisms of early development. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

The Effects of Intelligence, Self-Concept, and Attributional Style on Metamemory and Memory Behavior: A Developmental Study. Paper 1.

ERIC Educational Resources Information Center

Schneider, Wolfgang; And Others

The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 105 children each from grades 3, 5, and 7 were given a metamemory interview and a sort-recall task.…

Differential recruitment of theory of mind brain network across three tasks: An independent component analysis.

PubMed

Thye, Melissa D; Ammons, Carla J; Murdaugh, Donna L; Kana, Rajesh K

2018-07-16

Social neuroscience research has focused on an identified network of brain regions primarily associated with processing Theory of Mind (ToM). However, ToM is a broad cognitive process, which encompasses several sub-processes, such as mental state detection and intentional attribution, and the connectivity of brain regions underlying the broader ToM network in response to paradigms assessing these sub-processes requires further characterization. Standard fMRI analyses which focus only on brain activity cannot capture information about ToM processing at a network level. An alternative method, independent component analysis (ICA), is a data-driven technique used to isolate intrinsic connectivity networks, and this approach provides insight into network-level regional recruitment. In this fMRI study, three complementary, but distinct ToM tasks assessing mental state detection (e.g. RMIE: Reading the Mind in the Eyes; RMIV: Reading the Mind in the Voice) and intentional attribution (Causality task) were each analyzed using ICA in order to separately characterize the recruitment and functional connectivity of core nodes in the ToM network in response to the sub-processes of ToM. Based on visual comparison of the derived networks for each task, the spatiotemporal network patterns were similar between the RMIE and RMIV tasks, which elicited mentalizing about the mental states of others, and these networks differed from the network derived for the Causality task, which elicited mentalizing about goal-directed actions. The medial prefrontal cortex, precuneus, and right inferior frontal gyrus were seen in the components with the highest correlation with the task condition for each of the tasks highlighting the role of these regions in general ToM processing. Using a data-driven approach, the current study captured the differences in task-related brain response to ToM in three distinct ToM paradigms. The findings of this study further elucidate the neural mechanisms associated with mental state detection and causal attribution, which represent possible sub-processes of the complex construct of ToM processing. Published by Elsevier B.V.

Self-Serving Biases: Private Perception or Public Distortion?

ERIC Educational Resources Information Center

Quigley-Fernandez, Barbara

On performance tasks, individuals tend to attribute success to their own ability and effort while attributing failure to task difficulty and luck. To investigate the possiblity that the asymmetry in causal attributions for positive and negative outcomes occurs independent of any bias resulting from self-presentation concerns, 80 female college…

Supporting cognition in systems biology analysis: findings on users' processes and design implications.

PubMed

Mirel, Barbara

2009-02-13

Current usability studies of bioinformatics tools suggest that tools for exploratory analysis support some tasks related to finding relationships of interest but not the deep causal insights necessary for formulating plausible and credible hypotheses. To better understand design requirements for gaining these causal insights in systems biology analyses a longitudinal field study of 15 biomedical researchers was conducted. Researchers interacted with the same protein-protein interaction tools to discover possible disease mechanisms for further experimentation. Findings reveal patterns in scientists' exploratory and explanatory analysis and reveal that tools positively supported a number of well-structured query and analysis tasks. But for several of scientists' more complex, higher order ways of knowing and reasoning the tools did not offer adequate support. Results show that for a better fit with scientists' cognition for exploratory analysis systems biology tools need to better match scientists' processes for validating, for making a transition from classification to model-based reasoning, and for engaging in causal mental modelling. As the next great frontier in bioinformatics usability, tool designs for exploratory systems biology analysis need to move beyond the successes already achieved in supporting formulaic query and analysis tasks and now reduce current mismatches with several of scientists' higher order analytical practices. The implications of results for tool designs are discussed.

Learning redundant motor tasks with and without overlapping dimensions: facilitation and interference effects.

PubMed

Ranganathan, Rajiv; Wieser, Jon; Mosier, Kristine M; Mussa-Ivaldi, Ferdinando A; Scheidt, Robert A

2014-06-11

Prior learning of a motor skill creates motor memories that can facilitate or interfere with learning of new, but related, motor skills. One hypothesis of motor learning posits that for a sensorimotor task with redundant degrees of freedom, the nervous system learns the geometric structure of the task and improves performance by selectively operating within that task space. We tested this hypothesis by examining if transfer of learning between two tasks depends on shared dimensionality between their respective task spaces. Human participants wore a data glove and learned to manipulate a computer cursor by moving their fingers. Separate groups of participants learned two tasks: a prior task that was unique to each group and a criterion task that was common to all groups. We manipulated the mapping between finger motions and cursor positions in the prior task to define task spaces that either shared or did not share the task space dimensions (x-y axes) of the criterion task. We found that if the prior task shared task dimensions with the criterion task, there was an initial facilitation in criterion task performance. However, if the prior task did not share task dimensions with the criterion task, there was prolonged interference in learning the criterion task due to participants finding inefficient task solutions. These results show that the nervous system learns the task space through practice, and that the degree of shared task space dimensionality influences the extent to which prior experience transfers to subsequent learning of related motor skills. Copyright © 2014 the authors 0270-6474/14/348289-11$15.00/0.

Depression and Distortion in the Attribution of Causality

ERIC Educational Resources Information Center

Rizley, Ross

1978-01-01

Two cognitive models of depression have attracted considerable attention recently: Seligman's (1975) learned helplessness model and Beck's (1967) cognitive schema approach. Describes each model and, in two studies, evaluates the assumption that depression is associated with systematic distortion in cognition regarding causal and controlling…

Spatial-temporal causal modeling: a data centric approach to climate change attribution (Invited)

NASA Astrophysics Data System (ADS)

Lozano, A. C.

2010-12-01

Attribution of climate change has been predominantly based on simulations using physical climate models. These approaches rely heavily on the employed models and are thus subject to their shortcomings. Given the physical models’ limitations in describing the complex system of climate, we propose an alternative approach to climate change attribution that is data centric in the sense that it relies on actual measurements of climate variables and human and natural forcing factors. We present a novel class of methods to infer causality from spatial-temporal data, as well as a procedure to incorporate extreme value modeling into our methodology in order to address the attribution of extreme climate events. We develop a collection of causal modeling methods using spatio-temporal data that combine graphical modeling techniques with the notion of Granger causality. “Granger causality” is an operational definition of causality from econometrics, which is based on the premise that if a variable causally affects another, then the past values of the former should be helpful in predicting the future values of the latter. In its basic version, our methodology makes use of the spatial relationship between the various data points, but treats each location as being identically distributed and builds a unique causal graph that is common to all locations. A more flexible framework is then proposed that is less restrictive than having a single causal graph common to all locations, while avoiding the brittleness due to data scarcity that might arise if one were to independently learn a different graph for each location. The solution we propose can be viewed as finding a middle ground by partitioning the locations into subsets that share the same causal structures and pooling the observations from all the time series belonging to the same subset in order to learn more robust causal graphs. More precisely, we make use of relationships between locations (e.g. neighboring relationship) by defining a relational graph in which related locations are connected (note that this relational graph, which represents relationships among the different locations, is distinct from the causal graph, which represents causal relationships among the individual variables - e.g. temperature, pressure- within a multivariate time series). We then define a hidden Markov Random Field (hMRF), assigning a hidden state to each node (location), with the state assignment guided by the prior information encoded in the relational graph. Nodes that share the same state in the hMRF model will have the same causal graph. State assignment can thus shed light on unknown relations among locations (e.g. teleconnection). While the model has been described in terms of hard location partitioning to facilitate its exposition, in fact a soft partitioning is maintained throughout learning. This leads to a form of transfer learning, which makes our model applicable even in situations where partitioning the locations might not seem appropriate. We first validate the effectiveness of our methodology on synthetic datasets, and then apply it to actual climate measurement data. The experimental results show that our approach offers a useful alternative to the simulation-based approach for climate modeling and attribution, and has the capability to provide valuable scientific insights from a new perspective.

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning.

PubMed

Stark-Inbar, Alit; Raza, Meher; Taylor, Jordan A; Ivry, Richard B

2017-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning. Copyright © 2017 the American Physiological Society.

Inferring action structure and causal relationships in continuous sequences of human action.

PubMed

Buchsbaum, Daphna; Griffiths, Thomas L; Plunkett, Dillon; Gopnik, Alison; Baldwin, Dare

2015-02-01

In the real world, causal variables do not come pre-identified or occur in isolation, but instead are embedded within a continuous temporal stream of events. A challenge faced by both human learners and machine learning algorithms is identifying subsequences that correspond to the appropriate variables for causal inference. A specific instance of this problem is action segmentation: dividing a sequence of observed behavior into meaningful actions, and determining which of those actions lead to effects in the world. Here we present a Bayesian analysis of how statistical and causal cues to segmentation should optimally be combined, as well as four experiments investigating human action segmentation and causal inference. We find that both people and our model are sensitive to statistical regularities and causal structure in continuous action, and are able to combine these sources of information in order to correctly infer both causal relationships and segmentation boundaries. Copyright © 2014. Published by Elsevier Inc.

The influence of causal connections between symptoms on the diagnosis of mental disorders: evidence from online and offline measures.

PubMed

Flores, Amanda; Cobos, Pedro L; López, Francisco J; Godoy, Antonio; González-Martín, Estrella

2014-09-01

An experiment conducted with students and experienced clinicians demonstrated very fast and online causal reasoning in the diagnosis of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) mental disorders. The experiment also demonstrated that clinicians' causal reasoning is triggered by information that is directly related to the causal structure that explains the symptoms, such as their temporal sequence. The use of causal theories was measured through explicit, verbal diagnostic judgments and through the online registration of participants' reading times of clinical reports. To detect both online and offline causal reasoning, the consistency of clinical reports was manipulated. This manipulation was made by varying the temporal order in which different symptoms developed in hypothetical clients, and by providing explicit information about causal connections between symptoms. The temporal order of symptoms affected the clinicians' but not the students' reading times. However, offline diagnostic judgments in both groups were influenced by the consistency manipulation. Overall, our results suggest that clinicians engage in fast and online causal reasoning processes when dealing with diagnostic information concerning mental disorders, and that both clinicians and students engage in causal reasoning in diagnostic judgment tasks. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Explaining the Third Reich: Swedish Students' Causal Reasoning about the Nazi Seizure of Power in Germany

ERIC Educational Resources Information Center

Wendell, Joakim

2018-01-01

The topic of this study is how Swedish students aged 15-16 use causal reasoning in history when given a high-stakes task about explaining a historically significant event, the rise of the Nazi regime in Germany. The study is based on student texts from the Swedish national test in history. The student texts are mainly analysed with regards to how…

Quantum learning of classical stochastic processes: The completely positive realization problem

NASA Astrophysics Data System (ADS)

Monràs, Alex; Winter, Andreas

2016-01-01

Among several tasks in Machine Learning, a specially important one is the problem of inferring the latent variables of a system and their causal relations with the observed behavior. A paradigmatic instance of this is the task of inferring the hidden Markov model underlying a given stochastic process. This is known as the positive realization problem (PRP), [L. Benvenuti and L. Farina, IEEE Trans. Autom. Control 49(5), 651-664 (2004)] and constitutes a central problem in machine learning. The PRP and its solutions have far-reaching consequences in many areas of systems and control theory, and is nowadays an important piece in the broad field of positive systems theory. We consider the scenario where the latent variables are quantum (i.e., quantum states of a finite-dimensional system) and the system dynamics is constrained only by physical transformations on the quantum system. The observable dynamics is then described by a quantum instrument, and the task is to determine which quantum instrument — if any — yields the process at hand by iterative application. We take as a starting point the theory of quasi-realizations, whence a description of the dynamics of the process is given in terms of linear maps on state vectors and probabilities are given by linear functionals on the state vectors. This description, despite its remarkable resemblance with the hidden Markov model, or the iterated quantum instrument, is however devoid of any stochastic or quantum mechanical interpretation, as said maps fail to satisfy any positivity conditions. The completely positive realization problem then consists in determining whether an equivalent quantum mechanical description of the same process exists. We generalize some key results of stochastic realization theory, and show that the problem has deep connections with operator systems theory, giving possible insight to the lifting problem in quotient operator systems. Our results have potential applications in quantum machine learning, device-independent characterization and reverse-engineering of stochastic processes and quantum processors, and more generally, of dynamical processes with quantum memory [M. Guţă, Phys. Rev. A 83(6), 062324 (2011); M. Guţă and N. Yamamoto, e-print arXiv:1303.3771(2013)].

Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

ERIC Educational Resources Information Center

Tõeväli, Paula-Karoliina; Kikas, Eve

2016-01-01

The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…

Studying Parental Decision Making with Micro-Computers: The CPSI Technique.

ERIC Educational Resources Information Center

Holden, George W.

A technique for studying how parents think, make decisions, and solve childrearing problems, Computer-Presented Social Interactions (CPSI), is described. Two studies involving CPSI are presented. The first study concerns a common parental cognitive task: causal analysis of an undesired behavior. The task was to diagnose the cause of non-contingent…

Repeated causal decision making.

PubMed

Hagmayer, York; Meder, Björn

2013-01-01

Many of our decisions refer to actions that have a causal impact on the external environment. Such actions may not only allow for the mere learning of expected values or utilities but also for acquiring knowledge about the causal structure of our world. We used a repeated decision-making paradigm to examine what kind of knowledge people acquire in such situations and how they use their knowledge to adapt to changes in the decision context. Our studies show that decision makers' behavior is strongly contingent on their causal beliefs and that people exploit their causal knowledge to assess the consequences of changes in the decision problem. A high consistency between hypotheses about causal structure, causally expected values, and actual choices was observed. The experiments show that (a) existing causal hypotheses guide the interpretation of decision feedback, (b) consequences of decisions are used to revise existing causal beliefs, and (c) decision makers use the experienced feedback to induce a causal model of the choice situation even when they have no initial causal hypotheses, which (d) enables them to adapt their choices to changes of the decision problem. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Effects of task performance, helping, voice, and organizational loyalty on performance appraisal ratings.

PubMed

Whiting, Steven W; Podsakoff, Philip M; Pierce, Jason R

2008-01-01

Despite the fact that several studies have investigated the relationship between organizational citizenship behavior and performance appraisal ratings, the vast majority of these studies have been cross-sectional, correlational investigations conducted in organizational settings that do not allow researchers to establish the causal nature of this relationship. To address this lack of knowledge regarding causality, the authors conducted 2 studies designed to investigate the effects of task performance, helping behavior, voice, and organizational loyalty on performance appraisal evaluations. Findings demonstrated that each of these forms of behavior has significant effects on performance evaluation decisions and suggest that additional attention should be directed at both voice and organizational loyalty as important forms of citizenship behavior aimed at the organization. 2008 APA

Towards a Causal Model of Learned Hopelessness for Hong Kong Adolescents.

ERIC Educational Resources Information Center

Au, Chung-Park; Watkins, David

1997-01-01

Interprets a survey of junior secondary students conducted to examine the role of learned hopelessness and academic self-esteem in academic achievement. Finds that learned hopelessness and academic self-esteem play separate mediating roles between prior academic failure and academic achievement; learned hopelessness and academic self-esteem have…

Designing Better Scaffolding in Teaching Complex Systems with Graphical Simulations

NASA Astrophysics Data System (ADS)

Li, Na

Complex systems are an important topic in science education today, but they are usually difficult for secondary-level students to learn. Although graphic simulations have many advantages in teaching complex systems, scaffolding is a critical factor for effective learning. This dissertation study was conducted around two complementary research questions on scaffolding: (1) How can we chunk and sequence learning activities in teaching complex systems? (2) How can we help students make connections among system levels across learning activities (level bridging)? With a sample of 123 seventh-graders, this study employed a 3x2 experimental design that factored sequencing methods (independent variable 1; three levels) with level-bridging scaffolding (independent variable 2; two levels) and compared the effectiveness of each combination. The study measured two dependent variables: (1) knowledge integration (i.e., integrating and connecting content-specific normative concepts and providing coherent scientific explanations); (2) understanding of the deep causal structure (i.e., being able to grasp and transfer the causal knowledge of a complex system). The study used a computer-based simulation environment as the research platform to teach the ideal gas law as a system. The ideal gas law is an emergent chemical system that has three levels: (1) experiential macro level (EM) (e.g., an aerosol can explodes when it is thrown into the fire); (2) abstract macro level (AM) (i.e., the relationships among temperature, pressure and volume); (3) micro level (Mi) (i.e., molecular activity). The sequencing methods of these levels were manipulated by changing the order in which they were delivered with three possibilities: (1) EM-AM-Mi; (2) Mi-AM-EM; (3) AM-Mi-EM. The level-bridging scaffolding variable was manipulated on two aspects: (1) inserting inter-level questions among learning activities; (2) two simulations dynamically linked in the final learning activity. Addressing the first research question, the Experiential macro-Abstract macro-Micro (EM-AM-Mi) sequencing method, following the "concrete to abstract" principle, produced better knowledge integration while the Micro-Abstract macro-Experiential macro (Mi-AM-EM) sequencing method, congruent with the causal direction of the emergent system, produced better understanding of the deep causal structure only when level-bridging scaffolding was provided. The Abstract macro-Micro-Experiential macro (AM-Mi-EM) sequencing method produced worse performance in general, because it did not follow the "concrete to abstract" principle, nor did it align with the causal structure of the emergent system. As to the second research question, the results showed that level-bridging scaffolding was important for both knowledge integration and understanding of the causal structure in learning the ideal gas law system.

Children's Causal Inferences from Conflicting Testimony and Observations

ERIC Educational Resources Information Center

Bridgers, Sophie; Buchsbaum, Daphna; Seiver, Elizabeth; Griffiths, Thomas L.; Gopnik, Alison

2016-01-01

Preschoolers use both direct observation of statistical data and informant testimony to learn causal relationships. Can children integrate information from these sources, especially when source reliability is uncertain? We investigate how children handle a conflict between what they hear and what they see. In Experiment 1, 4-year-olds were…

Foreign Language Listening Anxiety and Listening Performance: Conceptualizations and Causal Relationships

ERIC Educational Resources Information Center

Zhang, Xian

2013-01-01

This study used structural equation modeling to explore the possible causal relations between foreign language (English) listening anxiety and English listening performance. Three hundred participants learning English as a foreign language (FL) completed the foreign language listening anxiety scale (FLLAS) and IELTS test twice with an interval of…

Time and Order Effects on Causal Learning

ERIC Educational Resources Information Center

Alvarado, Angelica; Jara, Elvia; Vila, Javier; Rosas, Juan M.

2006-01-01

Five experiments were conducted to explore trial order and retention interval effects upon causal predictive judgments. Experiment 1 found that participants show a strong effect of trial order when a stimulus was sequentially paired with two different outcomes compared to a condition where both outcomes were presented intermixed. Experiment 2…

Extending Attribution Theory: Considering Students' Perceived Control of the Attribution Process

ERIC Educational Resources Information Center

Fishman, Evan J.; Husman, Jenefer

2017-01-01

Research in attribution theory has shown that students' causal thinking profoundly affects their learning and motivational outcomes. Very few studies, however, have explored how students' attribution-related beliefs influence the causal thought process. The present study used the perceived control of the attribution process (PCAP) model to examine…

Learning What Works in Sensory Disabilities: Establishing Causal Inference

ERIC Educational Resources Information Center

Cooney, John B.; Young, John, III; Luckner, John L.; Ferrell, Kay Alicyn

2015-01-01

This article is intended to assist teachers and researchers in designing studies that examine the efficacy of a particular intervention or strategy with students with sensory disabilities. Ten research designs that can establish causal inference (the ability to attribute any effects to the intervention) with and without randomization are discussed.

Dissociations among judgments do not reflect cognitive priority: an associative explanation of memory for frequency information in contingency learning.

PubMed

Vadillo, Miguel A; Luque, David

2013-03-01

Previous research on causal learning has usually made strong claims about the relative complexity and temporal priority of some processes over others based on evidence about dissociations between several types of judgments. In particular, it has been argued that the dissociation between causal judgments and trial-type frequency information is incompatible with the general cognitive architecture proposed by associative models. In contrast with this view, we conduct an associative analysis of this process showing that this need not be the case. We conclude that any attempt to gain a better insight on the cognitive architecture involved in contingency learning cannot rely solely on data about these dissociations.

Causal attribution and psychobiological response to competition in young men.

PubMed

Salvador, Alicia; Costa, Raquel; Hidalgo, Vanesa; González-Bono, Esperanza

2017-06-01

A contribution to a special issue on Hormones and Human Competition. Psychoneuroendocrine effects of competition have been widely accepted as a clear example of the relationship between androgens and aggressive/dominant behavior in humans. However, results about the effects of competitive outcomes are quite heterogeneous, suggesting that personal and contextual factors play a moderating role in this relationship. To further explore these dimensions, we aimed to examine (i) the effect of competition and its outcome on the psychobiological response to a laboratory competition in young men, and (ii) the moderating role of some cognitive dimensions such as causal attributions. To do so, we compared the responses of 56 healthy young men faced with two competitive tasks with different instructions. Twenty-eight men carried out a task whose instructions led subjects to think the outcome was due to their personal performance ("merit" task), whereas 28 other men faced a task whose outcome was attributable to luck ("chance" task). In both cases, outcome was manipulated by the experimenter. Salivary steroid hormones (testosterone and cortisol), cardiovascular variables (heart rate and blood pressure), and emotional state (mood and anxiety) were measured at different moments before, during and after both tasks. Our results did not support the "winner-loser effect" because no significant differences were found in the responses of winners and losers. However, significantly higher values on the testosterone and cardiovascular variables, along with slight decreases in positive mood, were associated with the merit-based competition, but not the chance-based condition. In addition, an exploratory factorial analysis grouped the response components into two patterns traditionally related to more active or more passive behaviors. Thus, our results suggest that the perception of contributing to the outcome is relevant in the psychobiological response to competition in men. Overall, our results reveal the importance of the appraisal of control and causal attribution in understanding human competitive interactions. Copyright © 2017 Elsevier Inc. All rights reserved.

Studying Different Tasks of Implicit Learning across Multiple Test Sessions Conducted on the Web

PubMed Central

Sævland, Werner; Norman, Elisabeth

2016-01-01

Implicit learning is usually studied through individual performance on a single task, with the most common tasks being the Serial Reaction Time (SRT) task, the Dynamic System Control (DSC) task, and Artificial Grammar Learning (AGL). Few attempts have been made to compare performance across different implicit learning tasks within the same study. The current study was designed to explore the relationship between performance on the DSC Sugar factory task and the Alternating Serial Reaction Time (ASRT) task. We also addressed another limitation of traditional implicit learning experiments, namely that implicit learning is usually studied in laboratory settings over a restricted time span lasting for less than an hour. In everyday situations, implicit learning is assumed to involve a gradual accumulation of knowledge across several learning episodes over a longer time span. One way to increase the ecological validity of implicit learning experiments could be to present the learning material repeatedly across shorter test sessions. This can most easily be done by using a web-based setup in which participants can access the material from home. We therefore created an online web-based system for measuring implicit learning that could be administered in either single or multiple sessions. Participants (n = 66) were assigned to either a single session or a multiple session condition. Learning occurred on both tasks, and awareness measures suggested that acquired knowledge was not fully conscious on either of the tasks. Learning and the degree of conscious awareness of the learned regularities were compared across conditions and tasks. On the DSC task, performance was not affected by whether learning had taken place in one or over multiple sessions. On the ASRT task, RT improvement across blocks was larger in the multiple-session condition. Learning in the two tasks was not related. PMID:27375512

Entrainment of prefrontal beta oscillations induces an endogenous echo and impairs memory formation.

PubMed

Hanslmayr, Simon; Matuschek, Jonas; Fellner, Marie-Christin

2014-04-14

Brain oscillations across all frequency bands play a key role for memory formation. Specifically, desynchronization of local neuronal assemblies in the left inferior prefrontal cortex (PFC) in the beta frequency (∼18 Hz) has been shown to be central for encoding of verbal memories. However, it remains elusive whether prefrontal beta desynchronization is causally relevant for memory formation and whether these endogenous beta oscillations can be entrained by external stimulation. By using combined EEG-TMS (transcranial magnetic stimulation), we here address these fundamental questions in human participants performing a word-list learning task. Confirming our predictions, memory encoding was selectively impaired when the left inferior frontal gyrus (IFG) was driven at beta (18.7 Hz) compared to stimulation at other frequencies (6.8 Hz and 10.7 Hz) and to ineffective sham stimulation (18.7 Hz). Furthermore, a sustained oscillatory "echo" in the left IFG, which outlasted the stimulation period by approximately 1.5 s, was observed solely after beta stimulation. The strength of this beta echo was related to memory impairment on a between-subjects level. These results show endogenous oscillatory entrainment effects and behavioral impairment selectively in beta frequency for stimulation of the left IFG, demonstrating an intimate causal relationship between prefrontal beta desynchronization and memory formation. Copyright © 2014 Elsevier Ltd. All rights reserved.

Associative Recognition Memory Awareness Improved by Theta-Burst Stimulation of Frontopolar Cortex

PubMed Central

Ryals, Anthony J.; Rogers, Lynn M.; Gross, Evan Z.; Polnaszek, Kelly L.; Voss, Joel L.

2016-01-01

Neuroimaging and lesion studies have implicated specific prefrontal cortex locations in subjective memory awareness. Based on this evidence, a rostrocaudal organization has been proposed whereby increasingly anterior prefrontal regions are increasingly involved in memory awareness. We used theta-burst transcranial magnetic stimulation (TBS) to temporarily modulate dorsolateral versus frontopolar prefrontal cortex to test for distinct causal roles in memory awareness. In three sessions, participants received TBS bilaterally to frontopolar cortex, dorsolateral prefrontal cortex, or a control location prior to performing an associative-recognition task involving judgments of memory awareness. Objective memory performance (i.e., accuracy) did not differ based on stimulation location. In contrast, frontopolar stimulation significantly influenced several measures of memory awareness. During study, judgments of learning were more accurate such that lower ratings were given to items that were subsequently forgotten selectively following frontopolar TBS. Confidence ratings during test were also higher for correct trials following frontopolar TBS. Finally, trial-by-trial correspondence between overt performance and subjective awareness during study demonstrated a linear increase across control, dorsolateral, and frontopolar TBS locations, supporting a rostrocaudal hierarchy of prefrontal contributions to memory awareness. These findings indicate that frontopolar cortex contributes causally to memory awareness, which was improved selectively by anatomically targeted TBS. PMID:25577574

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

NASA Astrophysics Data System (ADS)

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz, Sarah Jayne

2013-12-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.

Assessing Learned Helplessness in Poor Readers.

ERIC Educational Resources Information Center

Winograd, Peter; Niquette, Garland

1988-01-01

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

ERIC Educational Resources Information Center

Joksimovic, Srecko; Poquet, Oleksandra; Kovanovic, Vitomir; Dowell, Nia; Mills, Caitlin; Gaševic, Dragan; Dawson, Shane; Graesser, Arthur C.; Brooks, Christopher

2018-01-01

Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis…

Multi-task feature learning by using trace norm regularization

NASA Astrophysics Data System (ADS)

Jiangmei, Zhang; Binfeng, Yu; Haibo, Ji; Wang, Kunpeng

2017-11-01

Multi-task learning can extract the correlation of multiple related machine learning problems to improve performance. This paper considers applying the multi-task learning method to learn a single task. We propose a new learning approach, which employs the mixture of expert model to divide a learning task into several related sub-tasks, and then uses the trace norm regularization to extract common feature representation of these sub-tasks. A nonlinear extension of this approach by using kernel is also provided. Experiments conducted on both simulated and real data sets demonstrate the advantage of the proposed approach.

The Effect of Teachers’ Memory-Relevant Language on Children’s Strategy Use and Knowledge

PubMed Central

Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter

2014-01-01

Building on longitudinal findings of linkages between aspects of teachers’ language during instruction and children’s use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders (N=54, mean age=7 years) were randomly assigned to a science unit that varied only in teachers’ use of memory-relevant language. Pretest, posttest, and 1-month follow-up assessments revealed that although all participating children learned new information as a result of instruction, those exposed to memory-rich teaching exhibited greater levels of strategic knowledge and engaged in more sophisticated strategy use in a memory task involving instructional content than did students exposed to low-memory instruction. The findings provide support for a causal linkage between teachers’ language and children’s strategic efforts. PMID:23574097

Evolution of Integrated Causal Structures in Animats Exposed to Environments of Increasing Complexity

PubMed Central

Albantakis, Larissa; Hintze, Arend; Koch, Christof; Adami, Christoph; Tononi, Giulio

2014-01-01

Natural selection favors the evolution of brains that can capture fitness-relevant features of the environment's causal structure. We investigated the evolution of small, adaptive logic-gate networks (“animats”) in task environments where falling blocks of different sizes have to be caught or avoided in a ‘Tetris-like’ game. Solving these tasks requires the integration of sensor inputs and memory. Evolved networks were evaluated using measures of information integration, including the number of evolved concepts and the total amount of integrated conceptual information. The results show that, over the course of the animats' adaptation, i) the number of concepts grows; ii) integrated conceptual information increases; iii) this increase depends on the complexity of the environment, especially on the requirement for sequential memory. These results suggest that the need to capture the causal structure of a rich environment, given limited sensors and internal mechanisms, is an important driving force for organisms to develop highly integrated networks (“brains”) with many concepts, leading to an increase in their internal complexity. PMID:25521484

Using the Aesop's fable paradigm to investigate causal understanding of water displacement by New Caledonian crows.

PubMed

Jelbert, Sarah A; Taylor, Alex H; Cheke, Lucy G; Clayton, Nicola S; Gray, Russell D

2014-01-01

Understanding causal regularities in the world is a key feature of human cognition. However, the extent to which non-human animals are capable of causal understanding is not well understood. Here, we used the Aesop's fable paradigm--in which subjects drop stones into water to raise the water level and obtain an out of reach reward--to assess New Caledonian crows' causal understanding of water displacement. We found that crows preferentially dropped stones into a water-filled tube instead of a sand-filled tube; they dropped sinking objects rather than floating objects; solid objects rather than hollow objects, and they dropped objects into a tube with a high water level rather than a low one. However, they failed two more challenging tasks which required them to attend to the width of the tube, and to counter-intuitive causal cues in a U-shaped apparatus. Our results indicate that New Caledonian crows possess a sophisticated, but incomplete, understanding of the causal properties of displacement, rivalling that of 5-7 year old children.

Using the Aesop's Fable Paradigm to Investigate Causal Understanding of Water Displacement by New Caledonian Crows

PubMed Central

Jelbert, Sarah A.; Taylor, Alex H.; Cheke, Lucy G.; Clayton, Nicola S.; Gray, Russell D.

2014-01-01

Understanding causal regularities in the world is a key feature of human cognition. However, the extent to which non-human animals are capable of causal understanding is not well understood. Here, we used the Aesop's fable paradigm – in which subjects drop stones into water to raise the water level and obtain an out of reach reward – to assess New Caledonian crows' causal understanding of water displacement. We found that crows preferentially dropped stones into a water-filled tube instead of a sand-filled tube; they dropped sinking objects rather than floating objects; solid objects rather than hollow objects, and they dropped objects into a tube with a high water level rather than a low one. However, they failed two more challenging tasks which required them to attend to the width of the tube, and to counter-intuitive causal cues in a U-shaped apparatus. Our results indicate that New Caledonian crows possess a sophisticated, but incomplete, understanding of the causal properties of displacement, rivalling that of 5–7 year old children. PMID:24671252

Motor and Executive Control in Repetitive Timing of Brief Intervals

ERIC Educational Resources Information Center

Holm, Linus; Ullen, Fredrik; Madison, Guy

2013-01-01

We investigated the causal role of executive control functions in the production of brief time intervals by means of a concurrent task paradigm. To isolate the influence of executive functions on timing from motor coordination effects, we dissociated executive load from the number of effectors used in the dual task situation. In 3 experiments,…

A Task-Dependent Causal Role for Low-Level Visual Processes in Spoken Word Comprehension

ERIC Educational Resources Information Center

Ostarek, Markus; Huettig, Falk

2017-01-01

It is well established that the comprehension of spoken words referring to object concepts relies on high-level visual areas in the ventral stream that build increasingly abstract representations. It is much less clear whether basic low-level visual representations are also involved. Here we asked in what task situations low-level visual…

The Effect of the Total Quality Management on Organizational Innovation in Higher Education Mediated by Organizational Learning

ERIC Educational Resources Information Center

Aminbeidokhti, Aliakbar; Jamshidi, Laleh; Mohammadi Hoseini, Ahmad

2016-01-01

Many scientists have suggested that both total quality management (TQM) and organizational learning can separately and effectively reinforce innovation. But is there any relationship between TQM and organizational learning? This study has two main purposes: (1) determining the causal relationship between TQM, organizational learning and…

Deep learning with convolutional neural networks for EEG decoding and visualization

PubMed Central

Springenberg, Jost Tobias; Fiederer, Lukas Dominique Josef; Glasstetter, Martin; Eggensperger, Katharina; Tangermann, Michael; Hutter, Frank; Burgard, Wolfram; Ball, Tonio

2017-01-01

Abstract Deep learning with convolutional neural networks (deep ConvNets) has revolutionized computer vision through end‐to‐end learning, that is, learning from the raw data. There is increasing interest in using deep ConvNets for end‐to‐end EEG analysis, but a better understanding of how to design and train ConvNets for end‐to‐end EEG decoding and how to visualize the informative EEG features the ConvNets learn is still needed. Here, we studied deep ConvNets with a range of different architectures, designed for decoding imagined or executed tasks from raw EEG. Our results show that recent advances from the machine learning field, including batch normalization and exponential linear units, together with a cropped training strategy, boosted the deep ConvNets decoding performance, reaching at least as good performance as the widely used filter bank common spatial patterns (FBCSP) algorithm (mean decoding accuracies 82.1% FBCSP, 84.0% deep ConvNets). While FBCSP is designed to use spectral power modulations, the features used by ConvNets are not fixed a priori. Our novel methods for visualizing the learned features demonstrated that ConvNets indeed learned to use spectral power modulations in the alpha, beta, and high gamma frequencies, and proved useful for spatially mapping the learned features by revealing the topography of the causal contributions of features in different frequency bands to the decoding decision. Our study thus shows how to design and train ConvNets to decode task‐related information from the raw EEG without handcrafted features and highlights the potential of deep ConvNets combined with advanced visualization techniques for EEG‐based brain mapping. Hum Brain Mapp 38:5391–5420, 2017. © 2017 Wiley Periodicals, Inc. PMID:28782865

What cognitive strategies do orangutans (Pongo pygmaeus) use to solve a trial-unique puzzle-tube task incorporating multiple obstacles?

PubMed

Tecwyn, Emma C; Thorpe, Susannah K S; Chappell, Jackie

2012-01-01

Apparently sophisticated behaviour during problem-solving is often the product of simple underlying mechanisms, such as associative learning or the use of procedural rules. These and other more parsimonious explanations need to be eliminated before higher-level cognitive processes such as causal reasoning or planning can be inferred. We presented three Bornean orangutans with 64 trial-unique configurations of a puzzle-tube to investigate whether they were able to consider multiple obstacles in two alternative paths, and subsequently choose the correct direction in which to move a reward in order to retrieve it. We were particularly interested in how subjects attempted to solve the task, namely which behavioural strategies they could have been using, as this is how we may begin to elucidate the cognitive mechanisms underpinning their choices. To explore this, we simulated performance outcomes across the 64 trials for various procedural rules and rule combinations that subjects may have been using based on the configuration of different obstacles. Two of the three subjects solved the task, suggesting that they were able to consider at least some of the obstacles in the puzzle-tube before executing action to retrieve the reward. This is impressive compared with the past performances of great apes on similar, arguably less complex tasks. Successful subjects may have been using a heuristic rule combination based on what they deemed to be the most relevant cue (the configuration of the puzzle-tube ends), which may be a cognitively economical strategy.

Workload management and geographic disorientation in aviation incidents: A review of the ASRS data base

NASA Technical Reports Server (NTRS)

Williams, Henry P.; Tham, Mingpo; Wickens, Christopher D.

1993-01-01

NASA's Aviation Safety Reporting System (ASRS) incident reports are reviewed in two related areas: pilots' failures to appropriately manage tasks, and breakdowns in geographic orientation. Examination of 51 relevant reports on task management breakdowns revealed that altitude busts and inappropriate runway usee were the most frequently reported consequences. Task management breakdowns appeared to occur at all levels of expertise, and prominent causal factors were related to breakdowns in crew communications, over-involvement with the flight management system and, for small (general aviation) aircraft, preoccupation with weather. Analysis of the 83 cases of geographic disorientation suggested that these too occurred at all levels of pilot experience. With regard to causal factors, a majority was related to poor cockpit resource management, in which inattention led to a loss of geographic awareness. Other leading causes were related to poor weather and poor decision making. The potential of the ASRS database for contributing to research and design issues is addressed.

Human Factors Engineering. Student Supplement,

DTIC Science & Technology

1981-08-01

a job TASK TAXONOMY A classification scheme for the different levels of activities in a system, i.e., job - task - sub-task, etc. TASK-AN~ALYSIS...with the classification of learning objectives by learning category so as to identify learningPhas III guidelines necessary for optimum learning to...correct. .4... .the sequencing of all dependent tasks. .1.. .the classification of learning objectives by learning category and the Identification of

Learning to Understand the Forms of Causality Implicit in Scientifically Accepted Explanations

ERIC Educational Resources Information Center

Grotzer, Tina A.

2003-01-01

Considerable research illuminates the development of causal understanding. However, the research base is hardly a coherent whole. Some is based in research on children's understanding of particular science concepts. Some grows out of social psychology and considers how one attributes intentions and behaviors. Some comes from the developmental…

An Analysis of the Ontological Causal Relation in Physics and Its Educational Implications

ERIC Educational Resources Information Center

Cheong, Yong Wook

2016-01-01

An ontological causal relation is a quantified relation between certain interactions and changes in corresponding properties. Key ideas in physics, such as Newton's second law and the first law of thermodynamics, are representative examples of these relations. In connection with the teaching and learning of these relations, this study investigated…

Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression

ERIC Educational Resources Information Center

Street, Nathan Lee

2017-01-01

Teacher value-added measures (VAM) are designed to provide information regarding teachers' causal impact on the academic growth of students while controlling for exogenous variables. While some researchers contend VAMs successfully and authentically measure teacher causality on learning, others suggest VAMs cannot adequately control for exogenous…

Within-Teacher Variation of Causal Attributions of Low Achieving Students

ERIC Educational Resources Information Center

Jager, Lieke; Denessen, Eddie

2015-01-01

In teacher research, causal attributions of low achievement have been proven to be predictive of teachers' efforts to provide optimal learning contexts for all students. In most studies, however, attributions have been studied as a between-teacher variable rather than a within-teacher variable assuming that teachers' responses to low achievement…

Causal cognition in a non-human primate: field playback experiments with Diana monkeys.

PubMed

Zuberbühler, K

2000-09-14

Crested guinea fowls (Guttera pucherani) living in West African rainforests give alarm calls to leopards (Panthera pardus) and sometimes humans (Homo sapiens), two main predators of sympatric Diana monkeys (Cercopithecus diana). When hearing these guinea fowl alarm calls, Diana monkeys respond as if a leopard were present, suggesting that by default the monkeys associate guinea fowl alarm calls with the presence of a leopard. To assess the monkeys' level of causal understanding, I primed monkeys to the presence of either a leopard or a human, before exposing them to playbacks of guinea fowl alarm calls. There were significant differences in the way leopard-primed groups and human-primed groups responded to guinea fowl alarm calls, suggesting that the monkeys' response was not directly driven by the alarm calls themselves but by the calls' underlying cause, i.e. the predator most likely to have caused the calls. Results are discussed with respect to three possible cognitive mechanisms - associative learning, specialized learning programs, and causal reasoning - that could have led to causal knowledge in Diana monkeys.

How to establish causality in epilepsy surgery.

PubMed

Asano, Eishi; Brown, Erik C; Juhász, Csaba

2013-09-01

Focality in electro-clinical or neuroimaging data often motivates epileptologists to consider epilepsy surgery in patients with medically-uncontrolled seizures, while not all focal findings are causally associated with the generation of epileptic seizures. With the help of Hill's criteria, we have discussed how to establish causality in the context of the presurgical evaluation of epilepsy. The strengths of EEG include the ability to determine the temporal relationship between cerebral activities and clinical events; thus, scalp video-EEG is necessary in the evaluation of the majority of surgical candidates. The presence of associated ictal discharges can confirm the epileptic nature of a particular spell and whether an observed neuroimaging abnormality is causally associated with the epileptic seizure. Conversely, one should be aware that scalp EEG has a limited spatial resolution and sometimes exhibits propagated epileptiform discharges more predominantly than in situ discharges generated at the seizure-onset zone. Intraoperative or extraoperative electrocorticography (ECoG) is utilized when noninvasive presurgical evaluation, including anatomical and functional neuroimaging, fails to determine the margin between the presumed epileptogenic zone and eloquent cortex. Retrospective as well as prospective studies have reported that complete resection of the seizure-onset zone on ECoG was associated with a better seizure outcome, but not all patients became seizure-free following such resective surgery. Some retrospective studies suggested that resection of sites showing high-frequency oscillations (HFOs) at >80Hz on interictal or ictal ECoG was associated with a better seizure outcome. Others reported that functionally-important areas may generate HFOs of a physiological nature during rest as well as sensorimotor and cognitive tasks. Resection of sites showing task-related augmentation of HFOs has been reported to indeed result in functional loss following surgery. Thus, some but not all sites showing interictal HFOs are causally associated with seizure generation. Furthermore, evidence suggests that some task-related HFOs can be transiently suppressed by the prior occurrence of interictal spikes. The significance of interictal HFOs should be assessed by taking into account the eloquent cortex, seizure-onset zone, and cortical lesions. Video-EEG and ECoG generally provide useful but still limited information to establish causality in presurgical evaluation. A comprehensive assessment of data derived from multiple modalities is ultimately required for successful management. Copyright © 2013 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

How to establish causality in epilepsy surgery

PubMed Central

Asano, Eishi; Brown, Erik C; Juhász, Csaba

2013-01-01

Focality in electro-clinical or neuroimaging data often motivates epileptologists to consider epilepsy surgery in patients with medically-uncontrolled seizures, while not all focal findings are causally associated with the generation of epileptic seizures. With the help of Hill's criteria, we have discussed how to establish causality in the context of the presurgical evaluation of epilepsy. The strengths of EEG include the ability to determine the temporal relationship between cerebral activities and clinical events; thus, scalp video-EEG is necessary in the evaluation of the majority of surgical candidates. The presence of associated ictal discharges can confirm the epileptic nature of a particular spell and whether an observed neuroimaging abnormality is causally associated with the epileptic seizure. Conversely, one should be aware that scalp EEG has a limited spatial resolution and sometimes exhibits propagated epileptiform discharges more predominantly than in situ discharges generated at the seizure-onset zone. Intraoperative or extraoperative electrocorticography (ECoG) is utilized when noninvasive presurgical evaluation, including anatomical and functional neuroimaging, fails to determine the margin between the presumed epileptogenic zone and eloquent cortex. Retrospective as well as prospective studies have reported that complete resection of the seizure-onset zone on ECoG was associated with a better seizure outcome, but not all patients became seizure-free following such resective surgery. Some retrospective studies suggested that resection of sites showing high-frequency oscillations (HFOs) at >80 Hz on interictal or ictal ECoG was associated with a better seizure outcome. Others reported that functionally-important areas may generate HFOs of a physiological nature during rest as well as sensorimotor and cognitive tasks. Resection of sites showing task-related augmentation of HFOs has been reported to indeed result in functional loss following surgery. Thus, some but not all sites showing interictal HFOs are causally associated with seizure generation. Furthermore, evidence suggests that some task-related HFOs can be transiently suppressed by the prior occurrence of interictal spikes. The significance of interictal HFOs should be assessed by taking into account the eloquent cortex, seizure-onset zone, and cortical lesions. Video-EEG and ECoG generally provide useful but still limited information to establish causality in presurgical evaluation. A comprehensive assessment of data derived from multiple modalities is ultimately required for successful management. PMID:23684007

The construction of causal schemes: learning mechanisms at the knowledge level.

PubMed

diSessa, Andrea A

2014-06-01

This work uses microgenetic study of classroom learning to illuminate (1) the role of pre-instructional student knowledge in the construction of normative scientific knowledge, and (2) the learning mechanisms that drive change. Three enactments of an instructional sequence designed to lead to a scientific understanding of thermal equilibration are used as data sources. Only data from a scaffolded student inquiry preceding introduction of a normative model were used. Hence, the study involves nearly autonomous student learning. In two classes, students developed stable and socially shared explanations ("causal schemes") for understanding thermal equilibration. One case resulted in a near-normative understanding, while the other resulted in a non-normative "alternative conception." The near-normative case seems to be a particularly clear example wherein the constructed causal scheme is a composition of previously documented naïve conceptions. Detailed prior description of these naive elements allows a much better than usual view of the corresponding details of change during construction of the new scheme. A list of candidate mechanisms that can account for observed change is presented. The non-normative construction seems also to be a composition, albeit of a different structural form, using a different (although similar) set of naïve elements. This article provides one of very few high-resolution process analyses showing the productive use of naïve knowledge in learning. © 2014 Cognitive Science Society, Inc.

MIIC online: a web server to reconstruct causal or non-causal networks from non-perturbative data.

PubMed

Sella, Nadir; Verny, Louis; Uguzzoni, Guido; Affeldt, Séverine; Isambert, Hervé

2018-07-01

We present a web server running the MIIC algorithm, a network learning method combining constraint-based and information-theoretic frameworks to reconstruct causal, non-causal or mixed networks from non-perturbative data, without the need for an a priori choice on the class of reconstructed network. Starting from a fully connected network, the algorithm first removes dispensable edges by iteratively subtracting the most significant information contributions from indirect paths between each pair of variables. The remaining edges are then filtered based on their confidence assessment or oriented based on the signature of causality in observational data. MIIC online server can be used for a broad range of biological data, including possible unobserved (latent) variables, from single-cell gene expression data to protein sequence evolution and outperforms or matches state-of-the-art methods for either causal or non-causal network reconstruction. MIIC online can be freely accessed at https://miic.curie.fr. Supplementary data are available at Bioinformatics online.

Causal discovery in the geosciences-Using synthetic data to learn how to interpret results

NASA Astrophysics Data System (ADS)

Ebert-Uphoff, Imme; Deng, Yi

2017-02-01

Causal discovery algorithms based on probabilistic graphical models have recently emerged in geoscience applications for the identification and visualization of dynamical processes. The key idea is to learn the structure of a graphical model from observed spatio-temporal data, thus finding pathways of interactions in the observed physical system. Studying those pathways allows geoscientists to learn subtle details about the underlying dynamical mechanisms governing our planet. Initial studies using this approach on real-world atmospheric data have shown great potential for scientific discovery. However, in these initial studies no ground truth was available, so that the resulting graphs have been evaluated only by whether a domain expert thinks they seemed physically plausible. The lack of ground truth is a typical problem when using causal discovery in the geosciences. Furthermore, while most of the connections found by this method match domain knowledge, we encountered one type of connection for which no explanation was found. To address both of these issues we developed a simulation framework that generates synthetic data of typical atmospheric processes (advection and diffusion). Applying the causal discovery algorithm to the synthetic data allowed us (1) to develop a better understanding of how these physical processes appear in the resulting connectivity graphs, and thus how to better interpret such connectivity graphs when obtained from real-world data; (2) to solve the mystery of the previously unexplained connections.

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

ERIC Educational Resources Information Center

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz , Sarah Jayne

2013-01-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text…

Mind what mother says: narrative input and theory of mind in typical children and those on the autism spectrum.

PubMed

Slaughter, Virginia; Peterson, Candida C; Mackintosh, Emily

2007-01-01

In 2 studies mothers read wordless storybooks to their preschool-aged children; narratives were analyzed for mental state language. Children's theory-of-mind understanding (ToM) was concurrently assessed. In Study 1, children's (N=30; M age 3 years 9 months) ToM task performance was significantly correlated with mothers' explanatory, causal, and contrastive talk about cognition, but not with mothers' simple mentions of cognition. In Study 2, the same pattern was found in an older sample of typically developing children (N=24; M age 4 years 7 months), whereas for children on the autism spectrum (N=24; M age 6 years 7.5 months), ToM task performance was uniquely correlated with mothers' explanatory, causal, and contrastive talk about emotions.

Measurement of functional task difficulty during motor learning: What level of difficulty corresponds to the optimal challenge point?

PubMed

Akizuki, Kazunori; Ohashi, Yukari

2015-10-01

The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Reflections of a Vaccinologist: Lessons Learned About What We Can Do to Improve Trust in Vaccines and Vaccine Programsa.

PubMed

Halsey, Neal A

2017-03-01

Public trust can be improved by learning from past mistakes, by establishing a standing forum for review of new concerns as they arise, and by maintaining a robust vaccine safety system. Developing standard guidelines for reporting causality assessment in case reports would help educate physicians and prevent future unnecessary concerns based on false assumptions of causal relationships. © The Author 2015. Published by Oxford University Press on behalf of The Journal of the Pediatric Infectious Diseases Society. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

ERIC Educational Resources Information Center

Zhou, Lulin; Duff, Fiona J.; Hulme, Charles

2015-01-01

We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children's subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further.…

Causality Analysis of Neural Connectivity: Critical Examination of Existing Methods and Advances of New Methods

PubMed Central

Hu, Sanqing; Dai, Guojun; Worrell, Gregory A.; Dai, Qionghai; Liang, Hualou

2012-01-01

Granger causality (GC) is one of the most popular measures to reveal causality influence of time series and has been widely applied in economics and neuroscience. Especially, its counterpart in frequency domain, spectral GC, as well as other Granger-like causality measures have recently been applied to study causal interactions between brain areas in different frequency ranges during cognitive and perceptual tasks. In this paper, we show that: 1) GC in time domain cannot correctly determine how strongly one time series influences the other when there is directional causality between two time series, and 2) spectral GC and other Granger-like causality measures have inherent shortcomings and/or limitations because of the use of the transfer function (or its inverse matrix) and partial information of the linear regression model. On the other hand, we propose two novel causality measures (in time and frequency domains) for the linear regression model, called new causality and new spectral causality, respectively, which are more reasonable and understandable than GC or Granger-like measures. Especially, from one simple example, we point out that, in time domain, both new causality and GC adopt the concept of proportion, but they are defined on two different equations where one equation (for GC) is only part of the other (for new causality), thus the new causality is a natural extension of GC and has a sound conceptual/theoretical basis, and GC is not the desired causal influence at all. By several examples, we confirm that new causality measures have distinct advantages over GC or Granger-like measures. Finally, we conduct event-related potential causality analysis for a subject with intracranial depth electrodes undergoing evaluation for epilepsy surgery, and show that, in the frequency domain, all measures reveal significant directional event-related causality, but the result from new spectral causality is consistent with event-related time–frequency power spectrum activity. The spectral GC as well as other Granger-like measures are shown to generate misleading results. The proposed new causality measures may have wide potential applications in economics and neuroscience. PMID:21511564

Motor Task Variation Induces Structural Learning

PubMed Central

Braun, Daniel A.; Aertsen, Ad; Wolpert, Daniel M.; Mehring, Carsten

2009-01-01

Summary When we have learned a motor skill, such as cycling or ice-skating, we can rapidly generalize to novel tasks, such as motorcycling or rollerblading [1–8]. Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters. First, fast learning could simply be a consequence of the proximity of the original and final settings of the control parameters. Second, by structural learning [9–14], the motor system could constrain the parameter adjustments to conform to the control parameters' covariance structure. Thus, facilitation of learning would rely on the novel task parameters' lying on the structure of a lower-dimensional subspace that can be explored more efficiently. To test between these two hypotheses, we exposed subjects to randomly varying visuomotor tasks of fixed structure. Although such randomly varying tasks are thought to prevent learning, we show that when subsequently presented with novel tasks, subjects exhibit three key features of structural learning: facilitated learning of tasks with the same structure, strong reduction in interference normally observed when switching between tasks that require opposite control strategies, and preferential exploration along the learned structure. These results suggest that skill generalization relies on task variation and structural learning. PMID:19217296

Motor task variation induces structural learning.

PubMed

Braun, Daniel A; Aertsen, Ad; Wolpert, Daniel M; Mehring, Carsten

2009-02-24

When we have learned a motor skill, such as cycling or ice-skating, we can rapidly generalize to novel tasks, such as motorcycling or rollerblading [1-8]. Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters. First, fast learning could simply be a consequence of the proximity of the original and final settings of the control parameters. Second, by structural learning [9-14], the motor system could constrain the parameter adjustments to conform to the control parameters' covariance structure. Thus, facilitation of learning would rely on the novel task parameters' lying on the structure of a lower-dimensional subspace that can be explored more efficiently. To test between these two hypotheses, we exposed subjects to randomly varying visuomotor tasks of fixed structure. Although such randomly varying tasks are thought to prevent learning, we show that when subsequently presented with novel tasks, subjects exhibit three key features of structural learning: facilitated learning of tasks with the same structure, strong reduction in interference normally observed when switching between tasks that require opposite control strategies, and preferential exploration along the learned structure. These results suggest that skill generalization relies on task variation and structural learning.

Life Strain, Social Control, Social Learning, and Delinquency: The Effects of Gender, Age, and Family SES Among Chinese Adolescents.

PubMed

Bao, Wan-Ning; Haas, Ain; Xie, Yunping

2016-09-01

Very few studies have examined the pathways to delinquency and causal factors for demographic subgroups of adolescents in a different culture. This article explores the effects of gender, age, and family socioeconomic status (SES) in an integrated model of strain, social control, social learning, and delinquency among a sample of Chinese adolescents. ANOVA is used to check for significant differences between categories of demographic groups on the variables in the integrated model, and the differential effects of causal factors in the theoretical path models are examined. Further tests of interaction effects are conducted to compare path coefficients between "high-risk" youths (i.e., male, mid-teen, and low family SES adolescents) and other subgroups. The findings identified similar pathways to delinquency across subgroups and clarified the salience of causal factors for male, mid-teen, and low SES adolescents in a different cultural context. © The Author(s) 2015.

Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.

PubMed

Wang, Jinjing Jenny; Odic, Darko; Halberda, Justin; Feigenson, Lisa

2016-07-01

From early in life, humans have access to an approximate number system (ANS) that supports an intuitive sense of numerical quantity. Previous work in both children and adults suggests that individual differences in the precision of ANS representations correlate with symbolic math performance. However, this work has been almost entirely correlational in nature. Here we tested for a causal link between ANS precision and symbolic math performance by asking whether a temporary modulation of ANS precision changes symbolic math performance. First, we replicated a recent finding that 5-year-old children make more precise ANS discriminations when starting with easier trials and gradually progressing to harder ones, compared with the reverse. Next, we show that this brief modulation of ANS precision influenced children's performance on a subsequent symbolic math task but not a vocabulary task. In a supplemental experiment, we present evidence that children who performed ANS discriminations in a random trial order showed intermediate performance on both the ANS task and the symbolic math task, compared with children who made ordered discriminations. Thus, our results point to a specific causal link from the ANS to symbolic math performance. Copyright © 2016 Elsevier Inc. All rights reserved.

Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance

PubMed Central

Wang, Jinjing (Jenny); Odic, Darko; Halberda, Justin; Feigenson, Lisa

2016-01-01

From early in life, humans have access to an Approximate Number System (ANS) that supports an intuitive sense of numerical quantity. Previous work in both children and adults suggests that individual differences in the precision of ANS representations correlate with symbolic math performance. However, this work has been almost entirely correlational in nature. Here we tested for a causal link between ANS precision and symbolic math performance by asking whether a temporary modulation of ANS precision changes symbolic math performance. First we replicated a recent finding that 5-year-old children make more precise ANS discriminations when starting with easier trials and gradually progressing to harder ones, compared to the reverse. Next, we show that this brief modulation of ANS precision influenced children’s performance on a subsequent symbolic math task, but not a vocabulary task. In a supplemental experiment we present evidence that children who performed ANS discriminations in a random trial order showed intermediate performance both on the ANS task and the symbolic math task, compared to the children who made ordered discriminations. Thus, our results point to a specific causal link from the ANS to symbolic math performance. PMID:27061668

Interleaved Practice in Multi-Dimensional Learning Tasks: Which Dimension Should We Interleave?

ERIC Educational Resources Information Center

Rau, Martina A.; Aleven, Vincent; Rummel, Nikol

2013-01-01

Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research on contextual interference shows that interleaving learning tasks leads to better learning results…

Calculating and Understanding: Formal Models and Causal Explanations in Science, Common Reasoning and Physics Teaching

ERIC Educational Resources Information Center

Besson, Ugo

2010-01-01

This paper presents an analysis of the different types of reasoning and physical explanation used in science, common thought, and physics teaching. It then reflects on the learning difficulties connected with these various approaches, and suggests some possible didactic strategies. Although causal reasoning occurs very frequently in common thought…

When Russians Learn English: How the Semantics of Causation May Change

ERIC Educational Resources Information Center

Wolff, Phillip; Ventura, Tatyana

2009-01-01

We examined how the semantics of causal expressions in Russian and English might differ and how these differences might lead to changes in the way second language learners understand causal expressions in their first language. According to the dynamics model of causation (Wolff, 2007), expressions of causation based on CAUSE verbs (make, force)…

Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques

ERIC Educational Resources Information Center

Torrente, Catalina; Nathanson, Lori; Rivers, Susan; Brackett, Marc

2015-01-01

Children's social-emotional skills, such as conflict resolution and emotion regulation, have been linked to a number of highly regarded academic and social outcomes. The current study presents preliminary results from a causal test of the theory of change of RULER, a universal school-based approach to social and emotional learning (SEL).…

Causal Imprinting in Causal Structure Learning

ERIC Educational Resources Information Center

Taylor, Eric G.; Ahn, Woo-kyoung

2012-01-01

Suppose one observes a correlation between two events, B and C, and infers that B causes C. Later one discovers that event A explains away the correlation between B and C. Normatively, one should now dismiss or weaken the belief that B causes C. Nonetheless, participants in the current study who observed a positive contingency between B and C…

Hypergraphics for History Teaching--Barriers for Causal Reasoning about History Accounts

ERIC Educational Resources Information Center

Mendez, Jose M.; Montanero, Manuel

2008-01-01

This paper investigates the uses of various kinds of hypermedia format for history learning, which specifically emphasizes on the role of causal reasoning about history accounts. Three different groups in the last school year of Secondary Education (aged 16) studied the same materials about the Discovery of America in three different formats: (a)…

Memory-guided drawing training increases Granger causal influences from the perirhinal cortex to V1 in the blind

PubMed Central

Cacciamani, Laura; Likova, Lora T.

2017-01-01

The perirhinal cortex (PRC) is a medial temporal lobe structure that has been implicated in not only visual memory in the sighted, but also tactile memory in the blind (Cacciamani & Likova, 2016). It has been proposed that, in the blind, the PRC may contribute to modulation of tactile memory responses that emerge in low-level “visual” area V1 as a result of training-induced cortical reorganization (Likova, 2012; 2015). While some studies in the sighted have indicated that the PRC is indeed structurally and functionally connected to the visual cortex (Clavagnier et al., 2004; Peterson et al., 2012), the PRC’s direct modulation of V1 is unknown—particularly in those who lack the visual input that typically stimulates this region. In the present study, we tested Likova’s PRC modulation hypothesis; specifically, we used fMRI to assess the PRC’s Granger causal influence on V1 activation in the blind during a tactile memory task. To do so, we trained congenital and acquired blind participants on a unique memory-guided drawing technique previously shown to result in V1 reorganization towards tactile memory representations (Likova, 2012). The tasks (20s each) included: tactile exploration of raised line drawings of faces and objects, tactile memory retrieval via drawing, and a scribble motor/memory control. FMRI before and after a week of the Cognitive-Kinesthetic training on these tasks revealed a significant increase in PRC-to-V1 Granger causality from pre- to post-training during the memory drawing task, but not during the motor/memory control. This increase in causal connectivity indicates that the training strengthened the top-down modulation of visual cortex from the PRC. This is the first study to demonstrate enhanced directed functional connectivity from the PRC to the visual cortex in the blind, implicating the PRC as a potential source of the reorganization towards tactile representations that occurs in V1 in the blind brain (Likova, 2012). PMID:28347878

Memory-guided drawing training increases Granger causal influences from the perirhinal cortex to V1 in the blind.

PubMed

Cacciamani, Laura; Likova, Lora T

2017-05-01

The perirhinal cortex (PRC) is a medial temporal lobe structure that has been implicated in not only visual memory in the sighted, but also tactile memory in the blind (Cacciamani & Likova, 2016). It has been proposed that, in the blind, the PRC may contribute to modulation of tactile memory responses that emerge in low-level "visual" area V1 as a result of training-induced cortical reorganization (Likova, 2012, 2015). While some studies in the sighted have indicated that the PRC is indeed structurally and functionally connected to the visual cortex (Clavagnier, Falchier, & Kennedy, 2004; Peterson, Cacciamani, Barense, & Scalf, 2012), the PRC's direct modulation of V1 is unknown-particularly in those who lack the visual input that typically stimulates this region. In the present study, we tested Likova's PRC modulation hypothesis; specifically, we used fMRI to assess the PRC's Granger causal influence on V1 activation in the blind during a tactile memory task. To do so, we trained congenital and acquired blind participants on a unique memory-guided drawing technique previously shown to result in V1 reorganization towards tactile memory representations (Likova, 2012). The tasks (20s each) included: tactile exploration of raised line drawings of faces and objects, tactile memory retrieval via drawing, and a scribble motor/memory control. FMRI before and after a week of the Cognitive-Kinesthetic training on these tasks revealed a significant increase in PRC-to-V1 Granger causality from pre- to post-training during the memory drawing task, but not during the motor/memory control. This increase in causal connectivity indicates that the training strengthened the top-down modulation of visual cortex from the PRC. This is the first study to demonstrate enhanced directed functional connectivity from the PRC to the visual cortex in the blind, implicating the PRC as a potential source of the reorganization towards tactile representations that occurs in V1 in the blind brain (Likova, 2012). Copyright © 2017 Elsevier Inc. All rights reserved.

Good research practices for comparative effectiveness research: approaches to mitigate bias and confounding in the design of nonrandomized studies of treatment effects using secondary data sources: the International Society for Pharmacoeconomics and Outcomes Research Good Research Practices for Retrospective Database Analysis Task Force Report--Part II.

PubMed

Cox, Emily; Martin, Bradley C; Van Staa, Tjeerd; Garbe, Edeltraut; Siebert, Uwe; Johnson, Michael L

2009-01-01

The goal of comparative effectiveness analysis is to examine the relationship between two variables, treatment, or exposure and effectiveness or outcome. Unlike data obtained through randomized controlled trials, researchers face greater challenges with causal inference with observational studies. Recognizing these challenges, a task force was formed to develop a guidance document on methodological approaches to addresses these biases. The task force was commissioned and a Chair was selected by the International Society for Pharmacoeconomics and Outcomes Research Board of Directors in October 2007. This report, the second of three reported in this issue of the Journal, discusses the inherent biases when using secondary data sources for comparative effectiveness analysis and provides methodological recommendations to help mitigate these biases. The task force report provides recommendations and tools for researchers to mitigate threats to validity from bias and confounding in measurement of exposure and outcome. Recommendations on design of study included: the need for data analysis plan with causal diagrams; detailed attention to classification bias in definition of exposure and clinical outcome; careful and appropriate use of restriction; extreme care to identify and control for confounding factors, including time-dependent confounding. Design of nonrandomized studies of comparative effectiveness face several daunting issues, including measurement of exposure and outcome challenged by misclassification and confounding. Use of causal diagrams and restriction are two techniques that can improve the theoretical basis for analyzing treatment effects in study populations of more homogeneity, with reduced loss of generalizability.

Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results

ERIC Educational Resources Information Center

Leonard, H. Skipton

2015-01-01

Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that…

Hebbian Learning is about contingency, not contiguity, and explains the emergence of predictive mirror neurons.

PubMed

Keysers, Christian; Perrett, David I; Gazzola, Valeria

2014-04-01

Hebbian Learning should not be reduced to contiguity, as it detects contingency and causality. Hebbian Learning accounts of mirror neurons make predictions that differ from associative learning: Through Hebbian Learning, mirror neurons become dynamic networks that calculate predictions and prediction errors and relate to ideomotor theories. The social force of imitation is important for mirror neuron emergence and suggests canalization.

An architecture for an autonomous learning robot

NASA Technical Reports Server (NTRS)

Tillotson, Brian

1988-01-01

An autonomous learning device must solve the example bounding problem, i.e., it must divide the continuous universe into discrete examples from which to learn. We describe an architecture which incorporates an example bounder for learning. The architecture is implemented in the GPAL program. An example run with a real mobile robot shows that the program learns and uses new causal, qualitative, and quantitative relationships.

Dopamine prediction errors in reward learning and addiction: from theory to neural circuitry

PubMed Central

Keiflin, Ronald; Janak, Patricia H.

2015-01-01

Summary Midbrain dopamine (DA) neurons are proposed to signal reward prediction error (RPE), a fundamental parameter in associative learning models. This RPE hypothesis provides a compelling theoretical framework for understanding DA function in reward learning and addiction. New studies support a causal role for DA-mediated RPE activity in promoting learning about natural reward; however, this question has not been explicitly tested in the context of drug addiction. In this review, we integrate theoretical models with experimental findings on the activity of DA systems, and on the causal role of specific neuronal projections and cell types, to provide a circuit-based framework for probing DA-RPE function in addiction. By examining error-encoding DA neurons in the neural network in which they are embedded, hypotheses regarding circuit-level adaptations that possibly contribute to pathological error-signaling and addiction can be formulated and tested. PMID:26494275

Speech Motor Sequence Learning: Effect of Parkinson Disease and Normal Aging on Dual-Task Performance.

PubMed

Whitfield, Jason A; Goberman, Alexander M

2017-06-22

Everyday communication is carried out concurrently with other tasks. Therefore, determining how dual tasks interfere with newly learned speech motor skills can offer insight into the cognitive mechanisms underlying speech motor learning in Parkinson disease (PD). The current investigation examines a recently learned speech motor sequence under dual-task conditions. A previously learned sequence of 6 monosyllabic nonwords was examined using a dual-task paradigm. Participants repeated the sequence while concurrently performing a visuomotor task, and performance on both tasks was measured in single- and dual-task conditions. The younger adult group exhibited little to no dual-task interference on the accuracy and duration of the sequence. The older adult group exhibited variability in dual-task costs, with the group as a whole exhibiting an intermediate, though significant, amount of dual-task interference. The PD group exhibited the largest degree of bidirectional dual-task interference among all the groups. These data suggest that PD affects the later stages of speech motor learning, as the dual-task condition interfered with production of the recently learned sequence beyond the effect of normal aging. Because the basal ganglia is critical for the later stages of motor sequence learning, the observed deficits may result from the underlying neural dysfunction associated with PD.

A day in the life of a pharmacovigilance case processor.

PubMed

Bhangale, Ritesh; Vaity, Sayali; Kulkarni, Niranjan

2017-01-01

Pharmacovigilance (PV) has grown significantly in India in the last couple of decades. The etymological roots for the word "pharmacovigilance" are "Pharmakon" (Greek for drug) and "Vigilare" (Latin for to keep watch). It relies on information gathered from the collection of individual case safety reports and other pharmacoepidemiological data. The PV data processing cycle starts with data collection in computerized systems followed by complete data entry which includes adverse event coding, drug coding, causality and expectedness assessment, narrative writing, quality control, and report submissions followed by data storage and maintenance. A case processor plays an important role in conducting these various tasks. The case processor should also manage drug safety information, possess updated knowledge about global drug safety regulations, summarize clinical safety data, participate in meetings, write narratives with medical input from a physician, report serious adverse events to the regulatory authorities, participate in the training of operational staff on drug safety issues, quality control work of other staff in the department, and take on any other task as assigned by the manager or medical director within the capabilities of the drug safety associate. There can be challenges while handling all these tasks at a time, hence the associate will have to maintain a balance to overcome them and keep on updating their knowledge on drug safety regulations, which in turn, would help in increasing their learning curve.

Cortical Hierarchies Perform Bayesian Causal Inference in Multisensory Perception

PubMed Central

Rohe, Tim; Noppeney, Uta

2015-01-01

To form a veridical percept of the environment, the brain needs to integrate sensory signals from a common source but segregate those from independent sources. Thus, perception inherently relies on solving the “causal inference problem.” Behaviorally, humans solve this problem optimally as predicted by Bayesian Causal Inference; yet, the underlying neural mechanisms are unexplored. Combining psychophysics, Bayesian modeling, functional magnetic resonance imaging (fMRI), and multivariate decoding in an audiovisual spatial localization task, we demonstrate that Bayesian Causal Inference is performed by a hierarchy of multisensory processes in the human brain. At the bottom of the hierarchy, in auditory and visual areas, location is represented on the basis that the two signals are generated by independent sources (= segregation). At the next stage, in posterior intraparietal sulcus, location is estimated under the assumption that the two signals are from a common source (= forced fusion). Only at the top of the hierarchy, in anterior intraparietal sulcus, the uncertainty about the causal structure of the world is taken into account and sensory signals are combined as predicted by Bayesian Causal Inference. Characterizing the computational operations of signal interactions reveals the hierarchical nature of multisensory perception in human neocortex. It unravels how the brain accomplishes Bayesian Causal Inference, a statistical computation fundamental for perception and cognition. Our results demonstrate how the brain combines information in the face of uncertainty about the underlying causal structure of the world. PMID:25710328

Right external globus pallidus changes are associated with altered causal awareness in youth with depression

PubMed Central

Griffiths, K R; Lagopoulos, J; Hermens, D F; Hickie, I B; Balleine, B W

2015-01-01

Cognitive impairment is a functionally disabling feature of depression contributing to maladaptive decision-making, a loss of behavioral control and an increased disease burden. The ability to calculate the causal efficacy of ones actions in achieving specific goals is critical to normal decision-making and, in this study, we combined voxel-based morphometry (VBM), shape analysis and diffusion tensor tractography to investigate the relationship between cortical–basal ganglia structural integrity and such causal awareness in 43 young subjects with depression and 21 demographically similar healthy controls. Volumetric analysis determined a relationship between right pallidal size and sensitivity to the causal status of specific actions. More specifically, shape analysis identified dorsolateral surface vertices where an inward location was correlated with reduced levels of causal awareness. Probabilistic tractography revealed that affected parts of the pallidum were primarily connected with the striatum, dorsal thalamus and hippocampus. VBM did not reveal any whole-brain gray matter regions that correlated with causal awareness. We conclude that volumetric reduction within the indirect pathway involving the right dorsolateral pallidum is associated with reduced awareness of the causal efficacy of goal-directed actions in young depressed individuals. This causal awareness task allows for the identification of a functionally and biologically relevant subgroup to which more targeted cognitive interventions could be applied, potentially enhancing the long-term outcomes for these individuals. PMID:26440541

Context transfer in reinforcement learning using action-value functions.

PubMed

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task.

Context Transfer in Reinforcement Learning Using Action-Value Functions

PubMed Central

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task. PMID:25610457

Structural equation modeling: building and evaluating causal models: Chapter 8

USGS Publications Warehouse

Grace, James B.; Scheiner, Samuel M.; Schoolmaster, Donald R.

2015-01-01

Scientists frequently wish to study hypotheses about causal relationships, rather than just statistical associations. This chapter addresses the question of how scientists might approach this ambitious task. Here we describe structural equation modeling (SEM), a general modeling framework for the study of causal hypotheses. Our goals are to (a) concisely describe the methodology, (b) illustrate its utility for investigating ecological systems, and (c) provide guidance for its application. Throughout our presentation, we rely on a study of the effects of human activities on wetland ecosystems to make our description of methodology more tangible. We begin by presenting the fundamental principles of SEM, including both its distinguishing characteristics and the requirements for modeling hypotheses about causal networks. We then illustrate SEM procedures and offer guidelines for conducting SEM analyses. Our focus in this presentation is on basic modeling objectives and core techniques. Pointers to additional modeling options are also given.

Spatial learning in rats: correlation with cortical choline acetyltransferase and improvement with NGF following NBM damage.

PubMed

Mandel, R J; Gage, F H; Thal, L J

1989-06-01

Rats display an acquisition deficit in a circular water maze following excitotoxic lesions of the nucleus basalis magnocellularis (NBM). Experiments were therefore performed to determine if acquisition behavior on this task could predict the degree of cortical cholinergic deafferentation and if the acquisition deficit could be pharmacologically reversed. Performance on acquisition was highly correlated with the lesion-induced reduction in cortical choline acetyltransferase (ChAT) activity. Accuracy of spatial behavior was highly correlated to percentage ChAT depletion (r = 0.75). Neither lesioned rats nor controls displayed a retention deficit after a 9-day interval, nor did either group display a passive-avoidance retention deficit. To test the causal relationship between cholinergic dysfunction and spatial behavior, the central nervous system cholinergic enhancer nerve growth factor (NGF) was intraventricularly infused for 4 weeks. NGF infusion resulted in improved acquisition of the water maze task compared to NBM-lesioned rats receiving vehicle infusion and untreated rats with NBM lesions. These studies indicate that the decrease in cortical ChAT activity is likely to be responsible for the observed acquisition deficit and that pharmacological manipulations can be successfully used to improve behavior following NBM lesions.

Atypicalities in Perceptual Adaptation in Autism Do Not Extend to Perceptual Causality

PubMed Central

Karaminis, Themelis; Turi, Marco; Neil, Louise; Badcock, Nicholas A.; Burr, David; Pellicano, Elizabeth

2015-01-01

A recent study showed that adaptation to causal events (collisions) in adults caused subsequent events to be less likely perceived as causal. In this study, we examined if a similar negative adaptation effect for perceptual causality occurs in children, both typically developing and with autism. Previous studies have reported diminished adaptation for face identity, facial configuration and gaze direction in children with autism. To test whether diminished adaptive coding extends beyond high-level social stimuli (such as faces) and could be a general property of autistic perception, we developed a child-friendly paradigm for adaptation of perceptual causality. We compared the performance of 22 children with autism with 22 typically developing children, individually matched on age and ability (IQ scores). We found significant and equally robust adaptation aftereffects for perceptual causality in both groups. There were also no differences between the two groups in their attention, as revealed by reaction times and accuracy in a change-detection task. These findings suggest that adaptation to perceptual causality in autism is largely similar to typical development and, further, that diminished adaptive coding might not be a general characteristic of autism at low levels of the perceptual hierarchy, constraining existing theories of adaptation in autism. PMID:25774507

Author response to letter. Ref: Madsen et al. "Unnecessary work tasks and mental health: a prospective analysis of Danish human service workers".

PubMed

Madsen, Ida Eh; Rugulies, Reiner

2015-03-01

We read with interest the letter from Drs Durand-Moreau, Loddé, and Dewitte (1) regarding our article on unnecessary work tasks and mental health (2). The authors argue that: (i) the article is flawed by an imprecise one-item exposure measurement, (ii) the results may be affected by reverse causality, and (iii) ultimately the elimination of unnecessary work tasks may increase "psychic suffering". We would like to take this opportunity to address their concerns. We acknowledge, as we did in the article itself, that measuring unnecessary work tasks using only one item is less than ideal and could have increased measurement error in our analyses. The item we used to measure unnecessary work tasks assesses the employee's overall evaluation regarding the extent to which they must conduct work tasks that they, for whatever reason, deem unnecessary. We are unconvinced by the claim by Drs Durand-Moreau, Loddé, and Dewitte that this phenomenon is somehow unrelated to Semmer's definition of unnecessary tasks (3, 4), regardless of the sense-making processes underlying an individual employee's evaluation of a particular work task as unnecessary. Regarding the issue of reverse causality, the analyses were longitudinal and the effect estimates were adjusted for the baseline mental health level of the participants. Consequently, we examined changes in mental health over time, and our results cannot be explained by poorer mental health making workers think "that what they're doing is useless" as claimed in the commentary. Although causal inference is always a delicate issue when applying observational research methods, the adjustment for baseline mental health should account for reverse causality at least. Drs Durand-Moreau, Loddé, and Dewitte question that our findings suggest that the elimination of unnecessary work tasks may be beneficial to employee mental health. Instead they propose that unnecessary work tasks may be conducive to mental health because "some tasks may seem unnecessary or bothersome, but may correspond to work periods that allow for temporary rest". We find this suggestion curious and are not aware of any empirical studies to support this claim. Consequently, we encourage the authors of the commentary to test their hypothesis empirically. Any such empirical evidence would be a welcome advancement to the scientific knowledge concerning the mental health consequences of unnecessary work tasks. As the results of our study do not indicate that unnecessary work tasks could be beneficial to mental health, but indeed that they could be harmful, we find no reason to modify the conclusions of our article. References 1. Durand-Moreau Q, Loddé B, Dewitte J-D. Ref: Madsen et al. "Unnecessary work tasks and mental health: a prospective analysis of Danish human service workers". Scand J Work Environ Health - online first. http://dx.doi.org/10.5271/sjweh.3473. 2. Madsen IEH, Tripathi M, Borritz M, Rugulies R, Unnecessary work tasks and mental health: a prospective analysis of Danish human service workers, Scand J Work Environ Health. 2014;40(6):631-8. http://dx.doi.org/10.5271/sjweh.3453.  3. Semmer NK, Tschan F, Meier LL, Facchin S, Jacobshagen N, Illegitimate tasks and counterproductive work behavior, Appl Psychol. 2010;59:70-96. http://dx.doi.org/10.1111/j.1464-0597.2009.00416.x.  4. Durand MJ, Vézina N, Baril R, Loisel P, Richard MC, Ngomo S, Margin of manoeuvre indicators in the workplace during the rehabilitation process: a qualitative analysis, J Occup Rehab. 2009;19:194-202. http://dx.doi.org/10.1007/s10926-009-9173-4.

Control over the strength of connections between modules: a double dissociation between stimulus format and task revealed by Granger causality mapping in fMRI

PubMed Central

Anderson, Britt; Soliman, Sherif; O’Malley, Shannon; Danckert, James; Besner, Derek

2015-01-01

Drawing on theoretical and computational work with the localist dual route reading model and results from behavioral studies, Besner et al. (2011) proposed that the ability to perform tasks that require overriding stimulus-specific defaults (e.g., semantics when naming Arabic numerals, and phonology when evaluating the parity of number words) necessitate the ability to modulate the strength of connections between cognitive modules for lexical representation, semantics, and phonology on a task- and stimulus-specific basis. We used functional magnetic resonance imaging to evaluate this account by assessing changes in functional connectivity while participants performed tasks that did and did not require such stimulus-task default overrides. The occipital region showing the greatest modulation of BOLD signal strength for the two stimulus types was used as the seed region for Granger causality mapping (GCM). Our GCM analysis revealed a region of rostromedial frontal cortex with a crossover interaction. When participants performed tasks that required overriding stimulus type defaults (i.e., parity judgments of number words and naming Arabic numerals) functional connectivity between the occipital region and rostromedial frontal cortex was present. Statistically significant functional connectivity was absent when the tasks were the default for the stimulus type (i.e., parity judgments of Arabic numerals and reading number words). This frontal region (BA 10) has previously been shown to be involved in goal-directed behavior and maintenance of a specific task set. We conclude that overriding stimulus-task defaults requires a modulation of connection strengths between cognitive modules and that the override mechanism predicted from cognitive theory is instantiated by frontal modulation of neural activity of brain regions specialized for sensory processing. PMID:25870571

Differences in perceptual learning transfer as a function of training task.

PubMed

Green, C Shawn; Kattner, Florian; Siegel, Max H; Kersten, Daniel; Schrater, Paul R

2015-01-01

A growing body of research--including results from behavioral psychology, human structural and functional imaging, single-cell recordings in nonhuman primates, and computational modeling--suggests that perceptual learning effects are best understood as a change in the ability of higher-level integration or association areas to read out sensory information in the service of particular decisions. Work in this vein has argued that, depending on the training experience, the "rules" for this read-out can either be applicable to new contexts (thus engendering learning generalization) or can apply only to the exact training context (thus resulting in learning specificity). Here we contrast learning tasks designed to promote either stimulus-specific or stimulus-general rules. Specifically, we compare learning transfer across visual orientation following training on three different tasks: an orientation categorization task (which permits an orientation-specific learning solution), an orientation estimation task (which requires an orientation-general learning solution), and an orientation categorization task in which the relevant category boundary shifts on every trial (which lies somewhere between the two tasks above). While the simple orientation-categorization training task resulted in orientation-specific learning, the estimation and moving categorization tasks resulted in significant orientation learning generalization. The general framework tested here--that task specificity or generality can be predicted via an examination of the optimal learning solution--may be useful in building future training paradigms with certain desired outcomes.

Volitional control of the anterior insula in criminal psychopaths using real-time fMRI neurofeedback: a pilot study

PubMed Central

Sitaram, Ranganatha; Caria, Andrea; Veit, Ralf; Gaber, Tilman; Ruiz, Sergio; Birbaumer, Niels

2014-01-01

This pilot study aimed to explore whether criminal psychopaths can learn volitional regulation of the left anterior insula with real-time fMRI neurofeedback. Our previous studies with healthy volunteers showed that learned control of the blood oxygenation-level dependent (BOLD) signal was specific to the target region, and not a result of general arousal and global unspecific brain activation, and also that successful regulation modulates emotional responses, specifically to aversive picture stimuli but not neutral stimuli. In this pilot study, four criminal psychopaths were trained to regulate the anterior insula by employing negative emotional imageries taken from previous episodes in their lives, in conjunction with contingent feedback. Only one out of the four participants learned to increase the percent differential BOLD in the up-regulation condition across training runs. Subjects with higher Psychopathic Checklist-Revised (PCL:SV) scores were less able to increase the BOLD signal in the anterior insula than their lower PCL:SV counterparts. We investigated functional connectivity changes in the emotional network due to learned regulation of the successful participant, by employing multivariate Granger Causality Modeling (GCM). Learning to up-regulate the left anterior insula not only increased the number of connections (causal density) in the emotional network in the single successful participant but also increased the difference between the number of outgoing and incoming connections (causal flow) of the left insula. This pilot study shows modest potential for training psychopathic individuals to learn to control brain activity in the anterior insula. PMID:25352793

Evaluation of near-miss and adverse events in radiation oncology using a comprehensive causal factor taxonomy.

PubMed

Spraker, Matthew B; Fain, Robert; Gopan, Olga; Zeng, Jing; Nyflot, Matthew; Jordan, Loucille; Kane, Gabrielle; Ford, Eric

Incident learning systems (ILSs) are a popular strategy for improving safety in radiation oncology (RO) clinics, but few reports focus on the causes of errors in RO. The goal of this study was to test a causal factor taxonomy developed in 2012 by the American Association of Physicists in Medicine and adopted for use in the RO: Incident Learning System (RO-ILS). Three hundred event reports were randomly selected from an institutional ILS database and Safety in Radiation Oncology (SAFRON), an international ILS. The reports were split into 3 groups of 100 events each: low-risk institutional, high-risk institutional, and SAFRON. Three raters retrospectively analyzed each event for contributing factors using the American Association of Physicists in Medicine taxonomy. No events were described by a single causal factor (median, 7). The causal factor taxonomy was found to be applicable for all events, but 4 causal factors were not described in the taxonomy: linear accelerator failure (n = 3), hardware/equipment failure (n = 2), failure to follow through with a quality improvement intervention (n = 1), and workflow documentation was misleading (n = 1). The most common causal factor categories contributing to events were similar in all event types. The most common specific causal factor to contribute to events was a "slip causing physical error." Poor human factors engineering was the only causal factor found to contribute more frequently to high-risk institutional versus low-risk institutional events. The taxonomy in the study was found to be applicable for all events and may be useful in root cause analyses and future studies. Communication and human behaviors were the most common errors affecting all types of events. Poor human factors engineering was found to specifically contribute to high-risk more than low-risk institutional events, and may represent a strategy for reducing errors in all types of events. Copyright © 2017 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement

ERIC Educational Resources Information Center

Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.

2008-01-01

Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…

The perceptual shaping of anticipatory actions.

PubMed

Maffei, Giovanni; Herreros, Ivan; Sanchez-Fibla, Marti; Friston, Karl J; Verschure, Paul F M J

2017-12-20

Humans display anticipatory motor responses to minimize the adverse effects of predictable perturbations. A widely accepted explanation for this behaviour relies on the notion of an inverse model that, learning from motor errors, anticipates corrective responses. Here, we propose and validate the alternative hypothesis that anticipatory control can be realized through a cascade of purely sensory predictions that drive the motor system, reflecting the causal sequence of the perceptual events preceding the error. We compare both hypotheses in a simulated anticipatory postural adjustment task. We observe that adaptation in the sensory domain, but not in the motor one, supports the robust and generalizable anticipatory control characteristic of biological systems. Our proposal unites the neurobiology of the cerebellum with the theory of active inference and provides a concrete implementation of its core tenets with great relevance both to our understanding of biological control systems and, possibly, to their emulation in complex artefacts. © 2017 The Author(s).

The Predictive Power of Fifth Graders' Learning Styles on Their Mathematical Reasoning and Spatial Ability

ERIC Educational Resources Information Center

Danisman, Sahin; Erginer, Ergin

2017-01-01

The purpose of this study was to examine fifth graders' mathematical reasoning and spatial ability, to identify a correlation with their learning styles, and to determine the predictive power of their learning styles on their mathematical learning profiles. This causal study was conducted with 97 fifth graders (60 females, 61.9% and 37 males,…

Generalized lessons about sequence learning from the study of the serial reaction time task

PubMed Central

Schwarb, Hillary; Schumacher, Eric H.

2012-01-01

Over the last 20 years researchers have used the serial reaction time (SRT) task to investigate the nature of spatial sequence learning. They have used the task to identify the locus of spatial sequence learning, identify situations that enhance and those that impair learning, and identify the important cognitive processes that facilitate this type of learning. Although controversies remain, the SRT task has been integral in enhancing our understanding of implicit sequence learning. It is important, however, to ask what, if anything, the discoveries made using the SRT task tell us about implicit learning more generally. This review analyzes the state of the current spatial SRT sequence learning literature highlighting the stimulus-response rule hypothesis of sequence learning which we believe provides a unifying account of discrepant SRT data. It also challenges researchers to use the vast body of knowledge acquired with the SRT task to understand other implicit learning literatures too often ignored in the context of this particular task. This broad perspective will make it possible to identify congruences among data acquired using various different tasks that will allow us to generalize about the nature of implicit learning. PMID:22723815

How to interpret cognitive training studies: A reply to Lindskog & Winman

PubMed Central

Park, Joonkoo; Brannon, Elizabeth M.

2017-01-01

In our previous studies, we demonstrated that repeated training on an approximate arithmetic task selectively improves symbolic arithmetic performance (Park & Brannon, 2013, 2014). We proposed that mental manipulation of quantity is the common cognitive component between approximate arithmetic and symbolic arithmetic, driving the causal relationship between the two. In a commentary to our work, Lindskog and Winman argue that there is no evidence of performance improvement during approximate arithmetic training and that this challenges the proposed causal relationship between approximate arithmetic and symbolic arithmetic. Here, we argue that causality in cognitive training experiments is interpreted from the selectivity of transfer effects and does not hinge upon improved performance in the training task. This is because changes in the unobservable cognitive elements underlying the transfer effect may not be observable from performance measures in the training task. We also question the validity of Lindskog and Winman’s simulation approach for testing for a training effect, given that simulations require a valid and sufficient model of a decision process, which is often difficult to achieve. Finally we provide an empirical approach to testing the training effects in adaptive training. Our analysis reveals new evidence that approximate arithmetic performance improved over the course of training in Park and Brannon (2014). We maintain that our data supports the conclusion that approximate arithmetic training leads to improvement in symbolic arithmetic driven by the common cognitive component of mental quantity manipulation. PMID:26972469

Attentional load and implicit sequence learning.

PubMed

Shanks, David R; Rowland, Lee A; Ranger, Mandeep S

2005-06-01

A widely employed conceptualization of implicit learning hypothesizes that it makes minimal demands on attentional resources. This conjecture was investigated by comparing learning under single-task and dual-task conditions in the sequential reaction time (SRT) task. Participants learned probabilistic sequences, with dual-task participants additionally having to perform a counting task using stimuli that were targets in the SRT display. Both groups were then tested for sequence knowledge under single-task (Experiments 1 and 2) or dual-task (Experiment 3) conditions. Participants also completed a free generation task (Experiments 2 and 3) under inclusion or exclusion conditions to determine if sequence knowledge was conscious or unconscious in terms of its access to intentional control. The experiments revealed that the secondary task impaired sequence learning and that sequence knowledge was consciously accessible. These findings disconfirm both the notion that implicit learning is able to proceed normally under conditions of divided attention, and that the acquired knowledge is inaccessible to consciousness. A unitary framework for conceptualizing implicit and explicit learning is proposed.

Aging and Integration of Contingency Evidence in Causal Judgment

PubMed Central

Mutter, Sharon A.; Plumlee, Leslie F.

2009-01-01

Age differences in causal judgment are consistently greater for preventative/negative relationships than for generative/positive relationships. We used a feature analytic procedure (Mandel & Lehman, 1998) to determine whether this effect might be due to differences in young and older adults’ integration of contingency evidence during causal induction. To reduce the impact of age-related changes in learning/memory we presented contingency evidence for preventative, non-contingent, and generative relationships in summary form and to induce participants to integrate greater or lesser amounts of this evidence, we varied the meaningfulness of the causal context. Young adults showed greater flexibility in their integration processes than older adults. In an abstract causal context, there were no age differences in causal judgment or integration, but in meaningful contexts, young adults’ judgments for preventative relationships were more accurate than older adults’ and they assigned more weight to the contingency evidence confirming these relationships. These differences were mediated by age-related changes in processing speed. The decline in this basic cognitive resource may place boundaries on the amount or the type of evidence that older adults can integrate for causal judgment. PMID:20025406

Transferring control demands across incidental learning tasks – stronger sequence usage in serial reaction task after shortcut option in letter string checking

PubMed Central

Gaschler, Robert; Marewski, Julian N.; Wenke, Dorit; Frensch, Peter A.

2014-01-01

After incidentally learning about a hidden regularity, participants can either continue to solve the task as instructed or, alternatively, apply a shortcut. Past research suggests that the amount of conflict implied by adopting a shortcut seems to bias the decision for vs. against continuing instruction-coherent task processing. We explored whether this decision might transfer from one incidental learning task to the next. Theories that conceptualize strategy change in incidental learning as a learning-plus-decision phenomenon suggest that high demands to adhere to instruction-coherent task processing in Task 1 will impede shortcut usage in Task 2, whereas low control demands will foster it. We sequentially applied two established incidental learning tasks differing in stimuli, responses and hidden regularity (the alphabet verification task followed by the serial reaction task, SRT). While some participants experienced a complete redundancy in the task material of the alphabet verification task (low demands to adhere to instructions), for others the redundancy was only partial. Thus, shortcut application would have led to errors (high demands to follow instructions). The low control demand condition showed the strongest usage of the fixed and repeating sequence of responses in the SRT. The transfer results are in line with the learning-plus-decision view of strategy change in incidental learning, rather than with resource theories of self-control. PMID:25506336

Your visual system provides all the information you need to make moral judgments about generic visual events.

PubMed

De Freitas, Julian; Alvarez, George A

2018-05-28

To what extent are people's moral judgments susceptible to subtle factors of which they are unaware? Here we show that we can change people's moral judgments outside of their awareness by subtly biasing perceived causality. Specifically, we used subtle visual manipulations to create visual illusions of causality in morally relevant scenarios, and this systematically changed people's moral judgments. After demonstrating the basic effect using simple displays involving an ambiguous car collision that ends up injuring a person (E1), we show that the effect is sensitive on the millisecond timescale to manipulations of task-irrelevant factors that are known to affect perceived causality, including the duration (E2a) and asynchrony (E2b) of specific task-irrelevant contextual factors in the display. We then conceptually replicate the effect using a different paradigm (E3a), and also show that we can eliminate the effect by interfering with motion processing (E3b). Finally, we show that the effect generalizes across different kinds of moral judgments (E3c). Combined, these studies show that obligatory, abstract inferences made by the visual system influence moral judgments. Copyright © 2018 Elsevier B.V. All rights reserved.

Mothers' and Children's Story-Telling: A Study of Dyads with Typically Developing Children and Children with ASD

ERIC Educational Resources Information Center

Hutchins, Tiffany L.; Deraway, Chelsea; Prelock, Patricia; O'Neill, Ana

2017-01-01

The production of specific mental state terms types and functions by caregivers and their TD children and caregivers and their children with ASD were assessed in two contexts: a parent's story-telling task and a child's story-telling task. Caregivers of children with ASD produced less causal talk and proportionally less desire and cognitive talk…

How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow.

ERIC Educational Resources Information Center

MacIntyre, Peter D.

1995-01-01

Advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. This paper studies the role of anxiety in the language learning process and concludes that the linguistic coding deficit hypothesis errs in assigning epiphenomenal status to language anxiety. (57…

Parents and Siblings As Early Resources for Young Children's Learning in Mexican-Descent Families.

ERIC Educational Resources Information Center

Perez-Granados, Deanne R.; Callanan, Maureen A.

1997-01-01

Interviews with parents from 50 Mexican-descent families revealed that parents encouraged their preschool children to ask questions about science and causal relationships; older and younger siblings learned different skills from one another; and children learned through observation and imitation. Discusses issues of "match" between home…

The Effect of Teaching Experience on Service-Learning Beliefs of Dental Hygiene Educators

ERIC Educational Resources Information Center

Burch, Sharlee Shirley

2013-01-01

The purpose of this non-experimental causal-comparative study was to determine if service-learning teaching experience affects dental hygiene faculty perceptions of service-learning benefits and barriers in the United States. Dental hygiene educators from entry-level dental hygiene education programs in the United States completed the Web-based…

Integrating User Interface and Personal Innovativeness into the TAM for Mobile Learning in Cyber University

ERIC Educational Resources Information Center

Joo, Young Ju; Lee, Hyeon Woo; Ham, Yookyoung

2014-01-01

This study aims to add new variables, namely user interface, personal innovativeness, and satisfaction in learning, to Davis's technology acceptance model and also examine whether learners are willing to adopt mobile learning. Thus, this study attempted to explain the structural causal relationships among user interface, personal…

Social Learning, Reinforcement and Crime: Evidence from Three European Cities

ERIC Educational Resources Information Center

Tittle, Charles R.; Antonaccio, Olena; Botchkovar, Ekaterina

2012-01-01

This study reports a cross-cultural test of Social Learning Theory using direct measures of social learning constructs and focusing on the causal structure implied by the theory. Overall, the results strongly confirm the main thrust of the theory. Prior criminal reinforcement and current crime-favorable definitions are highly related in all three…

Nondeclarative learning in children with specific language impairment: predicting regularities in the visuomotor, phonological, and cognitive domains.

PubMed

Mayor-Dubois, C; Zesiger, P; Van der Linden, M; Roulet-Perez, E

2014-01-01

Ullman (2004) suggested that Specific Language Impairment (SLI) results from a general procedural learning deficit. In order to test this hypothesis, we investigated children with SLI via procedural learning tasks exploring the verbal, motor, and cognitive domains. Results showed that compared with a Control Group, the children with SLI (a) were unable to learn a phonotactic learning task, (b) were able but less efficiently to learn a motor learning task and (c) succeeded in a cognitive learning task. Regarding the motor learning task (Serial Reaction Time Task), reaction times were longer and learning slower than in controls. The learning effect was not significant in children with an associated Developmental Coordination Disorder (DCD), and future studies should consider comorbid motor impairment in order to clarify whether impairments are related to the motor rather than the language disorder. Our results indicate that a phonotactic learning but not a cognitive procedural deficit underlies SLI, thus challenging Ullmans' general procedural deficit hypothesis, like a few other recent studies.

Correspondences between What Infants See and Know about Causal and Self-Propelled Motion

ERIC Educational Resources Information Center

Cicchino, Jessica B.; Aslin, Richard N.; Rakison, David H.

2011-01-01

The associative learning account of how infants identify human motion rests on the assumption that this knowledge is derived from statistical regularities seen in the world. Yet, no catalog exists of what visual input infants receive of human motion, and of causal and self-propelled motion in particular. In this manuscript, we demonstrate that the…

Visual and auditory perception in preschool children at risk for dyslexia.

PubMed

Ortiz, Rosario; Estévez, Adelina; Muñetón, Mercedes; Domínguez, Carolina

2014-11-01

Recently, there has been renewed interest in perceptive problems of dyslexics. A polemic research issue in this area has been the nature of the perception deficit. Another issue is the causal role of this deficit in dyslexia. Most studies have been carried out in adult and child literates; consequently, the observed deficits may be the result rather than the cause of dyslexia. This study addresses these issues by examining visual and auditory perception in children at risk for dyslexia. We compared children from preschool with and without risk for dyslexia in auditory and visual temporal order judgment tasks and same-different discrimination tasks. Identical visual and auditory, linguistic and nonlinguistic stimuli were presented in both tasks. The results revealed that the visual as well as the auditory perception of children at risk for dyslexia is impaired. The comparison between groups in auditory and visual perception shows that the achievement of children at risk was lower than children without risk for dyslexia in the temporal tasks. There were no differences between groups in auditory discrimination tasks. The difficulties of children at risk in visual and auditory perceptive processing affected both linguistic and nonlinguistic stimuli. Our conclusions are that children at risk for dyslexia show auditory and visual perceptive deficits for linguistic and nonlinguistic stimuli. The auditory impairment may be explained by temporal processing problems and these problems are more serious for processing language than for processing other auditory stimuli. These visual and auditory perceptive deficits are not the consequence of failing to learn to read, thus, these findings support the theory of temporal processing deficit. Copyright © 2014 Elsevier Ltd. All rights reserved.

The scope and limits of overimitation in the transmission of artefact culture

PubMed Central

Lyons, Derek E.; Damrosch, Diana H.; Lin, Jennifer K.; Macris, Deanna M.; Keil, Frank C.

2011-01-01

Children are generally masterful imitators, both rational and flexible in their reproduction of others' actions. After observing an adult operating an unfamiliar object, however, young children will frequently overimitate, reproducing not only the actions that were causally necessary but also those that were clearly superfluous. Why does overimitation occur? We argue that when children observe an adult intentionally acting on a novel object, they may automatically encode all of the adult's actions as causally meaningful. This process of automatic causal encoding (ACE) would generally guide children to accurate beliefs about even highly opaque objects. In situations where some of an adult's intentional actions were unnecessary, however, it would also lead to persistent overimitation. Here, we undertake a thorough examination of the ACE hypothesis, reviewing prior evidence and offering three new experiments to further test the theory. We show that children will persist in overimitating even when doing so is costly (underscoring the involuntary nature of the effect), but also that the effect is constrained by intentionality in a manner consistent with its posited learning function. Overimitation may illuminate not only the structure of children's causal understanding, but also the social learning processes that support our species' artefact-centric culture. PMID:21357238

Property transmission: an explanatory account of the role of similarity information in causal inference.

PubMed

White, Peter A

2009-09-01

Many kinds of common and easily observed causal relations exhibit property transmission, which is a tendency for the causal object to impose its own properties on the effect object. It is proposed that property transmission becomes a general and readily available hypothesis used to make interpretations and judgments about causal questions under conditions of uncertainty, in which property transmission functions as a heuristic. The property transmission hypothesis explains why and when similarity information is used in causal inference. It can account for magical contagion beliefs, some cases of illusory correlation, the correspondence bias, overestimation of cross-situational consistency in behavior, nonregressive tendencies in prediction, the belief that acts of will are causes of behavior, and a range of other phenomena. People learn that property transmission is often moderated by other factors, but under conditions of uncertainty in which the operation of relevant other factors is unknown, it tends to exhibit a pervasive influence on thinking about causality. (c) 2009 APA, all rights reserved.

Hebbian Learning is about contingency not contiguity and explains the emergence of predictive mirror neurons

PubMed Central

Keysers, Christian; Perrett, David I.; Gazzola, Valeria

2015-01-01

Hebbian Learning should not be reduced to contiguity since it detects contingency and causality. Hebbian Learning accounts of mirror neurons make predictions that differ from associative learning: through Hebbian Learning mirror neurons become dynamic networks that calculate predictions and prediction errors and relate to ideomotor theories. The social force of imitation is important for mirror neuron emergence and suggests canalization. PMID:24775162

Relationship between Speech Production and Perception in People Who Stutter.

PubMed

Lu, Chunming; Long, Yuhang; Zheng, Lifen; Shi, Guang; Liu, Li; Ding, Guosheng; Howell, Peter

2016-01-01

Speech production difficulties are apparent in people who stutter (PWS). PWS also have difficulties in speech perception compared to controls. It is unclear whether the speech perception difficulties in PWS are independent of, or related to, their speech production difficulties. To investigate this issue, functional MRI data were collected on 13 PWS and 13 controls whilst the participants performed a speech production task and a speech perception task. PWS performed poorer than controls in the perception task and the poorer performance was associated with a functional activity difference in the left anterior insula (part of the speech motor area) compared to controls. PWS also showed a functional activity difference in this and the surrounding area [left inferior frontal cortex (IFC)/anterior insula] in the production task compared to controls. Conjunction analysis showed that the functional activity differences between PWS and controls in the left IFC/anterior insula coincided across the perception and production tasks. Furthermore, Granger Causality Analysis on the resting-state fMRI data of the participants showed that the causal connection from the left IFC/anterior insula to an area in the left primary auditory cortex (Heschl's gyrus) differed significantly between PWS and controls. The strength of this connection correlated significantly with performance in the perception task. These results suggest that speech perception difficulties in PWS are associated with anomalous functional activity in the speech motor area, and the altered functional connectivity from this area to the auditory area plays a role in the speech perception difficulties of PWS.

Selective social learning in infancy: looking for mechanisms.

PubMed

Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

2018-05-01

Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

Quantum learning of classical stochastic processes: The completely positive realization problem

DOE Office of Scientific and Technical Information (OSTI.GOV)

Monràs, Alex; Centre for Quantum Technologies, National University of Singapore, 3 Science Drive 2, Singapore 117543; Winter, Andreas

2016-01-15

Among several tasks in Machine Learning, a specially important one is the problem of inferring the latent variables of a system and their causal relations with the observed behavior. A paradigmatic instance of this is the task of inferring the hidden Markov model underlying a given stochastic process. This is known as the positive realization problem (PRP), [L. Benvenuti and L. Farina, IEEE Trans. Autom. Control 49(5), 651–664 (2004)] and constitutes a central problem in machine learning. The PRP and its solutions have far-reaching consequences in many areas of systems and control theory, and is nowadays an important piece inmore » the broad field of positive systems theory. We consider the scenario where the latent variables are quantum (i.e., quantum states of a finite-dimensional system) and the system dynamics is constrained only by physical transformations on the quantum system. The observable dynamics is then described by a quantum instrument, and the task is to determine which quantum instrument — if any — yields the process at hand by iterative application. We take as a starting point the theory of quasi-realizations, whence a description of the dynamics of the process is given in terms of linear maps on state vectors and probabilities are given by linear functionals on the state vectors. This description, despite its remarkable resemblance with the hidden Markov model, or the iterated quantum instrument, is however devoid of any stochastic or quantum mechanical interpretation, as said maps fail to satisfy any positivity conditions. The completely positive realization problem then consists in determining whether an equivalent quantum mechanical description of the same process exists. We generalize some key results of stochastic realization theory, and show that the problem has deep connections with operator systems theory, giving possible insight to the lifting problem in quotient operator systems. Our results have potential applications in quantum machine learning, device-independent characterization and reverse-engineering of stochastic processes and quantum processors, and more generally, of dynamical processes with quantum memory [M. Guţă, Phys. Rev. A 83(6), 062324 (2011); M. Guţă and N. Yamamoto, e-print http://arxiv.org/abs/1303.3771 (2013)].« less

SAN-RL: combining spreading activation networks and reinforcement learning to learn configurable behaviors

NASA Technical Reports Server (NTRS)

White, J.; Gaines, D. M.; Wilkes, M.; Kusumalnukool, K.; Thongchai, S.; Kawamura, K.

2001-01-01

This approach provides the agent with a causal structure, the spreading activation network, relating goals to the actions that can achieve those goals. This enables the agent to select actions relative to the goal priorities.

Domain-general sequence learning deficit in specific language impairment.

PubMed

Lukács, Agnes; Kemény, Ferenc

2014-05-01

Grammar-specific accounts of specific language impairment (SLI) have been challenged by recent claims that language problems are a consequence of impairments in domain-general mechanisms of learning that also play a key role in the process of language acquisition. Our studies were designed to test the generality and nature of this learning deficit by focusing on both sequential and nonsequential, and on verbal and nonverbal, domains. Twenty-nine children with SLI were compared with age-matched typically developing (TD) control children using (a) a serial reaction time task (SRT), testing the learning of motor sequences; (b) an artificial grammar learning (AGL) task, testing the extraction of regularities from auditory sequences; and (c) a weather prediction task (WP), testing probabilistic category learning in a nonsequential task. For the 2 sequence learning tasks, a significantly smaller proportion of children showed evidence of learning in the SLI than in the TD group (χ2 tests, p < .001 for the SRT task, p < .05 for the AGL task), whereas the proportion of learners on the WP task was the same in the 2 groups. The level of learning for SLI learners was comparable with that of TD children on all tasks (with great individual variation). Taken together, these findings suggest that domain-general processes of implicit sequence learning tend to be impaired in SLI. Further research is needed to clarify the relationship of deficits in implicit learning and language.

Causal inferences about others’ behavior among the Wampar, Papua New Guinea – and why they are hard to elicit

PubMed Central

Beer, Bettina; Bender, Andrea

2015-01-01

As social beings, people need to be able to interact intelligently with others in their social environment. Accordingly, people spend much time conversing with one another in order to understand the broad and fine aspects of the relations that link them. They are especially interested in the interactive behaviors that constitute social relations, such as mutual aid, gift giving and exchange, sharing, informal socializing, or deception. The evaluations of these behaviors are embedded in social relationships and charged with values and emotions. We developed tasks to probe how people in an unfamiliar socio-cultural setting understand and account for the behavior of others conditional upon their category membership – by trying to elicit the basic categories, stereotypes, and models that inform the causal perceptions, inferences and reasoning people use in understanding others’ interactive behaviors – and we tested these tasks among the Wampar in Papua New Guinea. The results show changes in the relevance of social categories among the Wampar but also, and perhaps more important, limitations in the translation and applicability of cognitive tasks. PMID:25806007

Correlates of individual, and age-related, differences in short-term learning.

PubMed

Zhang, Zhiyong; Davis, Hasker P; Salthouse, Timothy A; Tucker-Drob, Elliot M

2007-07-01

Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability.

Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback

ERIC Educational Resources Information Center

Moreno, Roxana; Valdez, Alfred

2005-01-01

The cognitive load and learning effects of dual-code and interactivity--two multimedia methods intended to promote meaningful learning--were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group…

Role of dopamine D2 receptors in human reinforcement learning.

PubMed

Eisenegger, Christoph; Naef, Michael; Linssen, Anke; Clark, Luke; Gandamaneni, Praveen K; Müller, Ulrich; Robbins, Trevor W

2014-09-01

Influential neurocomputational models emphasize dopamine (DA) as an electrophysiological and neurochemical correlate of reinforcement learning. However, evidence of a specific causal role of DA receptors in learning has been less forthcoming, especially in humans. Here we combine, in a between-subjects design, administration of a high dose of the selective DA D2/3-receptor antagonist sulpiride with genetic analysis of the DA D2 receptor in a behavioral study of reinforcement learning in a sample of 78 healthy male volunteers. In contrast to predictions of prevailing models emphasizing DA's pivotal role in learning via prediction errors, we found that sulpiride did not disrupt learning, but rather induced profound impairments in choice performance. The disruption was selective for stimuli indicating reward, whereas loss avoidance performance was unaffected. Effects were driven by volunteers with higher serum levels of the drug, and in those with genetically determined lower density of striatal DA D2 receptors. This is the clearest demonstration to date for a causal modulatory role of the DA D2 receptor in choice performance that might be distinct from learning. Our findings challenge current reward prediction error models of reinforcement learning, and suggest that classical animal models emphasizing a role of postsynaptic DA D2 receptors in motivational aspects of reinforcement learning may apply to humans as well.

Role of Dopamine D2 Receptors in Human Reinforcement Learning

PubMed Central

Eisenegger, Christoph; Naef, Michael; Linssen, Anke; Clark, Luke; Gandamaneni, Praveen K; Müller, Ulrich; Robbins, Trevor W

2014-01-01

Influential neurocomputational models emphasize dopamine (DA) as an electrophysiological and neurochemical correlate of reinforcement learning. However, evidence of a specific causal role of DA receptors in learning has been less forthcoming, especially in humans. Here we combine, in a between-subjects design, administration of a high dose of the selective DA D2/3-receptor antagonist sulpiride with genetic analysis of the DA D2 receptor in a behavioral study of reinforcement learning in a sample of 78 healthy male volunteers. In contrast to predictions of prevailing models emphasizing DA's pivotal role in learning via prediction errors, we found that sulpiride did not disrupt learning, but rather induced profound impairments in choice performance. The disruption was selective for stimuli indicating reward, whereas loss avoidance performance was unaffected. Effects were driven by volunteers with higher serum levels of the drug, and in those with genetically determined lower density of striatal DA D2 receptors. This is the clearest demonstration to date for a causal modulatory role of the DA D2 receptor in choice performance that might be distinct from learning. Our findings challenge current reward prediction error models of reinforcement learning, and suggest that classical animal models emphasizing a role of postsynaptic DA D2 receptors in motivational aspects of reinforcement learning may apply to humans as well. PMID:24713613

Deconstructing events: The neural bases for space, time, and causality

PubMed Central

Kranjec, Alexander; Cardillo, Eileen R.; Lehet, Matthew; Chatterjee, Anjan

2013-01-01

Space, time, and causality provide a natural structure for organizing our experience. These abstract categories allow us to think relationally in the most basic sense; understanding simple events require one to represent the spatial relations among objects, the relative durations of actions or movements, and links between causes and effects. The present fMRI study investigates the extent to which the brain distinguishes between these fundamental conceptual domains. Participants performed a one-back task with three conditions of interest (SPACE, TIME and CAUSALITY). Each condition required comparing relations between events in a simple verbal narrative. Depending on the condition, participants were instructed to either attend to the spatial, temporal, or causal characteristics of events, but between participants, each particular event relation appeared in all three conditions. Contrasts compared neural activity during each condition against the remaining two and revealed how thinking about events is deconstructed neurally. Space trials recruited neural areas traditionally associated with visuospatial processing, primarily bilateral frontal and occipitoparietal networks. Causality trials activated areas previously found to underlie causal thinking and thematic role assignment, such as left medial frontal, and left middle temporal gyri, respectively. Causality trials also produced activations in SMA, caudate, and cerebellum; cortical and subcortical regions associated with the perception of time at different timescales. The TIME contrast however, produced no significant effects. This pattern, indicating negative results for TIME trials, but positive effects for CAUSALITY trials in areas important for time perception, motivated additional overlap analyses to further probe relations between domains. The results of these analyses suggest a closer correspondence between time and causality than between time and space. PMID:21861674

Perceptual learning of basic visual features remains task specific with Training-Plus-Exposure (TPE) training.

PubMed

Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun

2016-01-01

Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer.

Training Attentional Control in Infancy

PubMed Central

Wass, Sam; Porayska-Pomsta, Kaska; Johnson, Mark H.

2011-01-01

Summary Several recent studies have reported that cognitive training in adults does not lead to generalized performance improvements [1, 2], whereas many studies with younger participants (children 4 years and older) have reported distal transfer [3, 4]. This is consistent with convergent evidence [5–8] for greater neural and behavioral plasticity earlier in development. We used gaze-contingent paradigms to train 11-month-old infants on a battery of attentional control tasks. Relative to an active control group, and following only a relatively short training period, posttraining assessments revealed improvements in cognitive control and sustained attention, reduced saccadic reaction times, and reduced latencies to disengage visual attention. Trend changes were also observed in spontaneous looking behavior during free play, but no change was found in working memory. The amount of training correlated with the degree of improvement on some measures. These findings are to our knowledge the first demonstration of distal transfer following attentional control training in infancy. Given the longitudinal relationships identified between early attentional control and learning in academic settings [9, 10], and the causal role that impaired control of attention may play in disrupting learning in several disorders [11–14], the current results open a number of avenues for future work. PMID:21889346

Neurogenesis and Developmental Anesthetic Neurotoxicity

PubMed Central

Kang, Eunchai; Berg, Daniel A.; Furmanski, Orion; Jackson, William M.; Ryu, Yun Kyoung; Gray, Christy D.; Mintz, C. David

2017-01-01

The mechanism by which anesthetics might act on the developing brain in order to cause long term deficits remains incompletely understood. The hippocampus has been identified as a structure that is likely to be involved, as rodent models show numerous deficits in behavioral tasks of learning that are hippocampal-dependent. The hippocampus is an unusual structure in that it is the site of large amounts of neurogenesis postnatally, particularly in the first year of life in humans, and these newly generated neurons are critical to the function of this structure. Intriguingly, neurogenesis is a major developmental event that occurs during postulated windows of vulnerability to developmental anesthetic neurotoxicity across the different species in which it has been studied. In this review, we examine the evidence for anesthetic effects on neurogenesis in the early postnatal period and ask whether neurogenesis should be studied further as a putative mechanism of injury. Multiple anesthetics are considered, and both in vivo and in vitro work is presented. While there is abundant evidence that anesthetics act to suppress neurogenesis at several different phases, evidence of a causal link between these effects and any change in learning behavior remains elusive. PMID:27751818

Neurogenesis and developmental anesthetic neurotoxicity.

PubMed

Kang, Eunchai; Berg, Daniel A; Furmanski, Orion; Jackson, William M; Ryu, Yun Kyoung; Gray, Christy D; Mintz, C David

The mechanism by which anesthetics might act on the developing brain in order to cause long term deficits remains incompletely understood. The hippocampus has been identified as a structure that is likely to be involved, as rodent models show numerous deficits in behavioral tasks of learning that are hippocampal-dependent. The hippocampus is an unusual structure in that it is the site of large amounts of neurogenesis postnatally, particularly in the first year of life in humans, and these newly generated neurons are critical to the function of this structure. Intriguingly, neurogenesis is a major developmental event that occurs during postulated windows of vulnerability to developmental anesthetic neurotoxicity across the different species in which it has been studied. In this review, we examine the evidence for anesthetic effects on neurogenesis in the early postnatal period and ask whether neurogenesis should be studied further as a putative mechanism of injury. Multiple anesthetics are considered, and both in vivo and in vitro work is presented. While there is abundant evidence that anesthetics act to suppress neurogenesis at several different phases, evidence of a causal link between these effects and any change in learning behavior remains elusive. Copyright © 2016. Published by Elsevier Inc.

Comprehensive behavioral analysis of RNG105 (Caprin1) heterozygous mice: Reduced social interaction and attenuated response to novelty

PubMed Central

Ohashi, Rie; Takao, Keizo; Miyakawa, Tsuyoshi; Shiina, Nobuyuki

2016-01-01

RNG105 (also known as Caprin1) is a major RNA-binding protein in neuronal RNA granules, and is responsible for mRNA transport to dendrites and neuronal network formation. A recent study reported that a heterozygous mutation in the Rng105 gene was found in an autism spectrum disorder (ASD) patient, but it remains unclear whether there is a causal relation between RNG105 deficiency and ASD. Here, we subjected Rng105+/− mice to a comprehensive behavioral test battery, and revealed the influence of RNG105 deficiency on mouse behavior. Rng105+/− mice exhibited a reduced sociality in a home cage and a weak preference for social novelty. Consistently, the Rng105+/− mice also showed a weak preference for novel objects and novel place patterns. Furthermore, although the Rng105+/− mice exhibited normal memory acquisition, they tended to have relative difficulty in reversal learning in the spatial reference tasks. These findings suggest that the RNG105 heterozygous knockout leads to a reduction in sociality, response to novelty and flexibility in learning, which are implicated in ASD-like behavior. PMID:26865403

Multi-task transfer learning deep convolutional neural network: application to computer-aided diagnosis of breast cancer on mammograms

NASA Astrophysics Data System (ADS)

Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir M.; Helvie, Mark A.; Cha, Kenny H.; Richter, Caleb D.

2017-12-01

Transfer learning in deep convolutional neural networks (DCNNs) is an important step in its application to medical imaging tasks. We propose a multi-task transfer learning DCNN with the aim of translating the ‘knowledge’ learned from non-medical images to medical diagnostic tasks through supervised training and increasing the generalization capabilities of DCNNs by simultaneously learning auxiliary tasks. We studied this approach in an important application: classification of malignant and benign breast masses. With Institutional Review Board (IRB) approval, digitized screen-film mammograms (SFMs) and digital mammograms (DMs) were collected from our patient files and additional SFMs were obtained from the Digital Database for Screening Mammography. The data set consisted of 2242 views with 2454 masses (1057 malignant, 1397 benign). In single-task transfer learning, the DCNN was trained and tested on SFMs. In multi-task transfer learning, SFMs and DMs were used to train the DCNN, which was then tested on SFMs. N-fold cross-validation with the training set was used for training and parameter optimization. On the independent test set, the multi-task transfer learning DCNN was found to have significantly (p  =  0.007) higher performance compared to the single-task transfer learning DCNN. This study demonstrates that multi-task transfer learning may be an effective approach for training DCNN in medical imaging applications when training samples from a single modality are limited.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Memory as discrimination: a challenge to the encoding-retrieval match principle.

PubMed

Poirier, Marie; Nairne, James S; Morin, Caroline; Zimmermann, Friederike G S; Koutmeridou, Kyriaki; Fowler, James

2012-01-01

Four experiments contrasted the predictions of a general encoding-retrieval match hypothesis with those of a view claiming that the distinctiveness of the cue-target relationship is the causal factor in retrieval. In Experiments 1, 2, and 4 participants learned the relationships between 4 targets and trios of cues; in Experiment 3 there were 3 targets, each associated with a pair of cues. A learning phase was followed by a cued-recognition task where the correct target had to be identified based on 1 or more of the cues. The main performance measurement was response time. Learning was designed to lead to high accuracy so effects could be attributed to retrieval efficiency rather than to variations in encoding. The nature of the cues and targets was varied across experiments. The critical factor was whether each cue was uniquely associated with the to-be-recalled target. All experiments orthogonally manipulated (a) how discriminative-or uniquely associated with a target-each cue was and (b) the degree of overlap between the cues present during learning and those present at retrieval. The novel finding reported here is that increasing the encoding-retrieval match can hinder performance if the increase simultaneously reduces how well cues predict a target-that is, a cue's diagnostic value. Encoding-retrieval match was not the factor that determined the effectiveness of retrieval. Our findings suggest that increasing the encoding-retrieval match can lead to no change, an increase, or a decrease in retrieval performance.

Ketamine Effects on Memory Reconsolidation Favor a Learning Model of Delusions

PubMed Central

Gardner, Jennifer M.; Piggot, Jennifer S.; Turner, Danielle C.; Everitt, Jessica C.; Arana, Fernando Sergio; Morgan, Hannah L.; Milton, Amy L.; Lee, Jonathan L.; Aitken, Michael R. F.; Dickinson, Anthony; Everitt, Barry J.; Absalom, Anthony R.; Adapa, Ram; Subramanian, Naresh; Taylor, Jane R.; Krystal, John H.; Fletcher, Paul C.

2013-01-01

Delusions are the persistent and often bizarre beliefs that characterise psychosis. Previous studies have suggested that their emergence may be explained by disturbances in prediction error-dependent learning. Here we set up complementary studies in order to examine whether such a disturbance also modulates memory reconsolidation and hence explains their remarkable persistence. First, we quantified individual brain responses to prediction error in a causal learning task in 18 human subjects (8 female). Next, a placebo-controlled within-subjects study of the impact of ketamine was set up on the same individuals. We determined the influence of this NMDA receptor antagonist (previously shown to induce aberrant prediction error signal and lead to transient alterations in perception and belief) on the evolution of a fear memory over a 72 hour period: they initially underwent Pavlovian fear conditioning; 24 hours later, during ketamine or placebo administration, the conditioned stimulus (CS) was presented once, without reinforcement; memory strength was then tested again 24 hours later. Re-presentation of the CS under ketamine led to a stronger subsequent memory than under placebo. Moreover, the degree of strengthening correlated with individual vulnerability to ketamine's psychotogenic effects and with prediction error brain signal. This finding was partially replicated in an independent sample with an appetitive learning procedure (in 8 human subjects, 4 female). These results suggest a link between altered prediction error, memory strength and psychosis. They point to a core disruption that may explain not only the emergence of delusional beliefs but also their persistence. PMID:23776445

Learning Disabilities.

ERIC Educational Resources Information Center

Neuwirth, Sharyn

This booklet uses hypothetical case examples to illustrate the definition, causal theories, and specific types of learning disabilities (LD). The cognitive and language performance of students with LD is compared to standard developmental milestones, and common approaches to the identification and education of children with LD are outlined.…

The effect of haptic guidance and visual feedback on learning a complex tennis task.

PubMed

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.

High variability impairs motor learning regardless of whether it affects task performance.

PubMed

Cardis, Marco; Casadio, Maura; Ranganathan, Rajiv

2018-01-01

Motor variability plays an important role in motor learning, although the exact mechanisms of how variability affects learning are not well understood. Recent evidence suggests that motor variability may have different effects on learning in redundant tasks, depending on whether it is present in the task space (where it affects task performance) or in the null space (where it has no effect on task performance). We examined the effect of directly introducing null and task space variability using a manipulandum during the learning of a motor task. Participants learned a bimanual shuffleboard task for 2 days, where their goal was to slide a virtual puck as close as possible toward a target. Critically, the distance traveled by the puck was determined by the sum of the left- and right-hand velocities, which meant that there was redundancy in the task. Participants were divided into five groups, based on both the dimension in which the variability was introduced and the amount of variability that was introduced during training. Results showed that although all groups were able to reduce error with practice, learning was affected more by the amount of variability introduced rather than the dimension in which variability was introduced. Specifically, groups with higher movement variability during practice showed larger errors at the end of practice compared with groups that had low variability during learning. These results suggest that although introducing variability can increase exploration of new solutions, this may adversely affect the ability to retain the learned solution. NEW & NOTEWORTHY We examined the role of introducing variability during motor learning in a redundant task. The presence of redundancy allows variability to be introduced in different dimensions: the task space (where it affects task performance) or the null space (where it does not affect task performance). We found that introducing variability affected learning adversely, but the amount of variability was more critical than the dimension in which variability was introduced.

Transfer of perceptual learning between different visual tasks

PubMed Central

McGovern, David P.; Webb, Ben S.; Peirce, Jonathan W.

2012-01-01

Practice in most sensory tasks substantially improves perceptual performance. A hallmark of this ‘perceptual learning' is its specificity for the basic attributes of the trained stimulus and task. Recent studies have challenged the specificity of learned improvements, although transfer between substantially different tasks has yet to be demonstrated. Here, we measure the degree of transfer between three distinct perceptual tasks. Participants trained on an orientation discrimination, a curvature discrimination, or a ‘global form' task, all using stimuli comprised of multiple oriented elements. Before and after training they were tested on all three and a contrast discrimination control task. A clear transfer of learning was observed, in a pattern predicted by the relative complexity of the stimuli in the training and test tasks. Our results suggest that sensory improvements derived from perceptual learning can transfer between very different visual tasks. PMID:23048211

Transfer of perceptual learning between different visual tasks.

PubMed

McGovern, David P; Webb, Ben S; Peirce, Jonathan W

2012-10-09

Practice in most sensory tasks substantially improves perceptual performance. A hallmark of this 'perceptual learning' is its specificity for the basic attributes of the trained stimulus and task. Recent studies have challenged the specificity of learned improvements, although transfer between substantially different tasks has yet to be demonstrated. Here, we measure the degree of transfer between three distinct perceptual tasks. Participants trained on an orientation discrimination, a curvature discrimination, or a 'global form' task, all using stimuli comprised of multiple oriented elements. Before and after training they were tested on all three and a contrast discrimination control task. A clear transfer of learning was observed, in a pattern predicted by the relative complexity of the stimuli in the training and test tasks. Our results suggest that sensory improvements derived from perceptual learning can transfer between very different visual tasks.

Academic Risk Factors and Deficits of Learned Hopelessness: A Longitudinal Study of Hong Kong Secondary School Students

ERIC Educational Resources Information Center

Au, Raymond C. P.; Watkins, David A.; Hattie, John A. C.

2010-01-01

The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…

Expanding the Basic Science Debate: The Role of Physics Knowledge in Interpreting Clinical Findings

ERIC Educational Resources Information Center

Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L.; Skye, Aimee L.; Woods, Nicole N.

2012-01-01

Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical…

How and What Do Medical Students Learn in Clerkships? Experience Based Learning (ExBL)

ERIC Educational Resources Information Center

Dornan, Tim; Tan, Naomi; Boshuizen, Henny; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

2014-01-01

Clerkship education has been called a "black box" because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links…

Learning More from Educational Intervention Studies: Estimating Complier Average Causal Effects in a Relevance Intervention

ERIC Educational Resources Information Center

Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; Trautwein, Ulrich

2018-01-01

An emerging literature demonstrates that relevance interventions, which ask students to produce written reflections on how what they are learning relates to their lives, improve student learning outcomes. As part of a randomized evaluation of a relevance intervention (N = 1,978 students from 82 ninth-grade classes), we used Complier Average Causal…

What Can We Learn about Effective Early Mathematics Teaching? A Framework for Estimating Causal Effects Using Longitudinal Survey Data

ERIC Educational Resources Information Center

Guarino, Cassandra; Dieterle, Steven G.; Bargagliotti, Anna E.; Mason, William M.

2013-01-01

This study investigates the impact of teacher characteristics and instructional strategies on the mathematics achievement of students in kindergarten and first grade and tackles the question of how best to use longitudinal survey data to elicit causal inference in the face of potential threats to validity due to nonrandom assignment to treatment.…

Does Teaching Students How to Explicitly Model the Causal Structure of Systems Improve Their Understanding of These Systems?

ERIC Educational Resources Information Center

Jensen, Eva

2014-01-01

If students really understand the systems they study, they would be able to tell how changes in the system would affect a result. This demands that the students understand the mechanisms that drive its behaviour. The study investigates potential merits of learning how to explicitly model the causal structure of systems. The approach and…

The Special Status of Actions in Causal Reasoning in Rats

ERIC Educational Resources Information Center

Leising, Kenneth J.; Wong, Jared; Waldmann, Michael R.; Blaisdell, Aaron P.

2008-01-01

A. P. Blaisdell, K. Sawa, K. J. Leising, and M. R. Waldmann (2006) reported evidence for causal reasoning in rats. After learning through Pavlovian observation that Event A (a light) was a common cause of Events X (an auditory stimulus) and F (food), rats predicted F in the test phase when they observed Event X as a cue but not when they generated…

Feature saliency and feedback information interactively impact visual category learning

PubMed Central

Hammer, Rubi; Sloutsky, Vladimir; Grill-Spector, Kalanit

2015-01-01

Visual category learning (VCL) involves detecting which features are most relevant for categorization. VCL relies on attentional learning, which enables effectively redirecting attention to object’s features most relevant for categorization, while ‘filtering out’ irrelevant features. When features relevant for categorization are not salient, VCL relies also on perceptual learning, which enables becoming more sensitive to subtle yet important differences between objects. Little is known about how attentional learning and perceptual learning interact when VCL relies on both processes at the same time. Here we tested this interaction. Participants performed VCL tasks in which they learned to categorize novel stimuli by detecting the feature dimension relevant for categorization. Tasks varied both in feature saliency (low-saliency tasks that required perceptual learning vs. high-saliency tasks), and in feedback information (tasks with mid-information, moderately ambiguous feedback that increased attentional load, vs. tasks with high-information non-ambiguous feedback). We found that mid-information and high-information feedback were similarly effective for VCL in high-saliency tasks. This suggests that an increased attentional load, associated with the processing of moderately ambiguous feedback, has little effect on VCL when features are salient. In low-saliency tasks, VCL relied on slower perceptual learning; but when the feedback was highly informative participants were able to ultimately attain the same performance as during the high-saliency VCL tasks. However, VCL was significantly compromised in the low-saliency mid-information feedback task. We suggest that such low-saliency mid-information learning scenarios are characterized by a ‘cognitive loop paradox’ where two interdependent learning processes have to take place simultaneously. PMID:25745404

Flight restriction prevents associative learning deficits but not changes in brain protein-adduct formation during honeybee ageing.

PubMed

Tolfsen, Christina C; Baker, Nicholas; Kreibich, Claus; Amdam, Gro V

2011-04-15

Honeybees (Apis mellifera) senesce within 2 weeks after they discontinue nest tasks in favour of foraging. Foraging involves metabolically demanding flight, which in houseflies (Musca domestica) and fruit flies (Drosophila melanogaster) is associated with markers of ageing such as increased mortality and accumulation of oxidative damage. The role of flight in honeybee ageing is incompletely understood. We assessed relationships between honeybee flight activity and ageing by simulating rain that confined foragers to their colonies most of the day. After 15 days on average, flight-restricted foragers were compared with bees with normal (free) flight: one group that foraged for ∼15 days and two additional control groups, for flight duration and chronological age, that foraged for ∼5 days. Free flight over 15 days on average resulted in impaired associative learning ability. In contrast, flight-restricted foragers did as well in learning as bees that foraged for 5 days on average. This negative effect of flight activity was not influenced by chronological age or gustatory responsiveness, a measure of the bees' motivation to learn. Contrasting their intact learning ability, flight-restricted bees accrued the most oxidative brain damage as indicated by malondialdehyde protein adduct levels in crude cytosolic fractions. Concentrations of mono- and poly-ubiquitinated brain proteins were equal between the groups, whereas differences in total protein amounts suggested changes in brain protein metabolism connected to forager age, but not flight. We propose that intense flight is causal to brain deficits in aged bees, and that oxidative protein damage is unlikely to be the underlying mechanism.

Flight restriction prevents associative learning deficits but not changes in brain protein-adduct formation during honeybee ageing

PubMed Central

Tolfsen, Christina C.; Baker, Nicholas; Kreibich, Claus; Amdam, Gro V.

2011-01-01

SUMMARY Honeybees (Apis mellifera) senesce within 2 weeks after they discontinue nest tasks in favour of foraging. Foraging involves metabolically demanding flight, which in houseflies (Musca domestica) and fruit flies (Drosophila melanogaster) is associated with markers of ageing such as increased mortality and accumulation of oxidative damage. The role of flight in honeybee ageing is incompletely understood. We assessed relationships between honeybee flight activity and ageing by simulating rain that confined foragers to their colonies most of the day. After 15 days on average, flight-restricted foragers were compared with bees with normal (free) flight: one group that foraged for ∼15 days and two additional control groups, for flight duration and chronological age, that foraged for ∼5 days. Free flight over 15 days on average resulted in impaired associative learning ability. In contrast, flight-restricted foragers did as well in learning as bees that foraged for 5 days on average. This negative effect of flight activity was not influenced by chronological age or gustatory responsiveness, a measure of the bees' motivation to learn. Contrasting their intact learning ability, flight-restricted bees accrued the most oxidative brain damage as indicated by malondialdehyde protein adduct levels in crude cytosolic fractions. Concentrations of mono- and poly-ubiquitinated brain proteins were equal between the groups, whereas differences in total protein amounts suggested changes in brain protein metabolism connected to forager age, but not flight. We propose that intense flight is causal to brain deficits in aged bees, and that oxidative protein damage is unlikely to be the underlying mechanism. PMID:21430210

Task-specific modulation of adult humans' tool preferences: number of choices and size of the problem.

PubMed

Silva, Kathleen M; Gross, Thomas J; Silva, Francisco J

2015-03-01

In two experiments, we examined the effect of modifications to the features of a stick-and-tube problem on the stick lengths that adult humans used to solve the problem. In Experiment 1, we examined whether people's tool preferences for retrieving an out-of-reach object in a tube might more closely resemble those reported with laboratory crows if people could modify a single stick to an ideal length to solve the problem. Contrary to when adult humans have selected a tool from a set of ten sticks, asking people to modify a single stick to retrieve an object did not generally result in a stick whose length was related to the object's distance. Consistent with the prior research, though, the working length of the stick was related to the object's distance. In Experiment 2, we examined the effect of increasing the scale of the stick-and-tube problem on people's tool preferences. Increasing the scale of the task influenced people to select relatively shorter tools than had selected in previous studies. Although the causal structures of the tasks used in the two experiments were identical, their results were not. This underscores the necessity of studying physical cognition in relation to a particular causal structure by using a variety of tasks and methods.

Transcutaneous vagus nerve stimulation (tVNS) enhances divergent thinking.

PubMed

Colzato, Lorenza S; Ritter, Simone M; Steenbergen, Laura

2018-03-01

Creativity is one of the most important cognitive skills in our complex and fast-changing world. Previous correlative evidence showed that gamma-aminobutyric acid (GABA) is involved in divergent but not convergent thinking. In the current study, a placebo/sham-controlled, randomized between-group design was used to test a causal relation between vagus nerve and creativity. We employed transcutaneous vagus nerve stimulation (tVNS), a novel non-invasive brain stimulation technique to stimulate afferent fibers of the vagus nerve and speculated to increase GABA levels, in 80 healthy young volunteers. Creative performance was assessed in terms of divergent thinking (Alternate Uses Task) and convergent thinking tasks (Remote Associates Test, Creative Problem Solving Task, Idea Selection Task). Results demonstrate active tVNS, compared to sham stimulation, enhanced divergent thinking. Bayesian analysis reported the data to be inconclusive regarding a possible effect of tVNS on convergent thinking. Therefore, our findings corroborate the idea that the vagus nerve is causally involved in creative performance. Even thought we did not directly measure GABA levels, our results suggest that GABA (likely to be increased in active tVNS condition) supports the ability to select among competing options in high selection demand (divergent thinking) but not in low selection demand (convergent thinking). Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

An algorithm for direct causal learning of influences on patient outcomes.

PubMed

Rathnam, Chandramouli; Lee, Sanghoon; Jiang, Xia

2017-01-01

This study aims at developing and introducing a new algorithm, called direct causal learner (DCL), for learning the direct causal influences of a single target. We applied it to both simulated and real clinical and genome wide association study (GWAS) datasets and compared its performance to classic causal learning algorithms. The DCL algorithm learns the causes of a single target from passive data using Bayesian-scoring, instead of using independence checks, and a novel deletion algorithm. We generate 14,400 simulated datasets and measure the number of datasets for which DCL correctly and partially predicts the direct causes. We then compare its performance with the constraint-based path consistency (PC) and conservative PC (CPC) algorithms, the Bayesian-score based fast greedy search (FGS) algorithm, and the partial ancestral graphs algorithm fast causal inference (FCI). In addition, we extend our comparison of all five algorithms to both a real GWAS dataset and real breast cancer datasets over various time-points in order to observe how effective they are at predicting the causal influences of Alzheimer's disease and breast cancer survival. DCL consistently outperforms FGS, PC, CPC, and FCI in discovering the parents of the target for the datasets simulated using a simple network. Overall, DCL predicts significantly more datasets correctly (McNemar's test significance: p<0.0001) than any of the other algorithms for these network types. For example, when assessing overall performance (simple and complex network results combined), DCL correctly predicts approximately 1400 more datasets than the top FGS method, 1600 more datasets than the top CPC method, 4500 more datasets than the top PC method, and 5600 more datasets than the top FCI method. Although FGS did correctly predict more datasets than DCL for the complex networks, and DCL correctly predicted only a few more datasets than CPC for these networks, there is no significant difference in performance between these three algorithms for this network type. However, when we use a more continuous measure of accuracy, we find that all the DCL methods are able to better partially predict more direct causes than FGS and CPC for the complex networks. In addition, DCL consistently had faster runtimes than the other algorithms. In the application to the real datasets, DCL identified rs6784615, located on the NISCH gene, and rs10824310, located on the PRKG1 gene, as direct causes of late onset Alzheimer's disease (LOAD) development. In addition, DCL identified ER category as a direct predictor of breast cancer mortality within 5 years, and HER2 status as a direct predictor of 10-year breast cancer mortality. These predictors have been identified in previous studies to have a direct causal relationship with their respective phenotypes, supporting the predictive power of DCL. When the other algorithms discovered predictors from the real datasets, these predictors were either also found by DCL or could not be supported by previous studies. Our results show that DCL outperforms FGS, PC, CPC, and FCI in almost every case, demonstrating its potential to advance causal learning. Furthermore, our DCL algorithm effectively identifies direct causes in the LOAD and Metabric GWAS datasets, which indicates its potential for clinical applications. Copyright © 2016 Elsevier B.V. All rights reserved.

Does Learning a Complex Task Have To Be Complex?: A Study in Learning Decomposition.

ERIC Educational Resources Information Center

Lee, Frank J.; Anderson, John R.

2001-01-01

Decomposed the learning in the Kanfer-Ackerman Air-Traffic Controller Task (P. Ackerman, 1988) down to learning at the keyboard level. Reanalyzed the Ackerman data to show that learning in this complex task reflects learning at the keystroke level. Conducted an eye-tracking experiment with 10 adults that showed that learning at the key stroke…

Task Characteristics and Learning Potentials--Empirical Results of Three Diary Studies on Workplace Learning

ERIC Educational Resources Information Center

Rausch, Andreas

2013-01-01

Most learning in the workplace occurs while pursuing working rather than learning goals. The studies at hand aimed to identify task characteristics that foster learning in the workplace. Task characteristics are supposed to exert a major effect on the learning potential. However, the fact that learning is more often than not a rather unconscious…

Implicit learning and emotional responses in nine-month-old infants.

PubMed

Angulo-Barroso, Rosa M; Peciña, Susana; Lin, Xu; Li, Mingyan; Sturza, Julia; Shao, Jie; Lozoff, Betsy

2017-08-01

To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy.

Repetitive transcranial magnetic stimulation over the right dorsolateral prefrontal cortex affects strategic decision-making.

PubMed

van 't Wout, Mascha; Kahn, René S; Sanfey, Alan G; Aleman, André

2005-11-07

Although decision-making is typically seen as a rational process, emotions play a role in tasks that include unfairness. Recently, activation in the right dorsolateral prefrontal cortex during offers experienced as unfair in the Ultimatum Game was suggested to subserve goal maintenance in this task. This is restricted to correlational evidence, however, and it remains unclear whether the dorsolateral prefrontal cortex is crucial for strategic decision-making. The present study used repetitive transcranial magnetic stimulation in order to investigate the causal role of the dorsolateral prefrontal cortex in strategic decision-making in the Ultimatum Game. The results showed that repetitive transcranial magnetic stimulation over the right dorsolateral prefrontal cortex resulted in an altered decision-making strategy compared with sham stimulation. We conclude that the dorsolateral prefrontal cortex is causally implicated in strategic decision-making in healthy human study participants.

Assessing the use of cognitive heuristic representativeness in clinical reasoning.

PubMed

Payne, Velma L; Crowley, Rebecca S; Crowley, Rebecca

2008-11-06

We performed a pilot study to investigate use of the cognitive heuristic Representativeness in clinical reasoning. We tested a set of tasks and assessments to determine whether subjects used the heuristics in reasoning, to obtain initial frequencies of heuristic use and related cognitive errors, and to collect cognitive process data using think-aloud techniques. The study investigates two aspects of the Representativeness heuristic - judging by perceived frequency and representativeness as causal beliefs. Results show that subjects apply both aspects of the heuristic during reasoning, and make errors related to misapplication of these heuristics. Subjects in this study rarely used base rates, showed significant variability in their recall of base rates, demonstrated limited ability to use provided base rates, and favored causal data in diagnosis. We conclude that the tasks and assessments we have developed provide a suitable test-bed to study the cognitive processes underlying heuristic errors.

Assessing Use of Cognitive Heuristic Representativeness in Clinical Reasoning

PubMed Central

Payne, Velma L.; Crowley, Rebecca S.

2008-01-01

We performed a pilot study to investigate use of the cognitive heuristic Representativeness in clinical reasoning. We tested a set of tasks and assessments to determine whether subjects used the heuristics in reasoning, to obtain initial frequencies of heuristic use and related cognitive errors, and to collect cognitive process data using think-aloud techniques. The study investigates two aspects of the Representativeness heuristic - judging by perceived frequency and representativeness as causal beliefs. Results show that subjects apply both aspects of the heuristic during reasoning, and make errors related to misapplication of these heuristics. Subjects in this study rarely used base rates, showed significant variability in their recall of base rates, demonstrated limited ability to use provided base rates, and favored causal data in diagnosis. We conclude that the tasks and assessments we have developed provide a suitable test-bed to study the cognitive processes underlying heuristic errors. PMID:18999140

Membrane potential correlates of sensory perception in mouse barrel cortex.

PubMed

Sachidhanandam, Shankar; Sreenivasan, Varun; Kyriakatos, Alexandros; Kremer, Yves; Petersen, Carl C H

2013-11-01

Neocortical activity can evoke sensory percepts, but the cellular mechanisms remain poorly understood. We trained mice to detect single brief whisker stimuli and report perceived stimuli by licking to obtain a reward. Pharmacological inactivation and optogenetic stimulation demonstrated a causal role for the primary somatosensory barrel cortex. Whole-cell recordings from barrel cortex neurons revealed membrane potential correlates of sensory perception. Sensory responses depended strongly on prestimulus cortical state, but both slow-wave and desynchronized cortical states were compatible with task performance. Whisker deflection evoked an early (<50 ms) reliable sensory response that was encoded through cell-specific reversal potentials. A secondary late (50-400 ms) depolarization was enhanced on hit trials compared to misses. Optogenetic inactivation revealed a causal role for late excitation. Our data reveal dynamic processing in the sensory cortex during task performance, with an early sensory response reliably encoding the stimulus and later secondary activity contributing to driving the subjective percept.

Do chimpanzees seek explanations? Preliminary comparative investigations.

PubMed

Povinelli, D J; Dunphy-Lelii, S

2001-06-01

During the past decade, considerable effort has been devoted to understanding whether chimpanzees reason about unobservable variables as explanations for observable events. With respect to physical causality, these investigations have explored chimpanzees' understanding of gravity, force, mass, shape, and so on. With respect to social causality, this research has focused on the question of whether they reason about mental states such as emotions, desires, and beliefs. In the studies reported here, we explored whether the chimpanzee's natural motivation for object exploration is modulated by a cognitive system that seeks explanations for unexpected events. We confronted both chimpanzees and young children with simple tasks which occasionally could not be made to work. We coded their reactions to determine if they appeared to be searching for an apparent cause (or explanation) of the task failure. The results of these preliminary studies point to both similarities and differences in how young children and chimpanzees react to such circumstances.

Extracommunicative functions of language: verbal interference causes selective categorization impairments.

PubMed

Lupyan, Gary

2009-08-01

In addition to its communicative functions, language has been argued to have a variety of extracommunicative functions, as assessed by its causal involvement in putatively nonlinguistic tasks. In the present work, I argue that language may be critically involved in the ability of human adults to categorize objects on a specific dimension (e.g., color) while abstracting over other dimensions (e.g., size). This ability is frequently impaired in aphasic patients. The present work demonstrates that normal participants placed under conditions of verbal interference show a pattern of deficits strikingly similar to that of aphasic patients: impaired taxonomic categorization along perceptual dimensions, and preserved thematic categorization. A control experiment using a visuospatial-interference task failed to find this selective pattern of deficits. The present work has implications for understanding the online role of language in normal cognition and supports the claim that language is causally involved in nonverbal cognition.

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies

ERIC Educational Resources Information Center

Lidor, Ronnie

2004-01-01

Research in motor learning and sport pedagogy has shown that task-pertinent learning strategies enhance the learning and performance of self-paced motor tasks. Strategy research has typically been conducted under laboratory conditions in which artificial self-paced tasks were executed under well-controlled conditions. The purpose of this study was…

Learning and transfer of category knowledge in an indirect categorization task.

PubMed

Helie, Sebastien; Ashby, F Gregory

2012-05-01

Knowledge representations acquired during category learning experiments are 'tuned' to the task goal. A useful paradigm to study category representations is indirect category learning. In the present article, we propose a new indirect categorization task called the "same"-"different" categorization task. The same-different categorization task is a regular same-different task, but the question asked to the participants is about the stimulus category membership instead of stimulus identity. Experiment 1 explores the possibility of indirectly learning rule-based and information-integration category structures using the new paradigm. The results suggest that there is little learning about the category structures resulting from an indirect categorization task unless the categories can be separated by a one-dimensional rule. Experiment 2 explores whether a category representation learned indirectly can be used in a direct classification task (and vice versa). The results suggest that previous categorical knowledge acquired during a direct classification task can be expressed in the same-different categorization task only when the categories can be separated by a rule that is easily verbalized. Implications of these results for categorization research are discussed.

INDIVIDUAL DIFFERENCES IN TASK-SPECIFIC PAIRED ASSOCIATES LEARNING IN OLDER ADULTS: THE ROLE OF PROCESSING SPEED AND WORKING MEMORY

PubMed Central

Kurtz, Tanja; Mogle, Jacqueline; Sliwinski, Martin J.; Hofer, Scott M.

2013-01-01

Background The role of processing speed and working memory was investigated in terms of individual differences in task-specific paired associates learning in a sample of older adults. Task-specific learning, as distinct from content-oriented item-specific learning, refers to gains in performance due to repeated practice on a learning task in which the to-be-learned material changes over trials. Methods Learning trajectories were modeled within an intensive repeated-measures design based on participants obtained from an opt-in internet-based sampling service (Mage = 65.3, SD = 4.81). Participants completed an eight-item paired associates task daily over a seven-day period. Results Results indicated that a three-parameter hyperbolic model (i.e., initial level, learning rate, and asymptotic performance) best described learning trajectory. After controlling for age-related effects, both higher working memory and higher processing speed had a positive effect on all three learning parameters. Conclusion These results emphasize the role of cognitive abilities for individual differences in task-specific learning of older adults. PMID:24151913

Task complexity, student perceptions of vocabulary learning in EFL, and task performance.

PubMed

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2013-03-01

The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Participants were 120 second-year university students (mean age 21) from a Chinese university. This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use. © 2011 The British Psychological Society.

Consecutive learning of opposing unimanual motor tasks using the right arm followed by the left arm causes intermanual interference

PubMed Central

Thürer, Benjamin; Stein, Thorsten

2017-01-01

Intermanual transfer (motor memory generalization across arms) and motor memory interference (impairment of retest performance in consecutive motor learning) are well-investigated motor learning phenomena. However, the interplay of these phenomena remains elusive, i.e., whether intermanual interference occurs when two unimanual tasks are consecutively learned using different arms. Here, we examine intermanual interference when subjects consecutively adapt their right and left arm movements to novel dynamics. We considered two force field tasks A and B which were of the same structure but mirrored orientation (B = -A). The first test group (ABA-group) consecutively learned task A using their right arm and task B using their left arm before being retested for task A with their right arm. Another test group (AAA-group) learned only task A in the same right-left-right arm schedule. Control subjects learned task A using their right arm without intermediate left arm learning. All groups were able to adapt their right arm movements to force field A and both test groups showed significant intermanual transfer of this initial learning to the contralateral left arm of 21.9% (ABA-group) and 27.6% (AAA-group). Consecutively, both test groups adapted their left arm movements to force field B (ABA-group) or force field A (AAA-group). For the ABA-group, left arm learning caused significant intermanual interference of the initially learned right arm task (68.3% performance decrease). The performance decrease of the AAA-group (10.2%) did not differ from controls (15.5%). These findings suggest that motor control and learning of right and left arm movements involve partly similar neural networks or underlie a vital interhemispheric connectivity. Moreover, our results suggest a preferred internal task representation in extrinsic Cartesian-based coordinates rather than in intrinsic joint-based coordinates because interference was absent when learning was performed in extrinsically equivalent fashion (AAA-group) but interference occurred when learning was performed in intrinsically equivalent fashion (ABA-group). PMID:28459833

Consecutive learning of opposing unimanual motor tasks using the right arm followed by the left arm causes intermanual interference.

PubMed

Stockinger, Christian; Thürer, Benjamin; Stein, Thorsten

2017-01-01

Intermanual transfer (motor memory generalization across arms) and motor memory interference (impairment of retest performance in consecutive motor learning) are well-investigated motor learning phenomena. However, the interplay of these phenomena remains elusive, i.e., whether intermanual interference occurs when two unimanual tasks are consecutively learned using different arms. Here, we examine intermanual interference when subjects consecutively adapt their right and left arm movements to novel dynamics. We considered two force field tasks A and B which were of the same structure but mirrored orientation (B = -A). The first test group (ABA-group) consecutively learned task A using their right arm and task B using their left arm before being retested for task A with their right arm. Another test group (AAA-group) learned only task A in the same right-left-right arm schedule. Control subjects learned task A using their right arm without intermediate left arm learning. All groups were able to adapt their right arm movements to force field A and both test groups showed significant intermanual transfer of this initial learning to the contralateral left arm of 21.9% (ABA-group) and 27.6% (AAA-group). Consecutively, both test groups adapted their left arm movements to force field B (ABA-group) or force field A (AAA-group). For the ABA-group, left arm learning caused significant intermanual interference of the initially learned right arm task (68.3% performance decrease). The performance decrease of the AAA-group (10.2%) did not differ from controls (15.5%). These findings suggest that motor control and learning of right and left arm movements involve partly similar neural networks or underlie a vital interhemispheric connectivity. Moreover, our results suggest a preferred internal task representation in extrinsic Cartesian-based coordinates rather than in intrinsic joint-based coordinates because interference was absent when learning was performed in extrinsically equivalent fashion (AAA-group) but interference occurred when learning was performed in intrinsically equivalent fashion (ABA-group).

Flexible explicit but rigid implicit learning in a visuomotor adaptation task

PubMed Central

Bond, Krista M.

2015-01-01

There is mounting evidence for the idea that performance in a visuomotor rotation task can be supported by both implicit and explicit forms of learning. The implicit component of learning has been well characterized in previous experiments and is thought to arise from the adaptation of an internal model driven by sensorimotor prediction errors. However, the role of explicit learning is less clear, and previous investigations aimed at characterizing the explicit component have relied on indirect measures such as dual-task manipulations, posttests, and descriptive computational models. To address this problem, we developed a new method for directly assaying explicit learning by having participants verbally report their intended aiming direction on each trial. While our previous research employing this method has demonstrated the possibility of measuring explicit learning over the course of training, it was only tested over a limited scope of manipulations common to visuomotor rotation tasks. In the present study, we sought to better characterize explicit and implicit learning over a wider range of task conditions. We tested how explicit and implicit learning change as a function of the specific visual landmarks used to probe explicit learning, the number of training targets, and the size of the rotation. We found that explicit learning was remarkably flexible, responding appropriately to task demands. In contrast, implicit learning was strikingly rigid, with each task condition producing a similar degree of implicit learning. These results suggest that explicit learning is a fundamental component of motor learning and has been overlooked or conflated in previous visuomotor tasks. PMID:25855690

The Reformulated Model of Learned Helplessness: An Empirical Test.

ERIC Educational Resources Information Center

Rothblum, Esther D.; Green, Leon

Abramson, Seligman and Teasdale's reformulated model of learned helplessness hypothesized that an attribution of causality intervenes between the perception of noncontingency and the future expectation of future noncontingency. To test this model, relationships between attribution and performance under failure, success, and control conditions were…

A specific implicit sequence learning deficit as an underlying cause of dyslexia? Investigating the role of attention in implicit learning tasks.

PubMed

Staels, Eva; Van den Broeck, Wim

2017-05-01

Recently, a general implicit sequence learning deficit was proposed as an underlying cause of dyslexia. This new hypothesis was investigated in the present study by including a number of methodological improvements, for example, the inclusion of appropriate control conditions. The second goal of the study was to explore the role of attentional functioning in implicit and explicit learning tasks. In a 2 × 2 within-subjects design 4 tasks were administered in 30 dyslexic and 38 control children: an implicit and explicit serial reaction time (RT) task and an implicit and explicit contextual cueing task. Attentional functioning was also administered. The entire learning curves of all tasks were analyzed using latent growth curve modeling in order to compare performances between groups and to examine the role of attentional functioning on the learning curves. The amount of implicit learning was similar for both groups. However, the dyslexic group showed slower RTs throughout the entire task. This group difference reduced and became nonsignificant after controlling for attentional functioning. Both implicit learning tasks, but none of the explicit learning tasks, were significantly affected by attentional functioning. Dyslexic children do not suffer from a specific implicit sequence learning deficit. The slower RTs of the dyslexic children throughout the entire implicit sequence learning process are caused by their comorbid attention problems and overall slowness. A key finding of the present study is that, in contrast to what was assumed for a long time, implicit learning relies on attentional resources, perhaps even more than explicit learning does. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Mechanistic models versus machine learning, a fight worth fighting for the biological community?

PubMed

Baker, Ruth E; Peña, Jose-Maria; Jayamohan, Jayaratnam; Jérusalem, Antoine

2018-05-01

Ninety per cent of the world's data have been generated in the last 5 years ( Machine learning: the power and promise of computers that learn by example Report no. DES4702. Issued April 2017. Royal Society). A small fraction of these data is collected with the aim of validating specific hypotheses. These studies are led by the development of mechanistic models focused on the causality of input-output relationships. However, the vast majority is aimed at supporting statistical or correlation studies that bypass the need for causality and focus exclusively on prediction. Along these lines, there has been a vast increase in the use of machine learning models, in particular in the biomedical and clinical sciences, to try and keep pace with the rate of data generation. Recent successes now beg the question of whether mechanistic models are still relevant in this area. Said otherwise, why should we try to understand the mechanisms of disease progression when we can use machine learning tools to directly predict disease outcome? © 2018 The Author(s).

Causal diagrams for empirical legal research: a methodology for identifying causation, avoiding bias and interpreting results

PubMed Central

VanderWeele, Tyler J.; Staudt, Nancy

2014-01-01

In this paper we introduce methodology—causal directed acyclic graphs—that empirical researchers can use to identify causation, avoid bias, and interpret empirical results. This methodology has become popular in a number of disciplines, including statistics, biostatistics, epidemiology and computer science, but has yet to appear in the empirical legal literature. Accordingly we outline the rules and principles underlying this new methodology and then show how it can assist empirical researchers through both hypothetical and real-world examples found in the extant literature. While causal directed acyclic graphs are certainly not a panacea for all empirical problems, we show they have potential to make the most basic and fundamental tasks, such as selecting covariate controls, relatively easy and straightforward. PMID:25685055

Functional brain networks and white matter underlying theory-of-mind in autism.

PubMed

Kana, Rajesh K; Libero, Lauren E; Hu, Christi P; Deshpande, Hrishikesh D; Colburn, Jeffrey S

2014-01-01

Human beings constantly engage in attributing causal explanations to one's own and to others' actions, and theory-of-mind (ToM) is critical in making such inferences. Although children learn causal attribution early in development, children with autism spectrum disorders (ASDs) are known to have impairments in the development of intentional causality. This functional magnetic resonance imaging (fMRI) and diffusion tensor imaging (DTI) study investigated the neural correlates of physical and intentional causal attribution in people with ASDs. In the fMRI scanner, 15 adolescents and adults with ASDs and 15 age- and IQ-matched typically developing peers made causal judgments about comic strips presented randomly in an event-related design. All participants showed robust activation in bilateral posterior superior temporal sulcus at the temporo-parietal junction (TPJ) in response to intentional causality. Participants with ASDs showed lower activation in TPJ, right inferior frontal gyrus and left premotor cortex. Significantly weaker functional connectivity was also found in the ASD group between TPJ and motor areas during intentional causality. DTI data revealed significantly reduced fractional anisotropy in ASD participants in white matter underlying the temporal lobe. In addition to underscoring the role of TPJ in ToM, this study found an interaction between motor simulation and mentalizing systems in intentional causal attribution and its possible discord in autism.

Young children do not require perceptual-motor feedback to solve Aesop's Fable tasks.

PubMed

Miller, Rachael; Jelbert, Sarah A; Loissel, Elsa; Taylor, Alex H; Clayton, Nicola S

2017-01-01

Aesop's Fable tasks-in which subjects drop objects into a water-filled tube to raise the water level and obtain out-of-reach floating rewards -have been used to test for causal understanding of water displacement in both young children and non-human animals. However, a number of alternative explanations for success on these tasks have yet to be ruled out. One hypothesis is that subjects may respond to perceptual-motor feedback: repeating those actions that bring the reward incrementally closer. Here, we devised a novel, forced-choice version of the Aesop's Fable task to assess whether subjects can solve water displacement tasks when this type of feedback is removed. Subjects had to select only one set of objects, or one type of tube, into which all objects were dropped at once, and the effect the objects had on the water level was visually concealed. In the current experiment, fifty-five 5-9 year old children were tested in six different conditions in which we either varied object properties (floating vs. sinking, hollow vs. solid, large vs. small and too large vs. small objects), the water level (high vs. low) and/or the tube size (narrow vs. wide). We found that children aged 8-9 years old were able to solve most of the water displacement tasks on their first trial, without any opportunity for feedback, suggesting that they mentally simulated the results of their actions before making a choice. Children aged 5-7 years solved two conditions on their first trial (large vs. small objects and high- vs. low-water levels), and learnt to solve most of the remaining conditions over five trials. The developmental pattern shown here is comparable to previous studies using the standard Aesop's Fable task, where eight year olds are typically successful from their first trial and 5-7 year olds learn to pass over five trials. Thus, our results indicate that children do not depend on perceptual-motor feedback to solve these water displacement tasks. The forced-choice paradigm we describe could be used comparatively to test whether or not non-human animals require visual feedback to solve water displacement tasks.

Impact of Indoor Physical Environment on Learning Efficiency in Different Types of Tasks: A 3 × 4 × 3 Full Factorial Design Analysis.

PubMed

Xiong, Lilin; Huang, Xiao; Li, Jie; Mao, Peng; Wang, Xiang; Wang, Rubing; Tang, Meng

2018-06-13

Indoor physical environments appear to influence learning efficiency nowadays. For improvement in learning efficiency, environmental scenarios need to be designed when occupants engage in different learning tasks. However, how learning efficiency is affected by indoor physical environment based on task types are still not well understood. The present study aims to explore the impacts of three physical environmental factors (i.e., temperature, noise, and illuminance) on learning efficiency according to different types of tasks, including perception, memory, problem-solving, and attention-oriented tasks. A 3 × 4 × 3 full factorial design experiment was employed in a university classroom with 10 subjects recruited. Environmental scenarios were generated based on different levels of temperature (17 °C, 22 °C, and 27 °C), noise (40 dB(A), 50 dB(A), 60 dB(A), and 70 dB(A)) and illuminance (60 lx, 300 lx, and 2200 lx). Accuracy rate (AC), reaction time (RT), and the final performance indicator (PI) were used to quantify learning efficiency. The results showed ambient temperature, noise, and illuminance exerted significant main effect on learning efficiency based on four task types. Significant concurrent effects of the three factors on final learning efficiency was found in all tasks except problem-solving-oriented task. The optimal environmental scenarios for top learning efficiency were further identified under different environmental interactions. The highest learning efficiency came in thermoneutral, relatively quiet, and bright conditions in perception-oriented task. Subjects performed best under warm, relatively quiet, and moderately light exposure when recalling images in the memory-oriented task. Learning efficiency peaked to maxima in thermoneutral, fairly quiet, and moderately light environment in problem-solving process while in cool, fairly quiet and bright environment with regard to attention-oriented task. The study provides guidance for building users to conduct effective environmental intervention with simultaneous controls of ambient temperature, noise, and illuminance. It contributes to creating the most suitable indoor physical environment for improving occupants learning efficiency according to different task types. The findings could further supplement the present indoor environment-related standards or norms with providing empirical reference on environmental interactions.

You see what you have learned. Evidence for an interrelation of associative learning and visual selective attention.

PubMed

Feldmann-Wüstefeld, Tobias; Uengoer, Metin; Schubö, Anna

2015-11-01

Besides visual salience and observers' current intention, prior learning experience may influence deployment of visual attention. Associative learning models postulate that observers pay more attention to stimuli previously experienced as reliable predictors of specific outcomes. To investigate the impact of learning experience on deployment of attention, we combined an associative learning task with a visual search task and measured event-related potentials of the EEG as neural markers of attention deployment. In the learning task, participants categorized stimuli varying in color/shape with only one dimension being predictive of category membership. In the search task, participants searched a shape target while disregarding irrelevant color distractors. Behavioral results showed that color distractors impaired performance to a greater degree when color rather than shape was predictive in the learning task. Neurophysiological results show that the amplified distraction was due to differential attention deployment (N2pc). Experiment 2 showed that when color was predictive for learning, color distractors captured more attention in the search task (ND component) and more suppression of color distractor was required (PD component). The present results thus demonstrate that priority in visual attention is biased toward predictive stimuli, which allows learning experience to shape selection. We also show that learning experience can overrule strong top-down control (blocked tasks, Experiment 3) and that learning experience has a longer-term effect on attention deployment (tasks on two successive days, Experiment 4). © 2015 Society for Psychophysiological Research.

Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices.

PubMed

Carter, Michael J; Ste-Marie, Diane M

2017-12-01

Lewthwaite et al. (2015) reported that the learning benefits of exercising choice (i.e., their self-controlled condition) are not restricted to task-relevant features (e.g., feedback). They found that choosing one's golf ball color (Exp. 1) or choosing which of two tasks to perform at a later time plus which of two artworks to hang (Exp. 2) resulted in better retention than did being denied these same choices (i.e., yoked condition). The researchers concluded that the learning benefits derived from choice, whether irrelevant or relevant to the to-be-learned task, are predominantly motivational because choice is intrinsically rewarding and satisfies basic psychological needs. However, the absence of a group that made task-relevant choices and the lack of psychological measures significantly weakened their conclusions. Here, we investigated how task-relevant and task-irrelevant choices affect motor-skill learning. Participants practiced a spatiotemporal motor task in either a task-relevant group (choice over feedback schedule), a task-irrelevant group (choice over the color of an arm-wrap plus game selection), or a no-choice group. The results showed significantly greater learning in the task-relevant group than in both the task-irrelevant and no-choice groups, who did not differ significantly. Critically, these learning differences were not attributed to differences in perceptions of competence or autonomy, but instead to superior error-estimation abilities. These results challenge the perspective that motivational influences are the root cause of self-controlled learning advantages. Instead, the findings add to the growing evidence highlighting that the informational value gained from task-relevant choices makes a greater relative contribution to these advantages than motivational influences do.

Two heads are better than one, but how much? Evidence that people's use of causal integration rules does not always conform to normative standards.

PubMed

Vadillo, Miguel A; Ortega-Castro, Nerea; Barberia, Itxaso; Baker, A G

2014-01-01

Many theories of causal learning and causal induction differ in their assumptions about how people combine the causal impact of several causes presented in compound. Some theories propose that when several causes are present, their joint causal impact is equal to the linear sum of the individual impact of each cause. However, some recent theories propose that the causal impact of several causes needs to be combined by means of a noisy-OR integration rule. In other words, the probability of the effect given several causes would be equal to the sum of the probability of the effect given each cause in isolation minus the overlap between those probabilities. In the present series of experiments, participants were given information about the causal impact of several causes and then they were asked what compounds of those causes they would prefer to use if they wanted to produce the effect. The results of these experiments suggest that participants actually use a variety of strategies, including not only the linear and the noisy-OR integration rules, but also averaging the impact of several causes.

Task-Appropriate Visualizations: Can the Very Same Visualization Format Either Promote or Hinder Learning Depending on the Task Requirements?

ERIC Educational Resources Information Center

Soemer, Alexander; Schwan, Stephan

2016-01-01

In a series of experiments, we tested a recently proposed hypothesis stating that the degree of alignment between the form of a mental representation resulting from learning with a particular visualization format and the specific requirements of a learning task determines learning performance (task-appropriateness). Groups of participants were…

E-learning task analysis making temporal evolution graphics on symptoms of waves and the ability to solve problems

NASA Astrophysics Data System (ADS)

Rosdiana, L.; Widodo, W.; Nurita, T.; Fauziah, A. N. M.

2018-04-01

This study aimed to describe the ability of pre-service teachers to create graphs, solve the problem of spatial and temporal evolution on the symptoms of vibrations and waves. The learning was conducted using e-learning method. The research design is a quasi-experimental design with one-shot case study. The e-learning contained learning materials and tasks involving answering tasks, making questions, solving their own questions, and making graphs. The participants of the study was 28 students of Science Department, Universitas Negeri Surabaya. The results obtained by using the e-learning were that the students’ ability increase gradually from task 1 to task 3 (the tasks consisted of three tasks). Additionally, based on the questionnaire with 28 respondents, it showed that 24 respondents stated that making graphs via e-learning were still difficult. Four respondents said that it was easy to make graphs via e-learning. Nine respondents stated that the e-learning did not help them in making graphs and 19 respondents stated that the e-learning help in creating graphs. The conclusion of the study is that the students was able to make graphs on paper sheet, but they got difficulty to make the graphs in e-learning (the virtual form).

A pilot randomised controlled trial to assess the utility of an e-learning package that trains users in adverse drug reaction causality.

PubMed

Conroy, Elizabeth J; Kirkham, Jamie J; Bellis, Jennifer R; Peak, Matthew; Smyth, Rosalind L; Williamson, Paula R; Pirmohamed, Munir

2015-12-01

Causality assessment of adverse drug reactions (ADRs) by healthcare professionals is often informal which can lead to inconsistencies in practice. The Liverpool Causality Assessment Tool (LCAT) offers a systematic approach. An interactive, web-based, e-learning package, the Liverpool ADR Causality Assessment e-learning Package (LACAeP), was designed to improve causality assessment using the LCAT. This study aimed to (1) get feedback on usability and usefulness on the LACAeP, identify areas for improvement and development, and generate data on effect size to inform a larger scale study; and (2) test the usability and usefulness of the LCAT. A pilot, single-blind, parallel-group, randomised controlled trial hosted by the University of Liverpool was undertaken. Participants were paediatric medical trainees at specialty training level 1+ within the Mersey and North-West England Deaneries. Participants were randomised (1 : 1) access to the LACAeP or no training. The primary efficacy outcome was score by correct classification, predefined by a multidisciplinary panel of experts. Following participation, feedback on both the LCAT and the LACAeP was obtained, via a built in survey, from participants. Of 57 randomised, 35 completed the study. Feedback was mainly positive although areas for improvement were identified. Seventy-four per cent of participants found the LCAT easy to use and 78% found the LACAeP training useful. Sixty-one per cent would be unlikely to recommend the training. Scores ranged from 4 to 13 out of 20. The LACAeP increased scores by 1.3, but this was not significant. Improving the LACAeP before testing it in an appropriately powered trial, informed by the differences observed, is required. Rigorous evaluation will enable a quality resource that will be of value in healthcare professional training. © 2015 The Authors. International Journal of Pharmacy Practice published by John Wiley & Sons Ltd on behalf of Royal Pharmaceutical Society.

A pilot randomised controlled trial to assess the utility of an e‐learning package that trains users in adverse drug reaction causality

PubMed Central

Kirkham, Jamie J.; Bellis, Jennifer R.; Peak, Matthew; Smyth, Rosalind L.; Williamson, Paula R.; Pirmohamed, Munir

2015-01-01

Abstract Objectives Causality assessment of adverse drug reactions (ADRs) by healthcare professionals is often informal which can lead to inconsistencies in practice. The Liverpool Causality Assessment Tool (LCAT) offers a systematic approach. An interactive, web‐based, e‐learning package, the Liverpool ADR Causality Assessment e‐learning Package (LACAeP), was designed to improve causality assessment using the LCAT. This study aimed to (1) get feedback on usability and usefulness on the LACAeP, identify areas for improvement and development, and generate data on effect size to inform a larger scale study; and (2) test the usability and usefulness of the LCAT. Methods A pilot, single‐blind, parallel‐group, randomised controlled trial hosted by the University of Liverpool was undertaken. Participants were paediatric medical trainees at specialty training level 1+ within the Mersey and North‐West England Deaneries. Participants were randomised (1 : 1) access to the LACAeP or no training. The primary efficacy outcome was score by correct classification, predefined by a multidisciplinary panel of experts. Following participation, feedback on both the LCAT and the LACAeP was obtained, via a built in survey, from participants. Key findings Of 57 randomised, 35 completed the study. Feedback was mainly positive although areas for improvement were identified. Seventy‐four per cent of participants found the LCAT easy to use and 78% found the LACAeP training useful. Sixty‐one per cent would be unlikely to recommend the training. Scores ranged from 4 to 13 out of 20. The LACAeP increased scores by 1.3, but this was not significant. Conclusions Improving the LACAeP before testing it in an appropriately powered trial, informed by the differences observed, is required. Rigorous evaluation will enable a quality resource that will be of value in healthcare professional training. PMID:26032626

Intact implicit learning in autism spectrum conditions.

PubMed

Brown, Jamie; Aczel, Balazs; Jiménez, Luis; Kaufman, Scott Barry; Grant, Kate Plaisted

2010-09-01

Individuals with autism spectrum condition (ASC) have diagnostic impairments in skills that are associated with an implicit acquisition; however, it is not clear whether ASC individuals show specific implicit learning deficits. We compared ASC and typically developing (TD) individuals matched for IQ on five learning tasks: four implicit learning tasks--contextual cueing, serial reaction time, artificial grammar learning, and probabilistic classification learning tasks--that used procedures expressly designed to minimize the use of explicit strategies, and one comparison explicit learning task, paired associates learning. We found implicit learning to be intact in ASC. Beyond no evidence of differences, there was evidence of statistical equivalence between the groups on all the implicit learning tasks. This was not a consequence of compensation by explicit learning ability or IQ. Furthermore, there was no evidence to relate implicit learning to ASC symptomatology. We conclude that implicit mechanisms are preserved in ASC and propose that it is disruption by other atypical processes that impact negatively on the development of skills associated with an implicit acquisition.

Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

PubMed

Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

2017-04-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

Second language experience facilitates statistical learning of novel linguistic materials

PubMed Central

Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.

2016-01-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In the present research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, six months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, while both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. PMID:27988939

Integrating the behavioral and neural dynamics of response selection in a dual-task paradigm: a dynamic neural field model of Dux et al. (2009).

PubMed

Buss, Aaron T; Wifall, Tim; Hazeltine, Eliot; Spencer, John P

2014-02-01

People are typically slower when executing two tasks than when only performing a single task. These dual-task costs are initially robust but are reduced with practice. Dux et al. (2009) explored the neural basis of dual-task costs and learning using fMRI. Inferior frontal junction (IFJ) showed a larger hemodynamic response on dual-task trials compared with single-task trial early in learning. As dual-task costs were eliminated, dual-task hemodynamics in IFJ reduced to single-task levels. Dux and colleagues concluded that the reduction of dual-task costs is accomplished through increased efficiency of information processing in IFJ. We present a dynamic field theory of response selection that addresses two questions regarding these results. First, what mechanism leads to the reduction of dual-task costs and associated changes in hemodynamics? We show that a simple Hebbian learning mechanism is able to capture the quantitative details of learning at both the behavioral and neural levels. Second, is efficiency isolated to cognitive control areas such as IFJ, or is it also evident in sensory motor areas? To investigate this, we restrict Hebbian learning to different parts of the neural model. None of the restricted learning models showed the same reductions in dual-task costs as the unrestricted learning model, suggesting that efficiency is distributed across cognitive control and sensory motor processing systems.

Perceptual learning of basic visual features remains task specific with Training-Plus-Exposure (TPE) training

PubMed Central

Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun

2016-01-01

Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer. PMID:26873777

Attention toward contexts modulates context-specificity of behavior in human predictive learning: Evidence from the n-back task.

PubMed

Uengoer, Metin; Lucke, Sara; Lachnit, Harald

2018-02-20

According to the attentional theory of context processing (ATCP), learning becomes context specific when acquired under conditions that promote attention toward contextual stimuli regardless of whether attention deployment is guided by learning experience or by other factors unrelated to learning. In one experiment with humans, we investigated whether performance in a predictive learning task can be brought under contextual control by means of a secondary task that was unrelated to predictive learning, but supposed to modulate participants' attention toward contexts. Initially, participants acquired cue-outcome relationships presented in contexts that were each composed of two elements from two dimensions. Acquisition training in the predictive learning task was combined with a one-back task that required participants to match across consecutive trials context elements belonging to one of the two dimensions. During a subsequent test, we observed that acquisition behavior in the predictive learning task was disrupted by changing the acquisition context along the dimension that was relevant for the one-back task, while there was no evidence for context specificity of predictive learning when the acquisition context was changed along the dimension that was irrelevant for the one-back task. Our results support the generality of the principles advocated by ATCP.

Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks

ERIC Educational Resources Information Center

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2012-01-01

The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…

Maintaining vigilance on a simulated ATC monitoring task across repeated sessions.

DOT National Transportation Integrated Search

1994-03-01

Maintaining alertness to information provided visually is an important aspect of air traffic controllers' work. Improper or incomplete scanning and monitoring behavior is often referred to as one of the causal factors associated with operational erro...

The effects of task difficulty and workload on training

NASA Technical Reports Server (NTRS)

Mane, Amir; Wickens, Christopher D.

1986-01-01

Four hypotheses regarding the possible effects of workload and task difficulty on training are proposed. These are: (1) increased levels of task difficulty will facilitate learning to the extent that these increases are (a) resource loading and (b) intrinsic to the component task to be learned; (2) decrease of task difficulty will facilitate learning to the extent that these decreases (a) reduce the resource load and (b) are extrinsic of the component task to be learned; (3) the lerner's tendency to conserve resources may bead to the adoption of undesirable, short-term, low resource strategies early in training; and (4) the effect of changes in resource demand on learning will depend upon the similarity of the resource whose demand is changed to the resource involved in learning.

Motivated Learning with Digital Learning Tasks: What about Autonomy and Structure?

ERIC Educational Resources Information Center

van Loon, Anne-Marieke; Ros, Anje; Martens, Rob

2012-01-01

In the present study, the ways in which digital learning tasks contribute to students' intrinsic motivation and learning outcomes were examined. In particular, this study explored the relative contributions of autonomy support and the provision of structure in digital learning tasks. Participants were 320 fifth- and sixth-grade students from eight…

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

PubMed Central

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

Relationship between Speech Production and Perception in People Who Stutter

PubMed Central

Lu, Chunming; Long, Yuhang; Zheng, Lifen; Shi, Guang; Liu, Li; Ding, Guosheng; Howell, Peter

2016-01-01

Speech production difficulties are apparent in people who stutter (PWS). PWS also have difficulties in speech perception compared to controls. It is unclear whether the speech perception difficulties in PWS are independent of, or related to, their speech production difficulties. To investigate this issue, functional MRI data were collected on 13 PWS and 13 controls whilst the participants performed a speech production task and a speech perception task. PWS performed poorer than controls in the perception task and the poorer performance was associated with a functional activity difference in the left anterior insula (part of the speech motor area) compared to controls. PWS also showed a functional activity difference in this and the surrounding area [left inferior frontal cortex (IFC)/anterior insula] in the production task compared to controls. Conjunction analysis showed that the functional activity differences between PWS and controls in the left IFC/anterior insula coincided across the perception and production tasks. Furthermore, Granger Causality Analysis on the resting-state fMRI data of the participants showed that the causal connection from the left IFC/anterior insula to an area in the left primary auditory cortex (Heschl’s gyrus) differed significantly between PWS and controls. The strength of this connection correlated significantly with performance in the perception task. These results suggest that speech perception difficulties in PWS are associated with anomalous functional activity in the speech motor area, and the altered functional connectivity from this area to the auditory area plays a role in the speech perception difficulties of PWS. PMID:27242487

[A study of relation between hopelessness and causal attribution in school-aged children].

PubMed

Sakurai, S

1989-12-01

This study was conducted to investigate the relation between hopelessness and causal attribution in Japanese school-aged children. In Study 1, the Japanese edition of hopelessness scale for children developed by Kazdin, French, Unis, Esveldt-Dawsan, and Sherick (1983) was constructed. Seventeen original items were translated into Japanese and they were administrated to 405 fifth- and sixth-graders. All of the items could be included to the Japanese edition of hopelessness scale. The reliability and validity was examined. In Study 2, the relation between hopelessness and causal attribution in children were investigated. The causal attribution questionnaire developed by Higuchi, Kambare, and Otsuka (1983) and the hopelessness scale developed by Study 1 were administered to 188 sixth-graders. Children with high scores in hopelessness scale significantly attributed negative events to much more effort factor than children with low scores. It supports neither the reformulated learned helplessness model nor the causal attribution theory of achievement motivation. It was explained mainly from points of self-serving attribution, cultural difference, and social desirability. Some questions were discussed for developing studies on depression and causal attribution in Japan.

Combining Causal Model and Focus Group Discussions Experiences Learned from a Socio-Anthropological Research on the Differing Perceptions of Caretakers and Health Professionals on Children's Health (Bolivia/Peru)

ERIC Educational Resources Information Center

Lefevre, Pierre; de Suremain, Charles-Edouard; Rubin de Celis, Emma; Sejas, Edgar

2004-01-01

The paper discusses the utility of constructing causal models in focus groups. This was experienced as a complement to an in-depth ethnographic research on the differing perceptions of caretakers and health professionals on child's growth and development in Peru and Bolivia. The rational, advantages, difficulties and necessary adaptations of…

The Effects of Affirmative Quality Feedback on Low Socio-Economic Students' Zone of Proximal Development Reading Gains (ZPDRL): A Causal-Comparative Study

ERIC Educational Resources Information Center

Prescott, Sharon H.

2010-01-01

The purpose of this study was to explore upper elementary reading classes in a low socio-economic area to determine the effects frequent praise, both academically and socially, have on the zone of proximal development in reading (ZPD[subscript RL], Renaissance Learning, 2006). A causal-comparative study was utilized by observing two groups of…

Understanding and Managing Causality of Change in Socio-Technical Systems 3

DTIC Science & Technology

2012-01-06

influence, and (4) management and control. The questions are listed below. Dynamics and Context  What can be learned from patterns of causal...has proven to be an insufficient method to determine existence of behavioral and performance patterns . Cognitive work analysis, on the other hand...to provide a point of comparison, including Victorian bushfires, Queensland and Victorian floods, and the mine collapse in Chile. Privacy, Threats

Expectancy-value theory in persistence of learning effects in schizophrenia: role of task value and perceived competency.

PubMed

Choi, Jimmy; Fiszdon, Joanna M; Medalia, Alice

2010-09-01

Expectancy-value theory, a widely accepted model of motivation, posits that expectations of success on a learning task and the individual value placed on the task are central determinants of motivation to learn. This is supported by research in healthy controls suggesting that beliefs of self-and-content mastery can be so influential they can predict the degree of improvement on challenging cognitive tasks even more so than general cognitive ability. We examined components of expectancy-value theory (perceived competency and task value), along with baseline arithmetic performance and neuropsychological performance, as possible predictors of learning outcome in a sample of 70 outpatients with schizophrenia randomized to 1 of 2 different arithmetic learning conditions and followed up after 3 months. Results indicated that as with nonpsychiatric samples, perceived self-competency for the learning task was significantly related to perceptions of task value attributed to the learning task. Baseline expectations of success predicted persistence of learning on the task at 3-month follow-up, even after accounting for variance attributable to different arithmetic instruction, baseline arithmetic ability, attention, and self-reports of task interest and task value. We also found that expectation of success is a malleable construct, with posttraining improvements persisting at follow-up. These findings support the notion that expectancy-value theory is operative in schizophrenia. Thus, similar to the nonpsychiatric population, treatment benefits may be enhanced and better maintained if remediation programs also focus on perceptions of self-competency for the training tasks. Treatment issues related to instilling self-efficacy in cognitive recovery programs are discussed.

On the Role of Discipline-Related Self-Concept in Deep and Surface Approaches to Learning among University Students

ERIC Educational Resources Information Center

Platow, Michael J.; Mavor, Kenneth I.; Grace, Diana M.

2013-01-01

The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which…

Technology Integration in Education: An Examination of Technology Adoption in Teaching and Learning by Secondary Teachers in Minnesota

ERIC Educational Resources Information Center

Cherry, Jennifer E.

2014-01-01

The purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and…

The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

ERIC Educational Resources Information Center

Cervantes, Bernadine; Hemmer, Lynn; Kouzekanani, Kamiar

2015-01-01

Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in…

A single session of prefrontal cortex transcranial direct current stimulation does not modulate implicit task sequence learning and consolidation.

PubMed

Savic, Branislav; Müri, René; Meier, Beat

Transcranial direct current stimulation (tDCS) is assumed to affect cortical excitability and dependent on the specific stimulation conditions either to increase or decrease learning. The purpose of this study was to modulate implicit task sequence learning with tDCS. As cortico-striatal loops are critically involved in implicit task sequence learning, tDCS was applied above the dorsolateral prefrontal cortex (DLPFC). In Experiment 1, anodal, cathodal, or sham tDCS was applied before the start of the sequence learning task. In Experiment 2, stimulation was applied during the sequence learning task. Consolidation of learning was assessed after 24 h. The results of both experiments showed that implicit task sequence learning occurred consistently but it was not modulated by different tDCS conditions. Similarly, consolidation measured after a 24 h-interval including sleep was also not affected by stimulation. These results indicate that a single session of DLPFC tDCS is not sufficient to modulate implicit task sequence learning. This study adds to the accumulating evidence that tDCS may not be as effective as originally thought. Copyright © 2017 Elsevier Inc. All rights reserved.

Adaptation and Retention of a Perceptual-Motor Task in Children: Effects of a Single Bout of Intense Endurance Exercise.

PubMed

Ferrer-Uris, Blai; Busquets, Albert; Angulo-Barroso, Rosa

2018-02-01

We assessed the effect of an acute intense exercise bout on the adaptation and consolidation of a visuomotor adaptation task in children. We also sought to assess if exercise and learning task presentation order could affect task consolidation. Thirty-three children were randomly assigned to one of three groups: (a) exercise before the learning task, (b) exercise after the learning task, and (c) only learning task. Baseline performance was assessed by practicing the learning task in a 0° rotation condition. Afterward, a 60° rotation-adaptation set was applied followed by three rotated retention sets after 1 hr, 24 hr, and 7 days. For the exercise groups, exercise was presented before or after the motor adaptation. Results showed no group differences during the motor adaptation while exercise seemed to enhance motor consolidation. Greater consolidation enhancement was found in participants who exercised before the learning task. Our data support the importance of exercise to improve motor-memory consolidation in children.

E-learning, dual-task, and cognitive load: The anatomy of a failed experiment.

PubMed

Van Nuland, Sonya E; Rogers, Kem A

2016-01-01

The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user interfaces are introduced, it is critical to understand how functionality can influence the load placed on a student's memory resources, also known as cognitive load. To study cognitive load, a dual-task paradigm wherein a learner performs two tasks simultaneously is often used, however, its application within educational research remains uncommon. Using previous paradigms as a guide, a dual-task methodology was developed to assess the cognitive load imposed by two commercial anatomical e-learning tools. Results indicate that the standard dual-task paradigm, as described in the literature, is insensitive to the cognitive load disparities across e-learning tool interfaces. Confounding variables included automation of responses, task performance tradeoff, and poor understanding of primary task cognitive load requirements, leading to unreliable quantitative results. By modifying the secondary task from a basic visual response to a more cognitively demanding task, such as a modified Stroop test, the automation of secondary task responses can be reduced. Furthermore, by recording baseline measures for the primary task as well as the secondary task, it is possible for task performance tradeoff to be detected. Lastly, it is imperative that the cognitive load of the primary task be designed such that it does not overwhelm the individual's ability to learn new material. © 2015 American Association of Anatomists.

Reply to Stone Et Al.: Human-Made Role in Local Temperature Extremes

NASA Technical Reports Server (NTRS)

Hansen, James; Sato, Makiko; Ruedy, Reto A.

2013-01-01

Stone et al. find that their analysis is unable to show a causal relation of local temperature anomalies, such as in Texas in 2011, with global warming. It was because of limitations in such local analyses that we reframed the problem in our report, separating the task of attribution of the causes of global warming from the task of quantifying changes in the likelihood of extreme local temperature anomalies.

Prefrontal transcranial direct current stimulation improves fundamental vehicle control abilities.

PubMed

Sakai, Hiroyuki; Uchiyama, Yuji; Tanaka, Satoshi; Sugawara, Sho K; Sadato, Norihiro

2014-10-15

Noninvasive brain stimulation techniques have increasingly attracted the attention of neuroscientists because they enable the identification of the causal role of a targeted brain region. However, few studies have applied such techniques to everyday life situations. Here, we investigate the causal role of the dorsolateral prefrontal cortex (DLPFC) in fundamental vehicle control abilities. Thirteen participants underwent a simulated driving task under prefrontal transcranial direct current stimulation (tDCS) on three separate testing days. Each testing day was randomly assigned to either anodal over the right with cathodal over the left DLPFC, cathodal over the right with anodal over the left DLPFC, or sham stimulation. The driving task required the participants to maintain an inter-vehicle distance to a leading car traveling a winding road with a constant speed. Driving performance was quantified using two metrics: the root-mean-square error of inter-vehicle distance as car-following performance, and the standard deviation of lateral position as lane-keeping performance. Results showed that both car-following and lane-keeping performances were significantly greater for right anodal/left cathodal compared with right cathodal/left cathodal and sham stimulation. These results suggest not only the causal involvement of the DLPFC in driving, but also right hemisphere dominance for vehicle control. The findings of this study indicate that tDCS can be a useful tool to examine the causal role of a specific brain region in ecologically valid environments, and also might be a help to drivers with difficulties in vehicle control. Copyright © 2014 Elsevier B.V. All rights reserved.

Causal cognition in human and nonhuman animals: a comparative, critical review.

PubMed

Penn, Derek C; Povinelli, Daniel J

2007-01-01

In this article, we review some of the most provocative experimental results to have emerged from comparative labs in the past few years, starting with research focusing on contingency learning and finishing with experiments exploring nonhuman animals' understanding of causal-logical relations. Although the theoretical explanation for these results is often inchoate, a clear pattern nevertheless emerges. The comparative evidence does not fit comfortably into either the traditional associationist or inferential alternatives that have dominated comparative debate for many decades now. Indeed, the similarities and differences between human and nonhuman causal cognition seem to be much more multifarious than these dichotomous alternatives allow.

Making sense of (exceptional) causal relations. A cross-cultural and cross-linguistic study.

PubMed

Le Guen, Olivier; Samland, Jana; Friedrich, Thomas; Hanus, Daniel; Brown, Penelope

2015-01-01

In order to make sense of the world, humans tend to see causation almost everywhere. Although most causal relations may seem straightforward, they are not always construed in the same way cross-culturally. In this study, we investigate concepts of "chance," "coincidence," or "randomness" that refer to assumed relations between intention, action, and outcome in situations, and we ask how people from different cultures make sense of such non-law-like connections. Based on a framework proposed by Alicke (2000), we administered a task that aims to be a neutral tool for investigating causal construals cross-culturally and cross-linguistically. Members of four different cultural groups, rural Mayan Yucatec and Tseltal speakers from Mexico and urban students from Mexico and Germany, were presented with a set of scenarios involving various types of causal and non-causal relations and were asked to explain the described events. Three links varied as to whether they were present or not in the scenarios: Intention-to-Action, Action-to-Outcome, and Intention-to-Outcome. Our results show that causality is recognized in all four cultural groups. However, how causality and especially non-law-like relations are interpreted depends on the type of links, the cultural background and the language used. In all three groups, Action-to-Outcome is the decisive link for recognizing causality. Despite the fact that the two Mayan groups share similar cultural backgrounds, they display different ideologies regarding concepts of non-law-like relations. The data suggests that the concept of "chance" is not universal, but seems to be an explanation that only some cultural groups draw on to make sense of specific situations. Of particular importance is the existence of linguistic concepts in each language that trigger ideas of causality in the responses from each cultural group.

Apes (Gorilla gorilla, Pan paniscus, P. troglodytes, Pongo abelii) versus corvids (Corvus corax, C. corone) in a support task: the effect of pattern and functionality.

PubMed

Albiach-Serrano, Anna; Bugnyar, Thomas; Call, Josep

2012-11-01

Apes (Gorilla gorilla, Pan paniscus, P. troglodytes, Pong abelii) and corvids (Corvus corax, C. corone) are among the most proficient and flexible tool users in the animal kingdom. Although it has been proposed that this is the result of convergent evolution, little is known about whether this is limited to behavior or also includes the underlying cognitive mechanisms. We compared several species of apes (bonobos, chimpanzees, gorillas, and orangutans) and corvids (carrion crows and common ravens) using exactly the same paradigm: a support task with elements from the classical patterned-string tasks. Corvids proved able to solve at least an easy pattern, whereas apes outperformed corvids with respect to the complexity of the patterns solved, the relative number of subjects solving each problem, and the speed to reach criterion. We addressed the question of whether subjects based their choices purely on perceptual cues or on a more abstract understanding of the problem. This was done by using a perceptually very similar but causally different condition where instead of paper strips there were strip shapes painted on a platform. Corvids' performance did not differ between conditions, whereas apes were able to solve the real but not the painted task. This shows that apes were not basing their choices just on spatial or arbitrary perceptual cues. Instead, and unlike corvids, they must have had some causal knowledge of the task.

History as narrative: the nature and quality of historical understanding for students with LD.

PubMed

Espin, Christine A; Cevasco, Jazmin; van den Broek, Paul; Baker, Scott; Gersten, Russell

2007-01-01

In this study, we examine the nature and quality of students' comprehension of history. Specifically, we explore whether cognitive-psychological theories developed to capture the comprehension of narrative text can be used to capture the comprehension of history. Participants were 36 students with learning disabilities who had taken part in an earlier study designed to investigate the effects of an interactive instructional intervention in history. The results of the original study supported the effectiveness of the intervention in terms of amount recalled. The results of the present study reveal that historical understanding can be characterized as the construction of meaning through the creation of a causal network of events. The study of history within a causal network framework has implications for understanding the nature and quality of students' learning of history, and for potentially identifying sources of failure in learning.

Alpha Oscillations Are Causally Linked to Inhibitory Abilities in Ageing.

PubMed

Borghini, Giulia; Candini, Michela; Filannino, Cristina; Hussain, Masud; Walsh, Vincent; Romei, Vincenzo; Zokaei, Nahid; Cappelletti, Marinella

2018-05-02

Aging adults typically show reduced ability to ignore task-irrelevant information, an essential skill for optimal performance in many cognitive operations, including those requiring working memory (WM) resources. In a first experiment, young and elderly human participants of both genders performed an established WM paradigm probing inhibitory abilities by means of valid, invalid, and neutral retro-cues. Elderly participants showed an overall cost, especially in performing invalid trials, whereas younger participants' general performance was comparatively higher, as expected.Inhibitory abilities have been linked to alpha brain oscillations but it is yet unknown whether in aging these oscillations (also typically impoverished) and inhibitory abilities are causally linked. To probe this possible causal link in aging, we compared in a second experiment parietal alpha-transcranial alternating current stimulation (tACS) with either no stimulation (Sham) or with two control stimulation frequencies (theta- and gamma-tACS) in the elderly group while performing the same WM paradigm. Alpha- (but not theta- or gamma-) tACS selectively and significantly improved performance (now comparable to younger adults' performance in the first experiment), particularly for invalid cues where initially elderly showed the highest costs. Alpha oscillations are therefore causally linked to inhibitory abilities and frequency-tuned alpha-tACS interventions can selectively change these abilities in the elderly. SIGNIFICANCE STATEMENT Ignoring task-irrelevant information, an ability associated to rhythmic brain activity in the alpha frequency band, is fundamental for optimal performance. Indeed, impoverished inhibitory abilities contribute to age-related decline in cognitive functions like working memory (WM), the capacity to briefly hold information in mind. Whether in aging adults alpha oscillations and inhibitory abilities are causally linked is yet unknown. We experimentally manipulated frequency-tuned brain activity using transcranial alternating current stimulation (tACS), combined with a retro-cue paradigm assessing WM and inhibition. We found that alpha-tACS induced a significant improvement in target responses and misbinding errors, two indexes of inhibition. We concluded that in aging alpha oscillations are causally linked to inhibitory abilities, and that despite being impoverished, these abilities are still malleable. Copyright © 2018 the authors 0270-6474/18/384419-12$15.00/0.

Probabilistic Category Learning in Developmental Dyslexia: Evidence from Feedback and Paired-Associate Weather Prediction Tasks

PubMed Central

Gabay, Yafit; Vakil, Eli; Schiff, Rachel; Holt, Lori L.

2015-01-01

Objective Developmental dyslexia is presumed to arise from specific phonological impairments. However, an emerging theoretical framework suggests that phonological impairments may be symptoms stemming from an underlying dysfunction of procedural learning. Method We tested procedural learning in adults with dyslexia (n=15) and matched-controls (n=15) using two versions of the Weather Prediction Task: Feedback (FB) and Paired-associate (PA). In the FB-based task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of response. In the PA-based learning task, participants viewed the cue and its associated outcome simultaneously without overt response or feedback. In both versions, participants trained across 150 trials. Learning was assessed in a subsequent test without presentation of the outcome, or corrective feedback. Results The Dyslexia group exhibited impaired learning compared with the Control group on both the FB and PA versions of the weather prediction task. Conclusions The results indicate that the ability to learn by feedback is not selectively impaired in dyslexia. Rather it seems that the probabilistic nature of the task, shared by the FB and PA versions of the weather prediction task, hampers learning in those with dyslexia. Results are discussed in light of procedural learning impairments among participants with dyslexia. PMID:25730732

Contingency learning is not affected by conflict experience: Evidence from a task conflict-free, item-specific Stroop paradigm.

PubMed

Levin, Yulia; Tzelgov, Joseph

2016-02-01

A contingency learning account of the item-specific proportion congruent effect has been described as an associative stimulus-response learning process that has nothing to do with controlling the Stroop conflict. As supportive evidence, contingency learning has been demonstrated with response conflict-free stimuli, such as neutral words. However, what gives rise to response conflict and to Stroop interference in general is task conflict. The present study investigated whether task conflict can constitute a trigger or, alternatively, a booster to the contingency learning process. This was done by employing a "task conflict-free" condition (i.e., geometric shapes) and comparing it with a "task conflict" condition (i.e., neutral words). The results showed a significant contingency learning effect in both conditions, refuting the possibility that contingency learning is triggered by the presence of a task conflict. Contingency learning was also not enhanced by the task conflict experience, indicating its complete insensitivity to Stroop conflict(s). Thus, the results showed no evidence that performance optimization as a result of contingency learning is greater under conflict, implying that contingency learning is not recruited to assist the control system to overcome conflict. Copyright © 2015 Elsevier B.V. All rights reserved.

Is Adaptation to Task Complexity Really Beneficial for Performance?

ERIC Educational Resources Information Center

Pieschl, Stephanie; Stahl, Elmar; Murray, Tom; Bromme, Rainer

2012-01-01

Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific…

Misconceived causal explanations for emergent processes.

PubMed

Chi, Michelene T H; Roscoe, Rod D; Slotta, James D; Roy, Marguerite; Chase, Catherine C

2012-01-01

Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes' necks get longer over generations, or how ink dropped into water appears to "flow"). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being caused by controlling agents with intentional goals, as well as express a variety of many other misconceived notions. In this article, we provide a hypothesis for what constitutes a misconceived explanation; why misconceived explanations are so prevalent, robust, and resistant to instruction; and offer one approach of how they may be overcome. In particular, we hypothesize that students misunderstand many science processes because they rely on a generalized version of narrative schemas and scripts (referred to here as a Direct-causal Schema) to interpret them. For science processes that are sequential and stage-like, such as cycles of moon, circulation of blood, stages of mitosis, and photosynthesis, a Direct-causal Schema is adequate for correct understanding. However, for science processes that are non-sequential (or emergent), such as diffusion, natural selection, osmosis, and heat flow, using a Direct Schema to understand these processes will lead to robust misconceptions. Instead, a different type of general schema may be required to interpret non-sequential processes, which we refer to as an Emergent-causal Schema. We propose that students lack this Emergent Schema and teaching it to them may help them learn and understand emergent kinds of science processes such as diffusion. Our study found that directly teaching students this Emergent Schema led to increased learning of the process of diffusion. This article presents a fine-grained characterization of each type of Schema, our instructional intervention, the successes we have achieved, and the lessons we have learned. Copyright © 2011 Cognitive Science Society, Inc.

Combining Partial Directed Coherence and Graph Theory to Analyse Effective Brain Networks of Different Mental Tasks.

PubMed

Huang, Dengfeng; Ren, Aifeng; Shang, Jing; Lei, Qiao; Zhang, Yun; Yin, Zhongliang; Li, Jun; von Deneen, Karen M; Huang, Liyu

2016-01-01

The aim of this study is to qualify the network properties of the brain networks between two different mental tasks (play task or rest task) in a healthy population. EEG signals were recorded from 19 healthy subjects when performing different mental tasks. Partial directed coherence (PDC) analysis, based on Granger causality (GC), was used to assess the effective brain networks during the different mental tasks. Moreover, the network measures, including degree, degree distribution, local and global efficiency in delta, theta, alpha, and beta rhythms were calculated and analyzed. The local efficiency is higher in the beta frequency and lower in the theta frequency during play task whereas the global efficiency is higher in the theta frequency and lower in the beta frequency in the rest task. This study reveals the network measures during different mental states and efficiency measures may be used as characteristic quantities for improvement in attentional performance.

Recognising discourse causality triggers in the biomedical domain.

PubMed

Mihăilă, Claudiu; Ananiadou, Sophia

2013-12-01

Current domain-specific information extraction systems represent an important resource for biomedical researchers, who need to process vast amounts of knowledge in a short time. Automatic discourse causality recognition can further reduce their workload by suggesting possible causal connections and aiding in the curation of pathway models. We describe here an approach to the automatic identification of discourse causality triggers in the biomedical domain using machine learning. We create several baselines and experiment with and compare various parameter settings for three algorithms, i.e. Conditional Random Fields (CRF), Support Vector Machines (SVM) and Random Forests (RF). We also evaluate the impact of lexical, syntactic, and semantic features on each of the algorithms, showing that semantics improves the performance in all cases. We test our comprehensive feature set on two corpora containing gold standard annotations of causal relations, and demonstrate the need for more gold standard data. The best performance of 79.35% F-score is achieved by CRFs when using all three feature types.

[FROM STATISTICAL ASSOCIATIONS TO SCIENTIFIC CAUSALITY].

PubMed

Golan, Daniel; Linn, Shay

2015-06-01

The pathogenesis of most chronic diseases is complex and probably involves the interaction of multiple genetic and environmental risk factors. One way to learn about disease triggers is from statistically significant associations in epidemiological studies. However, associations do not necessarily prove causation. Associations can commonly result from bias, confounding and reverse causation. Several paradigms for causality inference have been developed. Henle-Koch postulates are mainly applied for infectious diseases. Austin Bradford Hill's criteria may serve as a practical tool to weigh the evidence regarding the probability that a single new risk factor for a given disease is indeed causal. These criteria are irrelevant for estimating the causal relationship between exposure to a risk factor and disease whenever biological causality has been previously established. Thus, it is highly probable that past exposure of an individual to definite carcinogens is related to his cancer, even without proving an association between this exposure and cancer in his group. For multifactorial diseases, Rothman's model of interacting sets of component causes can be applied.

Modulation of competing memory systems by distraction.

PubMed

Foerde, Karin; Knowlton, Barbara J; Poldrack, Russell A

2006-08-01

Different forms of learning and memory depend on functionally and anatomically separable neural circuits [Squire, L. R. (1992) Psychol. Rev. 99, 195-231]. Declarative memory relies on a medial temporal lobe system, whereas habit learning relies on the striatum [Cohen, N. J. & Eichenbaum, H. (1993) Memory, Amnesia, and the Hippocampal System (MIT Press, Cambridge, MA)]. How these systems are engaged to optimize learning and behavior is not clear. Here, we present results from functional neuroimaging showing that the presence of a demanding secondary task during learning modulates the degree to which subjects solve a problem using either declarative memory or habit learning. Dual-task conditions did not reduce accuracy but reduced the amount of declarative learning about the task. Medial temporal lobe activity was correlated with task performance and declarative knowledge after learning under single-task conditions, whereas performance was correlated with striatal activity after dual-task learning conditions. These results demonstrate a fundamental difference in these memory systems in their sensitivity to concurrent distraction. The results are consistent with the notion that declarative and habit learning compete to mediate task performance, and they suggest that the presence of distraction can bias this competition. These results have implications for learning in multitask situations, suggesting that, even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.

Predicting change in epistemological beliefs, reflective thinking and learning styles: a longitudinal study.

PubMed

Phan, Huy P

2008-03-01

Although extensive research has examined epistemological beliefs, reflective thinking and learning approaches, very few studies have looked at these three theoretical frameworks in their totality. This research tested two separate structural models of epistemological beliefs, learning approaches, reflective thinking and academic performance among tertiary students over a period of 12 months. Participants were first-year Arts (N=616; 271 females, 345 males) and second-year Mathematics (N=581; 241 females, 341 males) university students. Students' epistemological beliefs were measured with the Schommer epistemological questionnaire (EQ, Schommer, 1990). Reflective thinking was measured with the reflective thinking questionnaire (RTQ, Kember et al., 2000). Student learning approaches were measured with the revised study process questionnaire (R-SPQ-2F, Biggs, Kember, & Leung, 2001). LISREL 8 was used to test two structural equation models - the cross-lag model and the causal-mediating model. In the cross-lag model involving Arts students, structural equation modelling showed that epistemological beliefs influenced student learning approaches rather than the contrary. In the causal-mediating model involving Mathematics students, the results indicate that both epistemological beliefs and learning approaches predicted reflective thinking and academic performance. Furthermore, learning approaches mediated the effect of epistemological beliefs on reflective thinking and academic performance. Results of this study are significant as they integrated the three theoretical frameworks within the one study.

Metamemory in schizophrenia: retrospective confidence ratings interact with neurocognitive deficits.

PubMed

Eifler, Sarah; Rausch, Franziska; Schirmbeck, Frederike; Veckenstedt, Ruth; Mier, Daniela; Esslinger, Christine; Englisch, Susanne; Meyer-Lindenberg, Andreas; Kirsch, Peter; Zink, Mathias

2015-02-28

Prior studies with schizophrenia patients described a reduced ability to discriminate between correct and false memories in terms of confidence compared to control groups. This metamemory bias has been associated with the emergence and maintenance of delusions. The relation to neuropsychological performance and other clinical dimensions is incompletely understood. In a cross-sectional study, metamemory functioning was explored in 32 schizophrenia patients and 25 healthy controls. Metamemory was assessed using a verbal recognition task combined with retrospective confidence level ratings. Associations of metamemory performance with six neuropsychological domains (executive functioning/problem solving, speed of processing, working memory, verbal and visual learning, and attention/vigilance) and psychopathological measures were analyzed. Results revealed a significantly smaller discrepancy between confidence ratings for correct and incorrect recognitions in the patient group. Furthermore, patients showed significantly lower recognition accuracy in the metamemory task and marked deficits in all neuropsychological domains. Across all participants, metamemory performance significantly correlated with executive functioning and working memory. No associations with delusions were found. This data confirms prior findings of metamemory biases in schizophrenia. Selective neuropsychological abilities seem to be modulating factors of metamemory functioning. Longitudinal studies in at risk mental state and first-episode patients are needed to reveal causal interrelations. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Competition between learned reward and error outcome predictions in anterior cingulate cortex.

PubMed

Alexander, William H; Brown, Joshua W

2010-02-15

The anterior cingulate cortex (ACC) is implicated in performance monitoring and cognitive control. Non-human primate studies of ACC show prominent reward signals, but these are elusive in human studies, which instead show mainly conflict and error effects. Here we demonstrate distinct appetitive and aversive activity in human ACC. The error likelihood hypothesis suggests that ACC activity increases in proportion to the likelihood of an error, and ACC is also sensitive to the consequence magnitude of the predicted error. Previous work further showed that error likelihood effects reach a ceiling as the potential consequences of an error increase, possibly due to reductions in the average reward. We explored this issue by independently manipulating reward magnitude of task responses and error likelihood while controlling for potential error consequences in an Incentive Change Signal Task. The fMRI results ruled out a modulatory effect of expected reward on error likelihood effects in favor of a competition effect between expected reward and error likelihood. Dynamic causal modeling showed that error likelihood and expected reward signals are intrinsic to the ACC rather than received from elsewhere. These findings agree with interpretations of ACC activity as signaling both perceptions of risk and predicted reward. Copyright 2009 Elsevier Inc. All rights reserved.

Flexible Modeling of Latent Task Structures in Multitask Learning

DTIC Science & Technology

2012-06-26

Flexible Modeling of Latent Task Structures in Multitask Learning Alexandre Passos† apassos@cs.umass.edu Computer Science Department, University of...of Maryland, College Park, MD USA Abstract Multitask learning algorithms are typically designed assuming some fixed, a priori known latent structure...shared by all the tasks. However, it is usually unclear what type of latent task structure is the most ap- propriate for a given multitask learning prob

What Is the Long-Run Impact of Learning Mathematics during Preschool?

ERIC Educational Resources Information Center

Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie

2018-01-01

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change…

Argumentation for Learning: Well-Trodden Paths and Unexplored Territories

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Schwarz, Baruch B.

2016-01-01

There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not…

Children Monitor Individuals' Expertise for Word Learning

ERIC Educational Resources Information Center

Sobel, David M.; Corriveau, Kathleen H.

2010-01-01

Two experiments examined preschoolers' ability to learn novel words using others' expertise about objects' nonobvious properties. In Experiment 1, 4-year-olds (n = 24) endorsed individuals' labels for objects based on their differing causal knowledge about those objects. Experiment 2 examined the robustness of this inference and its development.…

High School Students' Attributions of Success in English Language Learning

ERIC Educational Resources Information Center

Bouchaib, Benzehaf; Ahmadou, Bouylmani; Abdelkader, Sabil

2018-01-01

Research into students' attributional causes for success in language acquisition is currently receiving considerable attention. Situated within Weiner's attribution theory (1992), the present study aims to research factors contributing to success in foreign language learning with specific focus on the role of perceived causal attributions. The…

The Effect of Socioeconomic Status on Specific Learning Disability Eligibility Decisions

ERIC Educational Resources Information Center

Kollister, Susan

2017-01-01

Public schools provide services for students with disabilities. Inaccurate disability diagnosis may result in inferior educational services or long-lasting educational struggles. The purpose of this quantitative causal comparative study was to determine if a difference existed between the decisions made for specific learning disability eligibility…

Administrative Assistants' Informal Learning and Related Factors

ERIC Educational Resources Information Center

Cho, Hyun Jung; Kim, Jin-Mo

2016-01-01

Purpose: The purpose of this study is to identify the causal relationship among informal learning, leader-member exchange (LMX), empowerment, job characteristics and job self-efficacy and the impact on administrative assistants in corporations. The study aims at providing information for administrative assistants who have worked with their current…

Impedance learning for robotic contact tasks using natural actor-critic algorithm.

PubMed

Kim, Byungchan; Park, Jooyoung; Park, Shinsuk; Kang, Sungchul

2010-04-01

Compared with their robotic counterparts, humans excel at various tasks by using their ability to adaptively modulate arm impedance parameters. This ability allows us to successfully perform contact tasks even in uncertain environments. This paper considers a learning strategy of motor skill for robotic contact tasks based on a human motor control theory and machine learning schemes. Our robot learning method employs impedance control based on the equilibrium point control theory and reinforcement learning to determine the impedance parameters for contact tasks. A recursive least-square filter-based episodic natural actor-critic algorithm is used to find the optimal impedance parameters. The effectiveness of the proposed method was tested through dynamic simulations of various contact tasks. The simulation results demonstrated that the proposed method optimizes the performance of the contact tasks in uncertain conditions of the environment.

Causal network in a deafferented non-human primate brain.

PubMed

Balasubramanian, Karthikeyan; Takahashi, Kazutaka; Hatsopoulos, Nicholas G

2015-01-01

De-afferented/efferented neural ensembles can undergo causal changes when interfaced to neuroprosthetic devices. These changes occur via recruitment or isolation of neurons, alterations in functional connectivity within the ensemble and/or changes in the role of neurons, i.e., excitatory/inhibitory. In this work, emergence of a causal network and changes in the dynamics are demonstrated for a deafferented brain region exposed to BMI (brain-machine interface) learning. The BMI was controlling a robot for reach-and-grasp behavior. And, the motor cortical regions used for the BMI were deafferented due to chronic amputation, and ensembles of neurons were decoded for velocity control of the multi-DOF robot. A generalized linear model-framework based Granger causality (GLM-GC) technique was used in estimating the ensemble connectivity. Model selection was based on the AIC (Akaike Information Criterion).

Exploring the role of task performance and learning style on prefrontal hemodynamics during a working memory task.

PubMed

Anderson, Afrouz A; Parsa, Kian; Geiger, Sydney; Zaragoza, Rachel; Kermanian, Riley; Miguel, Helga; Dashtestani, Hadis; Chowdhry, Fatima A; Smith, Elizabeth; Aram, Siamak; Gandjbakhche, Amir H

2018-01-01

Existing literature outlines the quality and location of activation in the prefrontal cortex (PFC) during working memory (WM) tasks. However, the effects of individual differences on the underlying neural process of WM tasks are still unclear. In this functional near infrared spectroscopy study, we administered a visual and auditory n-back task to examine activation in the PFC while considering the influences of task performance, and preferred learning strategy (VARK score). While controlling for age, results indicated that high performance (HP) subjects (accuracy > 90%) showed task dependent lower activation compared to normal performance subjects in PFC region Specifically HP groups showed lower activation in left dorsolateral PFC (DLPFC) region during performance of auditory task whereas during visual task they showed lower activation in the right DLPFC. After accounting for learning style, we found a correlation between visual and aural VARK score and level of activation in the PFC. Subjects with higher visual VARK scores displayed lower activation during auditory task in left DLPFC, while those with higher visual scores exhibited higher activation during visual task in bilateral DLPFC. During performance of auditory task, HP subjects had higher visual VARK scores compared to NP subjects indicating an effect of learning style on the task performance and activation. The results of this study show that learning style and task performance can influence PFC activation, with applications toward neurological implications of learning style and populations with deficits in auditory or visual processing.

Exploring the role of task performance and learning style on prefrontal hemodynamics during a working memory task

PubMed Central

Anderson, Afrouz A.; Parsa, Kian; Geiger, Sydney; Zaragoza, Rachel; Kermanian, Riley; Miguel, Helga; Chowdhry, Fatima A.; Smith, Elizabeth; Aram, Siamak; Gandjbakhche, Amir H.

2018-01-01

Existing literature outlines the quality and location of activation in the prefrontal cortex (PFC) during working memory (WM) tasks. However, the effects of individual differences on the underlying neural process of WM tasks are still unclear. In this functional near infrared spectroscopy study, we administered a visual and auditory n-back task to examine activation in the PFC while considering the influences of task performance, and preferred learning strategy (VARK score). While controlling for age, results indicated that high performance (HP) subjects (accuracy > 90%) showed task dependent lower activation compared to normal performance subjects in PFC region Specifically HP groups showed lower activation in left dorsolateral PFC (DLPFC) region during performance of auditory task whereas during visual task they showed lower activation in the right DLPFC. After accounting for learning style, we found a correlation between visual and aural VARK score and level of activation in the PFC. Subjects with higher visual VARK scores displayed lower activation during auditory task in left DLPFC, while those with higher visual scores exhibited higher activation during visual task in bilateral DLPFC. During performance of auditory task, HP subjects had higher visual VARK scores compared to NP subjects indicating an effect of learning style on the task performance and activation. The results of this study show that learning style and task performance can influence PFC activation, with applications toward neurological implications of learning style and populations with deficits in auditory or visual processing. PMID:29870536