Stimulant Drug Effects on Touchscreen Automated Paired-Associates Learning (PAL) in Rats

ERIC Educational Resources Information Center

Roschlau, Corinna; Votteler, Angeline; Hauber, Wolfgang

2016-01-01

Here we tested in rats effects of the procognitive drugs modafinil and methylphenidate on post-acquisition performance in an object-location paired-associates learning (PAL) task. Modafinil (32; 64 mg/kg) was without effect, while higher (9 mg/kg) but not lower (4.5 mg/kg) doses of methylphenidate impaired PAL performance. Likewise, higher but not…

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.

Short-term memory for serial order supports vocabulary development: new evidence from a novel word learning paradigm.

PubMed

Majerus, Steve; Boukebza, Claire

2013-12-01

Although recent studies suggest a strong association between short-term memory (STM) for serial order and lexical development, the precise mechanisms linking the two domains remain to be determined. This study explored the nature of these mechanisms via a microanalysis of performance on serial order STM and novel word learning tasks. In the experiment, 6- and 7-year-old children were administered tasks maximizing STM for either item or serial order information as well as paired-associate learning tasks involving the learning of novel words, visual symbols, or familiar word pair associations. Learning abilities for novel words were specifically predicted by serial order STM abilities. A measure estimating the precision of serial order coding predicted the rate of correct repetitions and the rate of phoneme migration errors during the novel word learning process. In line with recent theoretical accounts, these results suggest that serial order STM supports vocabulary development via ordered and detailed reactivation of the novel phonological sequences that characterize new words. Copyright © 2013 Elsevier Inc. All rights reserved.

Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability.

PubMed

Clayton, Francina J; Sears, Claire; Davis, Alice; Hulme, Charles

2018-07-01

Paired-associate learning (PAL) tasks measure the ability to form a novel association between a stimulus and a response. Performance on such tasks is strongly associated with reading ability, and there is increasing evidence that verbal task demands may be critical in explaining this relationship. The current study investigated the relationships between different forms of PAL and reading ability. A total of 97 children aged 8-10 years completed a battery of reading assessments and six different PAL tasks (phoneme-phoneme, visual-phoneme, nonverbal-nonverbal, visual-nonverbal, nonword-nonword, and visual-nonword) involving both familiar phonemes and unfamiliar nonwords. A latent variable path model showed that PAL ability is captured by two correlated latent variables: auditory-articulatory and visual-articulatory. The auditory-articulatory latent variable was the stronger predictor of reading ability, providing support for a verbal account of the PAL-reading relationship. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Twelve-Month-Olds Privilege Words over Other Linguistic Sounds in an Associative Learning Task

ERIC Educational Resources Information Center

MacKenzie, Heather; Graham, Susan A.; Curtin, Suzanne

2011-01-01

We examined whether 12-month-old infants privilege words over other linguistic stimuli in an associative learning task. Sixty-four infants were presented with sets of either word-object, communicative sound-object, or consonantal sound-object pairings until they habituated. They were then tested on a "switch" in the sound to determine whether they…

Verbal short-term memory and vocabulary learning in polyglots.

PubMed

Papagno, C; Vallar, G

1995-02-01

Polyglot and non-polyglot Italian subjects were given tests assessing verbal (phonological) and visuo-spatial short-term and long-term memory, general intelligence, and vocabulary knowledge in their native language. Polyglots had a superior level of performance in verbal short-term memory tasks (auditory digit span and nonword repetition) and in a paired-associate learning test, which assessed the subjects' ability to acquire new (Russian) words. By contrast, the two groups had comparable performance levels in tasks assessing general intelligence, visuo-spatial short-term memory and learning, and paired-associate learning of Italian words. These findings, which are in line with neuropsychological and developmental evidence, as well as with data from normal subjects, suggest a close relationship between the capacity of phonological memory and the acquisition of foreign languages.

First comparative approach to touchscreen-based visual object-location paired-associates learning in humans (Homo sapiens) and a nonhuman primate (Microcebus murinus).

PubMed

Schmidtke, Daniel; Ammersdörfer, Sandra; Joly, Marine; Zimmermann, Elke

2018-05-10

A recent study suggests that a specific, touchscreen-based task on visual object-location paired-associates learning (PAL), the so-called Different PAL (dPAL) task, allows effective translation from animal models to humans. Here, we adapted the task to a nonhuman primate (NHP), the gray mouse lemur, and provide first evidence for the successful comparative application of the task to humans and NHPs. Young human adults reach the learning criterion after considerably less sessions (one order of magnitude) than young, adult NHPs, which is likely due to faster and voluntary rejection of ineffective learning strategies in humans and almost immediate rule generalization. At criterion, however, all human subjects solved the task by either applying a visuospatial rule or, more rarely, by memorizing all possible stimulus combinations and responding correctly based on global visual information. An error-profile analysis in humans and NHPs suggests that successful learning in NHPs is comparably based either on the formation of visuospatial associative links or on more reflexive, visually guided stimulus-response learning. The classification in the NHPs is further supported by an analysis of the individual response latencies, which are considerably higher in NHPs classified as spatial learners. Our results, therefore, support the high translational potential of the standardized, touchscreen-based dPAL task by providing first empirical and comparable evidence for two different cognitive processes underlying dPAL performance in primates. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems.

PubMed

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed that the optimal accuracy in the PA condition was significantly decreased when the training time was reduced from 7 to 3 s, but this did not occur in the FB condition, although shortened training time impaired the acquisition of explicit knowledge in both conditions. The results of Experiment 2 showed that the concurrent working memory task impaired the optimal accuracy and the acquisition of explicit knowledge in the PA condition but did not influence the optimal accuracy or the acquisition of self-insight knowledge in the FB condition. The apparent dissociation results between the FB and PA conditions suggested that a non-declarative or procedural learning system is involved in the FB-WPT and provided new evidence for the multiple-systems theory of human category learning.

Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems

PubMed Central

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed that the optimal accuracy in the PA condition was significantly decreased when the training time was reduced from 7 to 3 s, but this did not occur in the FB condition, although shortened training time impaired the acquisition of explicit knowledge in both conditions. The results of Experiment 2 showed that the concurrent working memory task impaired the optimal accuracy and the acquisition of explicit knowledge in the PA condition but did not influence the optimal accuracy or the acquisition of self-insight knowledge in the FB condition. The apparent dissociation results between the FB and PA conditions suggested that a non-declarative or procedural learning system is involved in the FB-WPT and provided new evidence for the multiple-systems theory of human category learning. PMID:27445958

How Is Knowledge Generated about Memory Encoding Strategy Effectiveness?

ERIC Educational Resources Information Center

Hertzog, Christopher; Price, Jodi; Dunlosky, John

2008-01-01

This study evaluated how people learn about encoding strategy effectiveness in an associative memory task. Individuals studied two lists of paired associates under instructions to use either a normatively effective strategy (interactive imagery) or a normatively ineffective strategy (rote repetition) for each pair. Questionnaire ratings of imagery…

The Shift from a Response Strategy to Object-in-Place Strategy during Learning Is Accompanied by a Matching Shift in Neural Firing Correlates in the Hippocampus

ERIC Educational Resources Information Center

Lee, Inah; Kim, Jangjin

2010-01-01

Hippocampal-dependent tasks often involve specific associations among stimuli (including egocentric information), and such tasks are therefore prone to interference from irrelevant task strategies before a correct strategy is found. Using an object-place paired-associate task, we investigated changes in neural firing patterns in the hippocampus in…

Consolidation of visual associative long-term memory in the temporal cortex of primates.

PubMed

Miyashita, Y; Kameyama, M; Hasegawa, I; Fukushima, T

1998-01-01

Neuropsychological theories have proposed a critical role for the interaction between the medial temporal lobe and the neocortex in the formation of long-term memory for facts and events, which has often been tested by learning of a series of paired words or figures in humans. We have examined neural mechanisms underlying the memory "consolidation" process by single-unit recording and molecular biological methods in an animal model of a visual pair-association task in monkeys. In our previous studies, we found that long-term associative representations of visual objects are acquired through learning in the neural network of the anterior inferior temporal (IT) cortex. In this article, we propose the hypothesis that limbic neurons undergo rapid modification of synaptic connectivity and provide backward signals that guide the reorganization of neocortical neural circuits. Two experiments tested this hypothesis: (1) we examined the role of the backward connections from the medial temporal lobe to the IT cortex by injecting ibotenic acid into the entorhinal and perirhinal cortices, which provided massive backward projections ipsilaterally to the IT cortex. We found that the limbic lesion disrupted the associative code of the IT neurons between the paired associates, without impairing the visual response to each stimulus. (2) We then tested the first half of this hypothesis by detecting the expression of immediate-early genes in the monkey temporal cortex. We found specific expression of zif268 during the learning of a new set of paired associates in the pair-association task, most intensively in area 36 of the perirhinal cortex. All these results with the visual pair-association task support our hypothesis and demonstrate that the consolidation process, which was first proposed on the basis of clinico-psychological evidence, can now be examined in primates using neurophysiolocical and molecular biological approaches. Copyright 1998 Academic Press.

Children's associative learning: automatic and deliberate encoding of meaningful associations.

PubMed

Guttentag, R

1995-01-01

Three experiments were conducted examining 10- and 11-year-old children's deliberate and automatic encoding of meaningful associative relationships on a paired-associate learning task. Subjects in Experiment 1 were presented pairs of related and unrelated words under deliberate memorization and item-specific incidental-learning conditions. Cued-recall performance was superior with related relative to unrelated pairs under both instructional conditions, suggesting that the encoding of an association between items occurred automatically with meaningfully related words. In Experiment 2, it was found that execution of a verbal elaboration strategy required more time with unrelated than with related pairs, suggesting greater ease of elaboration strategy execution with related materials. Experiment 3 monitored strategy use online using a think-aloud procedure. Cued-recall performance was superior with related pairs when subjects used rehearsal. In contrast, elaboration produced equivalent levels of recall with both types of items, but subjects executed the strategy successfully more often with related than with unrelated pairs. These findings are discussed in terms of the role of automatic processes and the effort demands of strategy execution in children's strategy use.

Awake, Offline Processing during Associative Learning

PubMed Central

Nestor, Adrian; Tarr, Michael J.; Creswell, J. David

2016-01-01

Offline processing has been shown to strengthen memory traces and enhance learning in the absence of conscious rehearsal or awareness. Here we evaluate whether a brief, two-minute offline processing period can boost associative learning and test a memory reactivation account for these offline processing effects. After encoding paired associates, subjects either completed a distractor task for two minutes or were immediately tested for memory of the pairs in a counterbalanced, within-subjects functional magnetic resonance imaging study. Results showed that brief, awake, offline processing improves memory for associate pairs. Moreover, multi-voxel pattern analysis of the neuroimaging data suggested reactivation of encoded memory representations in dorsolateral prefrontal cortex during offline processing. These results signify the first demonstration of awake, active, offline enhancement of associative memory and suggest that such enhancement is accompanied by the offline reactivation of encoded memory representations. PMID:27119345

Awake, Offline Processing during Associative Learning.

PubMed

Bursley, James K; Nestor, Adrian; Tarr, Michael J; Creswell, J David

2016-01-01

Offline processing has been shown to strengthen memory traces and enhance learning in the absence of conscious rehearsal or awareness. Here we evaluate whether a brief, two-minute offline processing period can boost associative learning and test a memory reactivation account for these offline processing effects. After encoding paired associates, subjects either completed a distractor task for two minutes or were immediately tested for memory of the pairs in a counterbalanced, within-subjects functional magnetic resonance imaging study. Results showed that brief, awake, offline processing improves memory for associate pairs. Moreover, multi-voxel pattern analysis of the neuroimaging data suggested reactivation of encoded memory representations in dorsolateral prefrontal cortex during offline processing. These results signify the first demonstration of awake, active, offline enhancement of associative memory and suggest that such enhancement is accompanied by the offline reactivation of encoded memory representations.

Strategies in probabilistic feedback learning in Parkinson patients OFF medication.

PubMed

Bellebaum, C; Kobza, S; Ferrea, S; Schnitzler, A; Pollok, B; Südmeyer, M

2016-04-21

Studies on classification learning suggested that altered dopamine function in Parkinson's Disease (PD) specifically affects learning from feedback. In patients OFF medication, enhanced learning from negative feedback has been described. This learning bias was not seen in observational learning from feedback, indicating different neural mechanisms for this type of learning. The present study aimed to compare the acquisition of stimulus-response-outcome associations in PD patients OFF medication and healthy control subjects in active and observational learning. 16 PD patients OFF medication and 16 controls were examined with three parallel learning tasks each, two feedback-based (active and observational) and one non-feedback-based paired associates task. No acquisition deficit was seen in the patients for any of the tasks. More detailed analyses on the learning strategies did, however, reveal that the patients showed more lose-shift responses during active feedback learning than controls, and that lose-shift and win-stay responses more strongly determined performance accuracy in patients than controls. For observational feedback learning, the performance of both groups correlated similarly with the performance in non-feedback-based paired associates learning and with the accuracy of observed performance. Also, patients and controls showed comparable evidence of feedback processing in observational learning. In active feedback learning, PD patients use alternative learning strategies than healthy controls. Analyses on observational learning did not yield differences between patients and controls, adding to recent evidence of a differential role of the human striatum in active and observational learning from feedback. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Mind racing: The influence of exercise on long-term memory consolidation.

PubMed

McNerney, M Windy; Radvansky, Gabriel A

2015-01-01

Over time, regular exercise can lower the risk for age-related decline in cognition. However, the immediate effects of exercise on memory consolidation in younger adults have not been fully investigated. In two experiments, the effects of exercise were assessed on three different memory tasks. These included paired-associate learning, procedural learning and text memory. Results indicate that performance on procedural learning and situation model memory was increased with exercise, regardless of if participants exercised before or after encoding. No benefit of exercise was found for paired-associate learning. These findings suggest that intense exercise may benefit certain types of memory consolidation.

Cognitive effects of methylphenidate and levodopa in healthy volunteers.

PubMed

Linssen, A M W; Sambeth, A; Vuurman, E F P M; Riedel, W J

2014-02-01

Our previous study showed enhanced declarative memory consolidation after acute methylphenidate (MPH) administration. The primary aim of the current study was to investigate the duration of this effect. Secondary, the dopaminergic contribution of MPH effects, the electrophysiological correlates of declarative memory, and the specificity of memory enhancing effects of MPH to declarative memory were assessed. Effects of 40 mg of MPH on memory performance were compared to 100mg of levodopa (LEV) in a placebo-controlled crossover study with 30 healthy volunteers. Memory performance testing included a word learning test, the Sternberg memory scanning task, a paired associates learning task, and a spatial working memory task. During the word learning test, event-related brain potentials (ERPs) were measured. MPH failed to enhance retention of words at a 30 min delay, but it improved 24 h delayed memory recall relative to PLA and LEV. Furthermore, during encoding, the P3b and P600 ERP latencies were prolonged and the P600 amplitude was larger after LEV compared to PLA and MPH. MPH speeded response times on the Sternberg Memory Scanning task and improved performance on the Paired Associates Learning task, relative to LEV, but not PLA. Performance on the Spatial working memory task was not affected by the treatments. These findings suggest that MPH and LEV might have opposite effects on memory. © 2013 Published by Elsevier B.V. and ECNP.

Parietal lesion effects on cued recall following pair associate learning.

PubMed

Ben-Zvi, Shir; Soroker, Nachum; Levy, Daniel A

2015-07-01

We investigated the involvement of the posterior parietal cortex in episodic memory in a lesion-effects study of cued recall following pair-associate learning. Groups of patients who had experienced first-incident stroke, generally in middle cerebral artery territory, and exhibited damage that included lateral posterior parietal regions, were tested within an early post-stroke time window. In three experiments, patients and matched healthy comparison groups executed repeated study and cued recall test blocks of pairs of words (Experiment 1), pairs of object pictures (Experiment 2), or pairs of object pictures and environmental sounds (Experiment 3). Patients' brain CT scans were subjected to quantitative analysis of lesion volumes. Behavioral and lesion data were used to compute correlations between area lesion extent and memory deficits, and to conduct voxel-based lesion-symptom mapping. These analyses implicated lateral ventral parietal cortex, especially the angular gyrus, in cued recall deficits, most pronouncedly in the cross-modal picture-sound pairs task, though significant parietal lesion effects were also found in the unimodal word pairs and picture pairs tasks. In contrast to an earlier study in which comparable parietal lesions did not cause deficits in item recognition, these results indicate that lateral posterior parietal areas make a substantive contribution to demanding forms of recollective retrieval as represented by cued recall, especially for complex associative representations. Copyright © 2015 Elsevier Ltd. All rights reserved.

Priming in a free association task as a function of association directionality.

PubMed

Zeelenberg, R; Shiffrin, R M; Raaijmakers, J G

1999-11-01

Two experiments investigated priming in free association, a conceptual implicit memory task. The stimuli consisted of bidirectionally associated word pairs (e.g., BEACH-SAND) and unidirectionally associated word pairs that have no association from the target response back to the stimulus cue (e.g., BONE-DOG). In the study phase, target words (e.g., SAND, DOG) were presented in an incidental learning task. In the test phase, participants generated an associate to the stimulus cues (e.g., BEACH, BONE). In both experiments, priming was obtained for targets (e.g., SAND) that had an association back to the cue, but not for targets (e.g., DOG) for which such a backward association was absent. These results are problematic for theoretical accounts that attribute priming in free association to the strengthening of target responses. It is argued that priming in free association depends on the strengthening of cue-target associations.

Training-Dependent Associative Learning Induced Neocortical Structural Plasticity: A Trace Eyeblink Conditioning Analysis

PubMed Central

Chau, Lily S.; Prakapenka, Alesia V.; Zendeli, Liridon; Davis, Ashley S.; Galvez, Roberto

2014-01-01

Studies utilizing general learning and memory tasks have suggested the importance of neocortical structural plasticity for memory consolidation. However, these learning tasks typically result in learning of multiple different tasks over several days of training, making it difficult to determine the synaptic time course mediating each learning event. The current study used trace-eyeblink conditioning to determine the time course for neocortical spine modification during learning. With eyeblink conditioning, subjects are presented with a neutral, conditioned stimulus (CS) paired with a salient, unconditioned stimulus (US) to elicit an unconditioned response (UR). With multiple CS-US pairings, subjects learn to associate the CS with the US and exhibit a conditioned response (CR) when presented with the CS. Trace conditioning is when there is a stimulus free interval between the CS and the US. Utilizing trace-eyeblink conditioning with whisker stimulation as the CS (whisker-trace-eyeblink: WTEB), previous findings have shown that primary somatosensory (barrel) cortex is required for both acquisition and retention of the trace-association. Additionally, prior findings demonstrated that WTEB acquisition results in an expansion of the cytochrome oxidase whisker representation and synaptic modification in layer IV of barrel cortex. To further explore these findings and determine the time course for neocortical learning-induced spine modification, the present study utilized WTEB conditioning to examine Golgi-Cox stained neurons in layer IV of barrel cortex. Findings from this study demonstrated a training-dependent spine proliferation in layer IV of barrel cortex during trace associative learning. Furthermore, findings from this study showing that filopodia-like spines exhibited a similar pattern to the overall spine density further suggests that reorganization of synaptic contacts set the foundation for learning-induced neocortical modifications through the different neocortical layers. PMID:24760074

Elaboration Preferences and Differences in Learning Proficiency.

ERIC Educational Resources Information Center

Rohwer, William D., Jr.; Levin, Joel R.

The major emphasis of this study is on the comparative validities of paired-associate learning tests and IQ tests in predicting reading achievement. The study engages in a brief review of earlier research in order to examine the validity of two assumptions--that the construction and/or the use of a tactic that simplifies a learning task is one of…

Recall and recognition of verbal paired associates in early Alzheimer's disease.

PubMed

Lowndes, G J; Saling, M M; Ames, D; Chiu, E; Gonzalez, L M; Savage, G R

2008-07-01

The primary impairment in early Alzheimer's disease (AD) is encoding/consolidation, resulting from medial temporal lobe (MTL) pathology. AD patients perform poorly on cued-recall paired associate learning (PAL) tasks, which assess the ability of the MTLs to encode relational memory. Since encoding and retrieval processes are confounded within performance indexes on cued-recall PAL, its specificity for AD is limited. Recognition paradigms tend to show good specificity for AD, and are well tolerated, but are typically less sensitive than recall tasks. Associate-recognition is a novel PAL task requiring a combination of recall and recognition processes. We administered a verbal associate-recognition test and cued-recall analogue to 22 early AD patients and 55 elderly controls to compare their ability to discriminate these groups. Both paradigms used eight arbitrarily related word pairs (e.g., pool-teeth) with varying degrees of imageability. Associate-recognition was equally effective as the cued-recall analogue in discriminating the groups, and logistic regression demonstrated classification rates by both tasks were equivalent. These preliminary findings provide support for the clinical value of this recognition tool. Conceptually it has potential for greater specificity in informing neuropsychological diagnosis of AD in clinical samples but this requires further empirical support.

Vocabulary Learning in Collaborative Tasks: A Comparison of Pair and Small Group Work

ERIC Educational Resources Information Center

Dobao, Ana Fernández

2014-01-01

This study examined the opportunities that pair and small group interaction offer for collaborative dialogue and second language (L2) vocabulary learning. It compared the performance of the same collaborative writing task by learners working in groups of four (n = 60) and in pairs (n = 50), focusing on the occurrence of lexical language-related…

Mate familiarity and social learning in a monogamous lizard.

PubMed

Munch, Kirke L; Noble, Daniel W A; Wapstra, Erik; While, Geoffrey M

2018-05-08

Social learning is thought to be advantageous as it allows an animal to gather information quickly without engaging in costly trial-and-error learning. However, animals should be selective about when and whom they learn from. Familiarity is predicted to positively influence an animal's reliance on social learning; yet, few studies have empirically tested this theory. We used a lizard (Liopholis whitii) that forms long-term monogamous pair bonds to examine the effects of partner familiarity on social learning in two novel foraging tasks, an association and a reversal task. We allowed female lizards to observe trained conspecifics that were either familiar (social mate) or unfamiliar execute these tasks and compared these two groups with control females that did not receive social information. Lizards preferentially relied on trial-and-error learning in the association task. In the reversal task, lizards that were demonstrated by familiar partners learnt in fewer trials compared to control lizards and made more correct choices. Our results provide some evidence for context-dependent learning with lizards differentiating between when they utilize social learning, and, to a limited degree, whom they learnt from. Understanding the role of the social context in which learning occurs provides important insights into the benefits of social learning and sociality more generally.

The time course of episodic associative retrieval: electrophysiological correlates of cued recall of unimodal and crossmodal pair-associate learning.

PubMed

Tibon, Roni; Levy, Daniel A

2014-03-01

Little is known about the time course of processes supporting episodic cued recall. To examine these processes, we recorded event-related scalp electrical potentials during episodic cued recall following pair-associate learning of unimodal object-picture pairs and crossmodal object-picture and sound pairs. Successful cued recall of unimodal associates was characterized by markedly early scalp potential differences over frontal areas, while cued recall of both unimodal and crossmodal associates were reflected by subsequent differences recorded over frontal and parietal areas. Notably, unimodal cued recall success divergences over frontal areas were apparent in a time window generally assumed to reflect the operation of familiarity but not recollection processes, raising the possibility that retrieval success effects in that temporal window may reflect additional mnemonic processes beyond familiarity. Furthermore, parietal scalp potential recall success differences, which did not distinguish between crossmodal and unimodal tasks, seemingly support attentional or buffer accounts of posterior parietal mnemonic function but appear to constrain signal accumulation, expectation, or representational accounts.

Learning Efficiency: Identifying Individual Differences in Learning Rate and Retention in Healthy Adults.

PubMed

Zerr, Christopher L; Berg, Jeffrey J; Nelson, Steven M; Fishell, Andrew K; Savalia, Neil K; McDermott, Kathleen B

2018-06-01

People differ in how quickly they learn information and how long they remember it, yet individual differences in learning abilities within healthy adults have been relatively neglected. In two studies, we examined the relation between learning rate and subsequent retention using a new foreign-language paired-associates task (the learning-efficiency task), which was designed to eliminate ceiling effects that often accompany standardized tests of learning and memory in healthy adults. A key finding was that quicker learners were also more durable learners (i.e., exhibited better retention across a delay), despite studying the material for less time. Additionally, measures of learning and memory from this task were reliable in Study 1 ( N = 281) across 30 hr and Study 2 ( N = 92; follow-up n = 46) across 3 years. We conclude that people vary in how efficiently they learn, and we describe a reliable and valid method for assessing learning efficiency within healthy adults.

Age Differences in Memory Retrieval Shift: Governed by Feeling-of-Knowing?

PubMed Central

Hertzog, Christopher; Touron, Dayna R.

2010-01-01

The noun-pair lookup (NP) task was used to evaluate strategic shift from visual scanning to retrieval. We investigated whether age differences in feeling-of-knowing (FOK) account for older adults' delayed retrieval shift. Participants were randomly assigned to one of three conditions: (1) standard NP learning, (2) fast binary FOK judgments, or (3) Choice, where participants had to choose in advance whether to see the look-up table or respond from memory. We found small age differences in FOK magnitudes, but major age differences in memory retrieval choices that mirrored retrieval use in the standard NP task. Older adults showed lower resolution in their confidence judgments (CJs) for recognition memory tests on the NP items, and this difference appeared to influence rates of retrieval shift, given that retrieval use was correlated with CJ magnitudes in both age groups. Older adults had particular difficulty with accuracy and confidence for rearranged pairs, relative to intact pairs. Older adults' slowed retrieval shift appears to be due to (a) impaired associative learning early in practice, not just a lower FOK; but also (b) retrieval reluctance later in practice after the degree of associative learning would afford memory-based responding. PMID:21401263

Never forget a name: white matter connectivity predicts person memory

PubMed Central

Metoki, Athanasia; Alm, Kylie H.; Wang, Yin; Ngo, Chi T.; Olson, Ingrid R.

2018-01-01

Through learning and practice, we can acquire numerous skills, ranging from the simple (whistling) to the complex (memorizing operettas in a foreign language). It has been proposed that complex learning requires a network of brain regions that interact with one another via white matter pathways. One candidate white matter pathway, the uncinate fasciculus (UF), has exhibited mixed results for this hypothesis: some studies have shown UF involvement across a range of memory tasks, while other studies report null results. Here, we tested the hypothesis that the UF supports associative memory processes and that this tract can be parcellated into subtracts that support specific types of memory. Healthy young adults performed behavioral tasks (two face-name learning tasks, one word pair memory task) and underwent a diffusion-weighted imaging scan. Our results revealed that variation in UF microstructure was significantly associated with individual differences in performance on both face-name tasks, as well as the word association memory task. A UF sub-tract, functionally defined by its connectivity between face-selective regions in the anterior temporal lobe and orbitofrontal cortex, selectively predicted face-name learning. In contrast, connectivity between the fusiform face patch and both anterior face patches had no predictive validity. These findings suggest that there is a robust and replicable relationship between the UF and associative learning and memory. Moreover, this large white matter pathway can be subdivided to reveal discrete functional profiles. PMID:28646241

Post-Learning Arousal Change and Long-Term Retention.

ERIC Educational Resources Information Center

Kumar, V.K.; Farley, Frank H.

This study examined the effects on long-term retention of variations in intensity and of temporal parameters of arousal following a single learning trial in a paired-associate task. The subjects were 56 female university students. Intensity of arousal was manipulated by using two levels of white noise--75 decibels and 90 decibels sound pressure…

Differential Memory of Picture and Word Stimuli in a Paired-Associate Learning Task.

ERIC Educational Resources Information Center

Bartels, Laura Grand; Feinbloom, Jessica

Ten concrete nouns represented in either a pictorial or a linguistic mode and accompanied by ten nonsense syllables were shown to 77 college students in a study of how pictorial stimuli varied in recall and recognition tasks. The group receiving pictorial stimuli recalled and recognized significantly more nonsense syllables than did the group…

A case for restricted-domain relational learning.

PubMed

Wright, Anthony A; Katz, Jeffrey S

2009-10-01

Monkeys and pigeons learned a same/different task with pairs that were selected from a training set of eight picture stimuli. They showed no novel-stimulus transfer and hence no abstract-concept learning. They were also tested with novel pairs of the eight training pictures (i.e., combinations that had not been used in training) and with inverted pictures of the training pairs. If the subjects had learned the task item-specifically (e.g., if-then or configural learning), they should have failed these tests, but they performed well with novel combinations of training pictures and inverted pictures, suggesting that they learned the task relationally (i.e., on the basis of the relationship between the two pictures that were presented in each trial). This somewhat paradoxical conclusion of relational learning in the absence of abstract-concept learning is contrary to most theories of abstract-concept learning. The implications of this conclusion are discussed in the context of restricted-domain relational learning.

Transitive inference in humans (Homo sapiens) and rhesus macaques (Macaca mulatta) after massed training of the last two list items.

PubMed

Jensen, Greg; Alkan, Yelda; Muñoz, Fabian; Ferrera, Vincent P; Terrace, Herbert S

2017-08-01

Transitive inference (TI) is a classic learning paradigm for which the relative contributions of experienced rewards and representation-based inference have been debated vigorously, particularly regarding the notion that animals are capable of logic and reasoning. Rhesus macaque subjects and human participants performed a TI task in which, prior to learning a 7-item list (ABCDEFG), a block of trials presented exclusively the pair FG. Contrary to the expectation of associative models, the high prior rate of reward for F did not disrupt subsequent learning of the entire list. Monkeys (who each completed many sessions with novel stimuli) learned to anticipate that novel stimuli should be preferred over F. We interpret this as evidence of a task representation of TI that generalizes beyond learning about specific stimuli. Humans (who were task-naïve) showed a transitory bias to F when it was paired with novel stimuli, but very rapidly unlearned that bias. Performance with respect to the remaining stimuli was consistent with past reports of TI in both species. These results are difficult to reconcile with any account that assigns the strength of association between individual stimuli and rewards. Instead, they support sophisticated cognitive processes in both species, albeit with some species differences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Bridge: Linking Mood Induction, Self-Report, and Psychophysiology to Vocabulary Learning on a Paired-Associates Learning Task

ERIC Educational Resources Information Center

Fox, Jessica Kate

2017-01-01

Researchers in the field of second language acquisition continue to establish links between cognition and emotion (Dewaele, 2013; MacIntyre, 2002; MacIntyre & Gardner, 1989, 1991b, 1994; Segalowitz & Trofimovich, 2011). The purpose of the present study is to investigate to what extent physiological and self-report measures predict…

Potentiation in young infants: The origin of the prior knowledge effect?

PubMed Central

Barr, Rachel; Rovee-Collier, Carolyn; Learmonth, Amy

2011-01-01

In two experiments with 6-month-old infants, we found that prior learning of an operant task (remembered for 2 weeks) mediated new learning of a modeling event (remembered for only 1 day) and increased its recall. Infants first learned to associate lever pressing with moving a toy train housed in a large box. One or 2 weeks later, three target actions were modeled on a hand puppet while the train box (a retrieval cue) was in view. Merely retrieving the train memory strengthened it, and simultaneously pairing its retrieved memory with the modeled actions potentiated their learning and recall. When paired 1 week later, deferred imitation increased from 1 day to 4 weeks; when paired 2 weeks later, it increased from 1 day to 6 weeks. The striking parallels between potentiated learning in infants and the prior knowledge effect in adults suggests that the prior knowledge effect originates in early infancy. PMID:21264602

Investigation of the effectiveness of traffic sign training in terms of training methods and sign characteristics.

PubMed

Ng, Annie W Y; Chan, Alan H S

2011-06-01

This research investigated whether different training methods had any effect on the effectiveness of traffic sign training and whether there were any relationships between traffic sign characteristics and effectiveness of the training. Thirty-six participants were randomly assigned into 4 equal-sized groups (control, paired-associate learning, recall training, and recognition training) to study the learnability of Mainland China traffic signs. In paired-associate learning, participants studied each traffic sign along with a referent describing its meaning. In addition to being informed of the meaning of traffic signs, both recall training and recognition training provided participants with questions and feedback. For recall training, the questioning process was a recall task in which participants had to produce a meaning for a given traffic sign from memory. For recognition training, the questioning process was a recognition task that required participants to identify the most appropriate referent corresponding to a given sign. No traffic sign training was given to the control group. Each training method significantly improved comprehension of the meaning of traffic signs. Participants from recall training performed better in a posttraining test than those from paired-associate learning and recognition training, indicating that the recall training elicited a deeper level of learning. In addition, questioning and feedback had a positive influence on training effectiveness. Performance in the posttest was found to be better when the questioning process matched the test process. Regarding the traffic sign characteristics, semantic closeness had a long-lasting effect, in terms of the timescale of this experiment on traffic sign comprehension, and traffic signs were perceived as more meaningful after their intended meanings were studied. Recall training is more effective in enhancing comprehension of traffic signs than paired-associate learning and recognition training. The findings of this study provide a basis for useful recommendations for designing symbol-training programs to improve road safety for road users.

Effects of the metabotropic glutamate receptor 5 positive allosteric modulator CDPPB on rats tested with the paired associates learning task in touchscreen-equipped operant conditioning chambers.

PubMed

Lins, Brittney R; Howland, John G

2016-03-15

Effective treatments for the cognitive symptoms of schizophrenia are critically needed. Positive allosteric modulation (PAM) of metabotropic glutamate receptor subtype 5 (mGluR5) is one strategy currently under investigation to improve these symptoms. Examining cognition using touchscreen-equipped operant chambers may increase translation between preclinical and clinical research through analogous behavioral testing paradigms in rodents and humans. We used acute CDPPB (1-30mg/kg) treatment to examine the effects of mGluR5 PAM in the touchscreen paired associates learning (PAL) task using well-trained rats with and without co-administration of acute MK-801 (0.15mg/kg). CDPPB had no consistent effects on task performance when administered alone and failed to reverse the MK-801 induced impairments at any of the examined doses. Overall, the disruptive effects of MK-801 on PAL were consistent with previous research but increasing mGluR5 signaling is not beneficial in the PAL task. Future research should test whether administration of CDPPB during PAL acquisition increases performance. Copyright © 2015 Elsevier B.V. All rights reserved.

Electrophysiological Evidence of Altered Memory Processing in Children Experiencing Early Deprivation

ERIC Educational Resources Information Center

Guler, O. Evren; Hostinar, Camelia E.; Frenn, Kristin A.; Nelson, Charles A.; Gunnar, Megan R.; Thomas, Kathleen M.

2012-01-01

Associations between early deprivation and memory functioning were examined in 9- to 11-year-old children. Children who had experienced prolonged institutional care prior to adoption were compared to children who were adopted early from foster care and children reared in birth families. Measures included the Paired Associates Learning task from…

Formation of automatic letter-colour associations in non-synaesthetes through likelihood manipulation of letter-colour pairings.

PubMed

Kusnir, Flor; Thut, Gregor

2012-12-01

Grapheme-colour synaesthesia is a well-characterized phenomenon in which achromatic letters and/or digits automatically and systematically trigger specific colour sensations. Models of its underlying mechanisms diverge on a central question: whether triggered sensations reflect (1) an overdeveloped capacity in normal cross-modal processing (i.e., sharing characteristics with the general population), or rather (2) qualitatively deviant processing (i.e., unique to a few individuals). To test to what extent synaesthesia-like (automatic) letter-colour associations may be learned by non-synaesthetes into adulthood, implied by (1), we developed a learning paradigm that aimed to implicitly train such associations via a visual search task that employed statistical probability learning of specific letter-colour pairs. In contrast to previous synaesthesia-training studies (Cohen Kadosh, Henik, Catena, Walsh, & Fuentes, 2009; Meier & Rothen, 2009), here all participants were naïve as to the end-goal of the experiment (i.e., the formation of letter-colour associations), mimicking the learning conditions of acquired grapheme-colour synaesthesia (Hancock, 2006; Witthoft & Winawer, 2006). In two experiments, we found evidence for significant binding of colours to letters by non-synaesthetes. These newly-formed associations showed synaesthesia-like characteristics, because they correlated in strength with performance on individual synaesthetic Stroop-tasks (experiment 1), and because interference between the learned (associated) colour and the real colour during letter processing depended on their relative positions in colour space (opponent vs. non-opponent colours, experiment 2) suggesting automatic formation on a perceptual rather than conceptual level, analogous to synaesthesia. Although not evoking conscious colour percepts, these learned, synaesthesia-like associations in non-synaesthetes support that common mechanisms may underlie letter-colour associations in synaesthetes and non-synaesthetes. Copyright © 2012 Elsevier Ltd. All rights reserved.

Profile of Executive and Memory Function Associated with Amphetamine and Opiate Dependence

PubMed Central

Ersche, Karen D; Clark, Luke; London, Mervyn; Robbins, Trevor W; Sahakian, Barbara J

2007-01-01

Cognitive function was assessed in chronic drug users on neurocognitive measures of executive and memory function. Current amphetamine users were contrasted with current opiate users, and these two groups were compared with former users of these substances (abstinent for at least one year). Four groups of participants were recruited: amphetamine-dependent individuals, opiate-dependent individuals, former users of amphetamines, and/or opiates and healthy non-drug taking controls. Participants were administered the Tower of London (TOL) planning task and the 3D-IDED attentional set-shifting task to assess executive function, and Paired Associates Learning and Delayed Pattern Recognition Memory tasks to assess visual memory function. The three groups of substance users showed significant impairments on TOL planning, Pattern Recognition Memory and Paired Associates Learning. Current amphetamine users displayed a greater degree of impairment than current opiate users. Consistent with previous research showing that healthy men are performing better on visuo-spatial tests than women, our male controls remembered significantly more paired associates than their female counterparts. This relationship was reversed in drug users. While performance of female drug users was normal, male drug users showed significant impairment compared to both their female counterparts and male controls. There was no difference in performance between current and former drug users. Neither years of drug abuse nor years of drug abstinence were associated with performance. Chronic drug users display pronounced neuropsychological impairment in the domains of executive and memory function. Impairment persists after several years of drug abstinence and may reflect neuropathology in frontal and temporal cortices. PMID:16160707

Impaired associative learning in schizophrenia: behavioral and computational studies

PubMed Central

Diwadkar, Vaibhav A.; Flaugher, Brad; Jones, Trevor; Zalányi, László; Ujfalussy, Balázs; Keshavan, Matcheri S.

2008-01-01

Associative learning is a central building block of human cognition and in large part depends on mechanisms of synaptic plasticity, memory capacity and fronto–hippocampal interactions. A disorder like schizophrenia is thought to be characterized by altered plasticity, and impaired frontal and hippocampal function. Understanding the expression of this dysfunction through appropriate experimental studies, and understanding the processes that may give rise to impaired behavior through biologically plausible computational models will help clarify the nature of these deficits. We present a preliminary computational model designed to capture learning dynamics in healthy control and schizophrenia subjects. Experimental data was collected on a spatial-object paired-associate learning task. The task evinces classic patterns of negatively accelerated learning in both healthy control subjects and patients, with patients demonstrating lower rates of learning than controls. Our rudimentary computational model of the task was based on biologically plausible assumptions, including the separation of dorsal/spatial and ventral/object visual streams, implementation of rules of learning, the explicit parameterization of learning rates (a plausible surrogate for synaptic plasticity), and learning capacity (a plausible surrogate for memory capacity). Reductions in learning dynamics in schizophrenia were well-modeled by reductions in learning rate and learning capacity. The synergy between experimental research and a detailed computational model of performance provides a framework within which to infer plausible biological bases of impaired learning dynamics in schizophrenia. PMID:19003486

Social influence on associative learning: double dissociation in high-functioning autism, early-stage behavioural variant frontotemporal dementia and Alzheimer's disease.

PubMed

Kéri, Szabolcs

2014-05-01

Most of our learning activity takes place in a social context. I examined how social interactions influence associative learning in neurodegenerative diseases and atypical neurodevelopmental conditions primarily characterised by social cognitive and memory dysfunctions. Participants were individuals with high-functioning autism (HFA, n = 18), early-stage behavioural variant frontotemporal dementia (bvFTD, n = 16) and Alzheimer's disease (AD, n = 20). The leading symptoms in HFA and bvFTD were social and behavioural dysfunctions, whereas AD was characterised by memory deficits. Participants received three versions of a paired associates learning task. In the game with boxes test, objects were hidden in six candy boxes placed in different locations on the computer screen. In the game with faces, each box was labelled by a photo of a person. In the real-life version of the game, participants played with real persons. Individuals with HFA and bvFTD performed well in the computer games, but failed on the task including real persons. In contrast, in patients with early-stage AD, social interactions boosted paired associates learning up to the level of healthy control volunteers. Worse performance in the real life game was associated with less successful recognition of complex emotions and mental states in the Reading the Mind in the Eyes Test. Spatial span did not affect the results. When social cognition is impaired, but memory systems are less compromised (HFA and bvFTD), real-life interactions disrupt associative learning; when disease process impairs memory systems but social cognition is relatively intact (early-stage AD), social interactions have a beneficial effect on learning and memory. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cerebellum engages in automation of verb-generation skill.

PubMed

Yang, Zhi; Wu, Paula; Weng, Xuchu; Bandettini, Peter A

2014-03-01

Numerous studies have shown cerebellar involvement in item-specific association, a form of explicit learning. However, very few have demonstrated cerebellar participation in automation of non-motor cognitive tasks. Applying fMRI to a repeated verb-generation task, we sought to distinguish cerebellar involvement in learning of item-specific noun-verb association and automation of verb generation skill. The same set of nouns was repeated in six verb-generation blocks so that subjects practiced generating verbs for the nouns. The practice was followed by a novel block with a different set of nouns. The cerebellar vermis (IV/V) and the right cerebellar lobule VI showed decreased activation following practice; activation in the right cerebellar Crus I was significantly lower in the novel challenge than in the initial verb-generation task. Furthermore, activation in this region during well-practiced blocks strongly correlated with improvement of behavioral performance in both the well-practiced and the novel blocks, suggesting its role in the learning of general mental skills not specific to the practiced noun-verb pairs. Therefore, the cerebellum processes both explicit verbal associative learning and automation of cognitive tasks. Different cerebellar regions predominate in this processing: lobule VI during the acquisition of item-specific association, and Crus I during automation of verb-generation skills through practice.

Interference from previous distraction disrupts older adults' memory.

PubMed

Biss, Renée K; Campbell, Karen L; Hasher, Lynn

2013-07-01

Previously relevant information can disrupt the ability of older adults to remember new information. Here, the researchers examined whether prior irrelevant information, or distraction, can also interfere with older adults' memory for new information. Younger and older adults first completed a 1-back task on pictures that were superimposed with distracting words. After a delay, participants learned picture-word paired associates and memory was tested using picture-cued recall. In 1 condition (high interference), some pairs included pictures from the 1-back task now paired with new words. In a low-interference condition, the transfer list used all new items. Older adults had substantially lower cued-recall performance in the high- compared with the low-interference condition. In contrast, younger adults' performance did not vary across conditions. These findings suggest that even never-relevant information from the past can disrupt older adults' memory for new associations.

Plasticity of cortical inhibition in dystonia is impaired after motor learning and Paired-Associative Stimulation

PubMed Central

Meunier, Sabine; Russmann, Heike; Shamim, Ejaz; Lamy, Jean-Charles; Hallett, Mark

2012-01-01

Summary Artificial induction of plasticity by paired associative stimulation (PAS) in healthy subjects (HV) demonstrates Hebbian-like plasticity in selected inhibitory networks as well as excitatory ones. In a group of 17 patients with focal hand dystonia and a group of 19 HV, we evaluated how PAS and the learning of a simple motor task influence the circuits supporting long interval intracortical inhibition (LICI, reflecting activity of GABAB interneurons) and long latency afferent inhibition (LAI, reflecting activity of somatosensory inputs to the motor cortex). In HV, PAS and motor learning induced LTP-like plasticity of excitatory networks and a lasting decrease of LAI and LICI in the motor representation of the targeted or trained muscle. The better the motor performance, the larger was the decrease of LAI. Although motor performance in the patient group was similar to that of the control group, LAI did not decrease during the motor learning as it did in the control group. In contrast, LICI was normally modulated. In patients the results after PAS did not match those obtained after motor learning: LAI was paradoxically increased and LICI did not exhibit any change. In the normal situation, decreased excitability in inhibitory circuits after induction of LTP-like plasticity may help to shape the cortical maps according to the new sensorimotor task. In patients, the abnormal or absent modulation of afferent and intracortical long-interval inhibition might indicate maladaptive plasticity that possibly contributes to the difficulty that they have to learn a new sensorimotor task.“ PMID:22429246

A single bout of high-intensity aerobic exercise facilitates response to paired associative stimulation and promotes sequence-specific implicit motor learning

PubMed Central

Mang, Cameron S.; Snow, Nicholas J.; Campbell, Kristin L.; Ross, Colin J. D.

2014-01-01

The objectives of the present study were to evaluate the impact of a single bout of high-intensity aerobic exercise on 1) long-term potentiation (LTP)-like neuroplasticity via response to paired associative stimulation (PAS) and 2) the temporal and spatial components of sequence-specific implicit motor learning. Additionally, relationships between exercise-induced increases in systemic brain-derived neurotrophic factor (BDNF) and response to PAS and motor learning were evaluated. Sixteen young healthy participants completed six experimental sessions, including the following: 1) rest followed by PAS; 2) aerobic exercise followed by PAS; 3) rest followed by practice of a continuous tracking (CT) task and 4) a no-exercise 24-h retention test; and 5) aerobic exercise followed by CT task practice and 6) a no-exercise 24-h retention test. The CT task included an embedded repeated sequence allowing for evaluation of sequence-specific implicit learning. Slope of motor-evoked potential recruitment curves generated with transcranial magnetic stimulation showed larger increases when PAS was preceded by aerobic exercise (59.8% increase) compared with rest (14.2% increase, P = 0.02). Time lag of CT task performance on the repeated sequence improved under the aerobic exercise condition from early (−100.8 ms) to late practice (−75.2 ms, P < 0.001) and was maintained at retention (−79.2 ms, P = 0.004) but did not change under the rest condition (P > 0.16). Systemic BDNF increased on average by 3.4-fold following aerobic exercise (P = 0.003), but the changes did not relate to neurophysiological or behavioral measures (P > 0.42). These results indicate that a single bout of high-intensity aerobic exercise can prime LTP-like neuroplasticity and promote sequence-specific implicit motor learning. PMID:25257866

Implications of Mnemonics Research for Cognitive Theory.

ERIC Educational Resources Information Center

Reese, Hayne W.

A skilled cognitive theorist might help behaviorists resolve inconsistencies found from their experimentation with imaginal mnemonics in paired-associate and serial learning tasks. Iconic cognition which relegates verbal processes to short-term storage and output systems is inadequate to explain the verbal coding and elaboration processes…

Alcohol and Memory: Storage and State Dependency

ERIC Educational Resources Information Center

Parker, Elizabeth S.; And Others

1976-01-01

Effects of acute alcohol intoxication on the storage phase of memory were evaluated with two tasks that minimized response retrieval: unpaced paired-associate learning with highly available responses and forced-choice picture recognition. It was concluded that storage processes are sensitive to disruption by alcohol. (CHK)

Distinctive neural processes during learning in autism.

PubMed

Schipul, Sarah E; Williams, Diane L; Keller, Timothy A; Minshew, Nancy J; Just, Marcel Adam

2012-04-01

This functional magnetic resonance imaging study compared the neural activation patterns of 18 high-functioning individuals with autism and 18 IQ-matched neurotypical control participants as they learned to perform a social judgment task. Participants learned to identify liars among pairs of computer-animated avatars uttering the same sentence but with different facial and vocal expressions, namely those that have previously been associated with lying versus truth-telling. Despite showing a behavioral learning effect similar to the control group, the autism group did not show the same pattern of decreased activation in cortical association areas as they learned the task. Furthermore, the autism group showed a significantly smaller increase in interregion synchronization of activation (functional connectivity) with learning than did the control group. Finally, the autism group had decreased structural connectivity as measured by corpus callosum size, and this measure was reliably related to functional connectivity measures. The findings suggest that cortical underconnectivity in autism may constrain the ability of the brain to rapidly adapt during learning.

Feedback-based probabilistic category learning is selectively impaired in attention/hyperactivity deficit disorder.

PubMed

Gabay, Yafit; Goldfarb, Liat

2017-07-01

Although Attention-Deficit Hyperactivity Disorder (ADHD) is closely linked to executive function deficits, it has recently been attributed to procedural learning impairments that are quite distinct from the former. These observations challenge the ability of the executive function framework solely to account for the diverse range of symptoms observed in ADHD. A recent neurocomputational model emphasizes the role of striatal dopamine (DA) in explaining ADHD's broad range of deficits, but the link between this model and procedural learning impairments remains unclear. Significantly, feedback-based procedural learning is hypothesized to be disrupted in ADHD because of the involvement of striatal DA in this type of learning. In order to test this assumption, we employed two variants of a probabilistic category learning task known from the neuropsychological literature. Feedback-based (FB) and paired associate-based (PA) probabilistic category learning were employed in a non-medicated sample of ADHD participants and neurotypical participants. In the FB task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of the response. In the PA learning task, participants viewed the cue and its associated outcome simultaneously without receiving an overt response or corrective feedback. In both tasks, participants were trained across 150 trials. Learning was assessed in a subsequent test without a presentation of the outcome or corrective feedback. Results revealed an interesting disassociation in which ADHD participants performed as well as control participants in the PA task, but were impaired compared with the controls in the FB task. The learning curve during FB training differed between the two groups. Taken together, these results suggest that the ability to incrementally learn by feedback is selectively disrupted in ADHD participants. These results are discussed in relation to both the ADHD dopaminergic dysfunction model and recent findings implicating procedural learning impairments in those with ADHD. Copyright © 2017 Elsevier Inc. All rights reserved.

Individual differences in the influence of task-irrelevant Pavlovian cues on human behavior.

PubMed

Garofalo, Sara; di Pellegrino, Giuseppe

2015-01-01

Pavlovian-to-instrumental transfer (PIT) refers to the process of a Pavlovian reward-paired cue acquiring incentive motivational proprieties that drive choices. It represents a crucial phenomenon for understanding cue-controlled behavior, and it has both adaptive and maladaptive implications (i.e., drug-taking). In animals, individual differences in the degree to which such cues bias performance have been identified in two types of individuals that exhibit distinct Conditioned Responses (CR) during Pavlovian conditioning: Sign-Trackers (ST) and Goal-Trackers (GT). Using an appetitive PIT procedure with a monetary reward, the present study investigated, for the first time, the extent to which such individual differences might affect the influence of reward-paired cues in humans. In a first task, participants learned an instrumental response leading to reward; then, in a second task, a visual Pavlovian cue was associated with the same reward; finally, in a third task, PIT was tested by measuring the preference for the reward-paired instrumental response when the task-irrelevant reward-paired cue was presented, in the absence of the reward itself. In ST individuals, but not in GT individuals, reward-related cues biased behavior, resulting in an increased likelihood to perform the instrumental response independently paired with the same reward when presented with the task-irrelevant reward-paired cue, even if the reward itself was no longer available (i.e., stronger PIT effect). This finding has important implications for developing individualized treatment for maladaptive behaviors, such as addiction.

Individual differences in the influence of task-irrelevant Pavlovian cues on human behavior

PubMed Central

Garofalo, Sara; di Pellegrino, Giuseppe

2015-01-01

Pavlovian-to-instrumental transfer (PIT) refers to the process of a Pavlovian reward-paired cue acquiring incentive motivational proprieties that drive choices. It represents a crucial phenomenon for understanding cue-controlled behavior, and it has both adaptive and maladaptive implications (i.e., drug-taking). In animals, individual differences in the degree to which such cues bias performance have been identified in two types of individuals that exhibit distinct Conditioned Responses (CR) during Pavlovian conditioning: Sign-Trackers (ST) and Goal-Trackers (GT). Using an appetitive PIT procedure with a monetary reward, the present study investigated, for the first time, the extent to which such individual differences might affect the influence of reward-paired cues in humans. In a first task, participants learned an instrumental response leading to reward; then, in a second task, a visual Pavlovian cue was associated with the same reward; finally, in a third task, PIT was tested by measuring the preference for the reward-paired instrumental response when the task-irrelevant reward-paired cue was presented, in the absence of the reward itself. In ST individuals, but not in GT individuals, reward-related cues biased behavior, resulting in an increased likelihood to perform the instrumental response independently paired with the same reward when presented with the task-irrelevant reward-paired cue, even if the reward itself was no longer available (i.e., stronger PIT effect). This finding has important implications for developing individualized treatment for maladaptive behaviors, such as addiction. PMID:26157371

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

PubMed

Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

2017-10-19

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Stroop effects from newly learned color words: effects of memory consolidation and episodic context

PubMed Central

Geukes, Sebastian; Gaskell, M. Gareth; Zwitserlood, Pienie

2015-01-01

The Stroop task is an excellent tool to test whether reading a word automatically activates its associated meaning, and it has been widely used in mono- and bilingual contexts. Despite of its ubiquity, the task has not yet been employed to test the automaticity of recently established word-concept links in novel-word-learning studies, under strict experimental control of learning and testing conditions. In three experiments, we thus paired novel words with native language (German) color words via lexical association and subsequently tested these words in a manual version of the Stroop task. Two crucial findings emerged: When novel word Stroop trials appeared intermixed among native-word trials, the novel-word Stroop effect was observed immediately after the learning phase. If no native color words were present in a Stroop block, the novel-word Stroop effect only emerged 24 h later. These results suggest that the automatic availability of a novel word's meaning depends either on supportive context from the learning episode and/or on sufficient time for memory consolidation. We discuss how these results can be reconciled with the complementary learning systems account of word learning. PMID:25814973

Turn Off the Music! Music Impairs Visual Associative Memory Performance in Older Adults

PubMed Central

Reaves, Sarah; Graham, Brittany; Grahn, Jessica; Rabannifard, Parissa; Duarte, Audrey

2016-01-01

Purpose of the Study: Whether we are explicitly listening to it or not, music is prevalent in our environment. Surprisingly, little is known about the effect of environmental music on concurrent cognitive functioning and whether young and older adults are differentially affected by music. Here, we investigated the impact of background music on a concurrent paired associate learning task in healthy young and older adults. Design and Methods: Young and older adults listened to music or to silence while simultaneously studying face–name pairs. Participants’ memory for the pairs was then tested while listening to either the same or different music. Participants also made subjective ratings about how distracting they found each song to be. Results: Despite the fact that all participants rated music as more distracting to their performance than silence, only older adults’ associative memory performance was impaired by music. These results are most consistent with the theory that older adults’ failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their memory impairments. Implications: These data have important practical implications for older adults’ ability to perform cognitively demanding tasks even in what many consider to be an unobtrusive environment. PMID:26035876

Feature Integration in the Mapping of Multi-Attribute Visual Stimuli to Responses

PubMed Central

Ishizaki, Takuya; Morita, Hiromi; Morita, Masahiko

2015-01-01

In the human visual system, different attributes of an object, such as shape and color, are separately processed in different modules and then integrated to elicit a specific response. In this process, different attributes are thought to be temporarily “bound” together by focusing attention on the object; however, how such binding contributes to stimulus-response mapping remains unclear. Here we report that learning and performance of stimulus-response tasks was more difficult when three attributes of the stimulus determined the correct response than when two attributes did. We also found that spatially separated presentations of attributes considerably complicated the task, although they did not markedly affect target detection. These results are consistent with a paired-attribute model in which bound feature pairs, rather than object representations, are associated with responses by learning. This suggests that attention does not bind three or more attributes into a unitary object representation, and long-term learning is required for their integration. PMID:25762010

Explicit and implicit tasks for assessing hedonic-versus nutrition-based attitudes towards food in French children.

PubMed

Monnery-Patris, Sandrine; Marty, Lucile; Bayer, Frédéric; Nicklaus, Sophie; Chambaron, Stéphanie

2016-01-01

Attitudes are important precursors of behaviours. This study aims to compare the food attitudes (i.e., hedonic- and nutrition-based) of children using both an implicit pairing task and an explicit forced-choice categorization task suitable for the cognitive abilities of 5- to 11-year-olds. A dominance of hedonically driven attitudes was expected for all ages in the pairing task, designed to elicit affective and spontaneous answers, whereas a progressive emergence of nutrition-based attitudes was expected in the categorization task, designed to involve deliberate analyses of the costs/benefits of foods. An additional exploratory goal was to evaluate differences in the attitudes of normal and overweight children in both tasks. Children from 3 school levels (n = 194; mean age = 8.03 years) were individually tested on computers in their schools. They performed a pairing task in which the tendencies to associate foods with nutritional vs. culinary contexts were assessed. Next, they were asked to categorize each food into one of the following four categories: "yummy", "yucky" (i.e., hedonic categories), "makes you strong", or"makes you fat" (i.e., nutritional categories). The hedonic/culinary pairs were very frequently selected (81% on average), and this frequency significantly increased through school levels. In contrast, in the categorization task, a significant increase in nutrition-driven categorizations with school level was observed. Additional analyses revealed no differences in the food attitudes between the normal and overweight children in the pairing task, and a tendency towards lower hedonic categorizations among the overweight children. Culinary associations can reflect cultural learning in the French context where food pleasure is dominant. In contrast, the progressive emergence of cognitively driven attitudes with age may reflect the cognitive development of children who are more reasonable and influenced by social norms. Copyright © 2015 Elsevier Ltd. All rights reserved.

Vernier perceptual learning transfers to completely untrained retinal locations after double training: A “piggybacking” effect

PubMed Central

Wang, Rui; Zhang, Jun-Yun; Klein, Stanley A.; Levi, Dennis M.; Yu, Cong

2014-01-01

Perceptual learning, a process in which training improves visual discrimination, is often specific to the trained retinal location, and this location specificity is frequently regarded as an indication of neural plasticity in the retinotopic visual cortex. However, our previous studies have shown that “double training” enables location-specific perceptual learning, such as Vernier learning, to completely transfer to a new location where an irrelevant task is practiced. Here we show that Vernier learning can be actuated by less location-specific orientation or motion-direction learning to transfer to completely untrained retinal locations. This “piggybacking” effect occurs even if both tasks are trained at the same retinal location. However, piggybacking does not occur when the Vernier task is paired with a more location-specific contrast-discrimination task. This previously unknown complexity challenges the current understanding of perceptual learning and its specificity/transfer. Orientation and motion-direction learning, but not contrast and Vernier learning, appears to activate a global process that allows learning transfer to untrained locations. Moreover, when paired with orientation or motion-direction learning, Vernier learning may be “piggybacked” by the activated global process to transfer to other untrained retinal locations. How this task-specific global activation process is achieved is as yet unknown. PMID:25398974

[Neurophysiological correlates of learning disabilities in Japan].

PubMed

Miyao, M

1999-05-01

In the present study, we developed a new event-related potentials (ERPs) stimulator system applicable to simultaneous audio visual stimuli, and tested it clinically on healthy adults and patients with learning disabilities (LD), using Japanese language task stimuli: hiragana letters, kanji letters, and kanji letters with spoken words. (1) The origins of the P300 component were identified in these tasks. The sources in the former two tasks were located in different areas. In the simultaneous task stimuli, a combination of the two P300 sources was observed with dominance in the left posterior inferior temporal area. (2) In patients with learning disabilities, those with reading and writing disability showed low amplitudes in the left hemisphere in response to visual language task stimuli with kanji and hiragana letters, in contrast to healthy children and LD patients with arithmetic disability. (3) To evaluate the effect of methylphenidate (10 mg) on ADD, paired-associate ERPs were recorded. Methylphenidate increased the amplitude of P300.

Plasticity of cortical inhibition in dystonia is impaired after motor learning and paired-associative stimulation.

PubMed

Meunier, Sabine; Russmann, Heike; Shamim, Ejaz; Lamy, Jean-Charles; Hallett, Mark

2012-03-01

Artificial induction of plasticity by paired associative stimulation (PAS) in healthy volunteers (HV) demonstrates Hebbian-like plasticity in selected inhibitory networks as well as excitatory networks. In a group of 17 patients with focal hand dystonia and a group of 19 HV, we evaluated how PAS and the learning of a simple motor task influence the circuits supporting long-interval intracortical inhibition (LICI, reflecting activity of GABA(B) interneurons) and long-latency afferent inhibition (LAI, reflecting activity of somatosensory inputs to the motor cortex). In HV, PAS and motor learning induced long-term potentiation (LTP)-like plasticity of excitatory networks and a lasting decrease of LAI and LICI in the motor representation of the targeted or trained muscle. The better the motor performance, the larger was the decrease of LAI. Although motor performance in the patient group was similar to that of the control group, LAI did not decrease during the motor learning as it did in the control group. In contrast, LICI was normally modulated. In patients the results after PAS did not match those obtained after motor learning: LAI was paradoxically increased and LICI did not exhibit any change. In the normal situation, decreased excitability in inhibitory circuits after induction of LTP-like plasticity may help to shape the cortical maps according to the new sensorimotor task. In patients, the abnormal or absent modulation of afferent and intracortical long-interval inhibition might indicate maladaptive plasticity that possibly contributes to the difficulty that they have to learn a new sensorimotor task. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Non-linguistic learning in aphasia: Effects of training method and stimulus characteristics

PubMed Central

Vallila-Rohter, Sofia; Kiran, Swathi

2013-01-01

Purpose The purpose of the current study was to explore non-linguistic learning ability in patients with aphasia, examining the impact of stimulus typicality and feedback on success with learning. Method Eighteen patients with aphasia and eight healthy controls participated in this study. All participants completed four computerized, non-linguistic category-learning tasks. We probed learning ability under two methods of instruction: feedback-based (FB) and paired-associate (PA). We also examined the impact of task complexity on learning ability, comparing two stimulus conditions: typical (Typ) and atypical (Atyp). Performance was compared between groups and across conditions. Results Results demonstrated that healthy controls were able to successfully learn categories under all conditions. For our patients with aphasia, two patterns of performance arose. One subgroup of patients was able to maintain learning across task manipulations and conditions. The other subgroup of patients demonstrated a sensitivity to task complexity, learning successfully only in the typical training conditions. Conclusions Results support the hypothesis that impairments of general learning are present in aphasia. Some patients demonstrated the ability to extract category information under complex training conditions, while others learned only under conditions that were simplified and emphasized salient category features. Overall, the typical training condition facilitated learning for all participants. Findings have implications for therapy, which are discussed. PMID:23695914

Quantitative analysis of task selection for brain-computer interfaces

NASA Astrophysics Data System (ADS)

Llera, Alberto; Gómez, Vicenç; Kappen, Hilbert J.

2014-10-01

Objective. To assess quantitatively the impact of task selection in the performance of brain-computer interfaces (BCI). Approach. We consider the task-pairs derived from multi-class BCI imagery movement tasks in three different datasets. We analyze for the first time the benefits of task selection on a large-scale basis (109 users) and evaluate the possibility of transferring task-pair information across days for a given subject. Main results. Selecting the subject-dependent optimal task-pair among three different imagery movement tasks results in approximately 20% potential increase in the number of users that can be expected to control a binary BCI. The improvement is observed with respect to the best task-pair fixed across subjects. The best task-pair selected for each subject individually during a first day of recordings is generally a good task-pair in subsequent days. In general, task learning from the user side has a positive influence in the generalization of the optimal task-pair, but special attention should be given to inexperienced subjects. Significance. These results add significant evidence to existing literature that advocates task selection as a necessary step towards usable BCIs. This contribution motivates further research focused on deriving adaptive methods for task selection on larger sets of mental tasks in practical online scenarios.

Arbitrary associations in animals: what can paired associate recall in rats tell us about the neural basis of episodic memory? Theoretical comment on Kesner, Hunsaker, & Warthen (2008).

PubMed

Langston, Rosamund F; Wood, Emma R

2008-12-01

Detailed memories for unique episodes from an individual's past can be triggered, often effortlessly, when that individual is exposed to a stimulus that was present during the original event. The aim of Kesner et al. is to understand the neural basis of memory encoding that supports this cued recall of episodic memories. Kesner and colleagues make novel use of an object-place paired-associate task for rats to provide evidence for a critical role of dorsal CA3 in certain aspects of episodic memory encoding. Using one-trial cued recall versions of the task they show that when rats are cued with an object stimulus, they can be trained to revisit the location in which the object appeared previously. Conversely, when rats are cued with a location, they can learn to choose the object with which it was associated. Rats with dorsal CA3 lesions are severely impaired at these tasks. These data are consistent with the theory that the autoassociative network in CA3 supports the rapid formation of novel associations and may allow pattern completion--the phenomenom whereby a subset of the cues present at an encoding event triggers recall of the whole event. Although flexible recall of arbitrary associations is not fully demonstrated, the study contributes 2 novel behavioral tasks to the previously limited repertoire for studying paired associate recall in rats. It also builds on previous data to specify the role of the hippocampal CA3 subregion in cued recall--a critical aspect of episodic memory.

Manipulating memory efficacy affects the behavioral and neural profiles of deterministic learning and decision-making.

PubMed

Tremel, Joshua J; Ortiz, Daniella M; Fiez, Julie A

2018-06-01

When making a decision, we have to identify, collect, and evaluate relevant bits of information to ensure an optimal outcome. How we approach a given choice can be influenced by prior experience. Contextual factors and structural elements of these past decisions can cause a shift in how information is encoded and can in turn influence later decision-making. In this two-experiment study, we sought to manipulate declarative memory efficacy and decision-making in a concurrent discrimination learning task by altering the amount of information to be learned. Subjects learned correct responses to pairs of items across several repetitions of a 50- or 100-pair set and were tested for memory retention. In one experiment, this memory test interrupted learning after an initial encoding experience in order to test for early encoding differences and associate those differences with changes in decision-making. In a second experiment, we used fMRI to probe neural differences between the two list-length groups related to decision-making across learning and assessed subsequent memory retention. We found that a striatum-based system was associated with decision-making patterns when learning a longer list of items, while a medial cortical network was associated with patterns when learning a shorter list. Additionally, the hippocampus was exclusively active for the shorter list group. Altogether, these behavioral, computational, and imaging results provide evidence that multiple types of mnemonic representations contribute to experienced-based decision-making. Moreover, contextual and structural factors of the task and of prior decisions can influence what types of evidence are drawn upon during decision-making. Copyright © 2018 Elsevier Ltd. All rights reserved.

Classroom Use of Multimedia-Supported Predict--Observe--Explain Tasks in a Social Constructivist Learning Environment

ERIC Educational Resources Information Center

Kearney, Matthew

2004-01-01

This paper focuses on the use of multimedia-based predict--observe--explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a…

Probabilistic Reinforcement Learning in Adults with Autism Spectrum Disorders

PubMed Central

Solomon, Marjorie; Smith, Anne C.; Frank, Michael J.; Ly, Stanford; Carter, Cameron S.

2017-01-01

Background Autism spectrum disorders (ASDs) can be conceptualized as disorders of learning, however there have been few experimental studies taking this perspective. Methods We examined the probabilistic reinforcement learning performance of 28 adults with ASDs and 30 typically developing adults on a task requiring learning relationships between three stimulus pairs consisting of Japanese characters with feedback that was valid with different probabilities (80%, 70%, and 60%). Both univariate and Bayesian state–space data analytic methods were employed. Hypotheses were based on the extant literature as well as on neurobiological and computational models of reinforcement learning. Results Both groups learned the task after training. However, there were group differences in early learning in the first task block where individuals with ASDs acquired the most frequently accurately reinforced stimulus pair (80%) comparably to typically developing individuals; exhibited poorer acquisition of the less frequently reinforced 70% pair as assessed by state–space learning curves; and outperformed typically developing individuals on the near chance (60%) pair. Individuals with ASDs also demonstrated deficits in using positive feedback to exploit rewarded choices. Conclusions Results support the contention that individuals with ASDs are slower learners. Based on neurobiology and on the results of computational modeling, one interpretation of this pattern of findings is that impairments are related to deficits in flexible updating of reinforcement history as mediated by the orbito-frontal cortex, with spared functioning of the basal ganglia. This hypothesis about the pathophysiology of learning in ASDs can be tested using functional magnetic resonance imaging. PMID:21425243

A Rich Assessment Task as a Window into Students' Multiplicative Reasoning

ERIC Educational Resources Information Center

Downton, Ann; Wright, Vince

2016-01-01

This study explored the potential of a rich assessment task to reveal students' multiplicative thinking in respect to a hypothetical learning trajectory. Thirty pairs of students in grades 5 and 6 attempted the task. Twenty-two pairs applied multiplicative structure to find the number of items in arrays. However counting and computational errors…

Cortical Power-Density Changes of Different Frequency Bands in Visually Guided Associative Learning: A Human EEG-Study

PubMed Central

Puszta, András; Katona, Xénia; Bodosi, Balázs; Pertich, Ákos; Nyujtó, Diána; Braunitzer, Gábor; Nagy, Attila

2018-01-01

The computer-based Rutgers Acquired Equivalence test (RAET) is a widely used paradigm to test the function of subcortical structures in visual associative learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, associated with the function of the basal ganglia and the hippocampi, respectively. Obviously, such a complex task also requires cortical involvement. To investigate the activity of different cortical areas during this test, 64-channel EEG recordings were recorded in 24 healthy volunteers. Fast-Fourier and Morlet wavelet convolution analyses were performed on the recordings. The most robust power changes were observed in the theta (4–7 Hz) and gamma (>30 Hz) frequency bands, in which significant power elevation was observed in the vast majority of the subjects, over the parieto-occipital and temporo-parietal areas during the acquisition phase. The involvement of the frontal areas in the acquisition phase was remarkably weaker. No remarkable cortical power elevations were found in the test phase. In fact, the power of the alpha and beta bands was significantly decreased over the parietooccipital areas. We conclude that the initial acquisition of the image pairs requires strong cortical involvement, but once the pairs have been learned, neither retrieval nor generalization requires strong cortical contribution. PMID:29867412

Cortical Power-Density Changes of Different Frequency Bands in Visually Guided Associative Learning: A Human EEG-Study.

PubMed

Puszta, András; Katona, Xénia; Bodosi, Balázs; Pertich, Ákos; Nyujtó, Diána; Braunitzer, Gábor; Nagy, Attila

2018-01-01

The computer-based Rutgers Acquired Equivalence test (RAET) is a widely used paradigm to test the function of subcortical structures in visual associative learning. The test consists of an acquisition (pair learning) and a test (rule transfer) phase, associated with the function of the basal ganglia and the hippocampi, respectively. Obviously, such a complex task also requires cortical involvement. To investigate the activity of different cortical areas during this test, 64-channel EEG recordings were recorded in 24 healthy volunteers. Fast-Fourier and Morlet wavelet convolution analyses were performed on the recordings. The most robust power changes were observed in the theta (4-7 Hz) and gamma (>30 Hz) frequency bands, in which significant power elevation was observed in the vast majority of the subjects, over the parieto-occipital and temporo-parietal areas during the acquisition phase. The involvement of the frontal areas in the acquisition phase was remarkably weaker. No remarkable cortical power elevations were found in the test phase. In fact, the power of the alpha and beta bands was significantly decreased over the parietooccipital areas. We conclude that the initial acquisition of the image pairs requires strong cortical involvement, but once the pairs have been learned, neither retrieval nor generalization requires strong cortical contribution.

When Learning Disturbs Memory – Temporal Profile of Retroactive Interference of Learning on Memory Formation

PubMed Central

Sosic-Vasic, Zrinka; Hille, Katrin; Kröner, Julia; Spitzer, Manfred; Kornmeier, Jürgen

2018-01-01

Introduction: Consolidation is defined as the time necessary for memory stabilization after learning. In the present study we focused on effects of interference during the first 12 consolidation minutes after learning. Participants had to learn a set of German – Japanese word pairs in an initial learning task and a different set of German – Japanese word pairs in a subsequent interference task. The interference task started in different experimental conditions at different time points (0, 3, 6, and 9 min) after the learning task and was followed by subsequent cued recall tests. In a control experiment the interference periods were replaced by rest periods without any interference. Results: The interference task decreased memory performance by up to 20%, with negative effects at all interference time points and large variability between participants concerning both the time point and the size of maximal interference. Further, fast learners seem to be more affected by interference than slow learners. Discussion: Our results indicate that the first 12 min after learning are highly important for memory consolidation, without a general pattern concerning the precise time point of maximal interference across individuals. This finding raises doubts about the generalized learning recipes and calls for individuality of learning schedules. PMID:29503621

Do grammatical-gender distinctions learned in the second language influence native-language lexical processing?

PubMed Central

Kaushanskaya, Margarita; Smith, Samantha

2015-01-01

How does learning a second language influence native language processing? In the present study, we examined whether knowledge of Spanish – a language that marks grammatical gender on inanimate nouns – influences lexical processing in English – a language that does not mark grammatical gender. We tested three groups of adult English native speakers: monolinguals, emergent bilinguals with high exposure to Spanish, and emergent bilinguals with low exposure to Spanish. Participants engaged in an associative learning task in English where they learned to associate names of inanimate objects with proper names. For half of the pairs, the grammatical gender of the noun’s Spanish translation matched the gender of the proper name (e.g., corn-Patrick). For half of the pairs, the grammatical gender of the noun’s Spanish translation mismatched the gender of the proper noun (e.g., beach-William). High-Spanish-exposure bilinguals (but not monolinguals or low-Spanish-exposure bilinguals) were less accurate at retrieving proper names for gender-incongruent than for gender-congruent pairs. This indicates that second-language morphosyntactic information is activated during native-language processing, even when the second language is acquired later in life. PMID:26977134

Bilateral Parietal Cortex Damage Does Not Impair Associative Memory for Paired Stimuli

PubMed Central

Berryhill, Marian E.; Drowos, David B.; Olson, Ingrid R.

2010-01-01

Recent neuroimaging and neuropsychological findings indicate that the posterior parietal cortex (PPC) plays an important, albeit undefined, role in episodic memory. Here we ask whether this region is specifically involved in associative aspects of episodic memory. Experiment 1 tested whether PPC damage affects the ability to learn and retrieve novel word-pair associations. Experiment 2 tested whether PPC damage affects the retrieval of object-location associations, in a spatial fan task. In both experiments, patients showed normal levels of associative memory. These findings demonstrated that PPC damage did not prevent association memory for verbal items. Finally Experiment 3 tested whether PPC damage affects memory for non-verbal audio-visual pairs. The patients performed with normal accuracy, but with significantly reduced confidence. These findings indicate that the PPC does not have a central role in association formation per se and instead, indicate that the PPC is involved in other aspects of episodic memory. PMID:20104378

Learning of grammar-like visual sequences by adults with and without language-learning disabilities.

PubMed

Aguilar, Jessica M; Plante, Elena

2014-08-01

Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., groom + clean) along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.

The Effects of Selected Instructional Variables on the Acquisition of Cognitive Learning Strategies

DTIC Science & Technology

1980-08-01

Free Recall Scores in Exneriment I.......................11 Table 4. Source Table for Analysis of Variance on the Paired- A-sociate Task in Experiment I...analysis of the free recall data, the scores of two students in the traditional instructions group had to be eliminated due to a faulty slide projector...For the analysis of the 8 paired-associate data, the score of one student in the combined instructions qroup and the score of one student in the

Effects of a Short Strategy Training on Metacognitive Monitoring across the Life-Span

ERIC Educational Resources Information Center

von der Linden, Nicole; Löffler, Elisabeth; Schneider, Wolfgang

2015-01-01

The present study was conducted to explore the potential positive influence of a short strategy training on metacognitive monitoring competencies covering a life-span approach. Participants of four age groups (3rd-grade children, adolescents, younger and older adults) concluded a paired-associate learning task. Additionally, they gave delayed…

6- And 8-Year-Olds' Performance Evaluations: Do They Differ between Self And Unknown Others?

ERIC Educational Resources Information Center

Destan, Nesrin; Spiess, Manuela A.; de Bruin, Anique; van Loon, Mariëtte; Roebers, Claudia M.

2017-01-01

The current study investigated kindergarteners and second graders' ability to monitor and evaluate their own and a virtual peer's performance in a paired-associate learning task. Participants provided confidence judgments (CJs) for their own responses and performance-based judgments (judgments provided "after" receiving feedback on their…

Memory, Metamemory and Their Dissociation in Temporal Lobe Epilepsy

ERIC Educational Resources Information Center

Howard, Charlotte E.; Andres, Pilar; Broks, Paul; Noad, Rupert; Sadler, Martin; Coker, Debbie; Mazzoni, Giuliana

2010-01-01

Patients with temporal-lobe epilepsy (TLE) present with memory difficulties. The aim of the current study was to determine to what extent these difficulties could be related to a metamemory impairment. Fifteen patients with TLE and 15 matched healthy controls carried out a paired-associates learning task. Memory recall was measured at intervals of…

The Effects of L2 Proficiency Differences in Pairs on Idea Units in a Collaborative Text Reconstruction Task

ERIC Educational Resources Information Center

Shin, Sun-Young; Lidster, Ryan; Sabraw, Stacy; Yeager, Rebecca

2016-01-01

Collaborative text reconstruction tasks such as dictogloss have been suggested as effective second language (L2) learning tasks that promote meaningful interaction between learners and their awareness of L2 target grammatical structures. However, it should be noted that the effect of pair interaction on the final product may differ depending on…

Turn Off the Music! Music Impairs Visual Associative Memory Performance in Older Adults.

PubMed

Reaves, Sarah; Graham, Brittany; Grahn, Jessica; Rabannifard, Parissa; Duarte, Audrey

2016-06-01

Whether we are explicitly listening to it or not, music is prevalent in our environment. Surprisingly, little is known about the effect of environmental music on concurrent cognitive functioning and whether young and older adults are differentially affected by music. Here, we investigated the impact of background music on a concurrent paired associate learning task in healthy young and older adults. Young and older adults listened to music or to silence while simultaneously studying face-name pairs. Participants' memory for the pairs was then tested while listening to either the same or different music. Participants also made subjective ratings about how distracting they found each song to be. Despite the fact that all participants rated music as more distracting to their performance than silence, only older adults' associative memory performance was impaired by music. These results are most consistent with the theory that older adults' failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their memory impairments. These data have important practical implications for older adults' ability to perform cognitively demanding tasks even in what many consider to be an unobtrusive environment. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Probabilistic classification learning with corrective feedback is associated with in vivo striatal dopamine release in the ventral striatum, while learning without feedback is not

PubMed Central

Wilkinson, Leonora; Tai, Yen Foung; Lin, Chia Shu; Lagnado, David Albert; Brooks, David James; Piccini, Paola; Jahanshahi, Marjan

2014-01-01

The basal ganglia (BG) mediate certain types of procedural learning, such as probabilistic classification learning on the ‘weather prediction task’ (WPT). Patients with Parkinson's disease (PD), who have BG dysfunction, are impaired at WPT-learning, but it remains unclear what component of the WPT is important for learning to occur. We tested the hypothesis that learning through processing of corrective feedback is the essential component and is associated with release of striatal dopamine. We employed two WPT paradigms, either involving learning via processing of corrective feedback (FB) or in a paired associate manner (PA). To test the prediction that learning on the FB but not PA paradigm would be associated with dopamine release in the striatum, we used serial 11C-raclopride (RAC) positron emission tomography (PET), to investigate striatal dopamine release during FB and PA WPT-learning in healthy individuals. Two groups, FB, (n = 7) and PA (n = 8), underwent RAC PET twice, once while performing the WPT and once during a control task. Based on a region-of-interest approach, striatal RAC-binding potentials reduced by 13–17% in the right ventral striatum when performing the FB compared to control task, indicating release of synaptic dopamine. In contrast, right ventral striatal RAC binding non-significantly increased by 9% during the PA task. While differences between the FB and PA versions of the WPT in effort and decision-making is also relevant, we conclude striatal dopamine is released during FB-based WPT-learning, implicating the striatum and its dopamine connections in mediating learning with FB. PMID:24777947

Effects of amygdala lesions on overexpectation phenomena in food cup approach and autoshaping procedures.

PubMed

Holland, Peter C

2016-08-01

Prediction error (PE) plays a critical role in most modern theories of associative learning, by determining the effectiveness of conditioned stimuli (CS) or unconditioned stimuli (US). Here, we examined the effects of lesions of central (CeA) or basolateral (BLA) amygdala on performance in overexpectation tasks. In 2 experiments, after 2 CSs were separately paired with the US, they were combined and followed by the same US. In a subsequent test, we observed losses in strength of both CSs, as expected if the negative PE generated on reinforced compound trials encouraged inhibitory learning. CeA lesions, known to interfere with PE-induced enhancements in CS effectiveness, reduced those losses, suggesting that normally the negative PE also enhances cue associability in this task. BLA lesions had no effect. When a novel cue accompanied the reinforced compound, it acquired net conditioned inhibition, despite its consistent pairings with the US, consonant with US effectiveness models. That acquisition was unaffected by either CeA or BLA lesions, suggesting different rules for assignment of credit of changes in cue strength and cue associability. Finally, we examined a puzzling autoshaping phenomenon previously attributed to overexpectation effects. When a previously food-paired auditory cue was combined with the insertion of a lever and paired with the same food US, the auditory cue not only failed to block conditioning to the lever, but also lost strength, as in an overexpectation experiment. This effect was abolished by BLA lesions but unaffected by CeA lesions, suggesting it was unrelated to other overexpectation effects. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effects of amygdala lesions on overexpectation phenomena in food cup approach and autoshaping procedures

PubMed Central

Holland, Peter C.

2016-01-01

Prediction error (PE) plays a critical role in most modern theories of associative learning, by determining the effectiveness of conditioned or unconditioned stimuli (CS or USs). Here, we examined the effects of lesions of central (CeA) or basolateral (BLA) amygdala on performance in overexpectation tasks. In two experiments, after two CSs were separately paired with the US, they were combined and followed by the same US. In a subsequent test, we observed losses in strength of both CSs, as expected if the negative PE generated on reinforced compound trials encouraged inhibitory learning. CeA lesions, known to interfere with PE-induced enhancements in CS effectiveness, reduced those losses, suggesting that normally the negative PE also enhances cue associability in this task. BLA lesions had no effect. When a novel cue accompanied the reinforced compound, it acquired net conditioned inhibition, despite its consistent pairings with the US, consonant with US effectiveness models. That acquisition was unaffected by either CeA or BLA lesions, suggesting different rules for assignment of credit of changes in cue strength and cue associability. Finally, we examined a puzzling autoshaping phenomenon previously attributed to overexpectation effects. When a previously-food-paired auditory cue was combined with the insertion of a lever and paired with the same food US, the auditory cue not only failed to block conditioning to the lever, but also lost strength, as in an overexpectation experiment. This effect was abolished by BLA lesions but unaffected by CeA lesions, suggesting it was unrelated to other overexpectation effects. PMID:27176564

Aging and IQ effects on associative recognition and priming in item recognition

PubMed Central

McKoon, Gail; Ratcliff, Roger

2012-01-01

Two ways to examine memory for associative relationships between pairs of words were tested: an explicit method, associative recognition, and an implicit method, priming in item recognition. In an experiment with both kinds of tests, participants were asked to learn pairs of words. For the explicit test, participants were asked to decide whether two words of a test pair had been studied in the same or different pairs. For the implicit test, participants were asked to decide whether single words had or had not been among the studied pairs. Some test words were immediately preceded in the test list by the other word of the same pair and some by a word from a different pair. Diffusion model (Ratcliff, 1978; Ratcliff & McKoon, 2008) analyses were carried out for both tasks for college-age participants, 60–74 year olds, and 75–90 year olds, and for higher- and lower-IQ participants, in order to compare the two measures of associative strength. Results showed parallel behavior of drift rates for associative recognition and priming across ages and across IQ, indicating that they are based, at least to some degree, on the same information in memory. PMID:24976676

Neural Correlates of High Performance in Foreign Language Vocabulary Learning

ERIC Educational Resources Information Center

Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

2010-01-01

Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

Associative learning rapidly establishes neuronal representations of upcoming behavioral choices in crows

PubMed Central

Veit, Lena; Pidpruzhnykova, Galyna; Nieder, Andreas

2015-01-01

The ability to form associations between behaviorally relevant sensory stimuli is fundamental for goal-directed behaviors. We investigated neuronal activity in the telencephalic area nidopallium caudolaterale (NCL) while two crows (Corvus corone) performed a delayed association task. Whereas some paired associates were familiar to the crows, novel associations had to be learned and mapped to the same target stimuli within a single session. We found neurons that prospectively encoded the chosen test item during the delay for both familiar and newly learned associations. These neurons increased their selectivity during learning in parallel with the crows' increased behavioral performance. Thus, sustained activity in the NCL actively processes information for the upcoming behavioral choice. These data provide new insights into memory representations of behaviorally meaningful stimuli in birds, and how such representations are formed during learning. The findings suggest that the NCL plays a role in learning arbitrary associations, a cornerstone of corvids’ remarkable behavioral flexibility and adaptability. PMID:26598669

Learning the rules of the rock-paper-scissors game: chimpanzees versus children.

PubMed

Gao, Jie; Su, Yanjie; Tomonaga, Masaki; Matsuzawa, Tetsuro

2018-01-01

The present study aimed to investigate whether chimpanzees (Pan troglodytes) could learn a transverse pattern by being trained in the rules of the rock-paper-scissors game in which "paper" beats "rock," "rock" beats "scissors," and "scissors" beats "paper." Additionally, this study compared the learning processes between chimpanzees and children. Seven chimpanzees were tested using a computer-controlled task. They were trained to choose the stronger of two options according to the game rules. The chimpanzees first engaged in the paper-rock sessions until they reached the learning criterion. Subsequently, they engaged in the rock-scissors and scissors-paper sessions, before progressing to sessions with all three pairs mixed. Five of the seven chimpanzees completed training after a mean of 307 sessions, which indicates that they learned the circular pattern. The chimpanzees required more scissors-paper sessions (14.29 ± 6.89), the third learnt pair, than paper-rock (1.71 ± 0.18) and rock-scissors (3.14 ± 0.70) sessions, suggesting they had difficulty finalizing the circularity. The chimpanzees then received generalization tests using new stimuli, which they learned quickly. A similar procedure was performed with children (35-71 months, n = 38) who needed the same number of trials for all three pairs during single-paired sessions. Their accuracy during the mixed-pair sessions improved with age and was better than chance from 50 months of age, which indicates that the ability to solve the transverse patterning problem might develop at around 4 years of age. The present findings show that chimpanzees were able to learn the task but had difficulties with circularity, whereas children learned the task more easily and developed the relevant ability at approximately 4 years of age. Furthermore, the chimpanzees' performance during the mixed-pair sessions was similar to that of 4-year-old children during the corresponding stage of training.

Deficits of long-term memory in ecstasy users are related to cognitive complexity of the task.

PubMed

Brown, John; McKone, Elinor; Ward, Jeff

2010-03-01

Despite animal evidence that methylenedioxymethamphetamine (ecstasy) causes lasting damage in brain regions related to long-term memory, results regarding human memory performance have been variable. This variability may reflect the cognitive complexity of the memory tasks. However, previous studies have tested only a limited range of cognitive complexity. Furthermore, comparisons across different studies are made difficult by regional variations in ecstasy composition and patterns of use. The objective of this study is to evaluate ecstasy-related deficits in human verbal memory over a wide range of cognitive complexity using subjects drawn from a single geographical population. Ecstasy users were compared to non-drug using controls on verbal tasks with low cognitive complexity (stem completion), moderate cognitive complexity (stem-cued recall and word list learning) and high cognitive complexity (California Verbal Learning Test, Verbal Paired Associates and a novel Verbal Triplet Associates test). Where significant differences were found, both groups were also compared to cannabis users. More cognitively complex memory tasks were associated with clearer ecstasy-related deficits than low complexity tasks. In the most cognitively demanding task, ecstasy-related deficits remained even after multiple learning opportunities, whereas the performance of cannabis users approached that of non-drug using controls. Ecstasy users also had weaker deliberate strategy use than both non-drug and cannabis controls. Results were consistent with the proposal that ecstasy-related memory deficits are more reliable on tasks with greater cognitive complexity. This could arise either because such tasks require a greater contribution from the frontal lobe or because they require greater interaction between multiple brain regions.

Long-term memory of hierarchical relationships in free-living greylag geese.

PubMed

Weiss, Brigitte M; Scheiber, Isabella B R

2013-01-01

Animals may memorise spatial and social information for many months and even years. Here, we investigated long-term memory of hierarchically ordered relationships, where the position of a reward depended on the relationship of a stimulus relative to other stimuli in the hierarchy. Seventeen greylag geese (Anser anser) had been trained on discriminations between successive pairs of five or seven implicitly ordered colours, where the higher ranking colour in each pair was rewarded. Geese were re-tested on the task 2, 6 and 12 months after learning the dyadic colour relationships. They chose the correct colour above chance at all three points in time, whereby performance was better in colour pairs at the beginning or end of the colour series. Nonetheless, they also performed above chance on internal colour pairs, which is indicative of long-term memory for quantitative differences in associative strength and/or for relational information. There were no indications for a decline in performance over time, indicating that geese may remember dyadic relationships for at least 6 months and probably well over 1 year. Furthermore, performance in the memory task was unrelated to the individuals' sex and their performance while initially learning the dyadic colour relationships. We discuss possible functions of this long-term memory in the social domain.

Cannabidiol attenuates deficits of visuospatial associative memory induced by Δ(9) tetrahydrocannabinol.

PubMed

Wright, M Jerry; Vandewater, Sophia A; Taffe, Michael A

2013-12-01

Recent human studies suggest that recreational cannabis strains that are relatively high in cannabidiol (CBD) content produce less cognitive impairment than do strains with negligible CBD and similar Δ(9) tetrahydrocannabinol (THC) content. Self-selection in such studies means it is impossible to rule out additional variables which may determine both cannabis strain selection and basal cognitive performance level. Controlled laboratory studies can better determine a direct relationship. In this study, adult male rhesus monkeys were assessed on visuospatial Paired Associates Learning and Self-Ordered Spatial Search memory tasks, as well as additional tests of motivation and manual dexterity. Subjects were challenged with THC (0.2, 0.5 mg·kg(-1) , i.m.) in randomized order and evaluated in the presence or absence of 0.5 mg·kg(-1) CBD. CBD attenuated the effects of THC on paired associates learning and a bimanual motor task without affecting the detrimental effects of THC on a Self-Ordered Spatial Search task of working memory. CBD did not significantly reverse THC-induced impairment of a progressive ratio or a rotating turntable task. This study provides direct evidence that CBD can oppose the cognitive-impairing effects of THC and that it does so in a task-selective manner when administered simultaneously in a 1:1 ratio with THC. The addition of CBD to THC-containing therapeutic products may therefore help to ameliorate unwanted cognitive side-effects. This article is commented on by Mechoulam and Parker, pp 1363-1364 of this issue. To view this commentary visit http://dx.doi.org/10.1111/bph.12400. © 2013 The Authors. British Journal of Pharmacology © 2013 The British Pharmacological Society.

Cannabidiol attenuates deficits of visuospatial associative memory induced by Δ9tetrahydrocannabinol

PubMed Central

Wright, M Jerry; Vandewater, Sophia A; Taffe, Michael A

2013-01-01

BACKGROUND AND PURPOSE Recent human studies suggest that recreational cannabis strains that are relatively high in cannabidiol (CBD) content produce less cognitive impairment than do strains with negligible CBD and similar Δ9tetrahydrocannabinol (THC) content. Self-selection in such studies means it is impossible to rule out additional variables which may determine both cannabis strain selection and basal cognitive performance level. Controlled laboratory studies can better determine a direct relationship. EXPERIMENTAL APPROACH In this study, adult male rhesus monkeys were assessed on visuospatial Paired Associates Learning and Self-Ordered Spatial Search memory tasks, as well as additional tests of motivation and manual dexterity. Subjects were challenged with THC (0.2, 0.5 mg·kg−1, i.m.) in randomized order and evaluated in the presence or absence of 0.5 mg·kg−1 CBD. KEY RESULTS CBD attenuated the effects of THC on paired associates learning and a bimanual motor task without affecting the detrimental effects of THC on a Self-Ordered Spatial Search task of working memory. CBD did not significantly reverse THC-induced impairment of a progressive ratio or a rotating turntable task. CONCLUSIONS AND IMPLICATIONS This study provides direct evidence that CBD can oppose the cognitive-impairing effects of THC and that it does so in a task-selective manner when administered simultaneously in a 1:1 ratio with THC. The addition of CBD to THC-containing therapeutic products may therefore help to ameliorate unwanted cognitive side-effects. LINKED ARTICLE This article is commented on by Mechoulam and Parker, pp 1363–1364 of this issue. To view this commentary visit http://dx.doi.org/10.1111/bph.12400 PMID:23550724

Instance, Cue, and Dimension Learning in Concept Shift Task.

ERIC Educational Resources Information Center

Prentice, Joan L.; Panda, Kailas C.

Experiment I was designed to demonstrate that young children fail to abstract the positive cue as the relevant stimulus event in a restricted concept-learning task. Sixteen kindergarten and 16 fourth grade subjects were trained to criterion on a Kendler-type task, whereupon each subject was presented a pair of new instances which contrasted only…

Effects of Experimentally Imposed Noise on Task Performance of Black Children Attending Day Care Centers Near Elevated Subway Trains.

ERIC Educational Resources Information Center

Hambrick-Dixon, Priscilla Janet

1986-01-01

Investigates whether an experimentally imposed 80dB (A) noise affected psychomotor, serial memory words and pictures, incidental memory, visual recall, paired associates, perceptual learning, and coding performance of five-year-old Black children attending day care centers near and far from elevated subways. (HOD)

Infants' Acceptance of Phonotactically Illegal Word Forms as Object Labels

ERIC Educational Resources Information Center

Vukatana, Ena; Curtin, Suzanne; Graham, Susan A.

2016-01-01

We investigated 16- and 20-month-olds' flexibility in mapping phonotactically illegal words to objects. Using an associative word-learning task, infants were presented with a training phase that either highlighted or did not highlight the referential status of a novel label. Infants were then habituated to two novel objects, each paired with a…

Verbal and Visuospatial Performance in Male Alcoholics: A Test of the Premature-Aging Hypothesis.

ERIC Educational Resources Information Center

Shelton, M. D.; And Others

1984-01-01

Compared the levels and patterns of performance of middle-aged, hospitalized chronic alcoholics (N=36), nonalcoholic peer controls (N=36), and a group of elderly nonalcoholic men (N=24) on a paired-associate learning task. Results showed that both the alcoholics and elderly performed significantly poorer than the middle-aged control subjects. (LLL)

Interaction Quality during Partner Reading

PubMed Central

Meisinger, Elizabeth B.; Schwanenflugel, Paula J.; Bradley, Barbara A.; Stahl, Steven A.

2009-01-01

The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behavior were observed. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency. PMID:19830259

Assessing Specific Cognitive Deficits Associated with Dementia in Older Adults with Down Syndrome: Use and Validity of the Arizona Cognitive Test Battery (ACTB)

PubMed Central

Sinai, Amanda; Hassiotis, Angela; Rantell, Khadija; Strydom, Andre

2016-01-01

Background Down syndrome is associated with specific cognitive deficits. Alongside this, older adults with Down syndrome are a high risk group for dementia. The Arizona Cognitive Test Battery (ACTB), a cognitive assessment battery specifically developed for use with individuals with Down syndrome, has been proposed for use as outcome measures for clinical trials in this population. It has not been validated in older adults with Down syndrome. This study aims to assess the use and validity of the ACTB in older adults with Down syndrome. Methods Participants with Down syndrome aged 45 and over were assessed using the ACTB, standard tabletop tests and informant ratings. Results Assessment outcomes of 49 participants were analysed. Of these, 19 (39%) had a diagnosis of dementia or possible dementia. Most participants were able to attempt most of the tasks, although some tasks had high floor effects (including CANTAB Intra-Extra Dimensional shift stages completed and Modified Dots Task). Of the ACTB tasks, statistically significant differences were observed between the dementia and no dementia groups on CANTAB Simple Reaction Time median latency, NEPSY Visuomotor Precision—Car and Motorbike and CANTAB Paired Associates Learning stages completed. No significant differences were observed for CANTAB Intra-Extra Dimensional Shift, Modified Dots Task, Finger Sequencing, NEPSY Visuomotor precision—Train and Car and CANTAB Paired Associates Learning first trial memory score. Several of the tasks in the ACTB can be used in older adults with Down syndrome and have mild to moderate concurrent validity when compared to tabletop tests and informant ratings, although this varies on a test by test basis. Conclusions Overall, scores for a number of tests in the ACTB were similar when comparing dementia and no dementia groups of older adults with Down syndrome, suggesting that it would not be an appropriate outcome measure of cognitive function for clinical trials of dementia treatments without further modification and validation. PMID:27171413

Assessing Specific Cognitive Deficits Associated with Dementia in Older Adults with Down Syndrome: Use and Validity of the Arizona Cognitive Test Battery (ACTB).

PubMed

Sinai, Amanda; Hassiotis, Angela; Rantell, Khadija; Strydom, Andre

2016-01-01

Down syndrome is associated with specific cognitive deficits. Alongside this, older adults with Down syndrome are a high risk group for dementia. The Arizona Cognitive Test Battery (ACTB), a cognitive assessment battery specifically developed for use with individuals with Down syndrome, has been proposed for use as outcome measures for clinical trials in this population. It has not been validated in older adults with Down syndrome. This study aims to assess the use and validity of the ACTB in older adults with Down syndrome. Participants with Down syndrome aged 45 and over were assessed using the ACTB, standard tabletop tests and informant ratings. Assessment outcomes of 49 participants were analysed. Of these, 19 (39%) had a diagnosis of dementia or possible dementia. Most participants were able to attempt most of the tasks, although some tasks had high floor effects (including CANTAB Intra-Extra Dimensional shift stages completed and Modified Dots Task). Of the ACTB tasks, statistically significant differences were observed between the dementia and no dementia groups on CANTAB Simple Reaction Time median latency, NEPSY Visuomotor Precision-Car and Motorbike and CANTAB Paired Associates Learning stages completed. No significant differences were observed for CANTAB Intra-Extra Dimensional Shift, Modified Dots Task, Finger Sequencing, NEPSY Visuomotor precision-Train and Car and CANTAB Paired Associates Learning first trial memory score. Several of the tasks in the ACTB can be used in older adults with Down syndrome and have mild to moderate concurrent validity when compared to tabletop tests and informant ratings, although this varies on a test by test basis. Overall, scores for a number of tests in the ACTB were similar when comparing dementia and no dementia groups of older adults with Down syndrome, suggesting that it would not be an appropriate outcome measure of cognitive function for clinical trials of dementia treatments without further modification and validation.

Ventral striatum lesions do not affect reinforcement learning with deterministic outcomes on slow time scales.

PubMed

Vicario-Feliciano, Raquel; Murray, Elisabeth A; Averbeck, Bruno B

2017-10-01

A large body of work has implicated the ventral striatum (VS) in aspects of reinforcement learning (RL). However, less work has directly examined the effects of lesions in the VS, or other forms of inactivation, on 2-armed bandit RL tasks. We have recently found that lesions in the VS in macaque monkeys affect learning with stochastic schedules but have minimal effects with deterministic schedules. The reasons for this are not currently clear. Because our previous work used short intertrial intervals, one possibility is that the animals were using working memory to bridge stimulus-reward associations from 1 trial to the next. In the present study, we examined learning of 60 pairs of objects, in which the animals received only 1 trial per day with each pair. The large number of object pairs and the long interval (approximately 24 hr) between trials with a given pair minimized the chances that the animals could use working memory to bridge trials. We found that monkeys with VS lesions were unimpaired relative to controls, which suggests that animals with VS lesions can still learn to select rewarded objects even when they cannot make use of working memory. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Impaired cognitive plasticity and goal-directed control in adolescent obsessive-compulsive disorder.

PubMed

Gottwald, Julia; de Wit, Sanne; Apergis-Schoute, Annemieke M; Morein-Zamir, Sharon; Kaser, Muzaffer; Cormack, Francesca; Sule, Akeem; Limmer, Winifred; Morris, Anna Conway; Robbins, Trevor W; Sahakian, Barbara J

2018-01-22

Youths with obsessive-compulsive disorder (OCD) experience severe distress and impaired functioning at school and at home. Critical cognitive domains for daily functioning and academic success are learning, memory, cognitive flexibility and goal-directed behavioural control. Performance in these important domains among teenagers with OCD was therefore investigated in this study. A total of 36 youths with OCD and 36 healthy comparison subjects completed two memory tasks: Pattern Recognition Memory (PRM) and Paired Associates Learning (PAL); as well as the Intra-Extra Dimensional Set Shift (IED) task to quantitatively gauge learning as well as cognitive flexibility. A subset of 30 participants of each group also completed a Differential-Outcome Effect (DOE) task followed by a Slips-of-Action Task, designed to assess the balance of goal-directed and habitual behavioural control. Adolescent OCD patients showed a significant learning and memory impairment. Compared with healthy comparison subjects, they made more errors on PRM and PAL and in the first stages of IED involving discrimination and reversal learning. Patients were also slower to learn about contingencies in the DOE task and were less sensitive to outcome devaluation, suggesting an impairment in goal-directed control. This study advances the characterization of juvenile OCD. Patients demonstrated impairments in all learning and memory tasks. We also provide the first experimental evidence of impaired goal-directed control and lack of cognitive plasticity early in the development of OCD. The extent to which the impairments in these cognitive domains impact academic performance and symptom development warrants further investigation.

Cross-situational word learning in aphasia.

PubMed

Peñaloza, Claudia; Mirman, Daniel; Cardona, Pedro; Juncadella, Montserrat; Martin, Nadine; Laine, Matti; Rodríguez-Fornells, Antoni

2017-08-01

Human learners can resolve referential ambiguity and discover the relationships between words and meanings through a cross-situational learning (CSL) strategy. Some people with aphasia (PWA) can learn word-referent pairings under referential uncertainty supported by online feedback. However, it remains unknown whether PWA can learn new words cross-situationally and if such learning ability is supported by statistical learning (SL) mechanisms. The present study examined whether PWA can learn novel word-referent mappings in a CSL task without feedback. We also studied whether CSL is related to SL in PWA and neurologically healthy individuals. We further examined whether aphasia severity, phonological processing and verbal short-term memory (STM) predict CSL in aphasia, and also whether individual differences in verbal STM modulate CSL in healthy older adults. Sixteen people with chronic aphasia underwent a CSL task that involved exposure to a series of individually ambiguous learning trials and a SL task that taps speech segmentation. Their learning ability was compared to 18 older controls and 39 young adults recruited for task validation. CSL in the aphasia group was below the older controls and young adults and took place at a slower rate. Importantly, we found a strong association between SL and CSL performance in all three groups. CSL was modulated by aphasia severity in the aphasia group, and by verbal STM capacity in the older controls. Our findings indicate that some PWA can preserve the ability to learn new word-referent associations cross-situationally. We suggest that both PWA and neurologically intact individuals may rely on SL mechanisms to achieve CSL and that verbal STM also influences CSL. These findings contribute to the ongoing debate on the cognitive mechanisms underlying this learning ability. Copyright © 2017 Elsevier Ltd. All rights reserved.

Social learning in juvenile lemon sharks, Negaprion brevirostris.

PubMed

Guttridge, Tristan L; van Dijk, Sander; Stamhuis, Eize J; Krause, Jens; Gruber, Samuel H; Brown, Culum

2013-01-01

Social learning is taxonomically widespread and can provide distinct behavioural advantages, such as in finding food or avoiding predators more efficiently. Although extensively studied in bony fishes, no such empirical evidence exists for cartilaginous fishes. Our aim in this study was to experimentally investigate the social learning capabilities of juvenile lemon sharks, Negaprion brevirostris. We designed a novel food task, where sharks were required to enter a start zone and subsequently make physical contact with a target in order to receive a food reward. Naive sharks were then able to interact with and observe (a) pre-trained sharks, that is, 'demonstrators', or (b) sharks with no previous experience, that is, 'sham demonstrators'. On completion, observer sharks were then isolated and tested individually in a similar task. During the exposure phase observers paired with 'demonstrator' sharks performed a greater number of task-related behaviours and made significantly more transitions from the start zone to the target, than observers paired with 'sham demonstrators'. When tested in isolation, observers previously paired with 'demonstrator' sharks completed a greater number of trials and made contact with the target significantly more often than observers previously paired with 'sham demonstrators'. Such experience also tended to result in faster overall task performance. These results indicate that juvenile lemon sharks, like numerous other animals, are capable of using socially derived information to learn about novel features in their environment. The results likely have important implications for behavioural processes, ecotourism and fisheries.

Effect of maternal predator exposure on the ability of stickleback offspring to generalize a learned colour–reward association

PubMed Central

Feng, Sally; McGhee, Katie E.; Bell, Alison M.

2017-01-01

Maternal stress can have long-term negative consequences for offspring learning performance. However, it is unknown whether these maternal effects extend to the ability of offspring to apply previously learned information to new situations. In this study, we first demonstrate that juvenile threespine sticklebacks, Gasterosteus aculeatus, are indeed capable of generalizing an association between a colour and a food reward learned in one foraging context to a new foraging context (i.e. they can apply previously learned knowledge to a new situation). Next, we examined whether this ability to generalize was affected by maternal predator stress. We manipulated whether mothers were repeatedly chased by a model predator while yolking eggs (i.e. before spawning) and then assessed the learning performance of their juvenile offspring in groups and pairs using a colour discrimination task that associated a colour with a food reward. We found that maternal predator exposure affected the tendency of offspring to use social cues: offspring of predator-exposed mothers were faster at copying a leader’s behaviour towards the rewarded colour than offspring of unexposed mothers. However, once the colour–reward association had been learned, offspring of predator-exposed and unexposed mothers were equally able to generalize their learned association to a new foraging task. These results suggest that offspring of predator-exposed mothers might be able to overcome learning deficits caused by maternal stress by relying more on social cues. PMID:29046591

Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning

ERIC Educational Resources Information Center

Wang, Hua-Chen; Wass, Malin; Castles, Anne

2017-01-01

Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…

Pharmacological evidence that both cognitive memory and habit formation contribute to within-session learning of concurrent visual discriminations

PubMed Central

Turchi, Janita; Devan, Bryan; Yin, Pingbo; Sigrist, Emmalynn; Mishkin, Mortimer

2010-01-01

The monkey's ability to learn a set of visual discriminations presented concurrently just once a day on successive days (24-hr ITI task) is based on habit formation, which is known to rely on a visuo-striatal circuit and to be independent of visuo-rhinal circuits that support one-trial memory. Consistent with this dissociation, we recently reported that performance on the 24-hr ITI task is impaired by a striatal-function blocking agent, the dopaminergic antagonist haloperidol, and not by a rhinal-function blocking agent, the muscarinic cholinergic antagonist scopolamine. In the present study, monkeys were trained on a short-ITI form of concurrent visual discrimination learning, one in which a set of stimulus pairs is repeated not only across daily sessions but also several times within each session (in this case, at about 4-min ITIs). Asymptotic discrimination learning rates in the non-drug condition were reduced by half, from ~11 trials/pair on the 24-hr ITI task to ~5 trials/pair on the 4-min ITI task, and this faster learning was impaired by systemic injections of either haloperidol or scopolamine. The results suggest that in the version of concurrent discrimination learning used here, the short ITIs within a session recruit both visuo-rhinal and visuo-striatal circuits, and that the final performance level is driven by both cognitive memory and habit formation working in concert. PMID:20144631

Pharmacological evidence that both cognitive memory and habit formation contribute to within-session learning of concurrent visual discriminations.

PubMed

Turchi, Janita; Devan, Bryan; Yin, Pingbo; Sigrist, Emmalynn; Mishkin, Mortimer

2010-07-01

The monkey's ability to learn a set of visual discriminations presented concurrently just once a day on successive days (24-h ITI task) is based on habit formation, which is known to rely on a visuo-striatal circuit and to be independent of visuo-rhinal circuits that support one-trial memory. Consistent with this dissociation, we recently reported that performance on the 24-h ITI task is impaired by a striatal-function blocking agent, the dopaminergic antagonist haloperidol, and not by a rhinal-function blocking agent, the muscarinic cholinergic antagonist scopolamine. In the present study, monkeys were trained on a short-ITI form of concurrent visual discrimination learning, one in which a set of stimulus pairs is repeated not only across daily sessions but also several times within each session (in this case, at about 4-min ITIs). Asymptotic discrimination learning rates in the non-drug condition were reduced by half, from approximately 11 trials/pair on the 24-h ITI task to approximately 5 trials/pair on the 4-min ITI task, and this faster learning was impaired by systemic injections of either haloperidol or scopolamine. The results suggest that in the version of concurrent discrimination learning used here, the short ITIs within a session recruit both visuo-rhinal and visuo-striatal circuits, and that the final performance level is driven by both cognitive memory and habit formation working in concert.

The processing of positional information in a two-item sequence limits the emergence of symmetry in baboons (Papio papio), but not in humans (Homo sapiens).

PubMed

Fagot, Joël; Malassis, Raphaelle; Medam, Tiphaine

2018-03-01

When trained to associate Stimulus A to Stimulus B, humans can derive the untrained symmetrical B to A relation while nonhuman animals have much more difficulties. Urcuioli (2008, Journal of the Experimental Analysis of Behavior, 90, 257--282; 2015, Conductal, 3, 4--25) proposed that the apparent difficulty of animals in symmetry testing reflects their double encoding of the information on the stimuli (identity and relation) and their positional (i.e., spatial and temporal/ordinal) characteristics. This comparative study tested the emergence of symmetry in humans and baboons in a task in which the position of the stimuli was manipulated independently of their relation. Humans and baboons initially learned to associate pairs of visual shapes on a touch screen in a specific order. Three pairs of (A-B, C-D, and E-F) stimuli were used in training. After training, the two species were tested with the B-A, F-C, and E-D pairs. The B-A pairs preserved the association initially learned with A-B but reversed the positional information relative to training. The F-C pair neither preserved the association nor the positional information of the training pairs, and positional information were the only cues preserved in the E-D pair. Humans showed a response time advantage for B-A, suggesting symmetry, but also for E-D, suggesting that they also process positional information. In baboons, the advantage was found only for E-D, suggesting that they only process positional information. These results confirm that the processing of stimulus pairs differ between nonhuman animals to humans.

Rapid Learning of Minimally Different Words in Five- to Six-Year-Old Children: Effects of Acoustic Salience and Hearing Impairment

ERIC Educational Resources Information Center

Giezen, Marcel R.; Escudero, Paola; Baker, Anne E.

2016-01-01

This study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal…

Morphological processing with deficient phonological short-term memory.

PubMed

Kavé, Gitit; Ze'ev, Hagit Bar; Lev, Anita

2007-07-01

This paper investigates the processing of Hebrew derivational morphology in an individual (S.E.) with deficient phonological short-term memory. In comparison to 10 age- and education-matched men, S.E. was impaired on digit span tasks and demonstrated no recency effect in word list recall. S.E. had low word retention span, but he exhibited phonological similarity and word length effects. His ability to make lexical decisions was intact. In a paired-associate test S.E. successfully learned semantically and morphologically related pairs but not phonologically related pairs, and his learning of nonwords was facilitated by the presence of Hebrew consonant roots. Semantic and morphological similarity enhanced immediate word recall. Results show that S.E. is capable of conducting morphological decomposition of Hebrew-derived words despite his phonological deficit, suggesting that transient maintenance of morphological constituents is independent of temporary storage and rehearsal of phonological codes, and that each is processed separately within short-term memory.

A Flexible Mechanism of Rule Selection Enables Rapid Feature-Based Reinforcement Learning

PubMed Central

Balcarras, Matthew; Womelsdorf, Thilo

2016-01-01

Learning in a new environment is influenced by prior learning and experience. Correctly applying a rule that maps a context to stimuli, actions, and outcomes enables faster learning and better outcomes compared to relying on strategies for learning that are ignorant of task structure. However, it is often difficult to know when and how to apply learned rules in new contexts. In our study we explored how subjects employ different strategies for learning the relationship between stimulus features and positive outcomes in a probabilistic task context. We test the hypothesis that task naive subjects will show enhanced learning of feature specific reward associations by switching to the use of an abstract rule that associates stimuli by feature type and restricts selections to that dimension. To test this hypothesis we designed a decision making task where subjects receive probabilistic feedback following choices between pairs of stimuli. In the task, trials are grouped in two contexts by blocks, where in one type of block there is no unique relationship between a specific feature dimension (stimulus shape or color) and positive outcomes, and following an un-cued transition, alternating blocks have outcomes that are linked to either stimulus shape or color. Two-thirds of subjects (n = 22/32) exhibited behavior that was best fit by a hierarchical feature-rule model. Supporting the prediction of the model mechanism these subjects showed significantly enhanced performance in feature-reward blocks, and rapidly switched their choice strategy to using abstract feature rules when reward contingencies changed. Choice behavior of other subjects (n = 10/32) was fit by a range of alternative reinforcement learning models representing strategies that do not benefit from applying previously learned rules. In summary, these results show that untrained subjects are capable of flexibly shifting between behavioral rules by leveraging simple model-free reinforcement learning and context-specific selections to drive responses. PMID:27064794

Attenuating social affective learning effects with Memory Suppression manipulations.

PubMed

Molet, Mikael; Kosinski, Thierry; Craddock, Paul; Miguez, Gonzalo; Mash, Lisa E; Miller, Ralph R

2016-02-01

People can form opinions of other individuals based on information about their good or bad behavior. The present study investigated whether this affective learning might depend on memory links formed between initially neutral people and valenced information. First, participants viewed neutral faces paired with sentences describing prosocial or antisocial behaviors. Second, memory suppression manipulations with the potential to aid in the forgetting of valenced information were administered. Using the Think/No think paradigm, the effectiveness of four different suppression instructions was compared: Unguided Suppression, Guided Suppression, Distraction, and Thought Substitution. Overall, all the tasks appreciably reduced affective learning based on prosocial information, but only the Guided Suppression and Thought Substitution tasks reduced affective learning based on antisocial information. These results suggest that weakening the putative memory link between initially neutral people and valenced information can decrease the effect of learned associations on the evaluation of other people. We interpreted this as indicative that social affective learning may rely on declarative memories. Copyright © 2016 Elsevier B.V. All rights reserved.

Role of Prefrontal and Parietal Cortices in Associative Learning

PubMed Central

Anderson, John R.; Byrne, Dana; Fincham, Jon M.; Gunn, Pat

2017-01-01

Two studies were performed that compared a “Paired” condition in which participants studied paired associates with a “Generated” condition in which participants completed word fragments to produce paired associates. In both tasks, participants were responsible for memory of the material either studied or generated. The experiments revealed significant differences between the responses of a predefined prefrontal region and a predefined parietal region. The parietal region responded more in the Generated condition than the Paired condition, whereas there was no difference in the prefrontal region. On the other hand, the prefrontal region responded to the delay between study and test in both the Paired and Generated conditions, whereas the parietal region only responded to delay in the Generated condition. This pattern of results is consistent with the hypothesis that the parietal region is responsive to changes in problem representation and the prefrontal region to retrieval operations. An information-processing model embodying these assumptions was fit to the blood oxygen level–dependent responses in these regions. PMID:17675369

Amygdala's involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition

PubMed Central

Chau, Lily S.; Galvez, Roberto

2012-01-01

It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities. PMID:23087626

Amygdala's involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition.

PubMed

Chau, Lily S; Galvez, Roberto

2012-01-01

It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.

The Effects of Task Type on The Quality of Resolving Language-Related Episodes and Vocabulary Learning

ERIC Educational Resources Information Center

Kaivanpanah, Shiva; Miri, Mowla

2017-01-01

This study examined how task type can affect the ways in which learners resolve lexical language-related episodes (LREs) and consequently how their vocabulary learning in the LREs is influenced. An intact class of Iranian learners (N = 24) of English as a foreign language were paired up to write a composition and complete a cloze task. The…

Relational memory generalization and integration in a transitive inference task with and without instructed awareness.

PubMed

Munnelly, Anita; Dymond, Simon

2014-03-01

Two experiments investigated the potential facilitative effects of prior instructed awareness and predetermined learning criteria on humans' ability to make transitive inference (TI) judgments. Participants were first exposed to a learning phase and required to learn five premise pairs (A+B-, B+C-, C+D-, D+E-, E+F-). Testing followed, where participants made judgments on novel non-endpoint (BD, BE and CE) and endpoint inferential pairs (AC, AD, AE, AF, BF, CF and DF), as well as learned premise pairs. Across both experiments, one group were made aware that the stimuli could be arranged in a hierarchy, while another group were not given this instruction. Results demonstrated that prior instructional task awareness led to a minor performance advantage, but that this difference was not significant. Furthermore, in Experiment 2, inferential test trial accuracy was not correlated with a post-experimental measure of awareness. Thus, the current findings suggest that successful TI task performance may occur in the absence of awareness, and that repeated exposure to learning and test phases may allow weak inferential performances to emerge gradually. Further research and alternative methods of measuring awareness and its role in TI are needed. Copyright © 2014 Elsevier Inc. All rights reserved.

Face-name learning in older adults: a benefit of hyper-binding.

PubMed

Weeks, Jennifer C; Biss, Renée K; Murphy, Kelly J; Hasher, Lynn

2016-10-01

Difficulty remembering faces and corresponding names is a hallmark of cognitive aging, as is increased susceptibility to distraction. Given evidence that older adults spontaneously encode relationships between target pictures and simultaneously occurring distractors (a hyper-binding phenomenon), we asked whether memory for face-name pairs could be improved through prior exposure to faces presented with distractor names. In three experiments, young and older adults performed a selective attention task on faces while ignoring superimposed names. After a delay, they learned and were tested on face-name pairs that were either maintained or rearranged from the initial task but were not told of the connection between tasks. In each experiment, older but not younger participants showed better memory for maintained than for rearranged pairs, indicating that older adults' natural propensity to tacitly encode and bind relevant and irrelevant information can be employed to aid face-name memory performance.

Promoting Transfer in Memory Training for Older Adults

PubMed Central

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2011-01-01

Background and aims Many studies have focused on memory training in aging showing older adults can improve their performance. Unfortunately the benefits of training rarely generalize to other tasks that were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. Methods In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was provided instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions and one had the same practice but also received instructions on all the transfer tasks. Results Transfer in text learning occurred in both experiments. Such transfer is particularly interesting considering that text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. Such transfer was reliably greater when training involved instructions about applicability than when it did not. Conclusions Instructions to use practiced strategies on new materials could be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults’ inabilities but instead because they do not realize that trained strategies can (or should) be applied to new materials. PMID:19966535

Promoting transfer in memory training for older adults.

PubMed

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2010-08-01

Many studies have focused on memory training in aging, showing that older adults can improve their performance. Unfortunately, the benefits of training can rarely be generalized to other tasks for which adults were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was given instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions, and the other had the same practice but also received instructions on all the transfer tasks. Transfer in text learning occurred in both experiments. This transfer is particularly interesting, as text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. The transfer was reliably greater when training involved instructions about applicability than when it did not. Instructions to use practiced strategies on new materials may be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults' inabilities, but because they do not realize that trained strategies can (or should) be applied to new materials.

Effects of Sleep on Word Pair Memory in Children - Separating Item and Source Memory Aspects.

PubMed

Wang, Jing-Yi; Weber, Frederik D; Zinke, Katharina; Noack, Hannes; Born, Jan

2017-01-01

Word paired-associate learning is a well-established task to demonstrate sleep-dependent memory consolidation in adults as well as children. Sleep has also been proposed to benefit episodic features of memory, i.e., a memory for an event (item) bound into the spatiotemporal context it has been experienced in (source). We aimed to explore if sleep enhances word pair memory in children by strengthening the episodic features of the memory, in particular. Sixty-one children (8-12 years) studied two lists of word pairs with 1 h in between. Retrieval testing comprised cued recall of the target word of each word pair (item memory) and recalling in which list the word pair had appeared in (source memory). Retrieval was tested either after 1 h (short retention interval) or after 11 h, with this long retention interval covering either nocturnal sleep or daytime wakefulness. Compared with the wake interval, sleep enhanced separate recall of both word pairs and the lists per se , while recall of the combination of the word pair and the list it had appeared in remained unaffected by sleep. An additional comparison with adult controls ( n = 37) suggested that item-source bound memory (combined recall of word pair and list) is generally diminished in children. Our results argue against the view that the sleep-induced enhancement in paired-associate learning in children is a consequence of sleep specifically enhancing the episodic features of the memory representation. On the contrary, sleep in children might strengthen item and source representations in isolation, while leaving the episodic memory representations (item-source binding) unaffected.

Effects of selective excitotoxic lesions of the nucleus accumbens core, anterior cingulate cortex, and central nucleus of the amygdala on autoshaping performance in rats.

PubMed

Cardinal, Rudolf N; Parkinson, John A; Lachenal, Guillaume; Halkerston, Katherine M; Rudarakanchana, Nung; Hall, Jeremy; Morrison, Caroline H; Howes, Simon R; Robbins, Trevor W; Everitt, Barry J

2002-08-01

The nucleus accumbens core (AcbC), anterior cingulate cortex (ACC), and central nucleus of the amygdala (CeA) are required for normal acquisition of tasks based on stimulus-reward associations. However, it is not known whether they are involved purely in the learning process or are required for behavioral expression of a learned response. Rats were trained preoperatively on a Pavlovian autoshaping task in which pairing a visual conditioned stimulus (CS+) with food causes subjects to approach the CS+ while not approaching an unpaired stimulus (CS-). Subjects then received lesions of the AcbC, ACC, or CeA before being retested. AcbC lesions severely impaired performance; lesioned subjects approached the CS+ significantly less often than controls, failing to discriminate between the CS+ and CS-. ACC lesions also impaired performance but did not abolish discrimination entirely. CeA lesions had no effect on performance. Thus, the CeA is required for learning, but not expression, of a conditioned approach response, implying that it makes a specific contribution to the learning of stimulus-reward associations.

Event-related brain potentials in memory: correlates of episodic, semantic and implicit memory.

PubMed

Wieser, Stephan; Wieser, Heinz Gregor

2003-06-01

To study cognitive evoked potentials, recorded from scalp EEG and foramen ovale electrodes, during activation of explicit and implicit memory. The subgroups of explicit memory, episodic and semantic memory, are looked at separately. A word-learning task was used, which has been shown to activate hippocampus in H(2)(15)O positron emission tomography studies. Subjects had to study and remember word pairs using different learning strategies: (i) associative word learning (AWL), which activates the episodic memory, (ii) deep single word encoding (DSWE), which activates the semantic memory, and (iii) shallow single word encoding (SSWE), which activates the implicit memory and serves as a baseline. The test included the 'remember/know' paradigm as a behavioural learning control. During the task condition, a 10-20 scalp EEG with additional electrodes in both temporal lobes regions was recorded from 11 healthy volunteers. In one patient with mesiotemporal lobe epilepsy, the EEG was recorded from bilateral foramen ovale electrodes directly from mesial temporal lobe structures. Event-related potentials (ERPs) were calculated off-line and visual and statistical analyses were made. Associative learning strategy produced the best memory performance and the best noetic awareness experience, whereas shallow single word encoding produced the worst performance and the smallest noetic awareness. Deep single word encoding performance was in between. ERPs differed according to the test condition, during both encoding and retrieval, from both the scalp EEG and the foramen ovale electrode recordings. Encoding showed significant differences between the shallow single word encoding (SSWE), which is mainly a function of graphical characteristics, and the other two strategies, deep single word (DSWE) and associative learning (AWL), in which there is a semantic processing of the meaning. ERPs generated by these two categories, which are both functions of explicit memory, differed as well, indicating the presence or the absence of associative binding. Retrieval showed a significant test effect between the word pairs learned by association (AWL) and the ones learned by encoding the words in isolation of each other (DSWE and SSWE). The comparison of the ERPs generated by autonoetic awareness ('remember') and noetic awareness ('know') exhibited a significant test effect as well. The results of behavioural data, in particular that of the 'remember/know' procedure, are evidence that the task paradigm was efficient in activating different kinds of memory. Associative word learning generated a high degree of autonoetic awareness, which is a result of the episodic memory, whereas both kinds of single word learning generated less. AWL, DSWE and SSWE resulted in different electrophysiological correlates, both for encoding as well as retrieval, indicating that different brain structures were activated in different temporal sequence.

Writing superiority in cued recall

PubMed Central

Fueller, Carina; Loescher, Jens; Indefrey, Peter

2013-01-01

In list learning paradigms with free recall, written recall has been found to be less susceptible to intrusions of related concepts than spoken recall when the list items had been visually presented. This effect has been ascribed to the use of stored orthographic representations from the study phase during written recall (Kellogg, 2001). In other memory retrieval paradigms, by contrast, either better recall for modality-congruent items or an input-independent writing superiority effect have been found (Grabowski, 2005). In a series of four experiments using a paired associate learning paradigm we tested (a) whether output modality effects on verbal recall can be replicated in a paradigm that does not involve the rejection of semantically related intrusion words, (b) whether a possible superior performance for written recall was due to a slower response onset for writing as compared to speaking in immediate recall, and (c) whether the performance in paired associate word recall was correlated with performance in an additional episodic memory recall task. We observed better written recall in the first half of the recall phase, irrespective of the modality in which the material was presented upon encoding. An explanation for this effect based on longer response latencies for writing and hence more time for memory retrieval could be ruled out by showing that the effect persisted in delayed response versions of the task. Although there was some evidence that stored additional episodic information may contribute to the successful retrieval of associate words, this evidence was only found in the immediate response experiments and hence is most likely independent from the observed output modality effect. In sum, our results from a paired associate learning paradigm suggest that superior performance for written vs. spoken recall cannot be (solely) explained in terms of additional access to stored orthographic representations from the encoding phase. Our findings rather suggest a general writing-superiority effect at the time of memory retrieval. PMID:24151483

Effects of D- and L-govadine on the disruption of touchscreen object-location paired associates learning in rats by acute MK-801 treatment.

PubMed

Lins, Brittney R; Phillips, Anthony G; Howland, John G

2015-12-01

New pharmacological treatments for the cognitive deficits in schizophrenia are needed. Tetrahydroprotoberberines, such as govadine, are one class of compounds with dopaminergic activities that may be useful in treating some aspects of the cognitive symptoms of the disorder. The objective of the present studies was to test the effects of the D- and L-enantiomers of govadine on the impairment in a paired-associate learning (PAL) task produced by acute MK-801 in rats. We also assessed effects of the typical antipsychotic haloperidol as a comparator compound. MK-801 (0.05, 0.1, 0.15, and 0.2 mg/kg), D- and L-govadine (0.3, 1.0, and 3.0 mg/kg), and haloperidol (0.05, 0.1, and 0.25 mg/kg) were administered acutely to rats well trained on the PAL task in touchscreen-equipped operant conditioning chambers. Acute MK-801 impaired performance of PAL in a dose-dependent manner by reducing accuracy and increasing correction trials. L-Govadine (1.0 mg/kg), but not D-govadine, blocked the disruptive effects of MK-801 (0.15 mg/kg) on PAL. Haloperidol failed to affect the MK-801-induced disruption of PAL. Higher doses of L-govadine and haloperidol dramatically impaired performance of the task which confounded interpretation of cognitive outcomes. L-Govadine appears unique in its ability to improve performance of the MK-801-induced impairment in the PAL task. This behavioral effect may relate the ability of L-govadine to antagonize dopamine D2 receptors while also promoting dopamine efflux. Future research should further characterize the role of the dopamine system in the rodent PAL task to elucidate the mechanisms of its pro-cognitive effects.

Sharing One Biographical Detail Elicits Priming between Famous Names: Empirical and Computational Approaches

PubMed Central

Ihrke, Matthias; Brennen, Tim

2011-01-01

In this paper three experiments and corresponding model simulations are reported that investigate the priming of famous name recognition in order to explore the structure of the part of the semantic system dealing with people. Consistent with empirical findings, novel computational simulations using Burton et al.’s interactive activation and competition model point to a conceptual distinction between how priming is initiated in single- and double-familiarity tasks, indicating that priming should be weaker or non-existent for the single-familiarity task. Experiment 1 demonstrates that, within a double-familiarity framework using famous names, categorical, and associative priming are reliable effects. Pushing the model to the limit, it predicts that pairs of celebrities who are neither associatively nor categorically related but who share single biographical features, both died in a car crash for example, should prime each other. Experiment 2 investigated this in a double-familiarity task but the effect was not observed. We therefore simulated and realized a pairwise learning task that was conceptually similar to the double-familiarity-decision task but allowed to strengthen the underlying connections. Priming based on a single biographical feature could be found both in simulations and the experiment. The effect was not due to visual or name similarity which were controlled for and participants did not report using the biographical links between the people to learn the pairs. The results are interpreted to lend further support to structural models of the memory for persons. Furthermore, the results are consistent with the idea that episodic features known about people are stored in semantic memory and are automatically activated when encountering that person. PMID:21687446

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].

A novel perceptual discrimination training task: Reducing fear overgeneralization in the context of fear learning.

PubMed

Ginat-Frolich, Rivkah; Klein, Zohar; Katz, Omer; Shechner, Tomer

2017-06-01

Generalization is an adaptive learning mechanism, but it can be maladaptive when it occurs in excess. A novel perceptual discrimination training task was therefore designed to moderate fear overgeneralization. We hypothesized that improvement in basic perceptual discrimination would translate into lower fear overgeneralization in affective cues. Seventy adults completed a fear-conditioning task prior to being allocated into training or placebo groups. Predesignated geometric shape pairs were constructed for the training task. A target shape from each pair was presented. Thereafter, participants in the training group were shown both shapes and asked to identify the image that differed from the target. Placebo task participants only indicated the location of each shape on the screen. All participants then viewed new geometric pairs and indicated whether they were identical or different. Finally, participants completed a fear generalization test consisting of perceptual morphs ranging from the CS + to the CS-. Fear-conditioning was observed through physiological and behavioural measures. Furthermore, the training group performed better than the placebo group on the assessment task and exhibited decreased fear generalization in response to threat/safety cues. The findings offer evidence for the effectiveness of the novel discrimination training task, setting the stage for future research with clinical populations. Copyright © 2017 Elsevier Ltd. All rights reserved.

Hyper-binding: a unique age effect.

PubMed

Campbell, Karen L; Hasher, Lynn; Thomas, Ruthann C

2010-03-01

Previous work has shown that older adults encode lexical and semantic information about verbal distractors and use that information to facilitate performance on subsequent tasks. In this study, we investigated whether older adults also form associations between distractors and co-occurring targets. In two experiments, participants performed a 1-back task on pictures superimposed with irrelevant words; 10 min later, participants were given a paired-associates memory task without reference to the 1-back task. The study list included preserved and re-paired (disrupted) pairs from the 1-back task. Older adults showed a memory advantage for preserved pairs and a disadvantage for disrupted pairs, whereas younger adults performed similarly across pair types. These results suggest the existence of a hyper-binding phenomenon in which older adults encode seemingly extraneous co-occurrences in the environment and transfer this knowledge to subsequent tasks. This increased knowledge of how events covary may be the reason why real-world decision-making ability is retained, or even enhanced, with age.

Is an attention-based associative account of adjacent and nonadjacent dependency learning valid?

PubMed

Pacton, Sébastien; Sobaco, Amélie; Perruchet, Pierre

2015-05-01

Pacton and Perruchet (2008) reported that participants who were asked to process adjacent elements located within a sequence of digits learned adjacent dependencies but did not learn nonadjacent dependencies and conversely, participants who were asked to process nonadjacent digits learned nonadjacent dependencies but did not learn adjacent dependencies. In the present study, we showed that when participants were simply asked to read aloud the same sequences of digits, a task demand that did not require the intentional processing of specific elements as in standard statistical learning tasks, only adjacent dependencies were learned. The very same pattern was observed when digits were replaced by syllables. These results show that the perfect symmetry found in Pacton and Perruchet was not due to the fact that the processing of digits is less sensitive to their distance than the processing of syllables, tones, or visual shapes used in most statistical learning tasks. Moreover, the present results, completed with a reanalysis of the data collected in Pacton and Perruchet (2008), demonstrate that participants are highly sensitive to violations involving the spacing between paired elements. Overall, these results are consistent with the Pacton and Perruchet's single-process account of adjacent and nonadjacent dependencies, in which the joint attentional processing of the two events is a necessary and sufficient condition for learning the relation between them, irrespective of their distance. However, this account should be completed to encompass the notion that the presence or absence of an intermediate event is an intrinsic component of the representation of an association. Copyright © 2015 Elsevier B.V. All rights reserved.

Effects of OEF/OIF-Related Physical and Emotional Co-Morbidities on Associative Learning: Concurrent Delay and Trace Eyeblink Classical Conditioning

PubMed Central

McGlinchey, Regina E.; Fortier, Catherine B.; Venne, Jonathan R.; Maksimovskiy, Arkadiy L.; Milberg, William P.

2014-01-01

This study examined the performance of veterans and active duty personnel who served in Operation Enduring Freedom and/or Operation Iraqi Freedom (OEF/OIF) on a basic associative learning task. Eighty-eight individuals participated in this study. All received a comprehensive clinical evaluation to determine the presence and severity of posttraumatic stress disorder (PTSD) and traumatic brain injury (TBI). The eyeblink conditioning task was composed of randomly intermixed delay and trace conditioned stimulus (CS) and unconditioned stimulus (US) pairs (acquisition) followed by a series of CS only trials (extinction). Results revealed that those with a clinical diagnosis of PTSD or a diagnosis of PTSD with comorbid mTBI acquired delay and trace conditioned responses (CRs) to levels and at rates similar to a deployed control group, thus suggesting intact basic associative learning. Differential extinction impairment was observed in the two clinical groups. Acquisition of CRs for both delay and trace conditioning, as well as extinction of trace CRs, was associated with alcoholic behavior across all participants. These findings help characterize the learning and memory function of individuals with PTSD and mTBI from OEF/OIF and raise the alarming possibility that the use of alcohol in this group may lead to more significant cognitive dysfunction. PMID:24625622

A processing architecture for associative short-term memory in electronic noses

NASA Astrophysics Data System (ADS)

Pioggia, G.; Ferro, M.; Di Francesco, F.; DeRossi, D.

2006-11-01

Electronic nose (e-nose) architectures usually consist of several modules that process various tasks such as control, data acquisition, data filtering, feature selection and pattern analysis. Heterogeneous techniques derived from chemometrics, neural networks, and fuzzy rules used to implement such tasks may lead to issues concerning module interconnection and cooperation. Moreover, a new learning phase is mandatory once new measurements have been added to the dataset, thus causing changes in the previously derived model. Consequently, if a loss in the previous learning occurs (catastrophic interference), real-time applications of e-noses are limited. To overcome these problems this paper presents an architecture for dynamic and efficient management of multi-transducer data processing techniques and for saving an associative short-term memory of the previously learned model. The architecture implements an artificial model of a hippocampus-based working memory, enabling the system to be ready for real-time applications. Starting from the base models available in the architecture core, dedicated models for neurons, maps and connections were tailored to an artificial olfactory system devoted to analysing olive oil. In order to verify the ability of the processing architecture in associative and short-term memory, a paired-associate learning test was applied. The avoidance of catastrophic interference was observed.

Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language.

PubMed

Masoura, Elvira V; Gathercole, Susan E

2005-01-01

The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

Shared Orthography: Do Shared Written Symbols Influence the Perception of L2 Sounds?

ERIC Educational Resources Information Center

Pytlyk, Carolyn

2011-01-01

This research investigates whether English speakers who learn Mandarin Chinese via a familiar orthography differ from those who learn via a non-familiar orthography in their perception of English-Mandarin sound pairs. Canadian English speakers (n = 32) participated in a series of experimental tasks. The tasks included pre- and posttest perception…

Learning and generalization from reward and punishment in opioid addiction

PubMed Central

Myers, Catherine E.; Rego, Janice; Haber, Paul; Morley, Kirsten; Beck, Kevin D.; Hogarth, Lee; Moustafa, Ahmed A.

2016-01-01

This study adapts a widely-used acquired equivalence paradigm to investigate how opioid-addicted individuals learn from positive and negative feedback, and how they generalize this learning. The opioid-addicted group consisted of 33 participants with a history of heroin dependency currently in a methadone maintenance program; the control group consisted of 32 healthy participants without a history of drug addiction. All participants performed a novel variant of the acquired equivalence task, where they learned to map some stimuli to correct outcomes in order to obtain reward, and to map other stimuli to correct outcomes in order to avoid punishment; some stimuli were implicitly “equivalent” in the sense of being paired with the same outcome. On the initial training phase, both groups performed similarly on learning to obtain reward, but as memory load grew, the control group outperformed the addicted group on learning to avoid punishment. On a subsequent testing phase, the addicted and control groups performed similarly on retention trials involving previously-trained stimulus-outcome pairs, as well as on generalization trials to assess acquired equivalence. Since prior work with acquired equivalence tasks has associated stimulus-outcome learning with the nigrostriatal dopamine system, and generalization with the hippocampal region, the current results are consistent with basal ganglia dysfunction in the opioid-addicted patients. Further, a selective deficit in learning from punishment could contribute to processes by which addicted individuals continue to pursue drug use even at the cost of negative consequences such as loss of income and the opportunity to engage in other life activities. PMID:27641323

Learning and generalization from reward and punishment in opioid addiction.

PubMed

Myers, Catherine E; Rego, Janice; Haber, Paul; Morley, Kirsten; Beck, Kevin D; Hogarth, Lee; Moustafa, Ahmed A

2017-01-15

This study adapts a widely-used acquired equivalence paradigm to investigate how opioid-addicted individuals learn from positive and negative feedback, and how they generalize this learning. The opioid-addicted group consisted of 33 participants with a history of heroin dependency currently in a methadone maintenance program; the control group consisted of 32 healthy participants without a history of drug addiction. All participants performed a novel variant of the acquired equivalence task, where they learned to map some stimuli to correct outcomes in order to obtain reward, and to map other stimuli to correct outcomes in order to avoid punishment; some stimuli were implicitly "equivalent" in the sense of being paired with the same outcome. On the initial training phase, both groups performed similarly on learning to obtain reward, but as memory load grew, the control group outperformed the addicted group on learning to avoid punishment. On a subsequent testing phase, the addicted and control groups performed similarly on retention trials involving previously-trained stimulus-outcome pairs, as well as on generalization trials to assess acquired equivalence. Since prior work with acquired equivalence tasks has associated stimulus-outcome learning with the nigrostriatal dopamine system, and generalization with the hippocampal region, the current results are consistent with basal ganglia dysfunction in the opioid-addicted patients. Further, a selective deficit in learning from punishment could contribute to processes by which addicted individuals continue to pursue drug use even at the cost of negative consequences such as loss of income and the opportunity to engage in other life activities. Published by Elsevier B.V.

Generalization of value in reinforcement learning by humans

PubMed Central

Wimmer, G. Elliott; Daw, Nathaniel D.; Shohamy, Daphna

2012-01-01

Research in decision making has focused on the role of dopamine and its striatal targets in guiding choices via learned stimulus-reward or stimulus-response associations, behavior that is well-described by reinforcement learning (RL) theories. However, basic RL is relatively limited in scope and does not explain how learning about stimulus regularities or relations may guide decision making. A candidate mechanism for this type of learning comes from the domain of memory, which has highlighted a role for the hippocampus in learning of stimulus-stimulus relations, typically dissociated from the role of the striatum in stimulus-response learning. Here, we used fMRI and computational model-based analyses to examine the joint contributions of these mechanisms to RL. Humans performed an RL task with added relational structure, modeled after tasks used to isolate hippocampal contributions to memory. On each trial participants chose one of four options, but the reward probabilities for pairs of options were correlated across trials. This (uninstructed) relationship between pairs of options potentially enabled an observer to learn about options’ values based on experience with the other options and to generalize across them. We observed BOLD activity related to learning in the striatum and also in the hippocampus. By comparing a basic RL model to one augmented to allow feedback to generalize between correlated options, we tested whether choice behavior and BOLD activity were influenced by the opportunity to generalize across correlated options. Although such generalization goes beyond standard computational accounts of RL and striatal BOLD, both choices and striatal BOLD were better explained by the augmented model. Consistent with the hypothesized role for the hippocampus in this generalization, functional connectivity between the ventral striatum and hippocampus was modulated, across participants, by the ability of the augmented model to capture participants’ choice. Our results thus point toward an interactive model in which striatal RL systems may employ relational representations typically associated with the hippocampus. PMID:22487039

Predicting memory performance under conditions of proactive interference: immediate and delayed judgments of learning.

PubMed

Wahlheim, Christopher N

2011-07-01

Four experiments examined the monitoring accuracy of immediate and delayed judgments of learning (JOLs) under conditions of proactive interference (PI). PI was produced using paired-associate learning tasks that conformed to variations of classic A-B, A-D paradigms. Results revealed that the relative monitoring accuracy of interference items was better for delayed than for immediate JOLs. However, delayed JOLs were overconfident for interference items, but not for items devoid of interference. Intrusions retrieved prior to delayed JOLs produced inflated predictions of performance. These results show that delayed JOLs enhance monitoring accuracy in PI situations, except when intrusions are mistaken for target responses.

Distributional Learning of Lexical Tones: A Comparison of Attended vs. Unattended Listening.

PubMed

Ong, Jia Hoong; Burnham, Denis; Escudero, Paola

2015-01-01

This study examines whether non-tone language listeners can acquire lexical tone categories distributionally and whether attention in the training phase modulates the effect of distributional learning. Native Australian English listeners were trained on a Thai lexical tone minimal pair and their performance was assessed using a discrimination task before and after training. During Training, participants either heard a Unimodal distribution that would induce a single central category, which should hinder their discrimination of that minimal pair, or a Bimodal distribution that would induce two separate categories that should facilitate their discrimination. The participants either heard the distribution passively (Experiments 1A and 1B) or performed a cover task during training designed to encourage auditory attention to the entire distribution (Experiment 2). In passive listening (Experiments 1A and 1B), results indicated no effect of distributional learning: the Bimodal group did not outperform the Unimodal group in discriminating the Thai tone minimal pairs. Moreover, both Unimodal and Bimodal groups improved above chance on most test aspects from Pretest to Posttest. However, when participants' auditory attention was encouraged using the cover task (Experiment 2), distributional learning was found: the Bimodal group outperformed the Unimodal group on a novel test syllable minimal pair at Posttest relative to at Pretest. Furthermore, the Bimodal group showed above-chance improvement from Pretest to Posttest on three test aspects, while the Unimodal group only showed above-chance improvement on one test aspect. These results suggest that non-tone language listeners are able to learn lexical tones distributionally but only when auditory attention is encouraged in the acquisition phase. This implies that distributional learning of lexical tones is more readily induced when participants attend carefully during training, presumably because they are better able to compute the relevant statistics of the distribution.

Distributional Learning of Lexical Tones: A Comparison of Attended vs. Unattended Listening

PubMed Central

Ong, Jia Hoong; Burnham, Denis; Escudero, Paola

2015-01-01

This study examines whether non-tone language listeners can acquire lexical tone categories distributionally and whether attention in the training phase modulates the effect of distributional learning. Native Australian English listeners were trained on a Thai lexical tone minimal pair and their performance was assessed using a discrimination task before and after training. During Training, participants either heard a Unimodal distribution that would induce a single central category, which should hinder their discrimination of that minimal pair, or a Bimodal distribution that would induce two separate categories that should facilitate their discrimination. The participants either heard the distribution passively (Experiments 1A and 1B) or performed a cover task during training designed to encourage auditory attention to the entire distribution (Experiment 2). In passive listening (Experiments 1A and 1B), results indicated no effect of distributional learning: the Bimodal group did not outperform the Unimodal group in discriminating the Thai tone minimal pairs. Moreover, both Unimodal and Bimodal groups improved above chance on most test aspects from Pretest to Posttest. However, when participants’ auditory attention was encouraged using the cover task (Experiment 2), distributional learning was found: the Bimodal group outperformed the Unimodal group on a novel test syllable minimal pair at Posttest relative to at Pretest. Furthermore, the Bimodal group showed above-chance improvement from Pretest to Posttest on three test aspects, while the Unimodal group only showed above-chance improvement on one test aspect. These results suggest that non-tone language listeners are able to learn lexical tones distributionally but only when auditory attention is encouraged in the acquisition phase. This implies that distributional learning of lexical tones is more readily induced when participants attend carefully during training, presumably because they are better able to compute the relevant statistics of the distribution. PMID:26214002

Prevailing theories of consciousness are challenged by novel cross-modal associations acquired between subliminal stimuli.

PubMed

Scott, Ryan B; Samaha, Jason; Chrisley, Ron; Dienes, Zoltan

2018-06-01

While theories of consciousness differ substantially, the 'conscious access hypothesis', which aligns consciousness with the global accessibility of information across cortical regions, is present in many of the prevailing frameworks. This account holds that consciousness is necessary to integrate information arising from independent functions such as the specialist processing required by different senses. We directly tested this account by evaluating the potential for associative learning between novel pairs of subliminal stimuli presented in different sensory modalities. First, pairs of subliminal stimuli were presented and then their association assessed by examining the ability of the first stimulus to prime classification of the second. In Experiments 1-4 the stimuli were word-pairs consisting of a male name preceding either a creative or uncreative profession. Participants were subliminally exposed to two name-profession pairs where one name was paired with a creative profession and the other an uncreative profession. A supraliminal task followed requiring the timed classification of one of those two professions. The target profession was preceded by either the name with which it had been subliminally paired (concordant) or the alternate name (discordant). Experiment 1 presented stimuli auditorily, Experiment 2 visually, and Experiment 3 presented names auditorily and professions visually. All three experiments revealed the same inverse priming effect with concordant test pairs associated with significantly slower classification judgements. Experiment 4 sought to establish if learning would be more efficient with supraliminal stimuli and found evidence that a different strategy is adopted when stimuli are consciously perceived. Finally, Experiment 5 replicated the unconscious cross-modal association achieved in Experiment 3 utilising non-linguistic stimuli. The results demonstrate the acquisition of novel cross-modal associations between stimuli which are not consciously perceived and thus challenge the global access hypothesis and those theories embracing it. Copyright © 2018. Published by Elsevier B.V.

Does Strategy Training Reduce Age-Related Deficits in Working Memory?

PubMed Central

Bailey, Heather R.; Dunlosky, John; Hertzog, Christopher

2014-01-01

Background Older adults typically perform worse on measures of working memory (WM) than do young adults; however, age-related differences in WM performance might be reduced if older adults use effective encoding strategies (Bailey, Dunlosky, & Hertzog, 2009). Objective The purpose of the current experiment was to evaluate WM performance after training individuals to use effective encoding strategies. Methods Participants in the training group (older adults: n = 39; young adults: n = 41) were taught about various verbal encoding strategies and their differential effectiveness and were trained to use interactive imagery and sentence generation on a list-learning task. Participants in the control group (older: n=37; young: n=38) completed an equally engaging filler task. All participants completed a pre-training and post-training reading span task, which included self-reported strategy use, as well as two transfer tasks that differed in the affordance to use the trained strategies – a paired-associate recall task and the self-ordered pointing task. Results Both young and older adults were able to use the target strategies on the WM task and showed gains in WM performance after training. The age-related WM deficit was not greatly affected, however, and the training gains did not transfer to the other cognitive tasks. In fact, participants attempted to adapt the trained strategies for a paired-associate recall task, but the increased strategy use did not benefit their performance. Conclusions Strategy training can boost WM performance, and its benefits appear to arise from strategy-specific effects and not from domain-general gains in cognitive ability. PMID:24577079

Atypical Learning in Autism Spectrum Disorders: A Functional Magnetic Resonance Imaging Study of Transitive Inference

PubMed Central

Solomon, Marjorie; Ragland, J. Daniel; Niendam, Tara A.; Lesh, Tyler A.; Beck, Jonathan S.; Matter, John C.; Frank, Michael J.; Carter, Cameron S.

2015-01-01

Objective To investigate the neural mechanisms underlying impairments in generalizing learning shown by adolescents with autism spectrum disorder (ASD). Method Twenty-one high-functioning individuals with ASD aged 12–18 years, and 23 gender, IQ, and age-matched adolescents with typical development (TYP) completed a transitive inference (TI) task implemented using rapid event-related functional magnetic resonance imaging (fMRI). They were trained on overlapping pairs in a stimulus hierarchy of colored ovals where A>B>C>D>E>F and then tested on generalizing this training to new stimulus pairings (AF, BD, BE) in a “Big Game.” Whole-brain univariate, region of interest, and functional connectivity analyses were used. Results During training, TYP exhibited increased recruitment of the prefrontal cortex (PFC), while the group with ASD showed greater functional connectivity between the PFC and the anterior cingulate cortex (ACC). Both groups recruited the hippocampus and caudate comparably; however, functional connectivity between these regions was positively associated with TI performance for only the group with ASD. During the Big Game, TYP showed greater recruitment of the PFC, parietal cortex, and the ACC. Recruitment of these regions increased with age in the group with ASD. Conclusion During TI, TYP recruited cognitive control-related brain regions implicated in mature problem solving/reasoning including the PFC, parietal cortex, and ACC, while the group with ASD showed functional connectivity of the hippocampus and the caudate that was associated with task performance. Failure to reliably engage cognitive control-related brain regions may produce less integrated flexible learning in those with ASD unless they are provided with task support that in essence provides them with cognitive control, but this pattern may normalize with age. PMID:26506585

Nicotinic alpha 7 receptor agonists EVP-6124 and BMS-933043, attenuate scopolamine-induced deficits in visuo-spatial paired associates learning.

PubMed

Weed, Michael R; Polino, Joseph; Signor, Laura; Bookbinder, Mark; Keavy, Deborah; Benitex, Yulia; Morgan, Daniel G; King, Dalton; Macor, John E; Zaczek, Robert; Olson, Richard; Bristow, Linda J

2017-01-01

Agonists at the nicotinic acetylcholine alpha 7 receptor (nAChR α7) subtype have the potential to treat cognitive deficits in patients with Alzheimer's disease (AD) or schizophrenia. Visuo-spatial paired associates learning (vsPAL) is a task that has been shown to reliably predict conversion from mild cognitive impairment to AD in humans and can also be performed by nonhuman primates. Reversal of scopolamine-induced impairment of vsPAL performance may represent a translational approach for the development of nAChR α7 agonists. The present study investigated the effect of treatment with the acetylcholinesterase inhibitor, donepezil, or three nAChR α7 agonists, BMS-933043, EVP-6124 and RG3487, on vsPAL performance in scopolamine-treated cynomolgus monkeys. Scopolamine administration impaired vsPAL performance accuracy in a dose- and difficulty- dependent manner. The impairment of eventual accuracy, a measure of visuo-spatial learning during the task, was significantly ameliorated by treatment with donepezil (0.3 mg/kg, i.m.), EVP-6124 (0.01 mg/kg, i.m.) or BMS-933043 (0.03, 0.1 and 0.3 mg/kg, i.m.). Both nAChR α7 agonists showed inverted-U shaped dose-effect relationships with EVP-6124 effective at a single dose only whereas BMS-933043 was effective across at least a 10 fold dose/exposure range. RG3487 was not efficacious in this paradigm at the dose range examined (0.03-1 mg/kg, i.m.). These results are the first demonstration that the nAChR α7 agonists, EVP-6124 and BMS-933043, can ameliorate scopolamine-induced cognitive deficits in nonhuman primates performing the vsPAL task.

Nicotinic alpha 7 receptor agonists EVP-6124 and BMS-933043, attenuate scopolamine-induced deficits in visuo-spatial paired associates learning

PubMed Central

Polino, Joseph; Signor, Laura; Bookbinder, Mark; Keavy, Deborah; Benitex, Yulia; Morgan, Daniel G.; King, Dalton; Macor, John E.; Zaczek, Robert; Olson, Richard; Bristow, Linda J.

2017-01-01

Agonists at the nicotinic acetylcholine alpha 7 receptor (nAChR α7) subtype have the potential to treat cognitive deficits in patients with Alzheimer’s disease (AD) or schizophrenia. Visuo-spatial paired associates learning (vsPAL) is a task that has been shown to reliably predict conversion from mild cognitive impairment to AD in humans and can also be performed by nonhuman primates. Reversal of scopolamine-induced impairment of vsPAL performance may represent a translational approach for the development of nAChR α7 agonists. The present study investigated the effect of treatment with the acetylcholinesterase inhibitor, donepezil, or three nAChR α7 agonists, BMS-933043, EVP-6124 and RG3487, on vsPAL performance in scopolamine-treated cynomolgus monkeys. Scopolamine administration impaired vsPAL performance accuracy in a dose- and difficulty- dependent manner. The impairment of eventual accuracy, a measure of visuo-spatial learning during the task, was significantly ameliorated by treatment with donepezil (0.3 mg/kg, i.m.), EVP-6124 (0.01 mg/kg, i.m.) or BMS-933043 (0.03, 0.1 and 0.3 mg/kg, i.m.). Both nAChR α7 agonists showed inverted-U shaped dose-effect relationships with EVP-6124 effective at a single dose only whereas BMS-933043 was effective across at least a 10 fold dose/exposure range. RG3487 was not efficacious in this paradigm at the dose range examined (0.03–1 mg/kg, i.m.). These results are the first demonstration that the nAChR α7 agonists, EVP-6124 and BMS-933043, can ameliorate scopolamine-induced cognitive deficits in nonhuman primates performing the vsPAL task. PMID:29261656

Neural correlates of object-in-place learning in hippocampus and prefrontal cortex.

PubMed

Kim, Jangjin; Delcasso, Sébastien; Lee, Inah

2011-11-23

Hippocampus and prefrontal cortex (PFC) process spatiotemporally discrete events while maintaining goal-directed task demands. Although some studies have reported that neural activities in the two regions are coordinated, such observations have rarely been reported in an object-place paired-associate (OPPA) task in which animals must learn an object-in-place rule. In this study, we recorded single units and local field potentials simultaneously from the CA1 subfield of the hippocampus and PFC as rats learned that Object A, but not Object B, was rewarded in Place 1, but not in Place 2 (vice versa for Object B). Both hippocampus and PFC are required for normal performance in this task. PFC neurons fired in association with the regularity of the occurrence of a certain type of event independent of space, whereas neuronal firing in CA1 was spatially localized for representing a discrete place. Importantly, the differential firing patterns were observed in tandem with common learning-related changes in both regions. Specifically, once OPPA learning occurred and rats used an object-in-place strategy, (1) both CA1 and PFC neurons exhibited spatially more similar and temporally more synchronized firing patterns, (2) spiking activities in both regions were more phase locked to theta rhythms, and (3) CA1-medial PFC coherence in theta oscillation was maximal before entering a critical place for decision making. The results demonstrate differential as well as common neural dynamics between hippocampus and PFC in acquiring the OPPA task and strongly suggest that both regions form a unified functional network for processing an episodic event.

Neural correlates of object-in-place learning in hippocampus and prefrontal cortex

PubMed Central

Kim, Jangjin; Delcasso, Sébastien; Lee, Inah

2011-01-01

Hippocampus and prefrontal cortex (PFC) process spatiotemporally discrete events while maintaining goal-directed task demands. Although some studies have reported that neural activities in the two regions are coordinated, such observations have rarely been reported in an object-place paired-associate (OPPA) task in which animals must learn an object-in-place rule. In this study, we recorded single units and local field potentials simultaneously from the CA1 subfield of the hippocampus and PFC as rats learned that object A, but not object B, was rewarded in place 1, but not in place 2 (vice versa for object B). Both hippocampus and PFC are required for normal performance in this task. PFC neurons fired in association with the regularity of the occurrence of a certain type of event independent of space, whereas neuronal firing in CA1 was spatially localized for representing a discrete place. Importantly, the differential firing patterns were observed in tandem with common learning-related changes in both regions. Specifically, once OPPA learning occurred and rats used an object-in-place strategy, (i) both CA1 and PFC neurons exhibited spatially more similar and temporally more synchronized firing patterns, (ii) spiking activities in both regions were more phase-locked to theta rhythms, (iii) CA1-mPFC coherence in theta oscillation was maximal before entering a critical place for decision making. The results demonstrate differential as well as common neural dynamics between hippocampus and PFC in acquiring the OPPA task and strongly suggest that both regions form a unified functional network for processing an episodic event. PMID:22114269

Generalization of value in reinforcement learning by humans.

PubMed

Wimmer, G Elliott; Daw, Nathaniel D; Shohamy, Daphna

2012-04-01

Research in decision-making has focused on the role of dopamine and its striatal targets in guiding choices via learned stimulus-reward or stimulus-response associations, behavior that is well described by reinforcement learning theories. However, basic reinforcement learning is relatively limited in scope and does not explain how learning about stimulus regularities or relations may guide decision-making. A candidate mechanism for this type of learning comes from the domain of memory, which has highlighted a role for the hippocampus in learning of stimulus-stimulus relations, typically dissociated from the role of the striatum in stimulus-response learning. Here, we used functional magnetic resonance imaging and computational model-based analyses to examine the joint contributions of these mechanisms to reinforcement learning. Humans performed a reinforcement learning task with added relational structure, modeled after tasks used to isolate hippocampal contributions to memory. On each trial participants chose one of four options, but the reward probabilities for pairs of options were correlated across trials. This (uninstructed) relationship between pairs of options potentially enabled an observer to learn about option values based on experience with the other options and to generalize across them. We observed blood oxygen level-dependent (BOLD) activity related to learning in the striatum and also in the hippocampus. By comparing a basic reinforcement learning model to one augmented to allow feedback to generalize between correlated options, we tested whether choice behavior and BOLD activity were influenced by the opportunity to generalize across correlated options. Although such generalization goes beyond standard computational accounts of reinforcement learning and striatal BOLD, both choices and striatal BOLD activity were better explained by the augmented model. Consistent with the hypothesized role for the hippocampus in this generalization, functional connectivity between the ventral striatum and hippocampus was modulated, across participants, by the ability of the augmented model to capture participants' choice. Our results thus point toward an interactive model in which striatal reinforcement learning systems may employ relational representations typically associated with the hippocampus. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Influences of OSCE design on students' diagnostic reasoning.

PubMed

Lafleur, Alexandre; Côté, Luc; Leppink, Jimmie

2015-02-01

Some characteristics of assessments exert a strong influence on how students study. Understanding these pre-assessment learning effects is of key importance to the designing of medical assessments that foster students' reasoning abilities. Perceptions of the task demands of an assessment significantly influence students' cognitive processes. However, why and how certain tasks positively 'drive' learning remain unknown. Medical tasks can be assessed as coherent meaningful whole tasks (e.g. examining a patient based on his complaint to find the diagnosis) or can be divided into simpler part tasks (e.g. demonstrating the physical examination of a pre-specified disease). Comparing the benefits of whole-task and part-task assessments in a randomised controlled experiment could guide the design of 'assessments for learning'. The purpose of this study was to determine whether the knowledge that an objective structured clinical examination (OSCE) will contain whole tasks, as opposed to part tasks, increases the use of diagnostic reasoning by medical students when they study for this assessment. In this randomised, controlled, mixed-methods experiment, 40 medical students were randomly paired and filmed while studying together for two imminent physical examination OSCE stations. Each 25-minute study period began with video cues and ended with a questionnaire on cognitive loads. Cues disclosed either a part-task OSCE station (examination of a healthy patient) or a whole-task OSCE station (hypothesis-driven physical examination [HDPE]). In a crossover design, sequences were randomised for both task and content (shoulder or spine). Two blinded and independent authors scored all 40 videos in distinct randomised orders, listening to participants studying freely. Mentioning a diagnosis in association with a sign was scored as a backward association, and the opposite was scored as a forward association; both revealed the use of diagnostic reasoning. Qualitative data were obtained through group interviews. Studying for whole-task OSCE stations resulted in a greater use of diagnostic reasoning. Qualitative data triangulate these findings and show the precedence of cues sourced from the 'student grapevine'. In comparison with 'traditional' part-task OSCEs, whole-task OSCEs like the HDPE increase students' use of diagnostic reasoning during study time. © 2015 John Wiley & Sons Ltd.

A process-based approach to characterizing the effect of acute alprazolam challenge on visual paired associate learning and memory in healthy older adults.

PubMed

Pietrzak, Robert H; Scott, James Cobb; Harel, Brian T; Lim, Yen Ying; Snyder, Peter J; Maruff, Paul

2012-11-01

Alprazolam is a benzodiazepine that, when administered acutely, results in impairments in several aspects of cognition, including attention, learning, and memory. However, the profile (i.e., component processes) that underlie alprazolam-related decrements in visual paired associate learning has not been fully explored. In this double-blind, placebo-controlled, randomized cross-over study of healthy older adults, we used a novel, "process-based" computerized measure of visual paired associate learning to examine the effect of a single, acute 1-mg dose of alprazolam on component processes of visual paired associate learning and memory. Acute alprazolam challenge was associated with a large magnitude reduction in visual paired associate learning and memory performance (d = 1.05). Process-based analyses revealed significant increases in distractor, exploratory, between-search, and within-search error types. Analyses of percentages of each error type suggested that, relative to placebo, alprazolam challenge resulted in a decrease in the percentage of exploratory errors and an increase in the percentage of distractor errors, both of which reflect memory processes. Results of this study suggest that acute alprazolam challenge decreases visual paired associate learning and memory performance by reducing the strength of the association between pattern and location, which may reflect a general breakdown in memory consolidation, with less evidence of reductions in executive processes (e.g., working memory) that facilitate visual paired associate learning and memory. Copyright © 2012 John Wiley & Sons, Ltd.

Gender and Achievement among A-Level Students Working Alone or in Pairs

ERIC Educational Resources Information Center

Kniveton, Bromley H.

2006-01-01

This study examines the interaction between gender and the effect on student learning of working alone or in either single or mixed-sex pairs. Sixty-eight A-level students (mean age 16.8 years), all attending mixed-sex schools, took part in a task which incorporated a number of basic learning processes. They worked alone or in either single or…

The Effects of Valence and Arousal on Associative Working Memory and Long-Term Memory

PubMed Central

Bergmann, Heiko C.; Rijpkema, Mark; Fernández, Guillén; Kessels, Roy P. C.

2012-01-01

Background Emotion can either facilitate or impair memory, depending on what, when and how memory is tested and whether the paradigm at hand is administered as a working memory (WM) or a long-term memory (LTM) task. Whereas emotionally arousing single stimuli are more likely to be remembered, memory for the relationship between two or more component parts (i.e., relational memory) appears to be worse in the presence of emotional stimuli, at least in some relational memory tasks. The current study investigated the effects of both valence (neutral vs. positive vs. negative) and arousal (low vs. high) in an inter-item WM binding and LTM task. Methodology/Principal Findings A five-pair delayed-match-to-sample (WM) task was administered. In each trial, study pairs consisted of one neutral picture and a second picture of which the emotional qualities (valence and arousal levels) were manipulated. These pairs had to be remembered across a delay interval of 10 seconds. This was followed by a probe phase in which five pairs were tested. After completion of this task, an unexpected single item LTM task as well as an LTM task for the pairs was assessed. As expected, emotional arousal impaired WM processing. This was reflected in lower accuracy for pairs consisting of high-arousal pictures compared to pairs with low-arousal pictures. A similar effect was found for the associative LTM task. However, the arousal effect was modulated by affective valence for the WM but not the LTM task; pairs with low-arousal negative pictures were not processed as well in the WM task. No significant differences were found for the single-item LTM task. Conclusions/Significance The present study provides additional evidence that processes during initial perception/encoding and post-encoding processes, the time interval between study and test and the interaction between valence and arousal might modulate the effects of “emotion” on associative memory. PMID:23300724

Subjective Learning Discounts Test Type: Evidence from an Associative Learning and Transfer Task

PubMed Central

Touron, Dayna R.; Hertzog, Christopher; Speagle, James Z.

2011-01-01

We evaluated the extent to which memory test format and test transfer influence the dynamics of metacognitive judgments. Participants completed 2 study-test phases for paired-associates, with or without transferring test type, in one of four conditions: (1) recognition then recall, (2) recall then recognition, (3) recognition throughout, or (4) recall throughout. Global judgments were made pre-study, post-study, and post-test for each phase; judgments of learning (JOLs) following item study were also collected. Results suggest that metacognitive judgment accuracy varies substantially by memory test type. Whereas underconfidence in JOLs and global predictions increases with recall practice (Koriat’s underconfidence-with-practice effect), underconfidence decreases with recognition practice. Moreover, performance changes when transferring test type were not fully anticipated by pre-test judgments. PMID:20178957

Changing Zaire to Congo: the fate of no-longer relevant mnemonic information.

PubMed

Eriksson, Johan; Stiernstedt, Mikael; Öhlund, Maria; Nyberg, Lars

2014-11-01

In an ever-changing world there is constant pressure on revising long-term memory, such when people or countries change name. What happens to the old, pre-existing information? One possibility is that old associations gradually are weakened and eventually lost. Alternatively, old and no longer relevant information may still be an integral part of memory traces. To test the hypothesis that old mnemonic information still becomes activated when people correctly retrieve new, currently relevant information, brain activity was measured with fMRI while participants performed a cued-retrieval task. Paired associates (symbol-sound and symbol-face pairs) were first learned during two days. Half of the associations were then updated during the next two days, followed by fMRI scanning on day 5 and also 18 months later. As expected, retrieval reactivated sensory cortex related to the most recently learned association (visual cortex for symbol-face pairs, auditory cortex for symbol-sound pairs). Critically, retrieval also reactivated sensory cortex related to the no-longer relevant associate. Eighteen months later, only non-updated symbol-face associations were intact. Intriguingly, a subset of the updated associations was now treated as though the original association had taken over, in that memory performance was significantly worse than chance and that activity in sensory cortex for the original but not the updated associate correlated (negatively) with performance. Moreover, the degree of "residual" reactivation during day 5 inversely predicted memory performance 18 months later. Thus, updating of long-term memory involves adding new information to already existing networks, in which old information can stay resilient for a long time. Copyright © 2014. Published by Elsevier Inc.

Examining the direct and indirect effects of visual-verbal paired associate learning on Chinese word reading.

PubMed

Georgiou, George; Liu, Cuina; Xu, Shiyang

2017-08-01

Associative learning, traditionally measured with paired associate learning (PAL) tasks, has been found to predict reading ability in several languages. However, it remains unclear whether it also predicts word reading in Chinese, which is known for its ambiguous print-sound correspondences, and whether its effects are direct or indirect through the effects of other reading-related skills such as phonological awareness and rapid naming. Thus, the purpose of this study was to examine the direct and indirect effects of visual-verbal PAL on word reading in an unselected sample of Chinese children followed from the second to the third kindergarten year. A sample of 141 second-year kindergarten children (71 girls and 70 boys; mean age=58.99months, SD=3.17) were followed for a year and were assessed at both times on measures of visual-verbal PAL, rapid naming, and phonological awareness. In the third kindergarten year, they were also assessed on word reading. The results of path analysis showed that visual-verbal PAL exerted a significant direct effect on word reading that was independent of the effects of phonological awareness and rapid naming. However, it also exerted significant indirect effects through phonological awareness. Taken together, these findings suggest that variations in cross-modal associative learning (as measured by visual-verbal PAL) place constraints on the development of word recognition skills irrespective of the characteristics of the orthography children are learning to read. Copyright © 2017 Elsevier Inc. All rights reserved.

An object location memory paradigm for older adults with and without mild cognitive impairment.

PubMed

Külzow, Nadine; Kerti, Lucia; Witte, Veronica A; Kopp, Ute; Breitenstein, Caterina; Flöel, Agnes

2014-11-30

Object-location memory is critical in every-day life and known to deteriorate early in the course of neurodegenerative disease. We adapted the previously established learning paradigm "LOCATO" for use in healthy older adults and patients with mild cognitive impairment (MCI). Pictures of real-life buildings were associated with positions on a two-dimensional street map by repetitions of "correct" object-location pairings over the course of five training blocks, followed by a recall task. Correct/incorrect associations were indicated by button presses. The original two 45-item sets were reduced to 15 item-sets, and tested in healthy older adults and MCI for learning curve, recall, and re-test effects. The two 15-item versions showed comparable learning curves and recall scores within each group. While learning curves increased linearly in both groups, MCI patients performed significantly worse on learning and recall compared to healthy controls. Re-testing after 6 month showed small practice effects only. LOCATO is a simple standardized task that overcomes several limitation of previously employed visuospatial task by using real-life stimuli, minimizing verbal encoding, avoiding fine motor responses, combining explicit and implicit statistical learning, and allowing to assess learning curve in addition to recall. Results show that the shortened version of LOCATO meets the requirements for a robust and ecologically meaningful assessment of object-location memory in older adults with and without MCI. It can now be used to systematically assess acquisition of object-location memory and its modulation through adjuvant therapies like pharmacological or non-invasive brain stimulation. Copyright © 2014 Elsevier B.V. All rights reserved.

Training Synesthetic Letter-color Associations by Reading in Color

PubMed Central

Colizoli, Olympia; Murre, Jaap M. J.; Rouw, Romke

2014-01-01

Synesthesia is a rare condition in which a stimulus from one modality automatically and consistently triggers unusual sensations in the same and/or other modalities. A relatively common and well-studied type is grapheme-color synesthesia, defined as the consistent experience of color when viewing, hearing and thinking about letters, words and numbers. We describe our method for investigating to what extent synesthetic associations between letters and colors can be learned by reading in color in nonsynesthetes. Reading in color is a special method for training associations in the sense that the associations are learned implicitly while the reader reads text as he or she normally would and it does not require explicit computer-directed training methods. In this protocol, participants are given specially prepared books to read in which four high-frequency letters are paired with four high-frequency colors. Participants receive unique sets of letter-color pairs based on their pre-existing preferences for colored letters. A modified Stroop task is administered before and after reading in order to test for learned letter-color associations and changes in brain activation. In addition to objective testing, a reading experience questionnaire is administered that is designed to probe for differences in subjective experience. A subset of questions may predict how well an individual learned the associations from reading in color. Importantly, we are not claiming that this method will cause each individual to develop grapheme-color synesthesia, only that it is possible for certain individuals to form letter-color associations by reading in color and these associations are similar in some aspects to those seen in developmental grapheme-color synesthetes. The method is quite flexible and can be used to investigate different aspects and outcomes of training synesthetic associations, including learning-induced changes in brain function and structure. PMID:24638033

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

PubMed Central

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

EEG Beta Power but Not Background Music Predicts the Recall Scores in a Foreign-Vocabulary Learning Task.

PubMed

Küssner, Mats B; de Groot, Annette M B; Hofman, Winni F; Hillen, Marij A

2016-01-01

As tantalizing as the idea that background music beneficially affects foreign vocabulary learning may seem, there is-partly due to a lack of theory-driven research-no consistent evidence to support this notion. We investigated inter-individual differences in the effects of background music on foreign vocabulary learning. Based on Eysenck's theory of personality we predicted that individuals with a high level of cortical arousal should perform worse when learning with background music compared to silence, whereas individuals with a low level of cortical arousal should be unaffected by background music or benefit from it. Participants were tested in a paired-associate learning paradigm consisting of three immediate word recall tasks, as well as a delayed recall task one week later. Baseline cortical arousal assessed with spontaneous EEG measurement in silence prior to the learning rounds was used for the analyses. Results revealed no interaction between cortical arousal and the learning condition (background music vs. silence). Instead, we found an unexpected main effect of cortical arousal in the beta band on recall, indicating that individuals with high beta power learned more vocabulary than those with low beta power. To substantiate this finding we conducted an exact replication of the experiment. Whereas the main effect of cortical arousal was only present in a subsample of participants, a beneficial main effect of background music appeared. A combined analysis of both experiments suggests that beta power predicts the performance in the word recall task, but that there is no effect of background music on foreign vocabulary learning. In light of these findings, we discuss whether searching for effects of background music on foreign vocabulary learning, independent of factors such as inter-individual differences and task complexity, might be a red herring. Importantly, our findings emphasize the need for sufficiently powered research designs and exact replications of theory-driven experiments when investigating effects of background music and inter-individual variation on task performance.

EEG Beta Power but Not Background Music Predicts the Recall Scores in a Foreign-Vocabulary Learning Task

PubMed Central

de Groot, Annette M. B.; Hofman, Winni F.; Hillen, Marij A.

2016-01-01

As tantalizing as the idea that background music beneficially affects foreign vocabulary learning may seem, there is—partly due to a lack of theory-driven research—no consistent evidence to support this notion. We investigated inter-individual differences in the effects of background music on foreign vocabulary learning. Based on Eysenck’s theory of personality we predicted that individuals with a high level of cortical arousal should perform worse when learning with background music compared to silence, whereas individuals with a low level of cortical arousal should be unaffected by background music or benefit from it. Participants were tested in a paired-associate learning paradigm consisting of three immediate word recall tasks, as well as a delayed recall task one week later. Baseline cortical arousal assessed with spontaneous EEG measurement in silence prior to the learning rounds was used for the analyses. Results revealed no interaction between cortical arousal and the learning condition (background music vs. silence). Instead, we found an unexpected main effect of cortical arousal in the beta band on recall, indicating that individuals with high beta power learned more vocabulary than those with low beta power. To substantiate this finding we conducted an exact replication of the experiment. Whereas the main effect of cortical arousal was only present in a subsample of participants, a beneficial main effect of background music appeared. A combined analysis of both experiments suggests that beta power predicts the performance in the word recall task, but that there is no effect of background music on foreign vocabulary learning. In light of these findings, we discuss whether searching for effects of background music on foreign vocabulary learning, independent of factors such as inter-individual differences and task complexity, might be a red herring. Importantly, our findings emphasize the need for sufficiently powered research designs and exact replications of theory-driven experiments when investigating effects of background music and inter-individual variation on task performance. PMID:27537520

Epsiodic and Semantic Memory Components of Verbal Paired-Associate Learning.

ERIC Educational Resources Information Center

Elwood, Richard W.

1997-01-01

This study examined correlations between hard (low-associate) and easy (high-associate) verbal paired associates and episodic and semantic memory in a mixed clinical sample of 91 male veterans. The study concludes that hard paired-associate learning should not be presumed to measure episodic memory selectively. (SLD)

Momentary Conscious Pairing Eliminates Unconscious-Stimulus Influences on Task Selection

PubMed Central

Zhou, Fanzhi Anita; Davis, Greg

2012-01-01

Task selection, previously thought to operate only under conscious, voluntary control, can be activated by unconsciously-perceived stimuli. In most cases, such activation is observed for unconscious stimuli that closely resemble other conscious, task-relevant stimuli and hence may simply reflect perceptual activation of consciously established stimulus-task associations. However, other studies have reported ‘direct’ unconscious-stimulus influences on task selection in the absence of any conscious, voluntary association between that stimulus and task (e.g., Zhou and Davis, 2012). In new experiments, described here, these latter influences on cued- and free-choice task selection appear robust and long-lived, yet, paradoxically, are suppressed to undetectable levels following momentary conscious prime-task pairing. Assessing, and rejecting, three intuitive explanations for such suppressive effects, we conclude that conscious prime-task pairing minimizes non-strategic influences of unconscious stimuli on task selection, insulating endogenous choice mechanisms from maladaptive external control. PMID:23050012

Stability of the guinea pigs personality - cognition - linkage over time.

PubMed

Brust, Vera; Guenther, Anja

2017-01-01

In human psychological research, personality traits as well as cognitive traits are usually validated for both, their stability over time and contexts. While stability over time gives an estimate on how genetically fixated a trait can be, correlations across traits have the power to reveal linkages or trade - offs. In animals, these validations have widely been done for personality but not for cognitive traits. We tested guinea pigs in four consecutive discrimination tasks using four unique pairs of objects with two objects of the same form but different size in each pair. The same animals were tested twice each for three personality traits, i.e. boldness, aggression and sociopositive behaviour. The animals did not learn to "always choose the larger item" in the cognitive task but learned to discriminate the two objects of each stimulus pair anew, so that we did test for learning speed in four slightly different task setups. Performance over the four tasks was significantly repeatable as well as all tested personality traits. A stable linkage over time was found between sociopositive behaviour and learning performance, probably indicating an ecological relevance for a correlation between these two traits. Still, not all traits seem to be connected amongst each other, as in our case boldness and aggression are both not linked to individual learning performance. Future studies will hopefully further investigate the repeatability of various cognitive traits in several species and thus lead to a better understanding of the interdependence of personality and cognition. This will help to unravel which suites of traits facilitate individual life histories and hence improve our understanding of the emergence and maintenance of individual differences. Copyright © 2016 Elsevier B.V. All rights reserved.

Learned face-voice pairings facilitate visual search.

PubMed

Zweig, L Jacob; Suzuki, Satoru; Grabowecky, Marcia

2015-04-01

Voices provide a rich source of information that is important for identifying individuals and for social interaction. During search for a face in a crowd, voices often accompany visual information, and they facilitate localization of the sought-after individual. However, it is unclear whether this facilitation occurs primarily because the voice cues the location of the face or because it also increases the salience of the associated face. Here we demonstrate that a voice that provides no location information nonetheless facilitates visual search for an associated face. We trained novel face-voice associations and verified learning using a two-alternative forced choice task in which participants had to correctly match a presented voice to the associated face. Following training, participants searched for a previously learned target face among other faces while hearing one of the following sounds (localized at the center of the display): a congruent learned voice, an incongruent but familiar voice, an unlearned and unfamiliar voice, or a time-reversed voice. Only the congruent learned voice speeded visual search for the associated face. This result suggests that voices facilitate the visual detection of associated faces, potentially by increasing their visual salience, and that the underlying crossmodal associations can be established through brief training.

Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

ERIC Educational Resources Information Center

Warmington, Meesha; Hulme, Charles

2012-01-01

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

Development of Selective Attention in Reflective and Impulsive Children.

ERIC Educational Resources Information Center

Weiner, Alan S.; Berzonsky, Michael D.

Selective attention was assessed in second, fourth, and sixth grade reflective and impulsive children with an incidental learning task using pictures (animal-household object pairs) or shapes (colored forms) as stimuli. By the sixth grade, reflective children displayed less incidental learning and greater central learning than impulsive children…

Consideration of species differences in developing novel molecules as cognition enhancers.

PubMed

Young, Jared W; Jentsch, J David; Bussey, Timothy J; Wallace, Tanya L; Hutcheson, Daniel M

2013-11-01

The NIH-funded CNTRICS initiative has coordinated efforts to promote the vertical translation of novel procognitive molecules from testing in mice, rats and non-human primates, to clinical efficacy in patients with schizophrenia. CNTRICS highlighted improving construct validation of tasks across species to increase the likelihood that the translation of a candidate molecule to humans will be successful. Other aspects of cross-species behaviors remain important however. This review describes cognitive tasks utilized across species, providing examples of differences and similarities of innate behavior between species, as well as convergent construct and predictive validity. Tests of attention, olfactory discrimination, reversal learning, and paired associate learning are discussed. Moreover, information on the practical implication of species differences in drug development research is also provided. The issues covered here will aid in task development and utilization across species as well as reinforcing the positive role preclinical research can have in developing procognitive treatments for psychiatric disorders. Copyright © 2012 Elsevier Ltd. All rights reserved.

Pairing Learners by Companionship: Effects on Motor Skill Performance and Comfort Levels in the Reciprocal Style of Teaching

ERIC Educational Resources Information Center

Chatoupis, Constantine

2015-01-01

Mosston and Ashworth's (2008) reciprocal style of teaching gives learners the opportunity to work in pairs to support each other's learning (one practices a task and the other gives feedback). The effects of pairing learners by companionship (friend and nonacquaintance) on 8-year-old children's motor skill performance and comfort levels were…

The differential effects of emotional salience on direct associative and relational memory during a nap.

PubMed

Alger, Sara E; Payne, Jessica D

2016-12-01

Relational memories are formed from shared components between directly learned memory associations, flexibly linking learned information to better inform future judgments. Sleep has been found to facilitate both direct associative and relational memories. However, the impact of incorporating emotionally salient information into learned material and the interaction of emotional salience and sleep in facilitating both types of memory is unknown. Participants encoded two sets of picture pairs, with either emotionally negative or neutral objects paired with neutral faces. The same objects were present in both sets, paired with two different faces across the sets. Baseline memory for these directly paired associates was tested immediately after encoding, followed by either a 90-min nap opportunity or wakefulness. Five hours after learning, a surprise test assessed relational memory, the indirect association between two faces paired with the same object during encoding, followed by a retest of direct associative memory. Overall, negative information was remembered better than neutral for directly learned pairs. A nap facilitated both preservation of direct associative memories and formation of relational memories, compared to remaining awake. Interestingly, however, this sleep benefit was observed specifically for neutral directly paired associates, while both neutral and negative relational associations benefitted from a nap. Finally, REM sleep played opposing roles in neutral direct and relational associative memory formation, with more REM sleep leading to forgetting of direct associations but promoting relational associations, suggesting that, while not benefitting memory consolidation for directly learned details, REM sleep may foster the memory reorganization needed for relational memory.

Neuroimaging studies of practice-related change: fMRI and meta-analytic evidence of a domain-general control network for learning.

PubMed

Chein, Jason M; Schneider, Walter

2005-12-01

Functional magnetic resonance imaging and a meta-analysis of prior neuroimaging studies were used to characterize cortical changes resulting from extensive practice and to evaluate a dual-processing account of the neural mechanisms underlying human learning. Three core predictions of the dual processing theory are evaluated: 1) that practice elicits generalized reductions in regional activity by reducing the load on the cognitive control mechanisms that scaffold early learning; 2) that these control mechanisms are domain-general; and 3) that no separate processing pathway emerges as skill develops. To evaluate these predictions, a meta-analysis of prior neuroimaging studies and a within-subjects fMRI experiment contrasting unpracticed to practiced performance in a paired-associate task were conducted. The principal effect of practice was found to be a reduction in the extent and magnitude of activity in a cortical network spanning bilateral dorsal prefrontal, left ventral prefrontal, medial frontal (anterior cingulate), left insular, bilateral parietal, and occipito-temporal (fusiform) areas. These activity reductions are shown to occur in common regions across prior neuroimaging studies and for both verbal and nonverbal paired-associate learning in the present fMRI experiment. The implicated network of brain regions is interpreted as a domain-general system engaged specifically to support novice, but not practiced, performance.

Central Nervous Insulin Signaling in Sleep-Associated Memory Formation and Neuroendocrine Regulation.

PubMed

Feld, Gordon B; Wilhem, Ines; Benedict, Christian; Rüdel, Benjamin; Klameth, Corinna; Born, Jan; Hallschmid, Manfred

2016-05-01

The neurochemical underpinnings of sleep's contribution to the establishment and maintenance of memory traces are largely unexplored. Considering that intranasal insulin administration to the CNS improves memory functions in healthy and memory-impaired humans, we tested whether brain insulin signaling and sleep interact to enhance memory consolidation in healthy participants. We investigated the effect of intranasal insulin on sleep-associated neurophysiological and neuroendocrine parameters and memory consolidation in 16 men and 16 women (aged 18-30 years), who learned a declarative word-pair task and a procedural finger sequence tapping task in the evening before intranasal insulin (160 IU) or placebo administration and 8 h of nocturnal sleep. On the subsequent evening, they learned interfering word-pairs and a new finger sequence before retrieving the original memories. Insulin increased growth hormone concentrations in the first night-half and EEG delta power during the second 90 min of non-rapid-eye-movement sleep. Insulin treatment impaired the acquisition of new contents in both the declarative and procedural memory systems on the next day, whereas retrieval of original memories was unchanged. Results indicate that sleep-associated memory consolidation is not a primary mediator of insulin's acute memory-improving effect, but that the peptide acts on mechanisms that diminish the subsequent encoding of novel information. Thus, by inhibiting processes of active forgetting during sleep, central nervous insulin might reduce the interfering influence of encoding new information.

Prescription opioid misusing chronic pain patients exhibit dysregulated context-dependent associations: Investigating associative learning in addiction with the cue-primed reactivity task.

PubMed

Garland, Eric L; Bryan, Craig J; Kreighbaum, Lydia; Nakamura, Yoshio; Howard, Matthew O; Froeliger, Brett

2018-06-01

Associative learning undergirds the development of addiction, such that drug-related cues serve as conditioned stimuli to elicit drug-seeking responses. Plausibly, among opioid misusing chronic pain patients, pain-related information may serve as a conditioned stimulus to magnify opioid cue-elicited autonomic and craving responses through a process of second-order conditioning. We utilized a novel psychophysiological probe of pain-opioid conditioned associations, the Cue-Primed Reactivity (CPR) task. In this task, participants were presented with images as primes (200 ms) and cues (6000 ms) in pairs organized in four task blocks: "control-opioid," "pain-opioid," "control-pain," and "opioid-pain." Opioid-treated chronic pain patients (N = 30) recruited from an Army base in the Western United States were classified as opioid misusers (n = 17) or non-misusers (n = 13) via a validated cutpoint on the Prescription Drug Use Questionnaire (PDUQ; Compton et al., 2008). Opioid misuse status was examined as a predictor of HRV, craving, and mood responses on the CPR task. HRV increased to a greater extent during the pain-opioid block compared to the control-opioid block for non-misusers compared to misusers (p = .003, η 2 partial  = 0.27). In contrast, craving increased to a greater extent from baseline to the pain-opioid block for misusers than for non-misusers (p = .03, η 2 partial  = .16). Findings suggest that opioid-treated chronic pain patients exhibit Pavlovian conditioned responses to opioid cues strengthened by an associative learning process of second-order conditioning when primed by pain-related images. This pain-opioid contingency appears to become disrupted among individuals who engage in opioid misuse, such that opioid-related stimuli elicit motivational responses irrespective of pain-related contextual stimuli. Copyright © 2018 Elsevier B.V. All rights reserved.

Neural networks supporting switching, hypothesis testing, and rule application

PubMed Central

Liu, Zhiya; Braunlich, Kurt; Wehe, Hillary S.; Seger, Carol A.

2015-01-01

We identified dynamic changes in recruitment of neural connectivity networks across three phases of a flexible rule learning and set-shifting task similar to the Wisconsin Card Sort Task: switching, rule learning via hypothesis testing, and rule application. During fMRI scanning, subjects viewed pairs of stimuli that differed across four dimensions (letter, color, size, screen location), chose one stimulus, and received feedback. Subjects were informed that the correct choice was determined by a simple unidimensional rule, for example “choose the blue letter.” Once each rule had been learned and correctly applied for 4-7 trials, subjects were cued via either negative feedback or visual cues to switch to learning a new rule. Task performance was divided into three phases: Switching (first trial after receiving the switch cue), hypothesis testing (subsequent trials through the last error trial), and rule application (correct responding after the rule was learned). We used both univariate analysis to characterize activity occurring within specific regions of the brain, and a multivariate method, constrained principal component analysis for fMRI (fMRI-CPCA), to investigate how distributed regions coordinate to subserve different processes. As hypothesized, switching was subserved by a limbic network including the ventral striatum, thalamus, and parahippocampal gyrus, in conjunction with cortical salience network regions including the anterior cingulate and frontoinsular cortex. Activity in the ventral striatum was associated with switching regardless of how switching was cued; visually cued shifts were associated with additional visual cortical activity. After switching, as subjects moved into the hypothesis testing phase, a broad fronto-parietal-striatal network (associated with the cognitive control, dorsal attention, and salience networks) increased in activity. This network was sensitive to rule learning speed, with greater extended activity for the slowest learning speed late in the time course of learning. As subjects shifted from hypothesis testing to rule application, activity in this network decreased and activity in the somatomotor and default mode networks increased. PMID:26197092

Neural networks supporting switching, hypothesis testing, and rule application.

PubMed

Liu, Zhiya; Braunlich, Kurt; Wehe, Hillary S; Seger, Carol A

2015-10-01

We identified dynamic changes in recruitment of neural connectivity networks across three phases of a flexible rule learning and set-shifting task similar to the Wisconsin Card Sort Task: switching, rule learning via hypothesis testing, and rule application. During fMRI scanning, subjects viewed pairs of stimuli that differed across four dimensions (letter, color, size, screen location), chose one stimulus, and received feedback. Subjects were informed that the correct choice was determined by a simple unidimensional rule, for example "choose the blue letter". Once each rule had been learned and correctly applied for 4-7 trials, subjects were cued via either negative feedback or visual cues to switch to learning a new rule. Task performance was divided into three phases: Switching (first trial after receiving the switch cue), hypothesis testing (subsequent trials through the last error trial), and rule application (correct responding after the rule was learned). We used both univariate analysis to characterize activity occurring within specific regions of the brain, and a multivariate method, constrained principal component analysis for fMRI (fMRI-CPCA), to investigate how distributed regions coordinate to subserve different processes. As hypothesized, switching was subserved by a limbic network including the ventral striatum, thalamus, and parahippocampal gyrus, in conjunction with cortical salience network regions including the anterior cingulate and frontoinsular cortex. Activity in the ventral striatum was associated with switching regardless of how switching was cued; visually cued shifts were associated with additional visual cortical activity. After switching, as subjects moved into the hypothesis testing phase, a broad fronto-parietal-striatal network (associated with the cognitive control, dorsal attention, and salience networks) increased in activity. This network was sensitive to rule learning speed, with greater extended activity for the slowest learning speed late in the time course of learning. As subjects shifted from hypothesis testing to rule application, activity in this network decreased and activity in the somatomotor and default mode networks increased. Copyright © 2015 Elsevier Ltd. All rights reserved.

Hippocampus Is Required for Paired Associate Memory with Neither Delay Nor Trial Uniqueness

ERIC Educational Resources Information Center

Yoon, Jinah; Seo, Yeran; Kim, Jangjin; Lee, Inah

2012-01-01

Cued retrieval of memory is typically examined with delay when testing hippocampal functions, as in delayed matching-to-sample tasks. Equally emphasized in the literature, on the other hand, is the hippocampal involvement in making arbitrary associations. Paired associate memory tasks are widely used for examining this function. However, the two…

Learning relative values in the striatum induces violations of normative decision making

PubMed Central

Klein, Tilmann A.; Ullsperger, Markus; Jocham, Gerhard

2017-01-01

To decide optimally between available options, organisms need to learn the values associated with these options. Reinforcement learning models offer a powerful explanation of how these values are learnt from experience. However, human choices often violate normative principles. We suggest that seemingly counterintuitive decisions may arise as a natural consequence of the learning mechanisms deployed by humans. Here, using fMRI and a novel behavioural task, we show that, when suddenly switched to novel choice contexts, participants’ choices are incongruent with values learnt by standard learning algorithms. Instead, behaviour is compatible with the decisions of an agent learning how good an option is relative to an option with which it had previously been paired. Striatal activity exhibits the characteristics of a prediction error used to update such relative option values. Our data suggest that choices can be biased by a tendency to learn option values with reference to the available alternatives. PMID:28631734

The interaction between specific and general information in category learning and representation: unitization and parallel interactive processing.

PubMed

Nahinsky, Irwin D; Harbison, J Isaiah

2011-01-01

We investigated the effects of specific stimulus information on the use of rule information in a category learning task in 2 experiments, one presented here and an intercategory transfer task reported in an earlier article. In the present experiment photograph--name combinations, called identifiers, were associated with 4 demographic attributes. The same attribute information was shown to all participants. However, for one group of participants, half of the identifiers were paired with attribute values repeated over presentation blocks. For the other group the identifier information was new for each presentation block. The first group performed less well than the second group on stimuli with nonrepeated identifiers, indicating a negative effect of specific stimulus information on processing rule information. Application of a network model to the 2 experiments, which provided for the growth of connections between attribute values in learning, indicated that repetition of identifiers produced a unitizing effect on stimuli. Results suggested that unitization produced interference through connections between irrelevant attribute values.

The path to memory is guided by strategy: distinct networks are engaged in associative encoding under visual and verbal strategy and influence memory performance in healthy and impaired individuals

PubMed Central

Hales, J. B.; Brewer, J. B.

2018-01-01

Given the diversity of stimuli encountered in daily life, a variety of strategies must be used for learning new information. Relating and encoding visual and verbal stimuli into memory has been probed using various tasks and stimulus-types. Engagement of specific subsequent memory and cortical processing regions depends on the stimulus modality of studied material; however, it remains unclear whether different encoding strategies similarly influence regional activity when stimulus-type is held constant. In this study, subjects encoded object pairs using a visual or verbal associative strategy during functional magnetic resonance imaging (fMRI), and subsequent memory was assessed for pairs encoded under each strategy. Each strategy elicited distinct regional processing and subsequent memory effects: middle / superior frontal, lateral parietal, and lateral occipital for visually-associated pairs and inferior frontal, medial frontal, and medial occipital for verbally-associated pairs. This regional selectivity mimics the effects of stimulus modality, suggesting that cortical involvement in associative encoding is driven by strategy, and not simply by stimulus-type. The clinical relevance of these findings, probed in two patients with recent aphasic strokes, suggest that training with strategies utilizing unaffected cortical regions might improve memory ability in patients with brain damage. PMID:22390467

A Bootstrapping Model of Frequency and Context Effects in Word Learning.

PubMed

Kachergis, George; Yu, Chen; Shiffrin, Richard M

2017-04-01

Prior research has shown that people can learn many nouns (i.e., word-object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross-situational learning, people must approximately track which words and referents co-occur most frequently. This study investigates the effects of allowing some word-referent pairs to appear more frequently than others, as is true in real-world learning environments. Surprisingly, high-frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low-frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word-learning models do not account for the behavioral findings. Copyright © 2016 Cognitive Science Society, Inc.

Cueing cognitive flexibility: Item-specific learning of switch readiness.

PubMed

Chiu, Yu-Chin; Egner, Tobias

2017-12-01

The rich behavioral repertoire of the human species derives from our ability to flexibly reconfigure processing strategies (task sets) in response to changing requirements. This updating of task sets is effortful, as reflected by longer response times when switching a task than repeating it (switch costs). However, some recent data suggest that switch costs can be reduced by cueing switch readiness bottom-up, by associating particular stimuli with frequent switch requirements. This type of "stimulus-control (S-C) learning" would be highly adaptive, as it combines the speed of automatic (bottom-up) processing with the flexibility and generalizability of controlled (top-down) processing. However, it is unclear whether S-C learning of switch readiness is truly possible, and what the underlying mechanisms are. Here we address these questions by pairing specific stimuli with a need to update task-sets either frequently or rarely. In all 3 experiments, we observe robust item-specific switch probability (ISSP) effects as revealed by smaller switch costs for frequent switch items than for rare switch items. By including a neutral condition, we also show that the ISSP effect is primarily driven by S-C learning reducing switch costs in frequent switch items. Furthermore, by employing 3 tasks in Experiment 3, we establish that the ISSP effect reflects an enhancement of general switch readiness, rather than of the readiness to switch to a specific alternate task. These results firmly establish that switch readiness is malleable by item-specific S-C learning processes, documenting that a generalizable state of cognitive flexibility can be primed by a bottom-up stimulus. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

On Learning to Talk: Are Principles Derived from the Learning Laboratory Applicable?

ERIC Educational Resources Information Center

Palermo, David S.

While studies in learning and verbal behavior show that learning comes through paired-associate problems, they do not explain the acquisition of language. Three paradigms demonstrate mediation effect in paired-associate learning: response equivalence, stimulus equivalence, and chaining model. By reviewing children's language acquisition patterns…

Does Testing Increase Spontaneous Mediation in Learning Semantically Related Paired Associates?

ERIC Educational Resources Information Center

Cho, Kit W.; Neely, James H.; Brennan, Michael K.; Vitrano, Deana; Crocco, Stephanie

2017-01-01

Carpenter (2011) argued that the testing effect she observed for semantically related but associatively unrelated paired associates supports the mediator effectiveness hypothesis. This hypothesis asserts that after the cue-target pair "mother-child" is learned, relative to restudying mother-child, a review test in which…

Designing informative warning signals: Effects of indicator type, modality, and task demand on recognition speed and accuracy

PubMed Central

Stevens, Catherine J.; Brennan, David; Petocz, Agnes; Howell, Clare

2009-01-01

An experiment investigated the assumption that natural indicators which exploit existing learned associations between a signal and an event make more effective warnings than previously unlearned symbolic indicators. Signal modality (visual, auditory) and task demand (low, high) were also manipulated. Warning effectiveness was indexed by accuracy and reaction time (RT) recorded during training and dual task test phases. Thirty-six participants were trained to recognize 4 natural and 4 symbolic indicators, either visual or auditory, paired with critical incidents from an aviation context. As hypothesized, accuracy was greater and RT was faster in response to natural indicators during the training phase. This pattern of responding was upheld in test phase conditions with respect to accuracy but observed in RT only in test phase conditions involving high demand and the auditory modality. Using the experiment as a specific example, we argue for the importance of considering the cognitive contribution of the user (viz., prior learned associations) in the warning design process. Drawing on semiotics and cognitive psychology, we highlight the indexical nature of so-called auditory icons or natural indicators and argue that the cogniser is an indispensable element in the tripartite nature of signification. PMID:20523852

Associative priming in a masked perceptual identification task: evidence for automatic processes.

PubMed

Pecher, Diane; Zeelenberg, René; Raaijmakers, Jeroen G W

2002-10-01

Two experiments investigated the influence of automatic and strategic processes on associative priming effects in a perceptual identification task in which prime-target pairs are briefly presented and masked. In this paradigm, priming is defined as a higher percentage of correctly identified targets for related pairs than for unrelated pairs. In Experiment 1, priming was obtained for mediated word pairs. This mediated priming effect was affected neither by the presence of direct associations nor by the presentation time of the primes, indicating that automatic priming effects play a role in perceptual identification. Experiment 2 showed that the priming effect was not affected by the proportion (.90 vs. .10) of related pairs if primes were presented briefly to prevent their identification. However, a large proportion effect was found when primes were presented for 1000 ms so that they were clearly visible. These results indicate that priming in a masked perceptual identification task is the result of automatic processes and is not affected by strategies. The present paradigm provides a valuable alternative to more commonly used tasks such as lexical decision.

Get the Story Straight: Contextual Repetition Promotes Word Learning from Storybooks

PubMed Central

Horst, Jessica S.; Parsons, Kelly L.; Bryan, Natasha M.

2011-01-01

Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name–object pairs. At each session, children either heard three different stories with the same two novel name–object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name–object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains. PMID:21713179

Effect of Affective Personality Information on Face Processing: Evidence from ERPs

PubMed Central

Luo, Qiu L.; Wang, Han L.; Dzhelyova, Milena; Huang, Ping; Mo, Lei

2016-01-01

This study explored the extent to which there are the neural correlates of the affective personality influence on face processing using event-related potentials (ERPs). In the learning phase, participants viewed a target individual’s face (expression neutral or faint smile) paired with either negative, neutral or positive sentences describing previous typical behavior of the target. In the following EEG testing phase, participants completed gender judgments of the learned faces. Statistical analyses were conducted on measures of neural activity during the gender judgment task. Repeated measures ANOVA of ERP data showed that faces described as having a negative personality elicited larger N170 than did those with a neutral or positive description. The early posterior negativity (EPN) showed the same result pattern, with larger amplitudes for faces paired with negative personality than for others. The size of the late positive potential was larger for faces paired with positive personality than for those with neutral and negative personality. The current study indicates that affective personality information is associated with an automatic, top–down modulation on face processing. PMID:27303359

Separating lexical-semantic access from other mnemonic processes in picture-name verification

PubMed Central

Smith, Jason F.; Braun, Allen R.; Alexander, Gene E.; Chen, Kewei; Horwitz, Barry

2013-01-01

We present a novel paradigm to identify shared and unique brain regions underlying non-semantic, non-phonological, abstract, audio-visual (AV) memory vs. naming using a longitudinal functional magnetic resonance imaging experiment. Participants were trained to associate novel AV stimulus pairs containing hidden linguistic content. Half of the stimulus pairs were distorted images of animals and sine-wave speech versions of the animal's name. Images and sounds were distorted in such a way as to make their linguistic content easily recognizable only after being made aware of its existence. Memory for the pairings was tested by presenting an AV pair and asking participants to verify if the two stimuli formed a learned pairing. After memory testing, the hidden linguistic content was revealed and participants were tested again on their recollection of the pairings in this linguistically informed state. Once informed, the AV verification task could be performed by naming the picture. There was substantial overlap between the regions involved in recognition of non-linguistic sensory memory and naming, suggesting a strong relation between them. Contrasts between sessions identified left angular gyrus and middle temporal gyrus as key additional players in the naming network. Left inferior frontal regions participated in both naming and non-linguistic AV memory suggesting the region is responsible for AV memory independent of phonological content contrary to previous proposals. Functional connectivity between angular gyrus and left inferior frontal gyrus and left middle temporal gyrus increased when performing the AV task as naming. The results are consistent with the hypothesis that, at the spatial resolution of fMRI, the regions that facilitate non-linguistic AV associations are a subset of those that facilitate naming though reorganized into distinct networks. PMID:24130539

Virtual reality conditioned place preference using monetary reward

PubMed Central

Childs, Emma; Astur, Robert S.; de Wit, Harriet

2017-01-01

Computerized tasks based on conditioned place preference (CPP) methodology offer the opportunity to study learning mechanisms involved in conditioned reward in humans. In this study, we examined acquisition and extinction of a CPP for virtual environments associated with monetary reward ($). Healthy men and women (N=57) completed a computerized CPP task in which they controlled an avatar within a virtual environment. On day 1, subjects completed 6 conditioning trials in which one room was paired with high $ and another with low $. Acquisition of place conditioning was assessed by measuring the time spent in each room during an exploration test of the virtual environments and using self-reported ratings of room liking and preference. Twenty-four hours later, retention and extinction of CPP were assessed during 4 successive exploration tests of the virtual environments. Participants exhibited a place preference for (spent significantly more time in) the virtual room paired with high $ over the one paired with low $ (p=0.015). They also reported that they preferred the high $ room (p<0.001) and liked it significantly more than the low $ room (p<0.001). However, these preferences were short-lived: 24h later subjects did not exhibit a behavioral or subjective preference for the high $ room. These findings show that individuals exhibit transient behavioral and subjective preferences for a virtual environment paired with monetary reward. Variations on this task may be useful to study mechanisms and brain substrates involved in conditioned reward and to examine the influence of drugs upon appetitive conditioning. PMID:28108321

Self-help memory training for healthy older adults in a residential care center: specific and transfer effects on performance and beliefs.

PubMed

Cavallini, Elena; Bottiroli, Sara; Capotosto, Emanuela; De Beni, Rossana; Pavan, Giorgio; Vecchi, Tomaso; Borella, Erika

2015-08-01

Cognitive flexibility has repeatedly been shown to improve after training programs in community-dwelling older adults, but few studies have focused on healthy older adults living in other settings. This study investigated the efficacy of self-help training for healthy older adults in a residential care center on memory tasks they practiced (associative and object list learning tasks) and any transfer to other tasks (grocery lists, face-name learning, figure-word pairing, word lists, and text learning). Transfer effects on everyday life (using a problem-solving task) and on participants' beliefs regarding their memory (efficacy and control) were also examined. With the aid of a manual, the training adopted a learner-oriented approach that directly encouraged learners to generalize strategic behavior to new tasks. The maintenance of any training benefits was assessed after 6 months. The study involved 34 residential care center residents (aged 70-99 years old) with no cognitive impairments who were randomly assigned to two programs: the experimental group followed the self-help training program, whereas the active control group was involved in general cognitive stimulation activities. Training benefits emerged in the trained group for the tasks that were practiced. Transfer effects were found in memory and everyday problem-solving tasks and on memory beliefs. The effects of training were generally maintained in both practiced and unpracticed memory tasks. These results demonstrate that learner-oriented self-help training enhances memory performance and memory beliefs, in the short term at least, even in residential care center residents. Copyright © 2014 John Wiley & Sons, Ltd.

ERP evidence for memory and predictive mechanisms in word-to-text integration

PubMed Central

Stafura, Joseph Z.; Rickles, Benjamin; Perfetti, Charles A.

2016-01-01

During reading, word-to-text integration processes proceed quickly and incrementally through both prospective (predictive) and retrospective (memory) processes. Across a sentence boundary, where prediction may be less functional, memorial processes may be especially important. We tested predictive and memory mechanisms with event-related potentials (ERPs) recorded on the first content word across a sentence boundary by manipulating the direction of association between this word and one from the preceding sentence. For comparison with this text comprehension (TC) task, we tested these same word pairs in a word meaning judgment (MJ) task. In both tasks we found reduced N400 amplitudes over central scalp electrodes when the two words were either forward-associated (FA) or backward-associated (BA), relative to task-specific baseline conditions. In the MJ task, FA pairs produced a greater reduction in the N400 reduction than BA pairs over right parietal areas. However, in the TC task, BA pairs produced a greater N400 reduction than FA pairs over left parietal electrodes. A temporal principal component analysis of TC and MJ data showed a component reflecting the central N400. Additional components from TC data reflected FA-BA differences during early (N200) and late (parietal N400 and LPC) phases of processing. Comprehension skill predicted association effects in the MJ task, especially FA, and the BA central N400 effects in the TC task. The results demonstrate that, beyond N400 indicators of prediction effects, ERPs reflect the role of memory processes in word-to-text integration across sentences, part of a dynamic interplay between anticipatory and memorial processes that support comprehension. PMID:27110578

Changes in intrinsic functional connectivity and group relevant salience: The case of sport rivalry.

PubMed

Moradi, Zargol; Mantini, Dante; Yankouskaya, Alla; Hewstone, Miles; Humphreys, Glyn W

2017-08-14

Studies have shown that attending to salient group relevant information could increase the BOLD activity across distributed neural networks. However, it is unclear how attending to group relevant information changes the functional connectivity across these networks. We investigated this issue combining resting states and task-based fMRI experiment. The task involved football fans learning associations between arbitrary geometric shapes and the badges of in-group, the rival and the neutral football teams. Upon learning, participants viewed different badge/shape pairs and their task was to judge whether the viewed pair was a match or a mismatch. For whole brain analyses increased activity was found in the IFG, DLPFC, AI, fusiform gyrus, precuneus and pSTS (all in the left hemisphere) for the rival over the in-group mismatch. Further, the ROI analyses revealed larger beta-values for the rival badge in the left pSTS, left AI and the left IFG. However, larger beta-values were found in the left pSTS and the left IFG (but not AI) for the in-group shape. The intrinsic functional connectivity analyses revealed that compare to the pre-task, post task functional connectivity was decreased between the left DLPFC and the left AI. In contrast, it was increased between the left IFG and the left AI and this was correlated with the difference in RT for the rival vs. in-group team. Our findings suggest that attending to group relevant information differentially affects the strength of functional coupling in attention networks and this can be explained by the saliency of the group relevant information. Copyright © 2017 Elsevier B.V. All rights reserved.

Effects of simultaneously performed cognitive and physical training in older adults

PubMed Central

2013-01-01

Background While many studies confirm the positive effect of cognitive and physical training on cognitive performance of older adults, only little is known about the effects of simultaneously performed cognitive and physical training. In the current study, older adults simultaneously performed a verbal working memory and a cardiovascular training to improve cognitive and motor-cognitive dual task performance. Twenty training sessions of 30 minutes each were conducted over a period of ten weeks, with a test session before, in the middle, and after the training. Training gains were tested in measures of selective attention, paired-associates learning, executive control, reasoning, memory span, information processing speed, and motor-cognitive dual task performance in the form of walking and simultaneously performing a working memory task. Results Sixty-three participants with a mean age of 71.8 ± 4.9 years (range 65 to 84) either performed the simultaneous training (N = 21), performed a single working memory training (N = 16), or attended no training at all (N = 26). The results indicate similar training progress and larger improvements in the executive control task for both training groups when compared to the passive control group. In addition, the simultaneous training resulted in larger improvements compared to the single cognitive training in the paired-associates task and was able to reduce the step-to-step variability during the motor-cognitive dual task when compared to the single cognitive training and the passive control group. Conclusions The simultaneous training of cognitive and physical abilities presents a promising training concept to improve cognitive and motor-cognitive dual task performance, offering greater potential on daily life functioning, which usually involves the recruitment of multiple abilities and resources rather than a single one. PMID:24053148

Sentence Context and Word-Picture Cued-Recall Paired-Associate Learning Procedure Boosts Recall in Normal and Mild Alzheimer's Disease Patients.

PubMed

Iodice, Rosario; Meilán, Juan José García; Ramos, Juan Carro; Small, Jeff A

2018-01-01

The aim of this study was to employ the word-picture paradigm to examine the effectiveness of combined pictorial illustrations and sentences as strong contextual cues. The experiment details the performance of word recall in healthy older adults (HOA) and mild Alzheimer's disease (AD). The researchers enhanced the words' recall with word-picture condition and when the pair was associated with a sentence contextualizing the two items. The sample was composed of 18 HOA and 18 people with mild AD. Participants memorized 15 pairs of words under word-word and word-picture conditions, with and without a sentence context. In the paired-associate test, the first item of the pair was read aloud by participants and used to elicit retrieval of the associated item. The findings suggest that both HOA and mild-AD pictures improved item recall compared to word condition such as sentences which further enabled item recall. Additionally, the HOA group performs better than the mild-AD group in all conditions. Word-picture and sentence context strengthen the encoding in the explicit memory task, both in HOA and mild AD. These results open a potential window to improve the memory for verbalized instructions and restore sequential abilities in everyday life, such as brushing one's teeth, fastening one's pants, or drying one's hands.

Sentence Context and Word-Picture Cued-Recall Paired-Associate Learning Procedure Boosts Recall in Normal and Mild Alzheimer's Disease Patients

PubMed Central

Meilán, Juan José García; Ramos, Juan Carro; Small, Jeff A.

2018-01-01

Introduction The aim of this study was to employ the word-picture paradigm to examine the effectiveness of combined pictorial illustrations and sentences as strong contextual cues. The experiment details the performance of word recall in healthy older adults (HOA) and mild Alzheimer's disease (AD). The researchers enhanced the words' recall with word-picture condition and when the pair was associated with a sentence contextualizing the two items. Method The sample was composed of 18 HOA and 18 people with mild AD. Participants memorized 15 pairs of words under word-word and word-picture conditions, with and without a sentence context. In the paired-associate test, the first item of the pair was read aloud by participants and used to elicit retrieval of the associated item. Results The findings suggest that both HOA and mild-AD pictures improved item recall compared to word condition such as sentences which further enabled item recall. Additionally, the HOA group performs better than the mild-AD group in all conditions. Conclusions Word-picture and sentence context strengthen the encoding in the explicit memory task, both in HOA and mild AD. These results open a potential window to improve the memory for verbalized instructions and restore sequential abilities in everyday life, such as brushing one's teeth, fastening one's pants, or drying one's hands. PMID:29849813

Associative-memory representations emerge as shared spatial patterns of theta activity spanning the primate temporal cortex

PubMed Central

Nakahara, Kiyoshi; Adachi, Ken; Kawasaki, Keisuke; Matsuo, Takeshi; Sawahata, Hirohito; Majima, Kei; Takeda, Masaki; Sugiyama, Sayaka; Nakata, Ryota; Iijima, Atsuhiko; Tanigawa, Hisashi; Suzuki, Takafumi; Kamitani, Yukiyasu; Hasegawa, Isao

2016-01-01

Highly localized neuronal spikes in primate temporal cortex can encode associative memory; however, whether memory formation involves area-wide reorganization of ensemble activity, which often accompanies rhythmicity, or just local microcircuit-level plasticity, remains elusive. Using high-density electrocorticography, we capture local-field potentials spanning the monkey temporal lobes, and show that the visual pair-association (PA) memory is encoded in spatial patterns of theta activity in areas TE, 36, and, partially, in the parahippocampal cortex, but not in the entorhinal cortex. The theta patterns elicited by learned paired associates are distinct between pairs, but similar within pairs. This pattern similarity, emerging through novel PA learning, allows a machine-learning decoder trained on theta patterns elicited by a particular visual item to correctly predict the identity of those elicited by its paired associate. Our results suggest that the formation and sharing of widespread cortical theta patterns via learning-induced reorganization are involved in the mechanisms of associative memory representation. PMID:27282247

Word learning in deaf children with cochlear implants: effects of early auditory experience.

PubMed

Houston, Derek M; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T

2012-05-01

Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development. © 2012 Blackwell Publishing Ltd.

Word learning in deaf children with cochlear implants: effects of early auditory experience

PubMed Central

Houston, Derek M.; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T.

2013-01-01

Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this task at approximately 18 months of age and older. For deaf children, performance on this task was significantly correlated with early auditory experience: Children whose cochlear implants were switched on by 14 months of age or who had relatively more hearing before implantation demonstrated learning in this task, but later implanted profoundly deaf children did not. Performance on this task also correlated with later measures of vocabulary size. Taken together, these findings suggest that early auditory experience facilitates word learning and that the IPLP may be useful for identifying children who may be at high risk for poor vocabulary development. PMID:22490184

General and specific factors in the intersensory transfer of form.

NASA Technical Reports Server (NTRS)

Clark, J. L.; Warm, J. S.; Schumsky, D. A.

1972-01-01

This study assessed the relative contributions of specific and nonspecific components to intersensory transfer between vision and touch. A paired-associate paradigm was used in which visual metric figures and their tactual analogs served as stimuli, and familiar adjectives were the responses. Positive intersensory transfer, characterized by symmetry across modalities was obtained. The contribution of nonspecific learning to this effect was negligible. Intersensory transfer was found to be less efficient than the empirically determined maximum level of intrasensory transfer possible in this task.

Atypical Learning in Autism Spectrum Disorders: A Functional Magnetic Resonance Imaging Study of Transitive Inference.

PubMed

Solomon, Marjorie; Ragland, J Daniel; Niendam, Tara A; Lesh, Tyler A; Beck, Jonathan S; Matter, John C; Frank, Michael J; Carter, Cameron S

2015-11-01

To investigate the neural mechanisms underlying impairments in generalizing learning shown by adolescents with autism spectrum disorder (ASD). A total of 21 high-functioning individuals with ASD aged 12 to 18 years, and 23 gender-, IQ-, and age-matched adolescents with typical development (TYP), completed a transitive inference (TI) task implemented using rapid event-related functional magnetic resonance imaging (fMRI). Participants were trained on overlapping pairs in a stimulus hierarchy of colored ovals where A>B>C>D>E>F and then tested on generalizing this training to new stimulus pairings (AF, BD, BE) in a "Big Game." Whole-brain univariate, region of interest, and functional connectivity analyses were used. During training, the TYP group exhibited increased recruitment of the prefrontal cortex (PFC), whereas the group with ASD showed greater functional connectivity between the PFC and the anterior cingulate cortex (ACC). Both groups recruited the hippocampus and caudate comparably; however, functional connectivity between these regions was positively associated with TI performance for only the group with ASD. During the Big Game, the TYP group showed greater recruitment of the PFC, parietal cortex, and the ACC. Recruitment of these regions increased with age in the group with ASD. During TI, TYP individuals recruited cognitive control-related brain regions implicated in mature problem solving/reasoning including the PFC, parietal cortex, and ACC, whereas the group with ASD showed functional connectivity of the hippocampus and the caudate that was associated with task performance. Failure to reliably engage cognitive control-related brain regions may produce less integrated flexible learning in individuals with ASD unless they are provided with task support that, in essence, provides them with cognitive control; however, this pattern may normalize with age. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Thinking about thinking: Neural mechanisms and effects on memory.

PubMed

Bonhage, Corinna; Weber, Friederike; Exner, Cornelia; Kanske, Philipp

2016-02-15

It is a well-established finding that memory encoding is impaired if an external secondary task (e.g. tone discrimination) is performed simultaneously. Yet, while studying we are also often engaged in internal secondary tasks such as planning, ruminating, or daydreaming. It remains unclear whether such a secondary internal task has similar effects on memory and what the neural mechanisms underlying such an influence are. We therefore measured participants' blood oxygenation level dependent responses while they learned word-pairs and simultaneously performed different types of secondary tasks (i.e., internal, external, and control). Memory performance decreased in both internal and external secondary tasks compared to the easy control condition. However, while the external task reduced activity in memory-encoding related regions (hippocampus), the internal task increased neural activity in brain regions associated with self-reflection (anterior medial prefrontal cortex), as well as in regions associated with performance monitoring and the perception of salience (anterior insula, dorsal anterior cingulate cortex). Resting-state functional connectivity analyses confirmed that anterior medial prefrontal cortex and anterior insula/dorsal anterior cingulate cortex are part of the default mode network and salience network, respectively. In sum, a secondary internal task impairs memory performance just as a secondary external task, but operates through different neural mechanisms. Copyright © 2015 Elsevier Inc. All rights reserved.

Neural correlates of verbal associative memory and mnemonic strategy use following childhood traumatic brain injury

PubMed Central

Kramer, Megan E.; Chiu, C.-Y. Peter; Shear, Paula K.; Wade, Shari L.

2010-01-01

Children with traumatic brain injury (TBI) often experience memory deficits, although the nature, functional implication, and recovery trajectory of such difficulties are poorly understood. The present fMRI study examined the neural activation patterns in a group of young children who sustained moderate TBI in early childhood (n = 7), and a group of healthy control children (n = 13) during a verbal paired associate learning (PAL) task that promoted the use of two mnemonic strategies differing in efficacy. The children with TBI demonstrated intact memory performance and were able to successfully utilize the mnemonic strategies. However, the TBI group also demonstrated altered brain activation patterns during the task compared to the control children. These findings suggest early childhood TBI may alter activation within the network of brain regions supporting associative memory even in children who show good behavioral performance. PMID:21188286

Aging and Retrospective Revaluation of Causal Learning

PubMed Central

Mutter, Sharon A.; Atchley, Anthony R.; Plumlee, Leslie M.

2011-01-01

In a two-stage causal learning task, young and older participants first learned which foods presented in compound were followed by an allergic reaction (e.g., STEAK - BEANS → REACTION) and then the causal efficacy of one food from these compounds was revalued (e.g., BEANS → NO REACTION). In Experiment 1, unrelated food pairs were used and although there were no age differences in compound or single cue – outcome learning, older adults did not retrospectively revalue the causal efficacy of the absent target cues (e.g. STEAK). However, they had weaker within – compound associations for the unrelated foods and this may have prevented them from retrieving the representations of these cues. In Experiment 2, older adults still showed no retrospective revaluation of absent cues even though compound food cues with pre-existing associations were used (e.g., STEAK - POTATO) and they received additional learning trials. Finally, in Experiment 3, older adults revalued the causal efficacy of the target cues when small, unobtrusive icons of these cues were present during single cue revaluation. These findings suggest that age – related deficits in causal learning for absent cues are due to ineffective associative binding and reactivation processes. PMID:21843025

Monoracial and Biracial Children: Effects of Racial Identity Saliency on Social Learning and Social Preferences

PubMed Central

Gaither, Sarah E.; Chen, Eva E.; Corriveau, Kathleen H.; Harris, Paul L.; Ambady, Nalini; Sommers, Samuel R.

2014-01-01

Children prefer learning from, and affiliating with, their racial ingroup but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N=246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial ingroup members, indicating their ingroup preferences are contextually based. PMID:25040708

Vocabulary Learning through an Online Computerized Flashcard Site

ERIC Educational Resources Information Center

McLean, Stuart; Hogg, Nicholas; Rush, Thomas W.

2013-01-01

Recent research has shown that paired-associate learning is an effective way to acquire second language vocabulary. However, much research in the field has measured small-scale vocabulary learning. This is due to the methods which learners used to conduct paired-associate learning: paper flash cards. This project sought to measure vocabulary…

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

Risky decision making from childhood through adulthood: Contributions of learning and sensitivity to negative feedback.

PubMed

Humphreys, Kathryn L; Telzer, Eva H; Flannery, Jessica; Goff, Bonnie; Gabard-Durnam, Laurel; Gee, Dylan G; Lee, Steve S; Tottenham, Nim

2016-02-01

Decision making in the context of risk is a complex and dynamic process that changes across development. Here, we assessed the influence of sensitivity to negative feedback (e.g., loss) and learning on age-related changes in risky decision making, both of which show unique developmental trajectories. In the present study, we examined risky decision making in 216 individuals, ranging in age from 3-26 years, using the balloon emotional learning task (BELT), a computerized task in which participants pump up a series of virtual balloons to earn points, but risk balloon explosion on each trial, which results in no points. It is important to note that there were 3 balloon conditions, signified by different balloon colors, ranging from quick- to slow-to-explode, and participants could learn the color-condition pairings through task experience. Overall, we found age-related increases in pumps made and points earned. However, in the quick-to-explode condition, there was a nonlinear adolescent peak for points earned. Follow-up analyses indicated that this adolescent phenotype occurred at the developmental intersection of linear age-related increases in learning and decreases in sensitivity to negative feedback. Adolescence was marked by intermediate values on both these processes. These findings show that a combination of linearly changing processes can result in nonlinear changes in risky decision making, the adolescent-specific nature of which is associated with developmental improvements in learning and reduced sensitivity to negative feedback. (c) 2016 APA, all rights reserved).

Structural brain correlates of associative memory in older adults.

PubMed

Becker, Nina; Laukka, Erika J; Kalpouzos, Grégoria; Naveh-Benjamin, Moshe; Bäckman, Lars; Brehmer, Yvonne

2015-09-01

Associative memory involves binding two or more items into a coherent memory episode. Relative to memory for single items, associative memory declines greatly in aging. However, older individuals vary substantially in their ability to memorize associative information. Although functional studies link associative memory to the medial temporal lobe (MTL) and prefrontal cortex (PFC), little is known about how volumetric differences in MTL and PFC might contribute to individual differences in associative memory. We investigated regional gray-matter volumes related to individual differences in associative memory in a sample of healthy older adults (n=54; age=60years). To differentiate item from associative memory, participants intentionally learned face-scene picture pairs before performing a recognition task that included single faces, scenes, and face-scene pairs. Gray-matter volumes were analyzed using voxel-based morphometry region-of-interest (ROI) analyses. To examine volumetric differences specifically for associative memory, item memory was controlled for in the analyses. Behavioral results revealed large variability in associative memory that mainly originated from differences in false-alarm rates. Moreover, associative memory was independent of individuals' ability to remember single items. Older adults with better associative memory showed larger gray-matter volumes primarily in regions of the left and right lateral PFC. These findings provide evidence for the importance of PFC in intentional learning of associations, likely because of its involvement in organizational and strategic processes that distinguish older adults with good from those with poor associative memory. Copyright © 2015 Elsevier Inc. All rights reserved.

Transfer of associative grouping to novel perceptual contexts in infancy

PubMed Central

Kangas, Ashley; Zieber, Nicole; Hayden, Angela; Quinn, Paul C.; Bhatt, Ramesh S.

2012-01-01

Learning can be highly adaptive if associations learned in one context are generalized to novel contexts. We examined the development of such generalization in infancy in the context of grouping. In Experiment 1, 3- to 4-month-olds and 6- to 7-month-olds were habituated to shapes grouped via the organizational principle of common region and were tested with familiar and novel pairs as determined by the principle of proximity. Older infants generalized from common region to proximity, but younger infants did not. Younger infants failed to generalize when the task was easier (Experiment 2), and their failure was not due to inability to group via proximity (Experiment 3). However, in Experiment 4, even younger infants generalized grouping on the basis of connectedness to proximity. Thus, the ability to transfer learned associations of shapes to novel contexts is evident early in life, although it continues to undergo quantitative change during infancy. Moreover, the operation of this generalization mechanism may be induced by means of bootstrapping onto functional organizational principles, which is consistent with a developmental framework in which core processes scaffold learning. PMID:21826551

Transfer of associative grouping to novel perceptual contexts in infancy.

PubMed

Kangas, Ashley; Zieber, Nicole; Hayden, Angela; Quinn, Paul C; Bhatt, Ramesh S

2011-11-01

Learning can be highly adaptive if associations learned in one context are generalized to novel contexts. We examined the development of such generalization in infancy in the context of grouping. In Experiment 1, 3- to 4-month-olds and 6- to 7-month-olds were habituated to shapes grouped via the organizational principle of common region and were tested with familiar and novel pairs as determined by the principle of proximity. Older infants generalized from common region to proximity, but younger infants did not. Younger infants failed to generalize when the task was easier (Experiment 2), and their failure was not due to inability to group via proximity (Experiment 3). However, in Experiment 4, even younger infants generalized grouping on the basis of connectedness to proximity. Thus, the ability to transfer learned associations of shapes to novel contexts is evident early in life, although it continues to undergo quantitative change during infancy. Moreover, the operation of this generalization mechanism may be induced by means of bootstrapping onto functional organizational principles, which is consistent with a developmental framework in which core processes scaffold learning.

The Crossword Puzzle as a Teaching Tool.

ERIC Educational Resources Information Center

Crossman, Edward K.

1983-01-01

In courses such as the history of psychology, it is necessary to learn a variety of relationships, events, and sequences, in addition to the task of having to pair certain key concepts with related names, e.g., phrenology--Hall. One tool useful in this type of learning is the crossword puzzle. (RM)

Feedback from the heart: Emotional learning and memory is controlled by cardiac cycle, interoceptive accuracy and personality.

PubMed

Pfeifer, Gaby; Garfinkel, Sarah N; Gould van Praag, Cassandra D; Sahota, Kuljit; Betka, Sophie; Critchley, Hugo D

2017-05-01

Feedback processing is critical to trial-and-error learning. Here, we examined whether interoceptive signals concerning the state of cardiovascular arousal influence the processing of reinforcing feedback during the learning of 'emotional' face-name pairs, with subsequent effects on retrieval. Participants (N=29) engaged in a learning task of face-name pairs (fearful, neutral, happy faces). Correct and incorrect learning decisions were reinforced by auditory feedback, which was delivered either at cardiac systole (on the heartbeat, when baroreceptors signal the contraction of the heart to the brain), or at diastole (between heartbeats during baroreceptor quiescence). We discovered a cardiac influence on feedback processing that enhanced the learning of fearful faces in people with heightened interoceptive ability. Individuals with enhanced accuracy on a heartbeat counting task learned fearful face-name pairs better when feedback was given at systole than at diastole. This effect was not present for neutral and happy faces. At retrieval, we also observed related effects of personality: First, individuals scoring higher for extraversion showed poorer retrieval accuracy. These individuals additionally manifested lower resting heart rate and lower state anxiety, suggesting that attenuated levels of cardiovascular arousal in extraverts underlies poorer performance. Second, higher extraversion scores predicted higher emotional intensity ratings of fearful faces reinforced at systole. Third, individuals scoring higher for neuroticism showed higher retrieval confidence for fearful faces reinforced at diastole. Our results show that cardiac signals shape feedback processing to influence learning of fearful faces, an effect underpinned by personality differences linked to psychophysiological arousal. Copyright © 2017 Elsevier B.V. All rights reserved.

Memory Asymmetry of Forward and Backward Associations in Recognition Tasks

PubMed Central

Yang, Jiongjiong; Zhu, Zijian; Mecklinger, Axel; Fang, Zhiyong; Li, Han

2013-01-01

There is an intensive debate on whether memory for serial order is symmetric. The objective of this study was to explore whether associative asymmetry is modulated by memory task (recognition vs. cued recall). Participants were asked to memorize word triples (Experiment 1–2) or pairs (Experiment 3–6) during the study phase. They then recalled the word by a cue during a cued recall task (Experiment 1–4), and judged whether the presented two words were in the same or in a different order compared to the study phase during a recognition task (Experiment 1–6). To control for perceptual matching between the study and test phase, participants were presented with vertical test pairs when they made directional judgment in Experiment 5. In Experiment 6, participants also made associative recognition judgments for word pairs presented at the same or the reversed position. The results showed that forward associations were recalled at similar levels as backward associations, and that the correlations between forward and backward associations were high in the cued recall tasks. On the other hand, the direction of forward associations was recognized more accurately (and more quickly) than backward associations, and their correlations were comparable to the control condition in the recognition tasks. This forward advantage was also obtained for the associative recognition task. Diminishing positional information did not change the pattern of associative asymmetry. These results suggest that associative asymmetry is modulated by cued recall and recognition manipulations, and that direction as a constituent part of a memory trace can facilitate associative memory. PMID:22924326

Relational Learning in a Context of Transposition: A Review

ERIC Educational Resources Information Center

Lazareva, Olga F.

2012-01-01

In a typical transposition task, an animal is presented with a single pair of stimuli (for example, S3+S4-, where plus and minus denote reward and nonreward and digits denote stimulus location on a sensory dimension such as size). Subsequently, an animal is presented with a testing pair that contains a previously reinforced or nonreinforced…

Quantifying Human Performance of a Dynamic Military Target Detection Task: An Application of the Theory of Signal Detection.

DTIC Science & Technology

1995-06-01

applied to analyze numerous experimental tasks (Macmillan and Creelman , 1991). One of these tasks, target detection, is the subject research. In...between each associated pair of false alarm rate and hit rate z-scores is d’ for the bias level associated with the pairing (Macmillan and Creelman , 1991...unequal variance in normal distributions (Macmillan and Creelman , 1991). 61 1966). It is described in detail for the interested reader by Green and

Comparison of Anticipation and Study-Test Procedures of Paired-Associate Learning by Children. Final Report.

ERIC Educational Resources Information Center

Cole, Lawrence E.

The study paired-associate (PA) learning via the anticipation (ANT) and study-test (ST) procedures across second, third, fourth and fifth grades. Specifically, age differences in the rate of learning and examining PA learning according to the stage analyses were examined. Retention was also of interest: however, a ceiling effect negated the…

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

Evidence for holistic episodic recollection via hippocampal pattern completion.

PubMed

Horner, Aidan J; Bisby, James A; Bush, Daniel; Lin, Wen-Jing; Burgess, Neil

2015-07-02

Recollection is thought to be the hallmark of episodic memory. Here we provide evidence that the hippocampus binds together the diverse elements forming an event, allowing holistic recollection via pattern completion of all elements. Participants learn complex 'events' from multiple overlapping pairs of elements, and are tested on all pairwise associations. At encoding, element 'types' (locations, people and objects/animals) produce activation in distinct neocortical regions, while hippocampal activity predicts memory performance for all within-event pairs. When retrieving a pairwise association, neocortical activity corresponding to all event elements is reinstated, including those incidental to the task. Participant's degree of incidental reinstatement correlates with their hippocampal activity. Our results suggest that event elements, represented in distinct neocortical regions, are bound into coherent 'event engrams' in the hippocampus that enable episodic recollection--the re-experiencing or holistic retrieval of all aspects of an event--via a process of hippocampal pattern completion and neocortical reinstatement.

Virtual reality conditioned place preference using monetary reward.

PubMed

Childs, Emma; Astur, Robert S; de Wit, Harriet

2017-03-30

Computerized tasks based on conditioned place preference (CPP) methodology offer the opportunity to study learning mechanisms involved in conditioned reward in humans. In this study, we examined acquisition and extinction of a CPP for virtual environments associated with monetary reward ($). Healthy men and women (N=57) completed a computerized CPP task in which they controlled an avatar within a virtual environment. On day 1, subjects completed 6 conditioning trials in which one room was paired with high $ and another with low $. Acquisition of place conditioning was assessed by measuring the time spent in each room during an exploration test of the virtual environments and using self-reported ratings of room liking and preference. Twenty-four hours later, retention and extinction of CPP were assessed during 4 successive exploration tests of the virtual environments. Participants exhibited a place preference for (spent significantly more time in) the virtual room paired with high $ over the one paired with low $ (p=0.015). They also reported that they preferred the high $ room (p<0.001) and liked it significantly more than the low $ room (p<0.001). However, these preferences were short-lived: 24h later subjects did not exhibit a behavioral or subjective preference for the high $ room. These findings show that individuals exhibit transient behavioral and subjective preferences for a virtual environment paired with monetary reward. Variations on this task may be useful to study mechanisms and brain substrates involved in conditioned reward and to examine the influence of drugs upon appetitive conditioning. Copyright © 2017 Elsevier B.V. All rights reserved.

Upregulation of Neurotrophic Factors Selectively in Frontal Cortex in Response to Olfactory Discrimination Learning

PubMed Central

Naimark, Ari; Barkai, Edi; Matar, Michael A.; Kaplan, Zeev; Kozlovsky, Nitzan; Cohen, Hagit

2007-01-01

We have previously shown that olfactory discrimination learning is accompanied by several forms of long-term enhancement in synaptic connections between layer II pyramidal neurons selectively in the piriform cortex. This study sought to examine whether the previously demonstrated olfactory-learning-task-induced modifications are preceded by suitable changes in the expression of mRNA for neurotrophic factors and in which brain areas this occurs. Rats were trained to discriminate positive cues in pair of odors for a water reward. The relationship between the learning task and local levels of mRNA for brain-derived neurotrophic factor, tyrosine kinase B, nerve growth factor, and neurotrophin-3 in the frontal cortex, hippocampal subregions, and other regions were assessed 24 hours post olfactory learning. The olfactory discrimination learning activated production of endogenous neurotrophic factors and induced their signal transduction in the frontal cortex, but not in other brain areas. These findings suggest that different brain areas may be preferentially involved in different learning/memory tasks. PMID:17710248

Non-linguistic learning and aphasia: Evidence from a paired associate and feedback-based task

PubMed Central

Vallila-Rohter, Sofia; Kiran, Swathi

2013-01-01

Though aphasia is primarily characterized by impairments in the comprehension and/or expression of language, research has shown that patients with aphasia also show deficits in cognitive-linguistic domains such as attention, executive function, concept knowledge and memory (Helm-Estabrooks, 2002 for review). Research in aphasia suggests that cognitive impairments can impact the online construction of language, new verbal learning, and transactional success (Freedman & Martin, 2001; Hula & McNeil, 2008; Ramsberger, 2005). In our research, we extend this hypothesis to suggest that general cognitive deficits influence progress with therapy. The aim of our study is to explore learning, a cognitive process that is integral to relearning language, yet underexplored in the field of aphasia rehabilitation. We examine non-linguistic category learning in patients with aphasia (n=19) and in healthy controls (n=12), comparing feedback and non-feedback based instruction. Participants complete two computer-based learning tasks that require them to categorize novel animals based on the percentage of features shared with one of two prototypes. As hypothesized, healthy controls showed successful category learning following both methods of instruction. In contrast, only 60% of our patient population demonstrated successful non-linguistic category learning. Patient performance was not predictable by standardized measures of cognitive ability. Results suggest that general learning is affected in aphasia and is a unique, important factor to consider in the field of aphasia rehabilitation. PMID:23127795

PowerPlay: Training an Increasingly General Problem Solver by Continually Searching for the Simplest Still Unsolvable Problem

PubMed Central

Schmidhuber, Jürgen

2013-01-01

Most of computer science focuses on automatically solving given computational problems. I focus on automatically inventing or discovering problems in a way inspired by the playful behavior of animals and humans, to train a more and more general problem solver from scratch in an unsupervised fashion. Consider the infinite set of all computable descriptions of tasks with possibly computable solutions. Given a general problem-solving architecture, at any given time, the novel algorithmic framework PowerPlay (Schmidhuber, 2011) searches the space of possible pairs of new tasks and modifications of the current problem solver, until it finds a more powerful problem solver that provably solves all previously learned tasks plus the new one, while the unmodified predecessor does not. Newly invented tasks may require to achieve a wow-effect by making previously learned skills more efficient such that they require less time and space. New skills may (partially) re-use previously learned skills. The greedy search of typical PowerPlay variants uses time-optimal program search to order candidate pairs of tasks and solver modifications by their conditional computational (time and space) complexity, given the stored experience so far. The new task and its corresponding task-solving skill are those first found and validated. This biases the search toward pairs that can be described compactly and validated quickly. The computational costs of validating new tasks need not grow with task repertoire size. Standard problem solver architectures of personal computers or neural networks tend to generalize by solving numerous tasks outside the self-invented training set; PowerPlay’s ongoing search for novelty keeps breaking the generalization abilities of its present solver. This is related to Gödel’s sequence of increasingly powerful formal theories based on adding formerly unprovable statements to the axioms without affecting previously provable theorems. The continually increasing repertoire of problem-solving procedures can be exploited by a parallel search for solutions to additional externally posed tasks. PowerPlay may be viewed as a greedy but practical implementation of basic principles of creativity (Schmidhuber, 2006a, 2010). A first experimental analysis can be found in separate papers (Srivastava et al., 2012a,b, 2013). PMID:23761771

Age-related Associative Memory Deficits in Value-based Remembering: The Contribution of Agenda-based Regulation and Strategy Use

PubMed Central

Ariel, Robert; Price, Jodi; Hertzog, Christopher

2015-01-01

Value-based remembering in free recall tasks may be spared from the typical age-related cognitive decline observed for episodic memory. However, it is unclear whether value-based remembering for associative information is also spared from age-related cognitive decline. The current experiments evaluated the contribution of agenda-based based regulation and strategy use during study to age differences and similarities in value-based remembering of associative information. Participants studied word pairs (Experiments 1-2) or single words (Experiment 2) slated with different point values by moving a mouse controlled cursor to different spatial locations to reveal either items for study or the point value associated with remembering each item. Some participants also provided strategy reports for each item. Younger and older adults allocated greater time to studying high than low valued information, reported using normatively effective encoding strategies to learn high-valued pairs, and avoided study of low-valued pairs. As a consequence, both age groups selectively remembered more high than low-valued items. Despite nearly identical regulatory behavior, an associative memory deficit for older adults was present for high valued pairs. Age differences in value-based remembering did not occur when the materials were word lists. Fluid intelligence also moderated the effectiveness of older adults’ strategy use for high valued pairs (Experiment 2). These results suggest that age differences in associative value-based remembering may be due to some older adults’ gleaning less benefit from using normatively effective encoding strategies rather than age differences in metacognitive self-regulation per se. PMID:26523692

Distinguishing familiarity from fluency for the compound word pair effect in associative recognition.

PubMed

Ahmad, Fahad N; Hockley, William E

2017-09-01

We examined whether processing fluency contributes to associative recognition of unitized pre-experimental associations. In Experiments 1A and 1B, we minimized perceptual fluency by presenting each word of pairs on separate screens at both study and test, yet the compound word (CW) effect (i.e., hit and false-alarm rates greater for CW pairs with no difference in discrimination) did not reduce. In Experiments 2A and 2B, conceptual fluency was examined by comparing transparent (e.g., hand bag) and opaque (e.g., rag time) CW pairs in lexical decision and associative recognition tasks. Lexical decision was faster for transparent CWs (Experiment 2A) but in associative recognition, the CW effect did not differ by CW pair type (Experiment 2B). In Experiments 3A and 3B, we examined whether priming that increases processing fluency would influence the CW effect. In Experiment 3A, CW and non-compound word pairs were preceded with matched and mismatched primes at test in an associative recognition task. In Experiment 3B, only transparent and opaque CW pairs were presented. Results showed that presenting matched versus mismatched primes at test did not influence the CW effect. The CW effect in yes-no associative recognition is due to reliance on enhanced familiarity of unitized CW pairs.

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.

Computer-Assisted Second Language Vocabulary Learning in a Paired-Associate Paradigm: A Critical Investigation of Flashcard Software

ERIC Educational Resources Information Center

Nakata, Tatsuya

2011-01-01

The present study aims to conduct a comprehensive investigation of flashcard software for learning vocabulary in a second language. Nine flashcard programs were analysed using 17 criteria derived from previous studies on flashcard learning as well as paired-associate learning. Results suggest that in general, most programs have been developed in a…

Self-regulated learning processes of medical students during an academic learning task.

PubMed

Gandomkar, Roghayeh; Mirzazadeh, Azim; Jalili, Mohammad; Yazdani, Kamran; Fata, Ladan; Sandars, John

2016-10-01

This study was designed to identify the self-regulated learning (SRL) processes of medical students during a biomedical science learning task and to examine the associations of the SRL processes with previous performance in biomedical science examinations and subsequent performance on a learning task. A sample of 76 Year 1 medical students were recruited based on their performance in biomedical science examinations and stratified into previous high and low performers. Participants were asked to complete a biomedical science learning task. Participants' SRL processes were assessed before (self-efficacy, goal setting and strategic planning), during (metacognitive monitoring) and after (causal attributions and adaptive inferences) their completion of the task using an SRL microanalytic interview. Descriptive statistics were used to analyse the means and frequencies of SRL processes. Univariate and multiple logistic regression analyses were conducted to examine the associations of SRL processes with previous examination performance and the learning task performance. Most participants (from 88.2% to 43.4%) reported task-specific processes for SRL measures. Students who exhibited higher self-efficacy (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.09-1.90) and reported task-specific processes for metacognitive monitoring (OR 6.61, 95% CI 1.68-25.93) and causal attributions (OR 6.75, 95% CI 2.05-22.25) measures were more likely to be high previous performers. Multiple analysis revealed that similar SRL measures were associated with previous performance. The use of task-specific processes for causal attributions (OR 23.00, 95% CI 4.57-115.76) and adaptive inferences (OR 27.00, 95% CI 3.39-214.95) measures were associated with being a high learning task performer. In multiple analysis, only the causal attributions measure was associated with high learning task performance. Self-efficacy, metacognitive monitoring and causal attributions measures were associated positively with previous performance. Causal attributions and adaptive inferences measures were associated positively with learning task performance. These findings may inform remediation interventions in the early years of medical school training. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Effects of hippocampal lesions on the monkey's ability to learn large sets of object-place associations.

PubMed

Belcher, Annabelle M; Harrington, Rebecca A; Malkova, Ludise; Mishkin, Mortimer

2006-01-01

Earlier studies found that recognition memory for object-place associations was impaired in patients with relatively selective hippocampal damage (Vargha-Khadem et al., Science 1997; 277:376-380), but was unaffected after selective hippocampal lesions in monkeys (Malkova and Mishkin, J Neurosci 2003; 23:1956-1965). A potentially important methodological difference between the two studies is that the patients were required to remember a set of 20 object-place associations for several minutes, whereas the monkeys had to remember only two such associations at a time, and only for a few seconds. To approximate more closely the task given to the patients, we trained monkeys on several successive sets of 10 object-place pairs each, with each set requiring learning across days. Despite the increased associative memory demands, monkeys given hippocampal lesions were unimpaired relative to their unoperated controls, suggesting that differences other than set size and memory duration underlie the different outcomes in the human and animal studies. (c) 2005 Wiley-Liss, Inc.

Disentangling Genuine Semantic Stroop Effects in Reading from Contingency Effects: On the Need for Two Neutral Baselines

PubMed Central

Lorentz, Eric; McKibben, Tessa; Ekstrand, Chelsea; Gould, Layla; Anton, Kathryn; Borowsky, Ron

2016-01-01

The automaticity of reading is often explored through the Stroop effect, whereby color-naming is affected by color words. Color associates (e.g., “sky”) also produce a Stroop effect, suggesting that automatic reading occurs through to the level of semantics, even when reading sub-lexically (e.g., the pseudohomophone “skigh”). However, several previous experiments have confounded congruency with contingency learning, whereby faster responding occurs for more frequent stimuli. Contingency effects reflect a higher frequency-pairing of the word with a font color in the congruent condition than in the incongruent condition due to the limited set of congruent pairings. To determine the extent to which the Stroop effect can be attributed to contingency learning of font colors paired with lexical (word-level) and sub-lexical (phonetically decoded) letter strings, as well as assess facilitation and interference relative to contingency effects, we developed two neutral baselines: each one matched on pair-frequency for congruent and incongruent color words. In Experiments 1 and 3, color words (e.g., “blue”) and their pseudohomophones (e.g., “bloo”) produced significant facilitation and interference relative to neutral baselines, regardless of whether the onset (i.e., first phoneme) was matched to the color words. Color associates (e.g., “ocean”) and their pseudohomophones (e.g., “oshin”), however, showed no significant facilitation or interference relative to onset matched neutral baselines (Experiment 2). When onsets were unmatched, color associate words produced consistent facilitation on RT (e.g., “ocean” vs. “dozen”), but pseudohomophones (e.g., “oshin” vs. “duhzen”) failed to produce facilitation or interference. Our findings suggest that the Stroop effects for color and associated stimuli are sensitive to the type of neutral baseline used, as well as stimulus type (word vs. pseudohomophone). In general, contingency learning plays a large role when repeating congruent items more than incongruent items, but appropriate pair-frequency matched neutral baselines allow for the assessment of genuine facilitation and interference. Using such baselines, we found reading processes proceed to a semantic level for familiar words, but not pseudohomophones (i.e., phonetic decoding). Such assessment is critical for separating the effects of genuine congruency from contingency during automatic word reading in the Stroop task, and when used with color associates, isolates the semantic contribution. PMID:27014177

Disentangling Genuine Semantic Stroop Effects in Reading from Contingency Effects: On the Need for Two Neutral Baselines.

PubMed

Lorentz, Eric; McKibben, Tessa; Ekstrand, Chelsea; Gould, Layla; Anton, Kathryn; Borowsky, Ron

2016-01-01

The automaticity of reading is often explored through the Stroop effect, whereby color-naming is affected by color words. Color associates (e.g., "sky") also produce a Stroop effect, suggesting that automatic reading occurs through to the level of semantics, even when reading sub-lexically (e.g., the pseudohomophone "skigh"). However, several previous experiments have confounded congruency with contingency learning, whereby faster responding occurs for more frequent stimuli. Contingency effects reflect a higher frequency-pairing of the word with a font color in the congruent condition than in the incongruent condition due to the limited set of congruent pairings. To determine the extent to which the Stroop effect can be attributed to contingency learning of font colors paired with lexical (word-level) and sub-lexical (phonetically decoded) letter strings, as well as assess facilitation and interference relative to contingency effects, we developed two neutral baselines: each one matched on pair-frequency for congruent and incongruent color words. In Experiments 1 and 3, color words (e.g., "blue") and their pseudohomophones (e.g., "bloo") produced significant facilitation and interference relative to neutral baselines, regardless of whether the onset (i.e., first phoneme) was matched to the color words. Color associates (e.g., "ocean") and their pseudohomophones (e.g., "oshin"), however, showed no significant facilitation or interference relative to onset matched neutral baselines (Experiment 2). When onsets were unmatched, color associate words produced consistent facilitation on RT (e.g., "ocean" vs. "dozen"), but pseudohomophones (e.g., "oshin" vs. "duhzen") failed to produce facilitation or interference. Our findings suggest that the Stroop effects for color and associated stimuli are sensitive to the type of neutral baseline used, as well as stimulus type (word vs. pseudohomophone). In general, contingency learning plays a large role when repeating congruent items more than incongruent items, but appropriate pair-frequency matched neutral baselines allow for the assessment of genuine facilitation and interference. Using such baselines, we found reading processes proceed to a semantic level for familiar words, but not pseudohomophones (i.e., phonetic decoding). Such assessment is critical for separating the effects of genuine congruency from contingency during automatic word reading in the Stroop task, and when used with color associates, isolates the semantic contribution.

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

PubMed

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

Acquired appetitive responding to intravenous nicotine reflects a Pavlovian conditioned association

PubMed Central

Murray, Jennifer E.; Bevins, Rick A.

2008-01-01

Recent research examining Pavlovian appetitive conditioning has extended the associative properties of nicotine from the unconditioned stimulus or reward to include the role of a conditional stimulus (CS), capable of acquiring the ability to evoke a conditioned response. To date, published research has used pre-session extravascular injections to examine nicotine as a contextual CS in that appetitive Pavlovian drug discrimination task. Two studies in the current research examined whether a nicotine CS can function discretely, multiple times within a session using passive intravenous infusions. In Experiment 1, rats readily acquired a discrimination in conditioned responding between nicotine and saline infusions when nicotine was selectively paired with sucrose presentations. In Experiment 2, rats were either trained with nicotine paired with sucrose or explicitly unpaired with sucrose. The results showed that rats trained with explicitly unpaired nicotine and sucrose did not increase dipper entries after the infusions. Nicotine was required to be reliably paired with sucrose for control of conditioned responding to develop. Implications of these findings are discussed in relation to tobacco addiction, learning theory, and pharmacology. PMID:19170434

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.

The Multidimensional Aspects of Sleep Spindles and Their Relationship to Word-Pair Memory Consolidation.

PubMed

Lustenberger, Caroline; Wehrle, Flavia; Tüshaus, Laura; Achermann, Peter; Huber, Reto

2015-07-01

Several studies proposed a link between sleep spindles and sleep dependent memory consolidation in declarative learning tasks. In addition to these state-like aspects of sleep spindles, they have also trait-like characteristics, i.e., were related to general cognitive performance, an important distinction that has often been neglected in correlative studies. Furthermore, from the multitude of different sleep spindle measures, often just one specific aspect was analyzed. Thus, we aimed at taking multidimensional aspects of sleep spindles into account when exploring their relationship to word-pair memory consolidation. Each subject underwent 2 study nights with all-night high-density electroencephalographic (EEG) recordings. Sleep spindles were automatically detected in all EEG channels. Subjects were trained and tested on a word-pair learning task in the evening, and retested in the morning to assess sleep related memory consolidation (overnight retention). Trait-like aspects refer to the mean of both nights and state-like aspects were calculated as the difference between night 1 and night 2. Sleep laboratory. Twenty healthy male subjects (age: 23.3 ± 2.1 y). Overnight retention was negatively correlated with trait-like aspects of fast sleep spindle density and positively with slow spindle density on a global level. In contrast, state-like aspects were observed for integrated slow spindle activity, which was positively related to the differences in overnight retention in specific regions. Our results demonstrate the importance of a multidimensional approach when investigating the relationship between sleep spindles and memory consolidation and thereby provide a more complete picture explaining divergent findings in the literature. © 2015 Associated Professional Sleep Societies, LLC.

Prefrontal Cortex Networks Shift from External to Internal Modes during Learning.

PubMed

Brincat, Scott L; Miller, Earl K

2016-09-14

As we learn about items in our environment, their neural representations become increasingly enriched with our acquired knowledge. But there is little understanding of how network dynamics and neural processing related to external information changes as it becomes laden with "internal" memories. We sampled spiking and local field potential activity simultaneously from multiple sites in the lateral prefrontal cortex (PFC) and the hippocampus (HPC)-regions critical for sensory associations-of monkeys performing an object paired-associate learning task. We found that in the PFC, evoked potentials to, and neural information about, external sensory stimulation decreased while induced beta-band (∼11-27 Hz) oscillatory power and synchrony associated with "top-down" or internal processing increased. By contrast, the HPC showed little evidence of learning-related changes in either spiking activity or network dynamics. The results suggest that during associative learning, PFC networks shift their resources from external to internal processing. As we learn about items in our environment, their representations in our brain become increasingly enriched with our acquired "top-down" knowledge. We found that in the prefrontal cortex, but not the hippocampus, processing of external sensory inputs decreased while internal network dynamics related to top-down processing increased. The results suggest that during learning, prefrontal cortex networks shift their resources from external (sensory) to internal (memory) processing. Copyright © 2016 the authors 0270-6474/16/369739-16$15.00/0.

Developmental Invariance in Distinctiveness Effects in Memory

ERIC Educational Resources Information Center

Howe, Mark L.

2006-01-01

Improvements in 5- and 7-year-olds' acquisition and retention of related concept pairings were examined when additional similarities and differences between pair members were provided. Using a standard paired-associate learning paradigm, children learned 18 related picture pairs; some of the children either were given or produced additional…

Word learning in adults with second-language experience: effects of phonological and referent familiarity.

PubMed

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2013-04-01

The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

Word learning in adults with second language experience: Effects of phonological and referent familiarity

PubMed Central

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2014-01-01

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

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.

Road work on memory lane--functional and structural alterations to the learning and memory circuit in adults born very preterm.

PubMed

Salvan, Piergiorgio; Froudist Walsh, Seán; Allin, Matthew P G; Walshe, Muriel; Murray, Robin M; Bhattacharyya, Sagnik; McGuire, Philip K; Williams, Steven C R; Nosarti, Chiara

2014-11-15

Very preterm (VPT) birth is considered a risk factor not only for neurological impairment, but also for reduced function in several cognitive domains in childhood and later in life. Individuals who were born VPT are more likely to demonstrate learning and memory difficulties compared to term-born controls. These problems contribute to more VPT-born children repeating grades and underachieving in school. This, in turn, affects their prospects in adult life. Here we aimed to 1) study how the VPT-born adult brain functionally recruited specific areas during learning, i.e. encoding and recall across four repeated blocks of verbal stimuli, and to investigate how these patterns of activation differed from term-born subjects; and 2) probe the microstructural differences of white-matter tracts connecting these areas to other parts of the learning and memory network. To investigate these functional-structural relationships we analyzed functional and diffusion-weighted MRI. Functional-MRI and a verbal paired associate learning (VPAL) task were used to extract Blood Oxygenation Level Dependent (BOLD) activity in 21 VPT-born adults (<33 weeks of gestation) (mean age: 19.68 years ± 0.85; IQ: 99.86 ± 11.20) and 10 term-born controls (mean age: 19.87 years ± 2.04; IQ: 108.9 ± 13.18). Areas in which differences in functional activation were observed between groups were used as seed regions for tractography. Fractional anisotropy (FA) of the tract-skeleton was then compared between groups on a voxel-wise basis. Results of functional MRI analysis showed a significantly different pattern of activation between groups during encoding in right anterior cingulate-caudate body, and during retrieval in left thalamus, hippocampus and parts of left posterior parahippocampal gyrus. The number of correctly recalled word pairs did not statistically differ between individuals who were born VPT and controls. The VPT-born group was found to have reduced FA in tracts passing through the thalamic/hippocampal region that was differently activated during the recall condition, with the hippocampal fornix, inferior longitudinal fasciculus and inferior fronto-occipital fasciculus particularly affected. Young adults who were born very preterm display a strikingly different pattern of activation during the process of learning in key structures of the learning and memory network, including anterior cingulate and caudate body during encoding and thalamus/parahippocampal gyrus during cued recall. Altered activation in thalamus/parahippocampal gyrus may be explained by reduced connections between these areas and the hippocampus, which may be a direct consequence of neonatal hypoxic/ischemic injury. These results could reflect the effect of adaptive plastic processes associated with high-order cognitive functions, at least when the cognitive load remains relatively low, as ex-preterm young adults displayed unimpaired performance in completing the verbal paired associate learning task. Copyright © 2013 Elsevier Inc. All rights reserved.

Epac Activation Initiates Associative Odor Preference Memories in the Rat Pup

ERIC Educational Resources Information Center

Grimes, Matthew T.; Powell, Maria; Gutierrez, Sandra Mohammed; Darby-King, Andrea; Harley, Carolyn W.; McLean, John H.

2015-01-01

Here we examine the role of the exchange protein directly activated by cAMP (Epac) in ß-adrenergic-dependent associative odor preference learning in rat pups. Bulbar Epac agonist (8-pCPT-2-O-Me-cAMP, or 8-pCPT) infusions, paired with odor, initiated preference learning, which was selective for the paired odor. Interestingly, pairing odor with Epac…

Long-lasting effect of subliminal processes on cardiovascular responses and performance.

PubMed

Capa, Rémi L; Cleeremans, Axel; Bustin, Gaëlle M; Hansenne, Michel

2011-07-01

Students were exposed to a priming task in which subliminal representations of the goal of studying were directly paired (priming-positive group) or not (priming group) to positive words. A control group without subliminal prime of the goal was added. Just after the priming task, students performed an easy or a difficult learning task based on their coursework. Participants in the priming-positive group performed better and had a stronger decrease of pulse transit time and pulse wave amplitude reactivity than participants of the two other groups, but only during the difficult condition. Results suggested that subliminal priming induces effortful behavior extending over twenty five minutes but only when the primes had been associated with visible positive words acting as a reward. These findings provide evidence that subliminal priming can have long-lasting effects on behaviors typical of daily life. Copyright © 2011 Elsevier B.V. All rights reserved.

Multisensory perceptual learning of temporal order: audiovisual learning transfers to vision but not audition.

PubMed

Alais, David; Cass, John

2010-06-23

An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question. Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ). Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds) occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones) was slightly weaker than visual learning (lateralised grating patches). Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes. The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order may be optimised to object-centered rather than viewer-centered constraints.

Bootstrapping language acquisition.

PubMed

Abend, Omri; Kwiatkowski, Tom; Smith, Nathaniel J; Goldwater, Sharon; Steedman, Mark

2017-07-01

The semantic bootstrapping hypothesis proposes that children acquire their native language through exposure to sentences of the language paired with structured representations of their meaning, whose component substructures can be associated with words and syntactic structures used to express these concepts. The child's task is then to learn a language-specific grammar and lexicon based on (probably contextually ambiguous, possibly somewhat noisy) pairs of sentences and their meaning representations (logical forms). Starting from these assumptions, we develop a Bayesian probabilistic account of semantically bootstrapped first-language acquisition in the child, based on techniques from computational parsing and interpretation of unrestricted text. Our learner jointly models (a) word learning: the mapping between components of the given sentential meaning and lexical words (or phrases) of the language, and (b) syntax learning: the projection of lexical elements onto sentences by universal construction-free syntactic rules. Using an incremental learning algorithm, we apply the model to a dataset of real syntactically complex child-directed utterances and (pseudo) logical forms, the latter including contextually plausible but irrelevant distractors. Taking the Eve section of the CHILDES corpus as input, the model simulates several well-documented phenomena from the developmental literature. In particular, the model exhibits syntactic bootstrapping effects (in which previously learned constructions facilitate the learning of novel words), sudden jumps in learning without explicit parameter setting, acceleration of word-learning (the "vocabulary spurt"), an initial bias favoring the learning of nouns over verbs, and one-shot learning of words and their meanings. The learner thus demonstrates how statistical learning over structured representations can provide a unified account for these seemingly disparate phenomena. Copyright © 2017 Elsevier B.V. All rights reserved.

An associative model of adaptive inference for learning word-referent mappings.

PubMed

Kachergis, George; Yu, Chen; Shiffrin, Richard M

2012-04-01

People can learn word-referent pairs over a short series of individually ambiguous situations containing multiple words and referents (Yu & Smith, 2007, Cognition 106: 1558-1568). Cross-situational statistical learning relies on the repeated co-occurrence of words with their intended referents, but simple co-occurrence counts cannot explain the findings. Mutual exclusivity (ME: an assumption of one-to-one mappings) can reduce ambiguity by leveraging prior experience to restrict the number of word-referent pairings considered but can also block learning of non-one-to-one mappings. The present study first trained learners on one-to-one mappings with varying numbers of repetitions. In late training, a new set of word-referent pairs were introduced alongside pretrained pairs; each pretrained pair consistently appeared with a new pair. Results indicate that (1) learners quickly infer new pairs in late training on the basis of their knowledge of pretrained pairs, exhibiting ME; and (2) learners also adaptively relax the ME bias and learn two-to-two mappings involving both pretrained and new words and objects. We present an associative model that accounts for both results using competing familiarity and uncertainty biases.

Learning the moon's phases through CL

NASA Astrophysics Data System (ADS)

Barbera, Maria

2013-04-01

This work is a CLIL experience for a class of 14-year-old students, a first grade of a Secondary school, level B1/B2. It is presented an Astronomy lesson whose topic is about the Moon's phases, a quite difficult phenomenon to visualize. Students' attention is attracted by presenting them songs and a short documentary; comprehension is made easier using both Internet-based materials and a card game using Cooperative Learning strategies through Johnsons' ' Learning Together'. The lesson consists of three steps for a total length of three hours. The teacher assigns a time limit for each activity. During the pre-task step, students' interest for present-day music is used to catch their attention and make them aware of the importance of the Moon as an inspiring subject for artistic expression such as popular or rock music. Then the students are requested to brainstorm some simple ideas of ther own about the moon. In the task step, a clear short BBC video is shown in order to stimulate students' listening and comprehension skills and an animation is proposed to help them view the moon cycle. In the post-task step, students are engaged in a card game through Johnsons' 'Learning Together'.Learners are divided into pairs and they have to cooperate to rebuild the moon's cicle as fast as they can. Then the two pairs join together to form groups of four and check their answers. The Assessor shares the group's keys with the whole class. The teacher gives feedback. The groups celebrate their success by clapping their hands and saying what they appreciated regarding their way of working together as pairs and groups.

Does Task Affordance Moderate Age-related Deficits in Strategy Production?

PubMed Central

Bottiroli, Sara; Dunlosky, John; Guerini, Kate; Cavallini, Elena; Hertzog, Christopher

2011-01-01

According to the task-affordance hypothesis, people will be more likely to use a specific strategy as tasks more readily afford its use. To evaluate this hypothesis, we examined the degree to which older and younger adults used a self-testing strategy to learn items, because previous studies suggest that age-related differences in the use of this powerful strategy vary across tasks. These tasks (words affixed to a board vs. pairs on flashcards) differentially afford the use of the self-testing strategy and may moderate the age-related effects on strategy use. Participants performed a recall-readiness task in which they continued to study items until they were ready for the criterion test. As predicted, self testing was used less often on tasks that least afforded its use. Namely, participants used self testing less when they studied single words affixed to a board than when they studied pairs on flashcards. Most important, age-related deficits in strategy use were greater for the former task and nonexistent for the latter one, suggesting that task affordance moderates age differences in strategy use. PMID:20552461

Does task affordance moderate age-related deficits in strategy production?

PubMed

Bottiroli, Sara; Dunlosky, John; Guerini, Kate; Cavallini, Elena; Hertzog, Christopher

2010-09-01

According to the task-affordance hypothesis, people will be more likely to use a specific strategy as tasks more readily afford its use. To evaluate this hypothesis, we examined the degree to which older and younger adults used a self-testing strategy to learn items, because previous studies suggest that age-related differences in the use of this powerful strategy vary across tasks. These tasks (words affixed to a board vs. pairs on flashcards) differentially afford the use of the self-testing strategy and may moderate the age-related effects on strategy use. Participants performed a recall-readiness task in which they continued to study items until they were ready for the criterion test. As predicted, self testing was used less often on tasks that least afforded its use. Namely, participants used self testing less when they studied single words affixed to a board than when they studied pairs on flashcards. Most important, age-related deficits in strategy use were greater for the former task and nonexistent for the latter one, suggesting that task affordance moderates age differences in strategy use.

Monoracial and biracial children: effects of racial identity saliency on social learning and social preferences.

PubMed

Gaither, Sarah E; Chen, Eva E; Corriveau, Kathleen H; Harris, Paul L; Ambady, Nalini; Sommers, Samuel R

2014-01-01

Children prefer learning from, and affiliating with, their racial in-group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N = 246, 3-8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in-group members, indicating their in-group preferences are contextually based. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Second-Order Conditioning of Human Causal Learning

ERIC Educational Resources Information Center

Jara, Elvia; Vila, Javier; Maldonado, Antonio

2006-01-01

This article provides the first demonstration of a reliable second-order conditioning (SOC) effect in human causal learning tasks. It demonstrates the human ability to infer relationships between a cause and an effect that were never paired together during training. Experiments 1a and 1b showed a clear and reliable SOC effect, while Experiments 2a…

The Resistance of Renewal to Instructions that Devalue the Role of Contextual Cues in a Conditioned Suppression Task with Humans

ERIC Educational Resources Information Center

Neumann, David L.

2007-01-01

The renewal of extinguished conditioned behaviour appears to reflect context-dependent learning. The present research used a conditioned suppression task with humans to examine whether instructions concerning the context could influence renewal. Pairings of a conditional stimulus (CS) and unconditional stimulus (US) were made in one context,…

Task Demands in OSCEs Influence Learning Strategies.

PubMed

Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

2017-01-01

Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with similar contents but different task demands lead to opposite learning strategies regarding how students manage their study time. Measuring pre-assessment effects from a metacognitive perspective provides empirical evidence to redesign assessments for learning.

Are There Age-Related Differences in the Ability to Learn Configural Responses?

PubMed Central

Clark, Rachel; Freedberg, Michael; Hazeltine, Eliot; Voss, Michelle W.

2015-01-01

Age is often associated with a decline in cognitive abilities that are important for maintaining functional independence, such as learning new skills. Many forms of motor learning appear to be relatively well preserved with age, while learning tasks that involve associative binding tend to be negatively affected. The current study aimed to determine whether age differences exist on a configural response learning task, which includes aspects of motor learning and associative binding. Young (M = 24 years) and older adults (M = 66.5 years) completed a modified version of a configural learning task. Given the requirement of associative binding in the configural relationships between responses, we predicted older adults would show significantly less learning than young adults. Older adults demonstrated lower performance (slower reaction time and lower accuracy). However, contrary to our prediction, older adults showed similar rates of learning as indexed by a configural learning score compared to young adults. These results suggest that the ability to acquire knowledge incidentally about configural response relationships is largely unaffected by cognitive aging. The configural response learning task provides insight into the task demands that constrain learning abilities in older adults. PMID:26317773

Zinc transporter 3 is involved in learned fear and extinction, but not in innate fear.

PubMed

Martel, Guillaume; Hevi, Charles; Friebely, Olivia; Baybutt, Trevor; Shumyatsky, Gleb P

2010-11-01

Synaptically released Zn²+ is a potential modulator of neurotransmission and synaptic plasticity in fear-conditioning pathways. Zinc transporter 3 (ZnT3) knock-out (KO) mice are well suited to test the role of zinc in learned fear, because ZnT3 is colocalized with synaptic zinc, responsible for its transport to synaptic vesicles, highly enriched in the amygdala-associated neural circuitry, and ZnT3 KO mice lack Zn²+ in synaptic vesicles. However, earlier work reported no deficiency in fear memory in ZnT3 KO mice, which is surprising based on the effects of Zn²+ on amygdala synaptic plasticity. We therefore reexamined ZnT3 KO mice in various tasks for learned and innate fear. The mutants were deficient in a weak fear-conditioning protocol using single tone-shock pairing but showed normal memory when a stronger, five-pairing protocol was used. ZnT3 KO mice were deficient in memory when a tone was presented as complex auditory information in a discontinuous fashion. Moreover, ZnT3 KO mice showed abnormality in trace fear conditioning and in fear extinction. By contrast, ZnT3 KO mice had normal anxiety. Thus, ZnT3 is involved in associative fear memory and extinction, but not in innate fear, consistent with the role of synaptic zinc in amygdala synaptic plasticity.

Short Sleep Makes Declarative Memories Vulnerable to Stress in Humans.

PubMed

Cedernaes, Jonathan; Rångtell, Frida H; Axelsson, Emil K; Yeganeh, Adine; Vogel, Heike; Broman, Jan-Erik; Dickson, Suzanne L; Schiöth, Helgi B; Benedict, Christian

2015-12-01

This study sought to investigate the role of nocturnal sleep duration for the retrieval of oversleep consolidated memories, both prior to and after being cognitively stressed for ∼30 minutes the next morning. Participants learned object locations (declarative memory task comprising 15 card pairs) and a finger tapping sequence (procedural memory task comprising 5 digits) in the evening. After learning, participants either had a sleep opportunity of 8 hours (between ∼23:00 and ∼07:00, full sleep condition) or they could sleep between ∼03:00 and ∼07:00 (short sleep condition). Retrieval of both memory tasks was tested in the morning after each sleep condition, both before (∼08:30) and after being stressed (∼09:50). Sleep laboratory. 15 healthy young men. The analyses demonstrated that oversleep memory changes did not differ between sleep conditions. However, in their short sleep condition, following stress hallmarked by increased subjective stress feelings, the men were unable to maintain their pre-stress performance on the declarative memory task, whereas their performance on the procedural memory task remained unchanged. While men felt comparably subjectively stressed by the stress intervention, overall no differences between pre- and post-stress recalls were observed following a full night of sleep. The findings suggest that 8-h sleep duration, within the range recommended by the US National Sleep Foundation, may not only help consolidate newly learned procedural and declarative memories, but also ensure full access to both during periods of subjective stress. © 2015 Associated Professional Sleep Societies, LLC.

Action-Effect Associations in Voluntary and Cued Task-Switching.

PubMed

Sommer, Angelika; Lukas, Sarah

2017-01-01

The literature of action control claims that humans control their actions in two ways. In the stimulus-based approach, actions are triggered by external stimuli. In the ideomotor approach, actions are elicited endogenously and controlled by the intended goal. In the current study, our purpose was to investigate whether these two action control modes affect task-switching differently. We combined a classical task-switching paradigm with action-effect learning. Both experiments consisted of two experimental phases: an acquisition phase, in which associations between task, response and subsequent action effects were learned and a test phase, in which the effects of these associations were tested on task performance by presenting the former action effects as preceding effects, prior to the task (called practiced effects ). Subjects either chose freely between tasks (ideomotor action control mode) or they were cued as to which task to perform (sensorimotor action control mode). We aimed to replicate the consistency effect (i.e., task is chosen according to the practiced task-effect association) and non-reversal advantage (i.e., better task performance when the practiced effect matches the previously learned task-effect association). Our results suggest that participants acquired stable action-effect associations independently of the learning mode. The consistency effect (Experiment 1) could be shown, independent of the learning mode, but only on the response-level. The non-reversal advantage (Experiment 2) was only evident in the error rates and only for participants who had practiced in the ideomotor action control mode.

Action-Effect Associations in Voluntary and Cued Task-Switching

PubMed Central

Sommer, Angelika; Lukas, Sarah

2018-01-01

The literature of action control claims that humans control their actions in two ways. In the stimulus-based approach, actions are triggered by external stimuli. In the ideomotor approach, actions are elicited endogenously and controlled by the intended goal. In the current study, our purpose was to investigate whether these two action control modes affect task-switching differently. We combined a classical task-switching paradigm with action-effect learning. Both experiments consisted of two experimental phases: an acquisition phase, in which associations between task, response and subsequent action effects were learned and a test phase, in which the effects of these associations were tested on task performance by presenting the former action effects as preceding effects, prior to the task (called practiced effects). Subjects either chose freely between tasks (ideomotor action control mode) or they were cued as to which task to perform (sensorimotor action control mode). We aimed to replicate the consistency effect (i.e., task is chosen according to the practiced task-effect association) and non-reversal advantage (i.e., better task performance when the practiced effect matches the previously learned task-effect association). Our results suggest that participants acquired stable action-effect associations independently of the learning mode. The consistency effect (Experiment 1) could be shown, independent of the learning mode, but only on the response-level. The non-reversal advantage (Experiment 2) was only evident in the error rates and only for participants who had practiced in the ideomotor action control mode. PMID:29387027

Pragmatically Framed Cross-Situational Noun Learning Using Computational Reinforcement Models

PubMed Central

Najnin, Shamima; Banerjee, Bonny

2018-01-01

Cross-situational learning and social pragmatic theories are prominent mechanisms for learning word meanings (i.e., word-object pairs). In this paper, the role of reinforcement is investigated for early word-learning by an artificial agent. When exposed to a group of speakers, the agent comes to understand an initial set of vocabulary items belonging to the language used by the group. Both cross-situational learning and social pragmatic theory are taken into account. As social cues, joint attention and prosodic cues in caregiver's speech are considered. During agent-caregiver interaction, the agent selects a word from the caregiver's utterance and learns the relations between that word and the objects in its visual environment. The “novel words to novel objects” language-specific constraint is assumed for computing rewards. The models are learned by maximizing the expected reward using reinforcement learning algorithms [i.e., table-based algorithms: Q-learning, SARSA, SARSA-λ, and neural network-based algorithms: Q-learning for neural network (Q-NN), neural-fitted Q-network (NFQ), and deep Q-network (DQN)]. Neural network-based reinforcement learning models are chosen over table-based models for better generalization and quicker convergence. Simulations are carried out using mother-infant interaction CHILDES dataset for learning word-object pairings. Reinforcement is modeled in two cross-situational learning cases: (1) with joint attention (Attentional models), and (2) with joint attention and prosodic cues (Attentional-prosodic models). Attentional-prosodic models manifest superior performance to Attentional ones for the task of word-learning. The Attentional-prosodic DQN outperforms existing word-learning models for the same task. PMID:29441027

Examining the Role of the Human Hippocampus in Approach-Avoidance Decision Making Using a Novel Conflict Paradigm and Multivariate Functional Magnetic Resonance Imaging.

PubMed

O'Neil, Edward B; Newsome, Rachel N; Li, Iris H N; Thavabalasingam, Sathesan; Ito, Rutsuko; Lee, Andy C H

2015-11-11

Rodent models of anxiety have implicated the ventral hippocampus in approach-avoidance conflict processing. Few studies have, however, examined whether the human hippocampus plays a similar role. We developed a novel decision-making paradigm to examine neural activity when participants made approach/avoidance decisions under conditions of high or absent approach-avoidance conflict. Critically, our task required participants to learn the associated reward/punishment values of previously neutral stimuli and controlled for mnemonic and spatial processing demands, both important issues given approach-avoidance behavior in humans is less tied to predation and foraging compared to rodents. Participants played a points-based game where they first attempted to maximize their score by determining which of a series of previously neutral image pairs should be approached or avoided. During functional magnetic resonance imaging, participants were then presented with novel pairings of these images. These pairings consisted of images of congruent or opposing learned valences, the latter creating conditions of high approach-avoidance conflict. A data-driven partial least squares multivariate analysis revealed two reliable patterns of activity, each revealing differential activity in the anterior hippocampus, the homolog of the rodent ventral hippocampus. The first was associated with greater hippocampal involvement during trials with high as opposed to no approach-avoidance conflict, regardless of approach or avoidance behavior. The second pattern encompassed greater hippocampal activity in a more anterior aspect during approach compared to avoid responses, for conflict and no-conflict conditions. Multivoxel pattern classification analyses yielded converging findings, underlining a role of the anterior hippocampus in approach-avoidance conflict decision making. Approach-avoidance conflict has been linked to anxiety and occurs when a stimulus or situation is associated with reward and punishment. Although rodent work has implicated the hippocampus in approach-avoidance conflict processing, there is limited data on whether this role applies to learned, as opposed to innate, incentive values, and whether the human hippocampus plays a similar role. Using functional neuroimaging with a novel decision-making task that controlled for perceptual and mnemonic processing, we found that the human hippocampus was significantly active when approach-avoidance conflict was present for stimuli with learned incentive values. These findings demonstrate a role for the human hippocampus in approach-avoidance decision making that cannot be explained easily by hippocampal-dependent long-term memory or spatial cognition. Copyright © 2015 the authors 0270-6474/15/3515040-11$15.00/0.

Sparse dictionary learning of resting state fMRI networks.

PubMed

Eavani, Harini; Filipovych, Roman; Davatzikos, Christos; Satterthwaite, Theodore D; Gur, Raquel E; Gur, Ruben C

2012-07-02

Research in resting state fMRI (rsfMRI) has revealed the presence of stable, anti-correlated functional subnetworks in the brain. Task-positive networks are active during a cognitive process and are anti-correlated with task-negative networks, which are active during rest. In this paper, based on the assumption that the structure of the resting state functional brain connectivity is sparse, we utilize sparse dictionary modeling to identify distinct functional sub-networks. We propose two ways of formulating the sparse functional network learning problem that characterize the underlying functional connectivity from different perspectives. Our results show that the whole-brain functional connectivity can be concisely represented with highly modular, overlapping task-positive/negative pairs of sub-networks.

Online Pairwise Learning Algorithms.

PubMed

Ying, Yiming; Zhou, Ding-Xuan

2016-04-01

Pairwise learning usually refers to a learning task that involves a loss function depending on pairs of examples, among which the most notable ones are bipartite ranking, metric learning, and AUC maximization. In this letter we study an online algorithm for pairwise learning with a least-square loss function in an unconstrained setting of a reproducing kernel Hilbert space (RKHS) that we refer to as the Online Pairwise lEaRning Algorithm (OPERA). In contrast to existing works (Kar, Sriperumbudur, Jain, & Karnick, 2013 ; Wang, Khardon, Pechyony, & Jones, 2012 ), which require that the iterates are restricted to a bounded domain or the loss function is strongly convex, OPERA is associated with a non-strongly convex objective function and learns the target function in an unconstrained RKHS. Specifically, we establish a general theorem that guarantees the almost sure convergence for the last iterate of OPERA without any assumptions on the underlying distribution. Explicit convergence rates are derived under the condition of polynomially decaying step sizes. We also establish an interesting property for a family of widely used kernels in the setting of pairwise learning and illustrate the convergence results using such kernels. Our methodology mainly depends on the characterization of RKHSs using its associated integral operators and probability inequalities for random variables with values in a Hilbert space.

Novel word acquisition in aphasia: Facing the word-referent ambiguity of natural language learning contexts.

PubMed

Peñaloza, Claudia; Mirman, Daniel; Tuomiranta, Leena; Benetello, Annalisa; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria C; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2016-06-01

Recent research suggests that some people with aphasia preserve some ability to learn novel words and to retain them in the long-term. However, this novel word learning ability has been studied only in the context of single word-picture pairings. We examined the ability of people with chronic aphasia to learn novel words using a paradigm that presents new word forms together with a limited set of different possible visual referents and requires the identification of the correct word-object associations on the basis of online feedback. We also studied the relationship between word learning ability and aphasia severity, word processing abilities, and verbal short-term memory (STM). We further examined the influence of gross lesion location on new word learning. The word learning task was first validated with a group of forty-five young adults. Fourteen participants with chronic aphasia were administered the task and underwent tests of immediate and long-term recognition memory at 1 week. Their performance was compared to that of a group of fourteen matched controls using growth curve analysis. The learning curve and recognition performance of the aphasia group was significantly below the matched control group, although above-chance recognition performance and case-by-case analyses indicated that some participants with aphasia had learned the correct word-referent mappings. Verbal STM but not word processing abilities predicted word learning ability after controlling for aphasia severity. Importantly, participants with lesions in the left frontal cortex performed significantly worse than participants with lesions that spared the left frontal region both during word learning and on the recognition tests. Our findings indicate that some people with aphasia can preserve the ability to learn a small novel lexicon in an ambiguous word-referent context. This learning and recognition memory ability was associated with verbal STM capacity, aphasia severity and the integrity of the left inferior frontal region. Copyright © 2016 Elsevier Ltd. All rights reserved.

Novel word acquisition in aphasia: Facing the word-referent ambiguity of natural language learning contexts

PubMed Central

Peñaloza, Claudia; Mirman, Daniel; Tuomiranta, Leena; Benetello, Annalisa; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria C.; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2017-01-01

Recent research suggests that some people with aphasia preserve some ability to learn novel words and to retain them in the long-term. However, this novel word learning ability has been studied only in the context of single word-picture pairings. We examined the ability of people with chronic aphasia to learn novel words using a paradigm that presents new word forms together with a limited set of different possible visual referents and requires the identification of the correct word-object associations on the basis of online feedback. We also studied the relationship between word learning ability and aphasia severity, word processing abilities, and verbal short-term memory (STM). We further examined the influence of gross lesion location on new word learning. The word learning task was first validated with a group of forty-five young adults. Fourteen participants with chronic aphasia were administered the task and underwent tests of immediate and long-term recognition memory at 1 week. Their performance was compared to that of a group of fourteen matched controls using growth curve analysis. The learning curve and recognition performance of the aphasia group was significantly below the matched control group, although above-chance recognition performance and case-by-case analyses indicated that some participants with aphasia had learned the correct word-referent mappings. Verbal STM but not word processing abilities predicted word learning ability after controlling for aphasia severity. Importantly, participants with lesions in the left frontal cortex performed significantly worse than participants with lesions that spared the left frontal region both during word learning and on the recognition tests. Our findings indicate that some people with aphasia can preserve the ability to learn a small novel lexicon in an ambiguous word-referent context. This learning and recognition memory ability was associated with verbal STM capacity, aphasia severity and the integrity of the left inferior frontal region. PMID:27085892

Cue competition in evaluative conditioning as a function of the learning process.

PubMed

Kattner, Florian; Green, C Shawn

2015-11-01

Evaluative conditioning (EC) is the change in the valence of a stimulus resulting from pairings with an affective (unconditioned) stimulus (US). With some exceptions, previous work has indicated that this form of conditioning might be insensitive to cue competition effects such as blocking and overshadowing. Here we assessed whether the extent of cue competition in EC depends upon the type of contingency learning during conditioning. Specifically, we contrasted a learning task that biased participants toward cognitive/inferential learning (i.e., predicting the US) with a learning task that prevented prolonged introspection (i.e., a rapid response made to the US). In all cases, standard EC effects were observed, with the subjective liking of stimuli changed in the direction of the valence of the US. More importantly, when inferential learning was likely, larger EC effects occurred for isolated stimuli than for compounds (indicating overshadowing). No blocking effects on explicit evaluations were observed for either learning task. Contingency judgments and implicit evaluations, however, were sensitive to blocking, indicating that the absence of a blocking effect on explicit evaluations might be due to inferences that occur during testing.

The Differential Roles of Paired Associate Learning in Chinese and English Word Reading Abilities in Bilingual Children

ERIC Educational Resources Information Center

Chow, Bonnie Wing-Yin

2014-01-01

Paired associated learning (PAL) is a critical skill for making arbitrary associations among print, pronunciation and meaning in reading development. Extended from past research of PAL, this study investigated whether PAL operated flexibly to linguistic demands of languages, by examining word reading abilities in Chinese-English bilingual…

Prefrontal Cortex Networks Shift from External to Internal Modes during Learning

PubMed Central

Brincat, Scott L.

2016-01-01

As we learn about items in our environment, their neural representations become increasingly enriched with our acquired knowledge. But there is little understanding of how network dynamics and neural processing related to external information changes as it becomes laden with “internal” memories. We sampled spiking and local field potential activity simultaneously from multiple sites in the lateral prefrontal cortex (PFC) and the hippocampus (HPC)—regions critical for sensory associations—of monkeys performing an object paired-associate learning task. We found that in the PFC, evoked potentials to, and neural information about, external sensory stimulation decreased while induced beta-band (∼11–27 Hz) oscillatory power and synchrony associated with “top-down” or internal processing increased. By contrast, the HPC showed little evidence of learning-related changes in either spiking activity or network dynamics. The results suggest that during associative learning, PFC networks shift their resources from external to internal processing. SIGNIFICANCE STATEMENT As we learn about items in our environment, their representations in our brain become increasingly enriched with our acquired “top-down” knowledge. We found that in the prefrontal cortex, but not the hippocampus, processing of external sensory inputs decreased while internal network dynamics related to top-down processing increased. The results suggest that during learning, prefrontal cortex networks shift their resources from external (sensory) to internal (memory) processing. PMID:27629722

The Status of Rapid Response Learning in Aging

PubMed Central

Dew, Ilana T. Z.; Giovanello, Kelly S.

2010-01-01

Strong evidence exists for an age-related impairment in associative processing under intentional encoding and retrieval conditions, but the status of incidental associative processing has been less clear. Two experiments examined the effects of age on rapid response learning – the incidentally learned stimulus-response association that results in a reduction in priming when a learned response becomes inappropriate for a new task. Specifically, we tested whether priming was equivalently sensitive in both age groups to reversing the task-specific decision cue. Experiment 1 showed that cue inversion reduced priming in both age groups using a speeded inside/outside classification task, and in Experiment 2 cue inversion eliminated priming on an associative version of this task. Thus, the ability to encode an association between a stimulus and its initial task-specific response appears to be preserved in aging. These findings provide an important example of a form of associative processing that is unimpaired in older adults. PMID:20853961

Development of Lexical-Semantic Language System: N400 Priming Effect for Spoken Words in 18- and 24-Month Old Children

ERIC Educational Resources Information Center

Rama, Pia; Sirri, Louah; Serres, Josette

2013-01-01

Our aim was to investigate whether developing language system, as measured by a priming task for spoken words, is organized by semantic categories. Event-related potentials (ERPs) were recorded during a priming task for spoken words in 18- and 24-month-old monolingual French learning children. Spoken word pairs were either semantically related…

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.

Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children

PubMed Central

Magallón, Sara; Narbona, Juan; Crespo-Eguílaz, Nerea

2016-01-01

Background Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. Methods The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6–12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. Results TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. Conclusions These findings indicate that three consecutive trials at a procedural task increased speed and efficiency, and that age affected basal performance in motor-cognitive procedures. PMID:27384671

Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children.

PubMed

Magallón, Sara; Narbona, Juan; Crespo-Eguílaz, Nerea

2016-01-01

Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6-12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. These findings indicate that three consecutive trials at a procedural task increased speed and efficiency, and that age affected basal performance in motor-cognitive procedures.

Priming for new associations in animacy decision: evidence for context dependency.

PubMed

Pecher, Diane; Raaijmakers, Jeroen

2004-10-01

In four experiments we investigated the context-dependent nature of semantic memory by looking at priming effects in animacy decision for newly formed associations. The first experiment investigated whether the priming effect depended on the nature of the prior relation between the word pairs. The results showed no such effect, replicating earlier findings. Experiments 2, 3, and 4 investigated the role of context overlap between study and test. In Experiment 2 priming for new associations was found only for word pairs that had been presented in the animacy decision task during study. Experiment 3 showed that in order to obtain priming effects for new associations these associations have to be studied in a study task that is aimed at unitized processing of the word pair at a semantic level. Experiment 4 showed that processing the pairs as separate words at an orthographic level cancelled the priming effect. The results are explained by assuming that priming results from the overlap of features that are activated during both study and test.

Shaking that icky feeling: effects of extinction and counterconditioning on disgust-related evaluative learning.

PubMed

Engelhard, Iris M; Leer, Arne; Lange, Emma; Olatunji, Bunmi O

2014-09-01

Learned disgust appears to play an important role in certain anxiety disorders, and can be explained by the process of evaluative conditioning, in which an affective evaluative reaction evoked by an unconditional stimulus (US) is transferred to a conditional stimulus (CS). Much remains unknown about how disgust-related evaluative learning can be effectively eliminated. Study 1 of the present investigation examined the effects of extinction on reducing the negative evaluation of a CS that was acquired during disgust conditioning. Participants completed acquisition trials, with a disgusting picture as US and two neutral pictures as CS (CS+ was paired with the US; CS- was unpaired), followed by extinction trials ("CS only"; experimental condition) or a filler task (control condition). Extinction trials reduced acquired US expectancy to the CS+, but did not extinguish negative evaluations of the CS+. Study 2 examined the effects of counterconditioning on evaluative learned disgust. After disgust acquisition trials, counterconditioning trials followed in which the CS+ was paired with a pleasant US (experimental condition) or a filler task (control condition). Counterconditioning trials reduced acquired US expectancy to the CS+ and reduced evaluative conditioned disgust. Implications of the potential differential effects of extinction and counterconditioning on evaluative learning for exposure-based treatment of specific anxiety disorders are discussed. Copyright © 2014. Published by Elsevier Ltd.

Feedback-Driven Trial-by-Trial Learning in Autism Spectrum Disorders

PubMed Central

Solomon, Marjorie; Frank, Michael J.; Ragland, J. Daniel; Smith, Anne C.; Niendam, Tara A.; Lesh, Tyler A.; Grayson, David S.; Beck, Jonathan S.; Matter, John C.; Carter, Cameron S.

2017-01-01

Objective Impairments in learning are central to autism spectrum disorders. The authors investigated the cognitive and neural basis of these deficits in young adults with autism spectrum disorders using a well-characterized probabilistic reinforcement learning paradigm. Method The probabilistic selection task was implemented among matched participants with autism spectrum disorders (N=22) and with typical development (N=25), aged 18–40 years, using rapid event-related functional MRI. Participants were trained to choose the correct stimulus in high-probability (AB), medium-probability (CD), and low-probability (EF) pairs, presented with valid feedback 80%, 70%, and 60% of the time, respectively. Whole-brain voxel-wise and parametric modulator analyses examined early and late learning during the stimulus and feedback epochs of the task. Results The groups exhibited comparable performance on medium- and low-probability pairs. Typically developing persons showed higher accuracy on the high-probability pair, better win-stay performance (selection of the previously rewarded stimulus on the next trial of that type), and more robust recruitment of the anterior and medial prefrontal cortex during the stimulus epoch, suggesting development of an intact reward-based working memory for recent stimulus values. Throughout the feedback epoch, individuals with autism spectrum disorders exhibited greater recruitment of the anterior cingulate and orbito-frontal cortices compared with individuals with typical development, indicating continuing trial-by-trial activity related to feedback processing. Conclusions Individuals with autism spectrum disorders exhibit learning deficits reflecting impaired ability to develop an effective reward-based working memory to guide stimulus selection. Instead, they continue to rely on trial-by-trial feedback processing to support learning dependent upon engagement of the anterior cingulate and orbito-frontal cortices. PMID:25158242

Fear of negative evaluation biases social evaluation inference: evidence from a probabilistic learning task.

PubMed

Button, Katherine S; Kounali, Daphne; Stapinski, Lexine; Rapee, Ronald M; Lewis, Glyn; Munafò, Marcus R

2015-01-01

Fear of negative evaluation (FNE) defines social anxiety yet the process of inferring social evaluation, and its potential role in maintaining social anxiety, is poorly understood. We developed an instrumental learning task to model social evaluation learning, predicting that FNE would specifically bias learning about the self but not others. During six test blocks (3 self-referential, 3 other-referential), participants (n = 100) met six personas and selected a word from a positive/negative pair to finish their social evaluation sentences "I think [you are / George is]…". Feedback contingencies corresponded to 3 rules, liked, neutral and disliked, with P[positive word correct] = 0.8, 0.5 and 0.2, respectively. As FNE increased participants selected fewer positive words (β = -0.4, 95% CI -0.7, -0.2, p = 0.001), which was strongest in the self-referential condition (FNE × condition 0.28, 95% CI 0.01, 0.54, p = 0.04), and the neutral and dislike rules (FNE × condition × rule, p = 0.07). At low FNE the proportion of positive words selected for self-neutral and self-disliked greatly exceeded the feedback contingency, indicating poor learning, which improved as FNE increased. FNE is associated with differences in processing social-evaluative information specifically about the self. At low FNE this manifests as insensitivity to learning negative self-referential evaluation. High FNE individuals are equally sensitive to learning positive or negative evaluation, which although objectively more accurate, may have detrimental effects on mental health.

Individual personality differences in goats predict their performance in visual learning and non-associative cognitive tasks.

PubMed

Nawroth, Christian; Prentice, Pamela M; McElligott, Alan G

2017-01-01

Variation in common personality traits, such as boldness or exploration, is often associated with risk-reward trade-offs and behavioural flexibility. To date, only a few studies have examined the effects of consistent behavioural traits on both learning and cognition. We investigated whether certain personality traits ('exploration' and 'sociability') of individuals were related to cognitive performance, learning flexibility and learning style in a social ungulate species, the goat (Capra hircus). We also investigated whether a preference for feature cues rather than impaired learning abilities can explain performance variation in a visual discrimination task. We found that personality scores were consistent across time and context. Less explorative goats performed better in a non-associative cognitive task, in which subjects had to follow the trajectory of a hidden object (i.e. testing their ability for object permanence). We also found that less sociable subjects performed better compared to more sociable goats in a visual discrimination task. Good visual learning performance was associated with a preference for feature cues, indicating personality-dependent learning strategies in goats. Our results suggest that personality traits predict the outcome in visual discrimination and non-associative cognitive tasks in goats and that impaired performance in a visual discrimination tasks does not necessarily imply impaired learning capacities, but rather can be explained by a varying preference for feature cues. Copyright © 2016 Elsevier B.V. All rights reserved.

Is performance in task-cuing experiments mediated by task set selection or associative compound retrieval?

PubMed

Forrest, Charlotte L D; Monsell, Stephen; McLaren, Ian P L

2014-07-01

Task-cuing experiments are usually intended to explore control of task set. But when small stimulus sets are used, they plausibly afford learning of the response associated with a combination of cue and stimulus, without reference to tasks. In 3 experiments we presented the typical trials of a task-cuing experiment: a cue (colored shape) followed, after a short or long interval, by a digit to which 1 of 2 responses was required. In a tasks condition, participants were (as usual) directed to interpret the cue as an instruction to perform either an odd/even or a high/low classification task. In a cue + stimulus → response (CSR) condition, to induce learning of mappings between cue-stimulus compound and response, participants were, in Experiment 1, given standard task instructions and additionally encouraged to learn the CSR mappings; in Experiment 2, informed of all the CSR mappings and asked to learn them, without standard task instructions; in Experiment 3, required to learn the mappings by trial and error. The effects of a task switch, response congruence, preparation, and transfer to a new set of stimuli differed substantially between the conditions in ways indicative of classification according to task rules in the tasks condition, and retrieval of responses specific to stimulus-cue combinations in the CSR conditions. Qualitative features of the latter could be captured by an associative learning network. Hence associatively based compound retrieval can serve as the basis for performance with a small stimulus set. But when organization by tasks is apparent, control via task set selection is the natural and efficient strategy. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Should I Stop or Should I Go? The Role of Associations and Expectancies

PubMed Central

2015-01-01

Following exposure to consistent stimulus–stop mappings, response inhibition can become automatized with practice. What is learned is less clear, even though this has important theoretical and practical implications. A recent analysis indicates that stimuli can become associated with a stop signal or with a stop goal. Furthermore, expectancy may play an important role. Previous studies that have used stop or no-go signals to manipulate stimulus–stop learning cannot distinguish between stimulus-signal and stimulus-goal associations, and expectancy has not been measured properly. In the present study, participants performed a task that combined features of the go/no-go task and the stop-signal task in which the stop-signal rule changed at the beginning of each block. The go and stop signals were superimposed over 40 task-irrelevant images. Our results show that participants can learn direct associations between images and the stop goal without mediation via the stop signal. Exposure to the image-stop associations influenced task performance during training, and expectancies measured following task completion or measured within the task. But, despite this, we found an effect of stimulus–stop learning on test performance only when the task increased the task-relevance of the images. This could indicate that the influence of stimulus–stop learning on go performance is strongly influenced by attention to both task-relevant and task-irrelevant stimulus features. More generally, our findings suggest a strong interplay between automatic and controlled processes. PMID:26322688

Learning style, judgements of learning, and learning of verbal and visual information.

PubMed

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Task-based language teaching: how it is implemented effectively?

NASA Astrophysics Data System (ADS)

Somawati, N. P.; Wahyu Astuti, N. W.; Kanca, I. N.; Widanta, I. M. R. J.; Ardika, I. W. D.

2018-01-01

There have been a number of ideas on how task-based language teaching (TBLT) is applied in English instruction. This research attempted to investigate how the task-based language teaching (TBLT) should appropriately be implemented in vocational college. A group of twenty eight students majoring in tourism were involved as research participant. Prior to treatment, they were given pre-test (Tl) to see their basic level. The test, assessment rubric, learning materials, and learning syntax were developed and validated by an expert judge prior to their use. The treatment using task-based learning materials and learning syntax stages of “leading in - enriching - activating - naturalizing” (LEAN) was undertaken for three times. The post test (T2) was then given two days upon treatment to avoid their being able to answer the test because they just still remember of the materials during the learning. The analysis result of T1 and T2 using paired sample t-test showed that there was significant difference between means of T1 (M=6.14) and T2 (M=15.46), indicated by t (27) = -54.51, p < .05. Further development is recommended to use other English for specific purposes’ materials and different research participant.

Familial Association and Frequency of Learning Disabilities in ADHD Sibling Pair Families

ERIC Educational Resources Information Center

Del'Homme, Melissa; Kim, Tae S.; Loo, Sandra K.; Yang, May H.; Smalley, Susan L.

2007-01-01

In a sample of 235 families with at least two children with Attention-Deficit/ Hyperactivity Disorder (ADHD), the frequency and familial association of learning disabilities (LD) were assessed. Familiality was examined both between sibling pairs and between parents and their children. Two methods for defining LD, a discrepancy-based and a…

Prospective Coding by Spiking Neurons

PubMed Central

Brea, Johanni; Gaál, Alexisz Tamás; Senn, Walter

2016-01-01

Animals learn to make predictions, such as associating the sound of a bell with upcoming feeding or predicting a movement that a motor command is eliciting. How predictions are realized on the neuronal level and what plasticity rule underlies their learning is not well understood. Here we propose a biologically plausible synaptic plasticity rule to learn predictions on a single neuron level on a timescale of seconds. The learning rule allows a spiking two-compartment neuron to match its current firing rate to its own expected future discounted firing rate. For instance, if an originally neutral event is repeatedly followed by an event that elevates the firing rate of a neuron, the originally neutral event will eventually also elevate the neuron’s firing rate. The plasticity rule is a form of spike timing dependent plasticity in which a presynaptic spike followed by a postsynaptic spike leads to potentiation. Even if the plasticity window has a width of 20 milliseconds, associations on the time scale of seconds can be learned. We illustrate prospective coding with three examples: learning to predict a time varying input, learning to predict the next stimulus in a delayed paired-associate task and learning with a recurrent network to reproduce a temporally compressed version of a sequence. We discuss the potential role of the learning mechanism in classical trace conditioning. In the special case that the signal to be predicted encodes reward, the neuron learns to predict the discounted future reward and learning is closely related to the temporal difference learning algorithm TD(λ). PMID:27341100

Flexible conceptual combination: Electrophysiological correlates and consequences for associative memory

PubMed Central

Lucas, Heather D.; Hubbard, Ryan J.; Federmeier, Kara D.

2017-01-01

When meaningful stimuli such as words are encountered in groups or pairs (e.g., “elephant-ferry”), they can be processed either separately or as an integrated concept (“an elephant ferry”). Prior research suggests that memory for integrated associations is supported by different mechanisms than is memory for nonintegrated associations. However, little is known about the neurocognitive mechanisms that support the integration of novel stimulus pairs. We recorded ERPs while participants memorized sequentially presented, unrelated noun pairs using a strategy that either did or did not involve attempting to construct coherent definitions. We varied the concreteness of the first noun in each pair to examine whether conceptual combination instructions would induce compositional concreteness effects, or differences in ERPs evoked by the second noun as a function of the concreteness of the first noun. We found that the conceptual combination task, but not the noncombinatory encoding task, produced compositional concreteness effects on a late frontal negativity previously linked to visual imagery. Moreover, word pairs studied under conceptual combination instructions showed evidence of more unitized or holistic memory representations on associative recognition and free recall tests. Finally, item analyses indicated that (a) items with higher normed imageability ratings were rated by participants as easier to conceptually combine, and (b) in the conceptual combination task, ease-of-combination ratings mediated an indirect relationship between imageability and subsequent associative memory. These data are suggestive of a role of compositional imagery in the online formation of novel concepts via conceptual combination. PMID:28191647

[The Visual Association Test to study episodic memory in clinical geriatric psychology].

PubMed

Diesfeldt, Han; Prins, Marleen; Lauret, Gijs

2018-04-01

The Visual Association Test (VAT) is a brief learning task that consists of six line drawings of pairs of interacting objects (association cards). Subjects are asked to name or identify each object and later are presented with one object from the pair (the cue) and asked to name the other (the target). The VAT was administered in a consecutive sample of 174 psychogeriatric day care participants with mild to major neurocognitive disorder. Comparison of test performance with normative data from non-demented subjects revealed that 69% scored within the range of a major deficit (0-8 over two recall trials), 14% a minor, and 17% no deficit (9-10, and ≥10 respectively).VAT-scores correlated with another test of memory function, the Cognitive Screening Test (CST), based on the Short Portable Mental Status Questionnaire (r = 0.53). Tests of executive functioning (Expanded Mental Control Test, Category Fluency, Clock Drawing) did not add significantly to the explanation of variance in VAT-scores.Fifty-five participants (31.6%) were faced with initial problems in naming or identifying one or more objects on the cue cards or association cards. If necessary, naming was aided by the investigator. Initial difficulties in identifying cue objects were associated with lower VAT-scores, but this did not hold for difficulties in identifying target objects.A hierarchical multiple regression analysis was used to examine whether linear or quadratic trends best fitted VAT performance across the range of CST scores. The regression model revealed a linear but not a quadratic trend. The best fitting linear model implied that VAT scores differentiated between CST scores in the lower, as well as in the upper range, indicating the absence of floor and ceiling effects, respectively. Moreover, the VAT compares favourably to word list-learning tasks being more attractive in its presentation of interacting visual objects and cued recall based on incidental learning of the association between cues and targets.For practical purposes and based on documented sensitivity and specificity, Bayesian probability tables give predictive power of age-specific VAT cutoff scores for the presence or absence of a major neurocognitive disorder across a range of a priori probabilities or base rates.

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning

PubMed Central

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-01-01

Background Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. Methods 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Results Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20 – 60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1 – 3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. Conclusion The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task. PMID:17397544

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning.

PubMed

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-03-30

Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20-60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1-3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task.

The role of the phonological loop in English word learning: a comparison of Chinese ESL learners and native speakers.

PubMed

Hamada, Megumi; Koda, Keiko

2011-04-01

Although the role of the phonological loop in word-retention is well documented, research in Chinese character retention suggests the involvement of non-phonological encoding. This study investigated whether the extent to which the phonological loop contributes to learning and remembering visually introduced words varies between college-level Chinese ESL learners (N = 20) and native speakers of English (N = 20). The groups performed a paired associative learning task under two conditions (control versus articulatory suppression) with two word types (regularly spelled versus irregularly spelled words) differing in degree of phonological accessibility. The results demonstrated that both groups' recall declined when the phonological loop was made less available (with irregularly spelled words and in the articulatory suppression condition), but the decline was greater for the native group. These results suggest that word learning entails phonological encoding uniformly across learners, but the contribution of phonology varies among learners with diverse linguistic backgrounds.

Learning in Alzheimer’s Disease Is Facilitated by Social Interaction

PubMed Central

Duff, Melissa C.; Gallegos, Diana R.; Cohen, Neal J.; Tranel, Daniel

2014-01-01

Seminal work in Gary Van Hoesen’s laboratory at Iowa in the early 1980s established that the hallmark neuropathology of Alzheimer’s disease (AD; neurofibrillary tangles) had its first foothold in specific parts of the hippocampal formation and entorhinal cortex, effectively isolating the hippocampus from much of its input and output and causing the distinctive impairment of new learning that is the leading early characteristic of the disease (Hyman et al., 1984). The boundaries and conditions of the anterograde memory defect in patients with AD have been a topic of intense research interest ever since (e.g., Graham and Hodges, 1977; Nestor et al., 2006). For example, it has been shown that patients with AD may acquire some new semantic information through methods such as errorless learning, but learning under these conditions is typically slow and inefficient. Drawing on a learning paradigm (a collaborative referencing task) that was previously shown to induce robust and enduring learning in patients with hippocampal amnesia, we investigated whether this task would be effective in promoting new learning in patients with AD. We studied five women with early-stage AD and 10 demographically matched healthy comparison participants, each interacting with a familiar communication partner. AD pairs displayed significant and enduring learning across trials, with increased accuracy and decreased time to complete trials, in a manner indistinguishable from healthy comparison pairs, resulting in efficient and economical communication. The observed learning here most likely draws on neural resources outside the medial temporal lobes. These interactive communication sessions provide a potent learning environment with significant implications for memory intervention. PMID:23881834

Learning in Alzheimer's disease is facilitated by social interaction.

PubMed

Duff, Melissa C; Gallegos, Diana R; Cohen, Neal J; Tranel, Daniel

2013-12-15

Seminal work in Gary Van Hoesen's laboratory at Iowa in the early 1980s established that the hallmark neuropathology of Alzheimer's disease (AD; neurofibrillary tangles) had its first foothold in specific parts of the hippocampal formation and entorhinal cortex, effectively isolating the hippocampus from much of its input and output and causing the distinctive impairment of new learning that is the leading early characteristic of the disease (Hyman et al., 1984). The boundaries and conditions of the anterograde memory defect in patients with AD have been a topic of intense research interest ever since (e.g., Graham and Hodges, 1977; Nestor et al., 2006). For example, it has been shown that patients with AD may acquire some new semantic information through methods such as errorless learning, but learning under these conditions is typically slow and inefficient. Drawing on a learning paradigm (a collaborative referencing task) that was previously shown to induce robust and enduring learning in patients with hippocampal amnesia, we investigated whether this task would be effective in promoting new learning in patients with AD. We studied five women with early-stage AD and 10 demographically matched healthy comparison participants, each interacting with a familiar communication partner. AD pairs displayed significant and enduring learning across trials, with increased accuracy and decreased time to complete trials, in a manner indistinguishable from healthy comparison pairs, resulting in efficient and economical communication. The observed learning here most likely draws on neural resources outside the medial temporal lobes. These interactive communication sessions provide a potent learning environment with significant implications for memory intervention. Copyright © 2013 Wiley Periodicals, Inc.

MK-801 and amphetamine result in dissociable profiles of cognitive impairment in a rodent paired associates learning task with relevance for schizophrenia.

PubMed

Talpos, John; Aerts, Nancy; Waddell, Jason; Steckler, Thomas

2015-11-01

Paired associates learning (PAL) has been suggested to be predictive of functional outcomes in first episode psychosis and of conversion from mild cognitive impairment to Alzheimer's disease. An automated touch screen-based rodent PAL (rPAL) task has been developed and is sensitive to manipulations of the dopaminergic and glutamatergic system. Accordingly, rPAL when used with pharmacological models of schizophrenia, like NMDA receptor blockade with MK-801 or dopaminergic stimulation with amphetamine, may have utility as a translational model of cognitive impairment in schizophrenia. The purpose of this study was to determine if amphetamine- and MK-801-induced impairment represent distinct models of cognitive impairment by testing their sensitivity to common antipsychotics and determine the relative contributions of D1 versus D2 receptors on performance of PAL. Rats were trained in rPAL and were then treated with MK-801, amphetamine, risperidone, haloperidol, quinpirole, SK-82958, or SCH-23390 alone and in combination. While both amphetamine and MK-801 caused clear impairments in accuracy, MK-801 induced a profound "perseverative" type behavior that was more pronounced when compared to amphetamine. Moreover, amphetamine-induced impairments, but not the effects of MK-801, could be reversed by antipsychotics as well as the D1 receptor antagonist SCH-23390, suggesting a role for both the D1 and D2 receptor in the amphetamine impairment model. These data suggest that amphetamine and MK-801 represent dissociable models of impairment in PAL, dependent on different underlying neurobiology. The ability to distinguish dopaminergic versus glutamatergic effects on performance in rPAL makes it a unique and useful tool in the modeling of cognitive impairments in schizophrenia.

Women match men when learning a spatial skill.

PubMed

Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

2009-07-01

Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a matched-pair two-wave longitudinal design. Participants were screened with the use of an attentional visual field task, with the objective of selecting and matching 10 male-female pairs, over a wide range (30% to 57% correct). Subsequently, 20 participants 17-23 years of age (selected from 43 screened) were trained for 10 hr (distributed over several sessions) by playing a first-person shooter video game. This genre is known to be highly effective in enhancing spatial skills. All 20 participants improved, with matched members of the male-female pairs achieving very similar gains, independent of starting level. This is consistent with the hypothesis that the learning trajectory of women is not inferior to that of men when acquiring a basic spatial skill. Training methods that develop basic spatial skills may be essential to achieve gender parity in both basic and complex spatial tasks.

Dysfunctional overnight memory consolidation in ecstasy users.

PubMed

Smithies, Vanessa; Broadbear, Jillian; Verdejo-Garcia, Antonio; Conduit, Russell

2014-08-01

Sleep plays an important role in the consolidation and integration of memory in a process called overnight memory consolidation. Previous studies indicate that ecstasy users have marked and persistent neurocognitive and sleep-related impairments. We extend past research by examining overnight memory consolidation among regular ecstasy users (n=12) and drug naïve healthy controls (n=26). Memory recall of word pairs was evaluated before and after a period of sleep, with and without interference prior to testing. In addition, we assessed neurocognitive performances across tasks of learning, memory and executive functioning. Ecstasy users demonstrated impaired overnight memory consolidation, a finding that was more pronounced following associative interference. Additionally, ecstasy users demonstrated impairments on tasks recruiting frontostriatal and hippocampal neural circuitry, in the domains of proactive interference memory, long-term memory, encoding, working memory and complex planning. We suggest that ecstasy-associated dysfunction in fronto-temporal circuitry may underlie overnight consolidation memory impairments in regular ecstasy users. © The Author(s) 2014.

A Test of the Paired-Associate Analogy to RI in Free Recall.

ERIC Educational Resources Information Center

Perlmutter, Jane; Royer, James M.

To provide a further test of the paired-associate analogy to retroactive inhibition in free recall, this experiment investigated the effect of presenting both original learning (OL) and interpolated learning (IL) in either blocked category (B) or random (R) fashion. IL-OL Similar (S), IL-OL Different (D), and control (C) conditions were included.…

Speaker variability augments phonological processing in early word learning

PubMed Central

Rost, Gwyneth C.; McMurray, Bob

2010-01-01

Infants in the early stages of word learning have difficulty learning lexical neighbors (i.e., word pairs that differ by a single phoneme), despite the ability to discriminate the same contrast in a purely auditory task. While prior work has focused on top-down explanations for this failure (e.g. task demands, lexical competition), none has examined if bottom-up acoustic-phonetic factors play a role. We hypothesized that lexical neighbor learning could be improved by incorporating greater acoustic variability in the words being learned, as this may buttress still developing phonetic categories, and help infants identify the relevant contrastive dimension. Infants were exposed to pictures accompanied by labels spoken by either a single or multiple speakers. At test, infants in the single-speaker condition failed to recognize the difference between the two words, while infants who heard multiple speakers discriminated between them. PMID:19143806

LEARNING EFFICIENCY AS A FUNCTION OF DEPICTION, VERBALIZATION, GRADE AND SOCIAL CLASS.

ERIC Educational Resources Information Center

ROHWER, WILLIAM D., JR.; AND OTHERS

LEARNING EFFICIENCY AS A FUNCTION OF DEPICTION, VERBALIZATION, GRADE LEVEL, AND SOCIAL CLASS WAS EXPLORED BY ASKING 384 KINDERGARTEN, FIRST-, THIRD-, AND SIXTH-GRADE CHILDREN FROM BOTH MIDDLE-CLASS AND LOWER-CLASS AREAS TO LEARN A LIST OF 24 PAIRED ASSOCIATES. ALL PAIRS WERE PRESENTED PICTORIALLY BY A STUDY-TEST METHOD FOR TWO LEARNING TRIALS. THE…

The role of reduced working memory storage and processing resources in the associative memory deficit of older adults: simulation studies with younger adults.

PubMed

Hara, Yoko; Naveh-Benjamin, Moshe

2015-01-01

Previous research indicates that relative to younger adults, older adults show a larger decline in long-term memory (LTM) for associations than for the components that make up these associations. The purpose of the present study was to investigate whether we can impair associative memory performance in young adults by reducing their working memory (WM) resources, hence providing potential clues regarding the underlying causes of the associative memory deficit in older adults. With two experiments, we investigated whether we can reduce younger adults' long-term associative memory using secondary tasks in which either storage or processing WM loads were manipulated, while participants learned name-face pairs and then remembered the names, the faces, and the name-face associations. Results show that reducing either the storage or the processing resources of WM produced performance patterns of an associative long-term memory deficit in young adults. Furthermore, younger adults' associative memory deficit was a function of their performance on a working memory span task. These results indicate that one potential reason older adults have an associative deficit is a reduction in their WM resources but further research is needed to assess the mechanisms involved in age-related associative memory deficits.

Racial stereotypes impair flexibility of emotional learning

PubMed Central

Kubota, Jennifer T.; Li, Jian; Coelho, Cesar A.O.; Phelps, Elizabeth A.

2016-01-01

Flexibility of associative learning can be revealed by establishing and then reversing cue-outcome discriminations. Here, we used functional MRI to examine whether neurobehavioral correlates of reversal-learning are impaired in White and Asian volunteers when initial learning involves fear-conditioning to a racial out-group. For one group, the picture of a Black male was initially paired with shock (threat) and a White male was unpaired (safe). For another group, the White male was a threat and the Black male was safe. These associations reversed midway through the task. Both groups initially discriminated threat from safety, as expressed through skin conductance responses (SCR) and activity in the insula, thalamus, midbrain and striatum. After reversal, the group initially conditioned to a Black male exhibited impaired reversal of SCRs to the new threat stimulus (White male), and impaired reversals in the striatum, anterior cingulate cortex, midbrain and thalamus. In contrast, the group initially conditioned to a White male showed successful reversal of SCRs and successful reversal in these brain regions toward the new threat. These findings provide new evidence that an aversive experience with a racial out-group member impairs the ability to flexibly and appropriately adjust fear expression towards a new threat in the environment. PMID:27107298

Relationship Between Non-invasive Brain Stimulation-induced Plasticity and Capacity for Motor Learning.

PubMed

López-Alonso, Virginia; Cheeran, Binith; Fernández-del-Olmo, Miguel

2015-01-01

Cortical plasticity plays a key role in motor learning (ML). Non-invasive brain stimulation (NIBS) paradigms have been used to modulate plasticity in the human motor cortex in order to facilitate ML. However, little is known about the relationship between NIBS-induced plasticity over M1 and ML capacity. NIBS-induced MEP changes are related to ML capacity. 56 subjects participated in three NIBS (paired associative stimulation, anodal transcranial direct current stimulation and intermittent theta-burst stimulation), and in three lab-based ML task (serial reaction time, visuomotor adaptation and sequential visual isometric pinch task) sessions. After clustering the patterns of response to the different NIBS protocols, we compared the ML variables between the different patterns found. We used regression analysis to explore further the relationship between ML capacity and summary measures of the MEPs change. We ran correlations with the "responders" group only. We found no differences in ML variables between clusters. Greater response to NIBS protocols may be predictive of poor performance within certain blocks of the VAT. "Responders" to AtDCS and to iTBS showed significantly faster reaction times than "non-responders." However, the physiological significance of these results is uncertain. MEP changes induced in M1 by PAS, AtDCS and iTBS appear to have little, if any, association with the ML capacity tested with the SRTT, the VAT and the SVIPT. However, cortical excitability changes induced in M1 by AtDCS and iTBS may be related to reaction time and retention of newly acquired skills in certain motor learning tasks. Copyright © 2015 Elsevier Inc. All rights reserved.

Predicting receptor-ligand pairs through kernel learning

PubMed Central

2011-01-01

Background Regulation of cellular events is, often, initiated via extracellular signaling. Extracellular signaling occurs when a circulating ligand interacts with one or more membrane-bound receptors. Identification of receptor-ligand pairs is thus an important and specific form of PPI prediction. Results Given a set of disparate data sources (expression data, domain content, and phylogenetic profile) we seek to predict new receptor-ligand pairs. We create a combined kernel classifier and assess its performance with respect to the Database of Ligand-Receptor Partners (DLRP) 'golden standard' as well as the method proposed by Gertz et al. Among our findings, we discover that our predictions for the tgfβ family accurately reconstruct over 76% of the supported edges (0.76 recall and 0.67 precision) of the receptor-ligand bipartite graph defined by the DLRP "golden standard". In addition, for the tgfβ family, the combined kernel classifier is able to relatively improve upon the Gertz et al. work by a factor of approximately 1.5 when considering that our method has an F-measure of 0.71 while that of Gertz et al. has a value of 0.48. Conclusions The prediction of receptor-ligand pairings is a difficult and complex task. We have demonstrated that using kernel learning on multiple data sources provides a stronger alternative to the existing method in solving this task. PMID:21834994

Analogical reasoning in amazons.

PubMed

Obozova, Tanya; Smirnova, Anna; Zorina, Zoya; Wasserman, Edward

2015-11-01

Two juvenile orange-winged amazons (Amazona amazonica) were initially trained to match visual stimuli by color, shape, and number of items, but not by size. After learning these three identity matching-to-sample tasks, the parrots transferred discriminative responding to new stimuli from the same categories that had been used in training (other colors, shapes, and numbers of items) as well as to stimuli from a different category (stimuli varying in size). In the critical testing phase, both parrots exhibited reliable relational matching-to-sample (RMTS) behavior, suggesting that they perceived and compared the relationship between objects in the sample stimulus pair to the relationship between objects in the comparison stimulus pairs, even though no physical matches were possible between items in the sample and comparison pairs. The parrots spontaneously exhibited this higher-order relational responding without having ever before been trained on RMTS tasks, therefore joining apes and crows in displaying this abstract cognitive behavior.

Disruption of model-based behavior and learning by cocaine self-administration in rats.

PubMed

Wied, Heather M; Jones, Joshua L; Cooch, Nisha K; Berg, Benjamin A; Schoenbaum, Geoffrey

2013-10-01

Addiction is characterized by maladaptive decision-making, in which individuals seem unable to use adverse outcomes to modify their behavior. Adverse outcomes are often infrequent, delayed, and even rare events, especially when compared to the reliable rewarding drug-associated outcomes. As a result, recognizing and using information about their occurrence put a premium on the operation of so-called model-based systems of behavioral control, which allow one to mentally simulate outcomes of different courses of action based on knowledge of the underlying associative structure of the environment. This suggests that addiction may reflect, in part, drug-induced dysfunction in these systems. Here, we tested this hypothesis. This study aimed to test whether cocaine causes deficits in model-based behavior and learning independent of requirements for response inhibition or perception of costs or punishment. We trained rats to self-administer sucrose or cocaine for 2 weeks. Four weeks later, the rats began training on a sensory preconditioning and inferred value blocking task. Like devaluation, normal performance on this task requires representations of the underlying task structure; however, unlike devaluation, it does not require either response inhibition or adapting behavior to reflect aversive outcomes. Rats trained to self-administer cocaine failed to show conditioned responding or blocking to the preconditioned cue. These deficits were not observed in sucrose-trained rats nor did they reflect any changes in responding to cues paired directly with reward. These results imply that cocaine disrupts the operation of neural circuits that mediate model-based behavioral control.

The One-Trial Learning Controversy and Its Aftermath: Remembering Rock (1957)

PubMed Central

Roediger, Henry L.; Arnold, Kathleen M.

2014-01-01

In 1957 Irvin Rock published an article in the American Journal of Psychology igniting a controversy that dominated the field of verbal learning for the next 8 years before mostly burning out. Rock published 2 paired-associate learning experiments in which he compared performance of a control group that learned a constant list of pairs to the criterion of one perfect trial with an experimental group in which forgotten pairs on each trial were dropped and replaced on the next trial with new pairs. That is, on each trial for experimental subjects, pairs that were correctly recalled were maintained in the next trial, whereas pairs that were not recalled were dropped and replaced randomly with new pairs from a large pool. Surprisingly, Rock found that the 2 groups took the same number of trials to reach criterion. He concluded that learning occurred not with a gradual, incremental increase in strength of memory traces but rather in an all-or-none fashion. Rock’s conclusions rocked the world of verbal learning, because all theories followed a gradualist assumption. However, Estes (1960) published research that led him to the same conclusion shortly thereafter. We recount these developments and discuss how the verbal learning establishment rose up to smite down these new ideas, with particular ferocity directed at Rock. Echoing G. A. Miller (1963), we conclude with a note of sympathy for Rock’s and Estes’s positions and muse about why their work was so summarily dismissed. The important question they raised—the nature of how associations are learned—remains unanswered. PMID:22774677

A Paired-Associates Analysis of Reading Acquisition.

ERIC Educational Resources Information Center

Muller, Douglas G.

A major objective of this study was to seek the relationship of principles derived from traditional paired-associates transfer experiments as applied to the reading task. In this experiment 10 subjects from upper-division education courses, all volunteers, received various types of preliminary training with letter stimuli; then all subjects…

Super-Resolution Person Re-Identification With Semi-Coupled Low-Rank Discriminant Dictionary Learning.

PubMed

Jing, Xiao-Yuan; Zhu, Xiaoke; Wu, Fei; Hu, Ruimin; You, Xinge; Wang, Yunhong; Feng, Hui; Yang, Jing-Yu

2017-03-01

Person re-identification has been widely studied due to its importance in surveillance and forensics applications. In practice, gallery images are high resolution (HR), while probe images are usually low resolution (LR) in the identification scenarios with large variation of illumination, weather, or quality of cameras. Person re-identification in this kind of scenarios, which we call super-resolution (SR) person re-identification, has not been well studied. In this paper, we propose a semi-coupled low-rank discriminant dictionary learning (SLD 2 L) approach for SR person re-identification task. With the HR and LR dictionary pair and mapping matrices learned from the features of HR and LR training images, SLD 2 L can convert the features of the LR probe images into HR features. To ensure that the converted features have favorable discriminative capability and the learned dictionaries can well characterize intrinsic feature spaces of the HR and LR images, we design a discriminant term and a low-rank regularization term for SLD 2 L. Moreover, considering that low resolution results in different degrees of loss for different types of visual appearance features, we propose a multi-view SLD 2 L (MVSLD 2 L) approach, which can learn the type-specific dictionary pair and mappings for each type of feature. Experimental results on multiple publicly available data sets demonstrate the effectiveness of our proposed approaches for the SR person re-identification task.

Differences in Brain Activity during a Verbal Associative Memory Encoding Task in High- and Low-fit Adolescents

PubMed Central

Herting, Megan M.; Nagel, Bonnie J.

2013-01-01

Aerobic fitness is associated with better memory performance as well as larger volumes in memory-related brain regions in children, adolescents, and elderly. It is unclear if aerobic exercise also influences learning and memory functional neural circuitry. Here, we examine brain activity in 17 high-fit (HF) and 17 low-fit (LF) adolescents during a subsequent memory encoding paradigm using fMRI. Despite similar memory performance, HF and LF youth displayed a number of differences in memory-related and default mode (DMN) brain regions during encoding later remembered versus forgotten word pairs. Specifically, HF youth displayed robust deactivation in DMN areas, including the ventral medial PFC and posterior cingulate cortex, whereas LF youth did not show this pattern. Furthermore, LF youth showed greater bilateral hippocampal and right superior frontal gyrus activation during encoding of later remembered versus forgotten word pairs. Follow-up task-dependent functional correlational analyses showed differences in hippocampus and DMN activity coupling during successful encoding between the groups, suggesting aerobic fitness during adolescents may impact functional connectivity of the hippocampus and DMN during memory encoding. To our knowledge, this study is the first to examine the influence of aerobic fitness on hippocampal function and memory-related neural circuitry using fMRI. Taken together with previous research, these findings suggest aerobic fitness can influence not only memory-related brain structure, but also brain function. PMID:23249350

Route selection by rats and humans in a navigational traveling salesman problem.

PubMed

Blaser, Rachel E; Ginchansky, Rachel R

2012-03-01

Spatial cognition is typically examined in non-human animals from the perspective of learning and memory. For this reason, spatial tasks are often constrained by the time necessary for training or the capacity of the animal's short-term memory. A spatial task with limited learning and memory demands could allow for more efficient study of some aspects of spatial cognition. The traveling salesman problem (TSP), used to study human visuospatial problem solving, is a simple task with modifiable learning and memory requirements. In the current study, humans and rats were characterized in a navigational version of the TSP. Subjects visited each of 10 baited targets in any sequence from a set starting location. Unlike similar experiments, the roles of learning and memory were purposely minimized; all targets were perceptually available, no distracters were used, and each configuration was tested only once. The task yielded a variety of behavioral measures, including target revisits and omissions, route length, and frequency of transitions between each pair of targets. Both humans and rats consistently chose routes that were more efficient than chance, but less efficient than optimal, and generally less efficient than routes produced by the nearest-neighbor strategy. We conclude that the TSP is a useful and flexible task for the study of spatial cognition in human and non-human animals.

Item Response Modeling of Paired Comparison and Ranking Data

ERIC Educational Resources Information Center

Maydeu-Olivares, Alberto; Brown, Anna

2010-01-01

The comparative format used in ranking and paired comparisons tasks can significantly reduce the impact of uniform response biases typically associated with rating scales. Thurstone's (1927, 1931) model provides a powerful framework for modeling comparative data such as paired comparisons and rankings. Although Thurstonian models are generally…

dipIQ: Blind Image Quality Assessment by Learning-to-Rank Discriminable Image Pairs.

PubMed

Ma, Kede; Liu, Wentao; Liu, Tongliang; Wang, Zhou; Tao, Dacheng

2017-05-26

Objective assessment of image quality is fundamentally important in many image processing tasks. In this work, we focus on learning blind image quality assessment (BIQA) models which predict the quality of a digital image with no access to its original pristine-quality counterpart as reference. One of the biggest challenges in learning BIQA models is the conflict between the gigantic image space (which is in the dimension of the number of image pixels) and the extremely limited reliable ground truth data for training. Such data are typically collected via subjective testing, which is cumbersome, slow, and expensive. Here we first show that a vast amount of reliable training data in the form of quality-discriminable image pairs (DIP) can be obtained automatically at low cost by exploiting largescale databases with diverse image content. We then learn an opinion-unaware BIQA (OU-BIQA, meaning that no subjective opinions are used for training) model using RankNet, a pairwise learning-to-rank (L2R) algorithm, from millions of DIPs, each associated with a perceptual uncertainty level, leading to a DIP inferred quality (dipIQ) index. Extensive experiments on four benchmark IQA databases demonstrate that dipIQ outperforms state-of-the-art OU-BIQA models. The robustness of dipIQ is also significantly improved as confirmed by the group MAximum Differentiation (gMAD) competition method. Furthermore, we extend the proposed framework by learning models with ListNet (a listwise L2R algorithm) on quality-discriminable image lists (DIL). The resulting DIL Inferred Quality (dilIQ) index achieves an additional performance gain.

Paired-Associate Learning in Young and Old Adults as Related to Stimulus Concreteness and Presentation Method

ERIC Educational Resources Information Center

Witte, Kenneth L.; Freund, Joel S.

1976-01-01

Investigated the learning of young and old adults as related to two variables, stimulus concreteness (low vs. high) and presentation method (recall vs. multiple choice vs. associate matching). Main findings were: (a) the elderly did not perform as well as young adults, (b) for both groups, performance was better for the pairs with concrete…

Fear of Negative Evaluation Biases Social Evaluation Inference: Evidence from a Probabilistic Learning Task

PubMed Central

Button, Katherine S.; Kounali, Daphne; Stapinski, Lexine; Rapee, Ronald M.; Lewis, Glyn; Munafò, Marcus R.

2015-01-01

Background Fear of negative evaluation (FNE) defines social anxiety yet the process of inferring social evaluation, and its potential role in maintaining social anxiety, is poorly understood. We developed an instrumental learning task to model social evaluation learning, predicting that FNE would specifically bias learning about the self but not others. Methods During six test blocks (3 self-referential, 3 other-referential), participants (n = 100) met six personas and selected a word from a positive/negative pair to finish their social evaluation sentences “I think [you are / George is]…”. Feedback contingencies corresponded to 3 rules, liked, neutral and disliked, with P[positive word correct] = 0.8, 0.5 and 0.2, respectively. Results As FNE increased participants selected fewer positive words (β = −0.4, 95% CI −0.7, −0.2, p = 0.001), which was strongest in the self-referential condition (FNE × condition 0.28, 95% CI 0.01, 0.54, p = 0.04), and the neutral and dislike rules (FNE × condition × rule, p = 0.07). At low FNE the proportion of positive words selected for self-neutral and self-disliked greatly exceeded the feedback contingency, indicating poor learning, which improved as FNE increased. Conclusions FNE is associated with differences in processing social-evaluative information specifically about the self. At low FNE this manifests as insensitivity to learning negative self-referential evaluation. High FNE individuals are equally sensitive to learning positive or negative evaluation, which although objectively more accurate, may have detrimental effects on mental health. PMID:25853835

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations.

PubMed

Lopez-Alonso, Virginia; Liew, Sook-Lei; Fernández Del Olmo, Miguel; Cheeran, Binith; Sandrini, Marco; Abe, Mitsunari; Cohen, Leonardo G

2018-01-01

Non-invasive brain stimulation (NIBS) has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1) on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task) and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI). We compared anodal transcranial direct current stimulation (tDCS), paired associative stimulation (PAS 25 ), and intermittent theta burst stimulation (iTBS), along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants ( n = 28) were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online), 1 day after training (consolidation), and 1 week after training (retention). We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning.

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations

PubMed Central

Lopez-Alonso, Virginia; Liew, Sook-Lei; Fernández del Olmo, Miguel; Cheeran, Binith; Sandrini, Marco; Abe, Mitsunari; Cohen, Leonardo G.

2018-01-01

Non-invasive brain stimulation (NIBS) has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1) on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task) and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI). We compared anodal transcranial direct current stimulation (tDCS), paired associative stimulation (PAS25), and intermittent theta burst stimulation (iTBS), along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants (n = 28) were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online), 1 day after training (consolidation), and 1 week after training (retention). We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning. PMID:29740271

Abnormal experimentally- and behaviorally-induced LTP-like plasticity in focal hand dystonia.

PubMed

Belvisi, Daniele; Suppa, Antonio; Marsili, Luca; Di Stasio, Flavio; Parvez, Ahmad Khandker; Agostino, Rocco; Fabbrini, Giovanni; Berardelli, Alfredo

2013-02-01

Idiopathic focal hand dystonia (FHD) arises from abnormal plasticity in the primary motor cortex (M1) possibly reflecting abnormal sensori-motor integration processes. In this transcranial magnetic stimulation (TMS) study in FHD, we evaluated changes in motor evoked potentials (MEPs) after intermittent theta burst stimulation (iTBS) and paired associative stimulation (PAS), techniques that elicit different forms of experimentally-induced long-term potentiation (LTP)-like plasticity in M1. We also examined behaviorally-induced LTP-like plasticity as reflected by early motor learning of a simple motor task. We studied 14 patients with FHD and 14 healthy subjects. MEPs were recorded before and after iTBS and PAS at the 25 ms interstimulus interval (PAS(25)) in separate sessions. Subjects did a simple motor task entailing repetitive index finger abductions. To measure early motor learning we tested practice-related improvement in peak velocity and peak acceleration. In FHD patients iTBS failed to elicit the expected MEP changes and PAS(25) induced abnormally increased MEPs in target and non-target muscles. In the experiment testing early motor learning, patients lacked the expected practice-related changes in kinematic variables. In FHD, the degree of early motor learning correlated with patients' clinical features. We conclude that experimentally-induced (iTBS and PAS) and behaviorally-induced LTP-like plasticity are both altered in FHD. Copyright © 2012 Elsevier Inc. All rights reserved.

Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task.

PubMed

Miller, Paul; Hazan-Liran, Batel; Cohen, Danielle

2018-06-01

Previous studies have shown that task-irrelevant information impedes learning by creating extraneous cognitive load. But still open is whether such intrusion reflects a purely semantic phenomenon or whether it also stands for sheer perceptual interference. Using Cognitive Load Theory as a framework, this study aimed to answer this question by examining whether and how task-irrelevant colour information modifies extraneous cognitive load in relation to a new code-learning paradigm. For this purpose, university students were asked to learn, based on an example, associations between colour-related and colour-unrelated words and digits presented in black or in a mismatched ink colour. Evident costs in learning efficacy were found in learning the associations between words and digits for colour-related, but not for colour-unrelated, word stimuli. This suggests that interference by task-irrelevant information in learning stands for a mere semantic conflict. Implications of the findings for extraneous cognitive load on learning efficacy are discussed.

Want More? Learn Less: Motivation Affects Adolescents Learning from Negative Feedback.

PubMed

Zhuang, Yun; Feng, Wenfeng; Liao, Yu

2017-01-01

The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high.

Want More? Learn Less: Motivation Affects Adolescents Learning from Negative Feedback

PubMed Central

Zhuang, Yun; Feng, Wenfeng; Liao, Yu

2017-01-01

The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high. PMID:28191003

Slow oscillation amplitudes and up-state lengths relate to memory improvement.

PubMed

Heib, Dominik P J; Hoedlmoser, Kerstin; Anderer, Peter; Zeitlhofer, Josef; Gruber, Georg; Klimesch, Wolfgang; Schabus, Manuel

2013-01-01

There is growing evidence of the active involvement of sleep in memory consolidation. Besides hippocampal sharp wave-ripple complexes and sleep spindles, slow oscillations appear to play a key role in the process of sleep-associated memory consolidation. Furthermore, slow oscillation amplitude and spectral power increase during the night after learning declarative and procedural memory tasks. However, it is unresolved whether learning-induced changes specifically alter characteristics of individual slow oscillations, such as the slow oscillation up-state length and amplitude, which are believed to be important for neuronal replay. 24 subjects (12 men) aged between 20 and 30 years participated in a randomized, within-subject, multicenter study. Subjects slept on three occasions for a whole night in the sleep laboratory with full polysomnography. Whereas the first night only served for adaptation purposes, the two remaining nights were preceded by a declarative word-pair task or by a non-learning control task. Slow oscillations were detected in non-rapid eye movement sleep over electrode Fz. Results indicate positive correlations between the length of the up-state as well as the amplitude of both slow oscillation phases and changes in memory performance from pre to post sleep. We speculate that the prolonged slow oscillation up-state length might extend the timeframe for the transfer of initial hippocampal to long-term cortical memory representations, whereas the increase in slow oscillation amplitudes possibly reflects changes in the net synaptic strength of cortical networks.

The NMDAr antagonist ketamine interferes with manipulation of information for transitive inference reasoning in non-human primates.

PubMed

Brunamonti, Emiliano; Mione, Valentina; Di Bello, Fabio; De Luna, Paolo; Genovesio, Aldo; Ferraina, Stefano

2014-09-01

One of the most remarkable traits of highly encephalized animals is their ability to manipulate knowledge flexibly to infer logical relationships. Operationally, the corresponding cognitive process can be defined as reasoning. One hypothesis is that this process relies on the reverberating activity of glutamate neural circuits, sustained by NMDA receptor (NMDAr) mediated synaptic transmission, in both parietal and prefrontal areas. We trained two macaque monkeys to perform a form of deductive reasoning - the transitive inference task - in which they were required to learn the relationship between six adjacent items in a single session and then deduct the relationship between nonadjacent items that had not been paired in the learning phase. When the animals had learned the sequence, we administered systemically a subanaesthetic dose of ketamine (a NMDAr antagonist) and measured their performance on learned and novel problems. We observed impairments in determining the relationship between novel pairs of items. Our results are consistent with the hypothesis that transitive inference premises are integrated during learning in a unified representation and that reducing NMDAr activity interferes with the use of this mental model, when decisions are required in comparing pairs of items that have not been learned. © The Author(s) 2014.

Does attitude acquisition in evaluative conditioning without explicit CS-US memory reflect implicit misattribution of affect?

PubMed

Mierop, Adrien; Hütter, Mandy; Stahl, Christoph; Corneille, Olivier

2018-02-05

Research that dissociates different types of processes within a given task using a processing tree approach suggests that attitudes may be acquired through evaluative conditioning in the absence of explicit encoding of CS-US pairings in memory. This research distinguishes explicit memory for the CS-US pairings from CS-liking acquired without encoding of CS-US pairs in explicit memory. It has been suggested that the latter effect may be due to an implicit misattribution process that is assumed to operate when US evocativeness is low. In the present research, the latter assumption was supported neither by two high-powered experiments nor by complementary meta-analytic evidence, whereas evocativeness exerted an influence on explicit memory. This pattern of findings is inconsistent with the view that CS-liking acquired without encoding of CS-US pairs in explicit memory reflects an implicit misattribution process at learning. Hence, the underlying learning process is awaiting further empirical scrutiny.

The interactive evolution of human communication systems.

PubMed

Fay, Nicolas; Garrod, Simon; Roberts, Leo; Swoboda, Nik

2010-04-01

This paper compares two explanations of the process by which human communication systems evolve: iterated learning and social collaboration. It then reports an experiment testing the social collaboration account. Participants engaged in a graphical communication task either as a member of a community, where they interacted with seven different partners drawn from the same pool, or as a member of an isolated pair, where they interacted with the same partner across the same number of games. Participants' horizontal, pair-wise interactions led "bottom up" to the creation of an effective and efficient shared sign system in the community condition. Furthermore, the community-evolved sign systems were as effective and efficient as the local sign systems developed by isolated pairs. Finally, and as predicted by a social collaboration account, and not by an iterated learning account, interaction was critical to the creation of shared sign systems, with different isolated pairs establishing different local sign systems and different communities establishing different global sign systems. Copyright © 2010 Cognitive Science Society, Inc.

Low-level sensory plasticity during task-irrelevant perceptual learning: Evidence from conventional and double training procedures

PubMed Central

Pilly, Praveen K.; Grossberg, Stephen; Seitz, Aaron R.

2009-01-01

Studies of perceptual learning have focused on aspects of learning that are related to early stages of sensory processing. However, conclusions that perceptual learning results in low-level sensory plasticity are controversial, since such learning may also be attributed to plasticity in later stages of sensory processing or in readout from sensory to decision stages, or to changes in high-level central processing. To address this controversy, we developed a novel random dot motion (RDM) stimulus to target motion cells selective to contrast polarity by ensuring the motion direction information arises only from signal dot onsets and not their offsets, and used these stimuli in the paradigm of task-irrelevant perceptual learning (TIPL). In TIPL, learning is achieved in response to a stimulus by subliminally pairing that stimulus with the targets of an unrelated training task. In this manner, we are able to probe learning for an aspect of motion processing thought to be a function of directional V1 simple cells with a learning procedure that dissociates the learned stimulus from the decision processes relevant to the training task. Our results show direction-selective learning for the designated contrast polarity that does not transfer to the opposite contrast polarity. This polarity specificity was replicated in a double training procedure in which subjects were additionally exposed to the opposite polarity. Taken together, these results suggest that TIPL for motion stimuli may occur at the stage of directional V1 simple cells. Finally, a theoretical explanation is provided to understand the data. PMID:19800358

Cognitive stimulation intervention for elders with mild cognitive impairment compared with normal aged subjects: preliminary results.

PubMed

Wenisch, Emilie; Cantegreil-Kallen, Inge; De Rotrou, Jocelyne; Garrigue, Pia; Moulin, Florence; Batouche, Fériel; Richard, Aurore; De Sant'Anna, Martha; Rigaud, Anne Sophie

2007-08-01

Cognitive training programs have been developed for Alzheimer's disease patients and the healthy elderly population. Collective cognitive stimulation programs have been shown to be efficient for subjects with memory complaint. The aim of this study was to evaluate the benefit of such cognitive programs in populations with Mild Cognitive Impairment (MCI). Twelve patients with MCI and twelve cognitively normal elders were administered a cognitive stimulation program. Cognitive performance (Logical Memory, Word paired associative learning task, Trail Making Test, verbal fluency test) were collected before and after the intervention. A gain score [(post-score - pre-score)/ pre-score] was calculated for each variable and compared between groups. The analysis revealed a larger intervention size effect in MCI than in normal elders' performances on the associative learning task (immediate recall: p<0.05, delayed recall: p<0.01). The intervention was more beneficial in improving associative memory abilities in MCI than in normal subjects. At the end of the intervention, the MCI group had lower results than the normal group only for the delayed recall of Logical Memory. Although further studies are needed for more details on the impact of cognitive stimulation programs on MCI patients, this intervention is effective in compensating associative memory difficulties of these patients. Among non-pharmacological interventions, cognitive stimulation therapy is a repeatable and inexpensive collective method that can easily be provided to various populations with the aim of slowing down the rate of decline in elderly persons with cognitive impairment.

Composing alarms: considering the musical aspects of auditory alarm design.

PubMed

Gillard, Jessica; Schutz, Michael

2016-12-01

Short melodies are commonly linked to referents in jingles, ringtones, movie themes, and even auditory displays (i.e., sounds used in human-computer interactions). While melody associations can be quite effective, auditory alarms in medical devices are generally poorly learned and highly confused. Here, we draw on approaches and stimuli from both music cognition (melody recognition) and human factors (alarm design) to analyze the patterns of confusions in a paired-associate alarm-learning task involving both a standardized melodic alarm set (Experiment 1) and a set of novel melodies (Experiment 2). Although contour played a role in confusions (consistent with previous research), we observed several cases where melodies with similar contours were rarely confused - melodies holding musically distinctive features. This exploratory work suggests that salient features formed by an alarm's melodic structure (such as repeated notes, distinct contours, and easily recognizable intervals) can increase the likelihood of correct alarm identification. We conclude that the use of musical principles and features may help future efforts to improve the design of auditory alarms.

Does social environment influence learning ability in a family-living lizard?

PubMed

Riley, Julia L; Noble, Daniel W A; Byrne, Richard W; Whiting, Martin J

2017-05-01

Early developmental environment can have profound effects on individual physiology, behaviour, and learning. In birds and mammals, social isolation during development is known to negatively affect learning ability; yet in other taxa, like reptiles, the effect of social isolation during development on learning ability is unknown. We investigated how social environment affects learning ability in the family-living tree skink (Egernia striolata). We hypothesized that early social environment shapes cognitive development in skinks and predicted that skinks raised in social isolation would have reduced learning ability compared to skinks raised socially. Offspring were separated at birth into two rearing treatments: (1) raised alone or (2) in a pair. After 1 year, we quantified spatial learning ability of skinks in these rearing treatments (N = 14 solitary, 14 social). We found no effect of rearing treatment on learning ability. The number of skinks to successfully learn the task, the number of trials taken to learn the task, the latency to perform the task, and the number of errors in each trial did not differ between isolated and socially reared skinks. Our results were unexpected, yet the facultative nature of this species' social system may result in a reduced effect of social isolation on behaviour when compared to species with obligate sociality. Overall, our findings do not provide evidence that social environment affects development of spatial learning ability in this family-living lizard.

Low Cognitive Impulsivity Is Associated with Better Gain and Loss Learning in a Probabilistic Decision-Making Task

PubMed Central

Cáceres, Pablo; San Martín, René

2017-01-01

Many advances have been made over the last decades in describing, on the one hand, the link between reward-based learning and decision-making, and on the other hand, the link between impulsivity and decision-making. However, the association between reward-based learning and impulsivity remains poorly understood. In this study, we evaluated the association between individual differences in loss-minimizing and gain-maximizing behavior in a learning-based probabilistic decision-making task and individual differences in cognitive impulsivity. We found that low cognitive impulsivity was associated both with a better performance minimizing losses and maximizing gains during the task. These associations remained significant after controlling for mathematical skills and gender as potential confounders. We discuss potential mechanisms through which cognitive impulsivity might interact with reward-based learning and decision-making. PMID:28261137

Low Cognitive Impulsivity Is Associated with Better Gain and Loss Learning in a Probabilistic Decision-Making Task.

PubMed

Cáceres, Pablo; San Martín, René

2017-01-01

Many advances have been made over the last decades in describing, on the one hand, the link between reward-based learning and decision-making, and on the other hand, the link between impulsivity and decision-making. However, the association between reward-based learning and impulsivity remains poorly understood. In this study, we evaluated the association between individual differences in loss-minimizing and gain-maximizing behavior in a learning-based probabilistic decision-making task and individual differences in cognitive impulsivity. We found that low cognitive impulsivity was associated both with a better performance minimizing losses and maximizing gains during the task. These associations remained significant after controlling for mathematical skills and gender as potential confounders. We discuss potential mechanisms through which cognitive impulsivity might interact with reward-based learning and decision-making.

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.

Task as a Heuristic for Understanding Student Learning and Motivation.

ERIC Educational Resources Information Center

Blumenfeld, Phyllis C.; And Others

1987-01-01

Describes the cognitive characteristics and procedural "forms" associated with common school learning tasks. Illustrates how variations in these can affect student motivation and learning. Concludes that simple task content and unvaried procedures tend to result in limited thinkers and alienated workers. (JDH)

Individual Differences in Children's Ability to Profit from Picture Adjunct Aids.

ERIC Educational Resources Information Center

Hughes, Jan N.; Hall, Donald M.

Individual differences in fourth grade students' abilities to profit from experimenter-provided picture adjunct aids on prose recall tasks were examined. It was hypothesized that poor paired associate learners would benefit from picture adjunct aids to a greater extent than good paired associate learners. A secondary aim was to assess the effects…

Fronto-temporal white matter connectivity predicts reversal learning errors

PubMed Central

Alm, Kylie H.; Rolheiser, Tyler; Mohamed, Feroze B.; Olson, Ingrid R.

2015-01-01

Each day, we make hundreds of decisions. In some instances, these decisions are guided by our innate needs; in other instances they are guided by memory. Probabilistic reversal learning tasks exemplify the close relationship between decision making and memory, as subjects are exposed to repeated pairings of a stimulus choice with a reward or punishment outcome. After stimulus–outcome associations have been learned, the associated reward contingencies are reversed, and participants are not immediately aware of this reversal. Individual differences in the tendency to choose the previously rewarded stimulus reveal differences in the tendency to make poorly considered, inflexible choices. Lesion studies have strongly linked reversal learning performance to the functioning of the orbitofrontal cortex, the hippocampus, and in some instances, the amygdala. Here, we asked whether individual differences in the microstructure of the uncinate fasciculus, a white matter tract that connects anterior and medial temporal lobe regions to the orbitofrontal cortex, predict reversal learning performance. Diffusion tensor imaging and behavioral paradigms were used to examine this relationship in 33 healthy young adults. The results of tractography revealed a significant negative relationship between reversal learning performance and uncinate axial diffusivity, but no such relationship was demonstrated in a control tract, the inferior longitudinal fasciculus. Our findings suggest that the uncinate might serve to integrate associations stored in the anterior and medial temporal lobes with expectations about expected value based on feedback history, computed in the orbitofrontal cortex. PMID:26150776

Spatial parameters at the basis of social transfer of learning.

PubMed

Lugli, Luisa; Iani, Cristina; Milanese, Nadia; Sebanz, Natalie; Rubichi, Sandro

2015-06-01

Recent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of 3 different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant, and participant-response relations. In 3 experiments, the authors manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent corepresentation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transfer-of-learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant. (c) 2015 APA, all rights reserved).

Early Verb Learning: How Do Children Learn How to Compare Events?

PubMed Central

Childers, Jane B.; Parrish, Rebecca; Olson, Christina V.; Burch, Clare; Fung, Gavin; McIntyre, Kevin

2015-01-01

An important problem verb learners must solve is how to extend verbs. Children could use cross-situational information to guide their extensions, however comparing events is difficult. Two studies test whether children benefit from initially seeing a pair of similar events (‘progressive alignment’) while learning new verbs, and whether this influence changes with age. In Study 1, 2 ½- and 3 ½-year-old children participated in an interactive task. Children who saw a pair of similar events and then varied events were able to extend verbs at test, differing from a control group; children who saw two pairs of varied events did not differ from the control group. In Study 2, events were presented on a monitor. Following the initial pair of events that varied by condition, a Tobii x120 eye tracker recorded 2 ½-, 3 ½- and 4 ½-year-olds’ fixations to specific elements of events (AOIs) during the second pair of events, which were the same across conditions. After seeing the pair of events that were highly similar, 2 ½-year-olds showed significantly longer fixation durations to agents and to affected objects as compared to the all varied condition. At test, 3 ½-year-olds were able to extend the verb, but only in the progressive alignment condition. These results are important because they show children’s visual attention to relevant elements in dynamic events is influenced by their prior comparison experience, and they show that young children benefit from seeing similar events as they learn to compare events to each other. PMID:27092030

Preliminary investigation of flexibility in learning color-reward associations in gibbons (Hylobatidae).

PubMed

D'Agostino, Justin; Cunningham, Clare

2015-08-01

Previous studies in learning set formation have shown that most animal species can learn to learn with subsequent novel presentations being solved in fewer presentations than when they first encounter a task. Gibbons (Hylobatidae) have generally struggled with these tasks and do not show the learning to learn pattern found in other species. This is surprising given their phylogenetic position and level of cortical development. However, there have been conflicting results with some studies demonstrating higher level learning abilities in these small apes. This study attempts to clarify whether gibbons can in fact use knowledge gained during one learning task to facilitate performance on a similar, but novel problem that would be a precursor to development of a learning set. We tested 16 captive gibbons' ability to associate color cues with provisioned food items in two experiments where they experienced a period of learning followed by experimental trials during which they could potentially use knowledge gained in their first learning experience to facilitate solution I subsequent novel tasks. Our results are similar to most previous studies in that there was no evidence of gibbons being able to use previously acquired knowledge to solve a novel task. However, once the learning association was made, the gibbons performed well above chance. We found no differences across color associations, indicating learning was not affected by the particular color / reward association. However, there were variations in learning performance with regard to genera. The hoolock (Hoolock leuconedys) and siamang (Symphalangus syndactylus) learned the fastest and the lar group (Hylobates sp.) learned the slowest. We caution these results could be due to the small sample size and because of the captive environment in which these gibbons were raised. However, it is likely that environmental variability in the native habitats of the subjects tested could facilitate the evolution of flexible learning in some genera. Further comparative study is necessary in order to incorporate realistic cognitive variables into foraging models. © 2015 Wiley Periodicals, Inc.

Retrieval-induced forgetting and interference between cues: training a cue-outcome association attenuates retrieval by alternative cues.

PubMed

Ortega-Castro, Nerea; Vadillo, Miguel A

2013-03-01

Some researchers have attempted to determine whether situations in which a single cue is paired with several outcomes (A-B, A-C interference or interference between outcomes) involve the same learning and retrieval mechanisms as situations in which several cues are paired with a single outcome (A-B, C-B interference or interference between cues). Interestingly, current research on a related effect, which is known as retrieval-induced forgetting, can illuminate this debate. Most retrieval-induced forgetting experiments are based on an experimental design that closely resembles the A-B, A-C interference paradigm. In the present experiment, we found that a similar effect may be observed when items are rearranged such that the general structure of the task more closely resembles the A-B, C-B interference paradigm. This result suggests that, as claimed by other researchers in the area of contingency learning, the two types of interference, namely A-B, A-C and A-B, C-B interference, may share some basic mechanisms. Moreover, the type of inhibitory processes assumed to underlie retrieval-induced forgetting may also play a role in these phenomena. Copyright © 2012 Elsevier B.V. All rights reserved.

Children's Friendships and Learning in School: Cognitive Enhancement through Social Interaction?

ERIC Educational Resources Information Center

Kutnick, Peter; Kington, Alison

2005-01-01

Background: Recent literature has identified that children's performance on cognitive (or problem-solving) tasks can be enhanced when undertaken as a joint activity among pairs of pupils. Performance on this "social" activity will require quality relationships between pupils, leading some researchers to argue that friendships are characterized by…

Test-Retest Reliability of Brain Activation Using the Face-Name Paired-Associates fMRI Task in Patients with Schizophrenia and Healthy Controls

NASA Astrophysics Data System (ADS)

Louis, Chelsey N.

Schizophrenia is a neurological disorder associated with cognitive impairments, and clinical symptoms of hallucinations and delusions. Recent imaging and behavioral studies have repeatedly shown aberrant brain activity in the hippocampal regions in relation to episodic memory impairments associated with schizophrenia. These findings have warranted further research to elucidate the neural processes associated with episodic memory. Therefore, the current study examined activity in a priori brain regions associated with episodic memory using the face-name paired-associates fMRI task to determine whether there was reliable activation patterns observed in healthy subjects and patients with self-reported schizophrenia. This was evaluated by using ROI analysis and whole brain analysis to examine activity between subjects during a session, and by using Pearson's R correlation coefficients to examine test-retest reliability over time. 30 schizophrenic (SZ) patients and 31 healthy control (HC) volunteers underwent a series of assessments including the fMRI behavioral task, face-name paired-associates task. The tests were conducted twice with a 14-day interval for the subjects. The results indicated no reliable brain activation in the hippocampus between scanning sessions for either the SZ or HC groups. However, distinct activation patterns were observed within sessions for both groups. These patterns were observed in the hippocampus, and regions of the frontal lobe and occipital lobe. Future studies should further explore these brain activity patterns across sessions in SZ patients compared to HC subjects to determine whether these patterns are due to pathological mechanisms associated with schizophrenia.

Signed reward prediction errors drive declarative learning.

PubMed

De Loof, Esther; Ergo, Kate; Naert, Lien; Janssens, Clio; Talsma, Durk; Van Opstal, Filip; Verguts, Tom

2018-01-01

Reward prediction errors (RPEs) are thought to drive learning. This has been established in procedural learning (e.g., classical and operant conditioning). However, empirical evidence on whether RPEs drive declarative learning-a quintessentially human form of learning-remains surprisingly absent. We therefore coupled RPEs to the acquisition of Dutch-Swahili word pairs in a declarative learning paradigm. Signed RPEs (SRPEs; "better-than-expected" signals) during declarative learning improved recognition in a follow-up test, with increasingly positive RPEs leading to better recognition. In addition, classic declarative memory mechanisms such as time-on-task failed to explain recognition performance. The beneficial effect of SRPEs on recognition was subsequently affirmed in a replication study with visual stimuli.

Accurate classification of brain gliomas by discriminate dictionary learning based on projective dictionary pair learning of proton magnetic resonance spectra.

PubMed

Adebileje, Sikiru Afolabi; Ghasemi, Keyvan; Aiyelabegan, Hammed Tanimowo; Saligheh Rad, Hamidreza

2017-04-01

Proton magnetic resonance spectroscopy is a powerful noninvasive technique that complements the structural images of cMRI, which aids biomedical and clinical researches, by identifying and visualizing the compositions of various metabolites within the tissues of interest. However, accurate classification of proton magnetic resonance spectroscopy is still a challenging issue in clinics due to low signal-to-noise ratio, overlapping peaks of metabolites, and the presence of background macromolecules. This paper evaluates the performance of a discriminate dictionary learning classifiers based on projective dictionary pair learning method for brain gliomas proton magnetic resonance spectroscopy spectra classification task, and the result were compared with the sub-dictionary learning methods. The proton magnetic resonance spectroscopy data contain a total of 150 spectra (74 healthy, 23 grade II, 23 grade III, and 30 grade IV) from two databases. The datasets from both databases were first coupled together, followed by column normalization. The Kennard-Stone algorithm was used to split the datasets into its training and test sets. Performance comparison based on the overall accuracy, sensitivity, specificity, and precision was conducted. Based on the overall accuracy of our classification scheme, the dictionary pair learning method was found to outperform the sub-dictionary learning methods 97.78% compared with 68.89%, respectively. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Visual memory and sustained attention impairment in youths with autism spectrum disorders.

PubMed

Chien, Y-L; Gau, S S-F; Shang, C-Y; Chiu, Y-N; Tsai, W-C; Wu, Y-Y

2015-08-01

An uneven neurocognitive profile is a hallmark of autism spectrum disorder (ASD). Studies focusing on the visual memory performance in ASD have shown controversial results. We investigated visual memory and sustained attention in youths with ASD and typically developing (TD) youths. We recruited 143 pairs of youths with ASD (males 93.7%; mean age 13.1, s.d. 3.5 years) and age- and sex-matched TD youths. The ASD group consisted of 67 youths with autistic disorder (autism) and 76 with Asperger's disorder (AS) based on the DSM-IV criteria. They were assessed using the Cambridge Neuropsychological Test Automated Battery involving the visual memory [spatial recognition memory (SRM), delayed matching to sample (DMS), paired associates learning (PAL)] and sustained attention (rapid visual information processing; RVP). Youths with ASD performed significantly worse than TD youths on most of the tasks; the significance disappeared in the superior intelligence quotient (IQ) subgroup. The response latency on the tasks did not differ between the ASD and TD groups. Age had significant main effects on SRM, DMS, RVP and part of PAL tasks and had an interaction with diagnosis in DMS and RVP performance. There was no significant difference between autism and AS on visual tasks. Our findings implied that youths with ASD had a wide range of visual memory and sustained attention impairment that was moderated by age and IQ, which supports temporal and frontal lobe dysfunction in ASD. The lack of difference between autism and AS implies that visual memory and sustained attention cannot distinguish these two ASD subtypes, which supports DSM-5 ASD criteria.

Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks.

PubMed

Vaughn, B J; Horner, R H

1997-01-01

Levels of problem behavior were assessed when 4 students with severe disabilities received instruction on preferred versus nonpreferred tasks and when tasks of each type were chosen by the teacher rather than by the student. In Phase 1, interview and direct observation assessments were conducted to identify relative preferences for academic tasks. In Phase 2, the effects of these lower preference and higher preference tasks on the rate of problem behavior were evaluated using a multielement design. The results showed that lower preference tasks were associated with higher rates of problem behaviors and that students, when given a choice, consistently selected the tasks that had been identified through interview and direct observation as higher preference. In Phase 3, we assessed whether allowing the students to choose between pairs of lower preference tasks or between pairs of higher preference tasks reduced problem behavior relative to a condition in which the teacher selected the same tasks. For 2 of 4 students, the rates of problem behavior were lower when students (rather than the teacher) selected the lower preference activity. Higher preference tasks for 3 students were associated with relatively low rates of problem behavior regardless of whether the student or the teacher selected the task.

Hippocampal SWR Activity Predicts Correct Decisions during the Initial Learning of an Alternation Task

PubMed Central

Singer, Annabelle C.; Carr, Margaret F.; Karlsson, Mattias P.; Frank, Loren M.

2013-01-01

SUMMARY The hippocampus frequently replays memories of past experiences during sharp-wave ripple (SWR) events. These events can represent spatial trajectories extending from the animal’s current location to distant locations, suggesting a role in the evaluation of upcoming choices. While SWRs have been linked to learning and memory, the specific role of awake replay remains unclear. Here we show that there is greater coordinated neural activity during SWRs preceding correct, as compared to incorrect, trials in a spatial alternation task. As a result, the proportion of cell pairs coactive during SWRs was predictive of subsequent correct or incorrect responses on a trial-by-trial basis. This effect was seen specifically during early learning, when the hippocampus is essential for task performance. SWR activity preceding correct trials represented multiple trajectories that included both correct and incorrect options. These results suggest that reactivation during awake SWRs contributes to the evaluation of possible choices during memory-guided decision making. PMID:23522050

Visual perceptual learning by operant conditioning training follows rules of contingency.

PubMed

Kim, Dongho; Seitz, Aaron R; Watanabe, Takeo

2015-01-01

Visual perceptual learning (VPL) can occur as a result of a repetitive stimulus-reward pairing in the absence of any task. This suggests that rules that guide Conditioning, such as stimulus-reward contingency (e.g. that stimulus predicts the likelihood of reward), may also guide the formation of VPL. To address this question, we trained subjects with an operant conditioning task in which there were contingencies between the response to one of three orientations and the presence of reward. Results showed that VPL only occurred for positive contingencies, but not for neutral or negative contingencies. These results suggest that the formation of VPL is influenced by similar rules that guide the process of Conditioning.

The constructive role of gender asymmetry in social interaction: further evidence.

PubMed

Psaltis, Charis

2011-06-01

Two hundred and sixty-four children aged 6.5-7.5 years (first graders) took part in a pre-test, interaction, and post-test experiment working on a spatial transformation task known as the 'village task'. Cognitive progress was assessed by pre- to post-test gains in both an immediate and delayed post-test in dyads and individual participants as a control. The results indicate clear links between particular pair types with both communication processes and with learning and cognitive developmental outcomes. The present study demonstrates that gender can act as a source of status asymmetry in peer interaction to influence communication, learning, and cognitive development in same- and mixed-sex dyads.

Visual perceptual learning by operant conditioning training follows rules of contingency

PubMed Central

Kim, Dongho; Seitz, Aaron R; Watanabe, Takeo

2015-01-01

Visual perceptual learning (VPL) can occur as a result of a repetitive stimulus-reward pairing in the absence of any task. This suggests that rules that guide Conditioning, such as stimulus-reward contingency (e.g. that stimulus predicts the likelihood of reward), may also guide the formation of VPL. To address this question, we trained subjects with an operant conditioning task in which there were contingencies between the response to one of three orientations and the presence of reward. Results showed that VPL only occurred for positive contingencies, but not for neutral or negative contingencies. These results suggest that the formation of VPL is influenced by similar rules that guide the process of Conditioning. PMID:26028984

Perceptual learning transfer in an appetitive Pavlovian task.

PubMed

Artigas, Antonio A; Prados, Jose

2017-06-01

In two experiments, rats were given intermixed or blocked preexposure to two similar compound stimuli, AX and BX. Following preexposure, conditioning trials took place in which AX (Experiment 1) or a novel compound stimulus NX (Experiment 2) was paired with a food-unconditioned stimulus in an appetitive Pavlovian preparation. Animals that were given alternated preexposure showed lower generalization from AX to BX (Experiment 1) and from NX to a new compound, ZX (Experiment 2), than animals that were given blocked preexposure, a perceptual learning and a perceptual learning transfer effect, respectively.

The Flexibility of 12-Month-Olds' Preferences for Phonologically Appropriate Object Labels

ERIC Educational Resources Information Center

MacKenzie, Heather K.; Graham, Susan A.; Curtin, Suzanne; Archer, Stephanie L.

2014-01-01

We explored 12-month-olds' flexibility in accepting phonotactically illegal or ill-formed word forms in a modified associative-learning task. Sixty-four English-learning infants were presented with a training phase that either clarified the purpose of a sound--object association task or left the task ambiguous. Infants were then habituated to sets…

Motor learning processes: an electrophysiologic perspective.

PubMed

Velasques, Bruna; Ferreira, Camila; Teixeira, Silmar Silva; Furtado, Vernon; Mendes, Elizabeth; Basile, Luis; Cagy, Mauricio; Piedade, Roberto; Ribeiro, Pedro

2007-12-01

The goal of the present study was to investigate electrophysiologic, qEEG, changes when individuals were exposed to a motor task. Subjects brain electrical activity was analyzed before and after the typewriting training task. For the neurophysiological variable asymmetry, a paired t-test was performed to compare each moment, pre and post-task, in the beta bands. The findings showed a change for the qEEG variable in each scalp site, F3/F4; C3/C4 and P3/P4. These results suggest an adaptation of pre-frontal, sensory-motor and parietal cortex, as a consequence of the typewriting training.

Reward and attentional control in visual search.

PubMed

Yantis, Steven; Anderson, Brian A; Wampler, Emma K; Laurent, Patryk A

2012-01-01

It has long been known that the control of attention in visual search depends both on voluntary, top-down deployment according to context-specific goals, and on involuntary, stimulus-driven capture based on the physical conspicuity of perceptual objects. Recent evidence suggests that pairing target stimuli with reward can modulate the voluntary deployment of attention, but there is little evidence that reward modulates the involuntary deployment of attention to task-irrelevant distractors. We report several experiments that investigate the role of reward learning on attentional control. Each experiment involved a training phase and a test phase. In the training phase, different colors were associated with different amounts of monetary reward. In the test phase, color was not task-relevant and participants searched for a shape singleton; in most experiments no reward was delivered in the test phase. We first show that attentional capture by physically salient distractors is magnified by a previous association with reward. In subsequent experiments we demonstrate that physically inconspicuous stimuli previously associated with reward capture attention persistently during extinction--even several days after training. Furthermore, vulnerability to attentional capture by high-value stimuli is negatively correlated across individuals with working memory capacity and positively correlated with trait impulsivity. An analysis of intertrial effects reveals that value-driven attentional capture is spatially specific. Finally, when reward is delivered at test contingent on the task-relevant shape feature, recent reward history modulates value-driven attentional capture by the irrelevant color feature. The influence of learned value on attention may provide a useful model of clinical syndromes characterized by similar failures of cognitive control, including addiction, attention-deficit/hyperactivity disorder, and obesity.

Reward and Attentional Control in Visual Search

PubMed Central

Anderson, Brian A.; Wampler, Emma K.; Laurent, Patryk A.

2015-01-01

It has long been known that the control of attention in visual search depends both on voluntary, top-down deployment according to context-specific goals, and on involuntary, stimulus-driven capture based on the physical conspicuity of perceptual objects. Recent evidence suggests that pairing target stimuli with reward can modulate the voluntary deployment of attention, but there is little evidence that reward modulates the involuntary deployment of attention to task-irrelevant distractors. We report several experiments that investigate the role of reward learning on attentional control. Each experiment involved a training phase and a test phase. In the training phase, different colors were associated with different amounts of monetary reward. In the test phase, color was not task-relevant and participants searched for a shape singleton; in most experiments no reward was delivered in the test phase. We first show that attentional capture by physically salient distractors is magnified by a previous association with reward. In subsequent experiments we demonstrate that physically inconspicuous stimuli previously associated with reward capture attention persistently during extinction—even several days after training. Furthermore, vulnerability to attentional capture by high-value stimuli is negatively correlated across individuals with working memory capacity and positively correlated with trait impulsivity. An analysis of intertrial effects reveals that value-driven attentional capture is spatially specific. Finally, when reward is delivered at test contingent on the task-relevant shape feature, recent reward history modulates value-driven attentional capture by the irrelevant color feature. The influence of learned value on attention may provide a useful model of clinical syndromes characterized by similar failures of cognitive control, including addiction, attention-deficit/hyperactivity disorder, and obesity. PMID:23437631

Rats with ventral hippocampal damage are impaired at various forms of learning including conditioned inhibition, spatial navigation, and discriminative fear conditioning to similar contexts.

PubMed

McDonald, Robert J; Balog, R J; Lee, Justin Q; Stuart, Emily E; Carrels, Brianna B; Hong, Nancy S

2018-10-01

The ventral hippocampus (vHPC) has been implicated in learning and memory functions that seem to differ from its dorsal counterpart. The goal of this series of experiments was to provide further insight into the functional contributions of the vHPC. Our previous work implicated the vHPC in spatial learning, inhibitory learning, and fear conditioning to context. However, the specific role of vHPC on these different forms of learning are not clear. Accordingly, we assessed the effects of neurotoxic lesions of the ventral hippocampus on retention of a conditioned inhibitory association, early versus late spatial navigation in the water task, and discriminative fear conditioning to context under high ambiguity conditions. The results showed that the vHPC was necessary for the expression of conditioned inhibition, early spatial learning, and discriminative fear conditioning to context when the paired and unpaired contexts have high cue overlap. We argue that this pattern of effects, combined with previous work, suggests a key role for vHPC in the utilization of broad contextual representations for inhibition and discriminative memory in high ambiguity conditions. Copyright © 2018 Elsevier B.V. All rights reserved.

Competition between multiple words for a referent in cross-situational word learning

PubMed Central

Benitez, Viridiana L.; Yurovsky, Daniel; Smith, Linda B.

2016-01-01

Three experiments investigated competition between word-object pairings in a cross-situational word-learning paradigm. Adults were presented with One-Word pairings, where a single word labeled a single object, and Two-Word pairings, where two words labeled a single object. In addition to measuring learning of these two pairing types, we measured competition between words that refer to the same object. When the word-object co-occurrences were presented intermixed in training (Experiment 1), we found evidence for direct competition between words that label the same referent. Separating the two words for an object in time eliminated any evidence for this competition (Experiment 2). Experiment 3 demonstrated that adding a linguistic cue to the second label for a referent led to different competition effects between adults who self-reported different language learning histories, suggesting both distinctiveness and language learning history affect competition. Finally, in all experiments, competition effects were unrelated to participants’ explicit judgments of learning, suggesting that competition reflects the operating characteristics of implicit learning processes. Together, these results demonstrate that the role of competition between overlapping associations in statistical word-referent learning depends on time, the distinctiveness of word-object pairings, and language learning history. PMID:27087742

Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

PubMed

Desantis, Andrea; Haggard, Patrick

2016-08-01

To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Aversive Learning and Trait Aggression Influence Retaliatory Behavior.

PubMed

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0-2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others.

Aversive Learning and Trait Aggression Influence Retaliatory Behavior

PubMed Central

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

Audiovisual spoken word training can promote or impede auditory-only perceptual learning: prelingually deafened adults with late-acquired cochlear implants versus normal hearing adults

PubMed Central

Bernstein, Lynne E.; Eberhardt, Silvio P.; Auer, Edward T.

2014-01-01

Training with audiovisual (AV) speech has been shown to promote auditory perceptual learning of vocoded acoustic speech by adults with normal hearing. In Experiment 1, we investigated whether AV speech promotes auditory-only (AO) perceptual learning in prelingually deafened adults with late-acquired cochlear implants. Participants were assigned to learn associations between spoken disyllabic C(=consonant)V(=vowel)CVC non-sense words and non-sense pictures (fribbles), under AV and then AO (AV-AO; or counter-balanced AO then AV, AO-AV, during Periods 1 then 2) training conditions. After training on each list of paired-associates (PA), testing was carried out AO. Across all training, AO PA test scores improved (7.2 percentage points) as did identification of consonants in new untrained CVCVC stimuli (3.5 percentage points). However, there was evidence that AV training impeded immediate AO perceptual learning: During Period-1, training scores across AV and AO conditions were not different, but AO test scores were dramatically lower in the AV-trained participants. During Period-2 AO training, the AV-AO participants obtained significantly higher AO test scores, demonstrating their ability to learn the auditory speech. Across both orders of training, whenever training was AV, AO test scores were significantly lower than training scores. Experiment 2 repeated the procedures with vocoded speech and 43 normal-hearing adults. Following AV training, their AO test scores were as high as or higher than following AO training. Also, their CVCVC identification scores patterned differently than those of the cochlear implant users. In Experiment 1, initial consonants were most accurate, and in Experiment 2, medial consonants were most accurate. We suggest that our results are consistent with a multisensory reverse hierarchy theory, which predicts that, whenever possible, perceivers carry out perceptual tasks immediately based on the experience and biases they bring to the task. We point out that while AV training could be an impediment to immediate unisensory perceptual learning in cochlear implant patients, it was also associated with higher scores during training. PMID:25206344

Audiovisual spoken word training can promote or impede auditory-only perceptual learning: prelingually deafened adults with late-acquired cochlear implants versus normal hearing adults.

PubMed

Bernstein, Lynne E; Eberhardt, Silvio P; Auer, Edward T

2014-01-01

Training with audiovisual (AV) speech has been shown to promote auditory perceptual learning of vocoded acoustic speech by adults with normal hearing. In Experiment 1, we investigated whether AV speech promotes auditory-only (AO) perceptual learning in prelingually deafened adults with late-acquired cochlear implants. Participants were assigned to learn associations between spoken disyllabic C(=consonant)V(=vowel)CVC non-sense words and non-sense pictures (fribbles), under AV and then AO (AV-AO; or counter-balanced AO then AV, AO-AV, during Periods 1 then 2) training conditions. After training on each list of paired-associates (PA), testing was carried out AO. Across all training, AO PA test scores improved (7.2 percentage points) as did identification of consonants in new untrained CVCVC stimuli (3.5 percentage points). However, there was evidence that AV training impeded immediate AO perceptual learning: During Period-1, training scores across AV and AO conditions were not different, but AO test scores were dramatically lower in the AV-trained participants. During Period-2 AO training, the AV-AO participants obtained significantly higher AO test scores, demonstrating their ability to learn the auditory speech. Across both orders of training, whenever training was AV, AO test scores were significantly lower than training scores. Experiment 2 repeated the procedures with vocoded speech and 43 normal-hearing adults. Following AV training, their AO test scores were as high as or higher than following AO training. Also, their CVCVC identification scores patterned differently than those of the cochlear implant users. In Experiment 1, initial consonants were most accurate, and in Experiment 2, medial consonants were most accurate. We suggest that our results are consistent with a multisensory reverse hierarchy theory, which predicts that, whenever possible, perceivers carry out perceptual tasks immediately based on the experience and biases they bring to the task. We point out that while AV training could be an impediment to immediate unisensory perceptual learning in cochlear implant patients, it was also associated with higher scores during training.

Flexible modulation of network connectivity related to cognition in Alzheimer's disease.

PubMed

McLaren, Donald G; Sperling, Reisa A; Atri, Alireza

2014-10-15

Functional neuroimaging tools, such as fMRI methods, may elucidate the neural correlates of clinical, behavioral, and cognitive performance. Most functional imaging studies focus on regional task-related activity or resting state connectivity rather than how changes in functional connectivity across conditions and tasks are related to cognitive and behavioral performance. To investigate the promise of characterizing context-dependent connectivity-behavior relationships, this study applies the method of generalized psychophysiological interactions (gPPI) to assess the patterns of associative-memory-related fMRI hippocampal functional connectivity in Alzheimer's disease (AD) associated with performance on memory and other cognitively demanding neuropsychological tests and clinical measures. Twenty-four subjects with mild AD dementia (ages 54-82, nine females) participated in a face-name paired-associate encoding memory study. Generalized PPI analysis was used to estimate the connectivity between the hippocampus and the whole brain during encoding. The difference in hippocampal-whole brain connectivity between encoding novel and encoding repeated face-name pairs was used in multiple-regression analyses as an independent predictor for 10 behavioral, neuropsychological and clinical tests. The analysis revealed connectivity-behavior relationships that were distributed, dynamically overlapping, and task-specific within and across intrinsic networks; hippocampal-whole brain connectivity-behavior relationships were not isolated to single networks, but spanned multiple brain networks. Importantly, these spatially distributed performance patterns were unique for each measure. In general, out-of-network behavioral associations with encoding novel greater than repeated face-name pairs hippocampal-connectivity were observed in the default-mode network, while correlations with encoding repeated greater than novel face-name pairs hippocampal-connectivity were observed in the executive control network (p<0.05, cluster corrected). Psychophysiological interactions revealed significantly more extensive and robust associations between paired-associate encoding task-dependent hippocampal-whole brain connectivity and performance on memory and behavioral/clinical measures than previously revealed by standard activity-behavior analysis. Compared to resting state and task-activation methods, gPPI analyses may be more sensitive to reveal additional complementary information regarding subtle within- and between-network relations. The patterns of robust correlations between hippocampal-whole brain connectivity and behavioral measures identified here suggest that there are 'coordinated states' in the brain; that the dynamic range of these states is related to behavior and cognition; and that these states can be observed and quantified, even in individuals with mild AD. Copyright © 2014 Elsevier Inc. All rights reserved.

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain

PubMed Central

Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-01-01

OBJECTIVES We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor–learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. METHODS A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. RESULTS There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of < 0.00625 was considered to indicate significance. Three mechanism factors were operational in most scenarios: agency; response efficacy, and response value. CONCLUSIONS For a subset of uncommon associations in the model, the role of most assessment factor–learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. Discuss ideas arising from this article at ‘http://www.mededuc.com discuss’ PMID:23078685

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain.

PubMed

Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-11-01

We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor-learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of < 0.00625 was considered to indicate significance. Three mechanism factors were operational in most scenarios: agency; response efficacy, and response value. For a subset of uncommon associations in the model, the role of most assessment factor-learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. © Blackwell Publishing Ltd 2012.

Learning to represent spatial transformations with factored higher-order Boltzmann machines.

PubMed

Memisevic, Roland; Hinton, Geoffrey E

2010-06-01

To allow the hidden units of a restricted Boltzmann machine to model the transformation between two successive images, Memisevic and Hinton (2007) introduced three-way multiplicative interactions that use the intensity of a pixel in the first image as a multiplicative gain on a learned, symmetric weight between a pixel in the second image and a hidden unit. This creates cubically many parameters, which form a three-dimensional interaction tensor. We describe a low-rank approximation to this interaction tensor that uses a sum of factors, each of which is a three-way outer product. This approximation allows efficient learning of transformations between larger image patches. Since each factor can be viewed as an image filter, the model as a whole learns optimal filter pairs for efficiently representing transformations. We demonstrate the learning of optimal filter pairs from various synthetic and real image sequences. We also show how learning about image transformations allows the model to perform a simple visual analogy task, and we show how a completely unsupervised network trained on transformations perceives multiple motions of transparent dot patterns in the same way as humans.

Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

PubMed

Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

2014-04-01

In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.

The influence of cue-task association and location on switch cost and alternating-switch cost.

PubMed

Arbuthnott, Katherine D; Woodward, Todd S

2002-03-01

Task-switching performance is strongly influenced by whether the imperative stimulus uniquely specifies which task to perform: Switch cost is substantial with bivalent stimuli but is greatly reduced with univalent stimuli, suggesting that available contextual information influences processing in task-switching situations. The present study examined whether task-relevant information provided by task cues influences the magnitude of switch cost in a parallel manner. Cues presented 500 ms prior to a trivalent stimulus indicated which of three tasks to perform. These cues either had a preexisting association with the to-be-performed task (verbal cues), or a recently learned association with the task (spatial and shape cues). The results paralleled the effects of stimulus bivalence: substantial switch cost with recently learned cue-task associations and greatly reduced switch cost with preexisting cue-task associations. This suggests that both stimulus-based and cue-based information can activate the relevant task set, possibly providing external support to endogenous control processes. Alternating-switch cost, a greater cost for switching back to a recently abandoned task, was also observed with both preexisting and recently learned cue-task associations, but only when all tasks were presented in a consistent spatial location. When spatial location was used to cue the to-be-performed tasks, no alternating-switch cost was observed, suggesting that different processes may be involved when tasks are uniquely located in space. Specification of the nature of these processes may prove to be complex, as post-hoc inspection of the data suggested that for the spatial cue condition, the alternating-switch cost may oscillate between cost and benefit, depending on the relevant task.

What is preexisting strength? Predicting free association probabilities, similarity ratings, and cued recall probabilities.

PubMed

Nelson, Douglas L; Dyrdal, Gunvor M; Goodmon, Leilani B

2005-08-01

Measuring lexical knowledge poses a challenge to the study of the influence of preexisting knowledge on the retrieval of new memories. Many tasks focus on word pairs, but words are embedded in associative networks, so how should preexisting pair strength be measured? It has been measured by free association, similarity ratings, and co-occurrence statistics. Researchers interpret free association response probabilities as unbiased estimates of forward cue-to-target strength. In Study 1, analyses of large free association and extralist cued recall databases indicate that this interpretation is incorrect. Competitor and backward strengths bias free association probabilities, and as with other recall tasks, preexisting strength is described by a ratio rule. In Study 2, associative similarity ratings are predicted by forward and backward, but not by competitor, strength. Preexisting strength is not a unitary construct, because its measurement varies with method. Furthermore, free association probabilities predict extralist cued recall better than do ratings and co-occurrence statistics. The measure that most closely matches the criterion task may provide the best estimate of the identity of preexisting strength.

Person re-identification over camera networks using multi-task distance metric learning.

PubMed

Ma, Lianyang; Yang, Xiaokang; Tao, Dacheng

2014-08-01

Person reidentification in a camera network is a valuable yet challenging problem to solve. Existing methods learn a common Mahalanobis distance metric by using the data collected from different cameras and then exploit the learned metric for identifying people in the images. However, the cameras in a camera network have different settings and the recorded images are seriously affected by variability in illumination conditions, camera viewing angles, and background clutter. Using a common metric to conduct person reidentification tasks on different camera pairs overlooks the differences in camera settings; however, it is very time-consuming to label people manually in images from surveillance videos. For example, in most existing person reidentification data sets, only one image of a person is collected from each of only two cameras; therefore, directly learning a unique Mahalanobis distance metric for each camera pair is susceptible to over-fitting by using insufficiently labeled data. In this paper, we reformulate person reidentification in a camera network as a multitask distance metric learning problem. The proposed method designs multiple Mahalanobis distance metrics to cope with the complicated conditions that exist in typical camera networks. We address the fact that these Mahalanobis distance metrics are different but related, and learned by adding joint regularization to alleviate over-fitting. Furthermore, by extending, we present a novel multitask maximally collapsing metric learning (MtMCML) model for person reidentification in a camera network. Experimental results demonstrate that formulating person reidentification over camera networks as multitask distance metric learning problem can improve performance, and our proposed MtMCML works substantially better than other current state-of-the-art person reidentification methods.

Expression of c-Fos in the rat retrosplenial cortex during instrumental re-learning of appetitive bar-pressing depends on the number of stages of previous training.

PubMed

Svarnik, Olga E; Bulava, Alexandra I; Alexandrov, Yuri I

2013-01-01

Learning is known to be accompanied by induction of c-Fos expression in cortical neurons. However, not all neurons are involved in this process. What the c-Fos expression pattern depends on is still unknown. In the present work we studied whether and to what degree previous animal experience about Task 1 (the first phase of an instrumental learning) influenced neuronal c-Fos expression in the retrosplenial cortex during acquisition of Task 2 (the second phase of an instrumental learning). Animals were progressively shaped across days to bar-press for food at the left side of the experimental chamber (Task 1). This appetitive bar-pressing behavior was shaped by nine stages ("9 stages" group), five stages ("5 stages" group) or one intermediate stage ("1 stage" group). After all animals acquired the first skill and practiced it for five days, the bar and feeder on the left, familiar side of the chamber were inactivated, and the animals were allowed to learn a similar instrumental task at the opposite side of the chamber using another pair of a bar and a feeder (Task 2). The highest number of c-Fos positive neurons was found in the retrosplenial cortex of "1 stage" animals as compared to the other groups. The number of c-Fos positive neurons in "5 stages" group animals was significantly lower than in "1 stage" animals and significantly higher than in "9 stages" animals. The number of c-Fos positive neurons in the cortex of "9 stages" animals was significantly higher than in home caged control animals. At the same time, there were no significant differences between groups in such behavioral variables as the number of entrees into the feeder or bar zones during Task 2 learning. Our results suggest that c-Fos expression in the retrosplenial cortex during Task 2 acquisition was influenced by the previous learning history.

Double dissociation of the anterior and posterior dorsomedial caudate-putamen in the acquisition and expression of associative learning with the nicotine stimulus.

PubMed

Charntikov, Sergios; Pittenger, Steven T; Swalve, Natashia; Li, Ming; Bevins, Rick A

2017-07-15

Tobacco use is the leading cause of preventable deaths worldwide. This habit is not only debilitating to individual users but also to those around them (second-hand smoking). Nicotine is the main addictive component of tobacco products and is a moderate stimulant and a mild reinforcer. Importantly, besides its unconditional effects, nicotine also has conditioned stimulus effects that may contribute to the tenacity of the smoking habit. Because the neurobiological substrates underlying these processes are virtually unexplored, the present study investigated the functional involvement of the dorsomedial caudate putamen (dmCPu) in learning processes with nicotine as an interoceptive stimulus. Rats were trained using the discriminated goal-tracking task where nicotine injections (0.4 mg/kg; SC), on some days, were paired with intermittent (36 per session) sucrose deliveries; sucrose was not available on interspersed saline days. Pre-training excitotoxic or post-training transient lesions of anterior or posterior dmCPu were used to elucidate the role of these areas in acquisition or expression of associative learning with nicotine stimulus. Pre-training lesion of p-dmCPu inhibited acquisition while post-training lesions of p-dmCPu attenuated the expression of associative learning with the nicotine stimulus. On the other hand, post-training lesions of a-dmCPu evoked nicotine-like responding following saline treatment indicating the role of this area in disinhibition of learned motor behaviors. These results, for the first time, show functionally distinct involvement of a- and p-dmCPu in various stages of associative learning using nicotine stimulus and provide an initial account of neural plasticity underlying these learning processes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Functional Specialization within the Striatum along Both the Dorsal/Ventral and Anterior/Posterior Axes during Associative Learning via Reward and Punishment

ERIC Educational Resources Information Center

Mattfeld, Aaron T.; Gluck, Mark A.; Stark, Craig E. L.

2011-01-01

The goal of the present study was to elucidate the role of the human striatum in learning via reward and punishment during an associative learning task. Previous studies have identified the striatum as a critical component in the neural circuitry of reward-related learning. It remains unclear, however, under what task conditions, and to what…

Functional specialization within the striatum along both the dorsal/ventral and anterior/posterior axes during associative learning via reward and punishment

PubMed Central

Mattfeld, Aaron T.; Gluck, Mark A.; Stark, Craig E.L.

2011-01-01

The goal of the present study was to elucidate the role of the human striatum in learning via reward and punishment during an associative learning task. Previous studies have identified the striatum as a critical component in the neural circuitry of reward-related learning. It remains unclear, however, under what task conditions, and to what extent, the striatum is modulated by punishment during an instrumental learning task. Using high-resolution functional magnetic resonance imaging (fMRI) during a reward- and punishment-based probabilistic associative learning task, we observed activity in the ventral putamen for stimuli learned via reward regardless of whether participants were correct or incorrect (i.e., outcome). In contrast, activity in the dorsal caudate was modulated by trials that received feedback—either correct reward or incorrect punishment trials. We also identified an anterior/posterior dissociation reflecting reward and punishment prediction error estimates. Additionally, differences in patterns of activity that correlated with the amount of training were identified along the anterior/posterior axis of the striatum. We suggest that unique subregions of the striatum—separated along both a dorsal/ventral and anterior/posterior axis— differentially participate in the learning of associations through reward and punishment. PMID:22021252

Does ADHD in adults affect the relative accuracy of metamemory judgments?

PubMed

Knouse, Laura E; Paradise, Matthew J; Dunlosky, John

2006-11-01

Prior research suggests that individuals with ADHD overestimate their performance across domains despite performing more poorly in these domains. The authors introduce measures of accuracy from the larger realm of judgment and decision making--namely, relative accuracy and calibration--to the study of self-evaluative judgment accuracy in adults with ADHD. Twenty-eight adults with ADHD and 28 matched controls participate in a computer-administered paired-associate learning task and predict their future recall using immediate and delayed judgments of learning (JOLs). Retrospective confidence judgments are also collected. Groups perform equally in terms of judgment magnitude and absolute judgment accuracy as measured by discrepancy scores and calibration curves. Both groups benefit equally from making their JOL at a delay, and the group with ADHD show higher relative accuracy for delayed judgments. Results suggest that under certain circumstances, adults with ADHD can make accurate judgments about their future memory.

Support for an auto-associative model of spoken cued recall: evidence from fMRI.

PubMed

de Zubicaray, Greig; McMahon, Katie; Eastburn, Mathew; Pringle, Alan J; Lorenz, Lina; Humphreys, Michael S

2007-03-02

Cued recall and item recognition are considered the standard episodic memory retrieval tasks. However, only the neural correlates of the latter have been studied in detail with fMRI. Using an event-related fMRI experimental design that permits spoken responses, we tested hypotheses from an auto-associative model of cued recall and item recognition [Chappell, M., & Humphreys, M. S. (1994). An auto-associative neural network for sparse representations: Analysis and application to models of recognition and cued recall. Psychological Review, 101, 103-128]. In brief, the model assumes that cues elicit a network of phonological short term memory (STM) and semantic long term memory (LTM) representations distributed throughout the neocortex as patterns of sparse activations. This information is transferred to the hippocampus which converges upon the item closest to a stored pattern and outputs a response. Word pairs were learned from a study list, with one member of the pair serving as the cue at test. Unstudied words were also intermingled at test in order to provide an analogue of yes/no recognition tasks. Compared to incorrectly rejected studied items (misses) and correctly rejected (CR) unstudied items, correctly recalled items (hits) elicited increased responses in the left hippocampus and neocortical regions including the left inferior prefrontal cortex (LIPC), left mid lateral temporal cortex and inferior parietal cortex, consistent with predictions from the model. This network was very similar to that observed in yes/no recognition studies, supporting proposals that cued recall and item recognition involve common rather than separate mechanisms.

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.

Addiction History Associates with the Propensity to Form Habits.

PubMed

McKim, Theresa H; Bauer, Daniel J; Boettiger, Charlotte A

2016-07-01

Learned habitual responses to environmental stimuli allow efficient interaction with the environment, freeing cognitive resources for more demanding tasks. However, when the outcome of such actions is no longer a desired goal, established stimulus-response (S-R) associations or habits must be overcome. Among people with substance use disorders (SUDs), difficulty in overcoming habitual responses to stimuli associated with their addiction in favor of new, goal-directed behaviors contributes to relapse. Animal models of habit learning demonstrate that chronic self-administration of drugs of abuse promotes habitual responding beyond the domain of compulsive drug seeking. However, whether a similar propensity toward domain-general habitual responding occurs in humans with SUDs has remained unclear. To address this question, we used a visuomotor S-R learning and relearning task, the Hidden Association between Images Task, which employs abstract visual stimuli and manual responses. This task allows us to measure new S-R association learning and well-learned S-R association execution and includes a response contingency change manipulation to quantify the degree to which responding is habit-based, rather than goal-directed. We find that people with SUDs learn new S-R associations as well as healthy control participants do. Moreover, people with an SUD history slightly outperform controls in S-R execution. In contrast, people with SUDs are specifically impaired in overcoming well-learned S-R associations; those with SUDs make a significantly greater proportion of perseverative errors during well-learned S-R replacement, indicating the more habitual nature of their responses. Thus, with equivalent training and practice, people with SUDs appear to show enhanced domain-general habit formation.

What's Love Got to Do with It? Rethinking Common Sense Assumptions

ERIC Educational Resources Information Center

Trachman, Matthew; Bluestone, Cheryl

2005-01-01

One of the most basic tasks in introductory social science classes is to get students to reexamine their common sense assumptions concerning human behavior. This article introduces a shared assignment developed for a learning community that paired an introductory sociology and psychology class. The assignment challenges students to rethink the…

Incidental orthographic learning during a color detection task.

PubMed

Protopapas, Athanassios; Mitsi, Anna; Koustoumbardis, Miltiadis; Tsitsopoulou, Sofia M; Leventi, Marianna; Seitz, Aaron R

2017-09-01

Orthographic learning refers to the acquisition of knowledge about specific spelling patterns forming words and about general biases and constraints on letter sequences. It is thought to occur by strengthening simultaneously activated visual and phonological representations during reading. Here we demonstrate that a visual perceptual learning procedure that leaves no time for articulation can result in orthographic learning evidenced in improved reading and spelling performance. We employed task-irrelevant perceptual learning (TIPL), in which the stimuli to be learned are paired with an easy task target. Assorted line drawings and difficult-to-spell words were presented in red color among sequences of other black-colored words and images presented in rapid succession, constituting a fast-TIPL procedure with color detection being the explicit task. In five experiments, Greek children in Grades 4-5 showed increased recognition of words and images that had appeared in red, both during and after the training procedure, regardless of within-training testing, and also when targets appeared in blue instead of red. Significant transfer to reading and spelling emerged only after increased training intensity. In a sixth experiment, children in Grades 2-3 showed generalization to words not presented during training that carried the same derivational affixes as in the training set. We suggest that reinforcement signals related to detection of the target stimuli contribute to the strengthening of orthography-phonology connections beyond earlier levels of visually-based orthographic representation learning. These results highlight the potential of perceptual learning procedures for the reinforcement of higher-level orthographic representations. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

To predict or not to predict: influences of task and strategy on the processing of semantic relations.

PubMed

Roehm, Dietmar; Bornkessel-Schlesewsky, Ina; Rösler, Frank; Schlesewsky, Matthias

2007-08-01

We report a series of event-related potential experiments designed to dissociate the functionally distinct processes involved in the comprehension of highly restricted lexical-semantic relations (antonyms). We sought to differentiate between influences of semantic relatedness (which are independent of the experimental setting) and processes related to predictability (which differ as a function of the experimental environment). To this end, we conducted three ERP studies contrasting the processing of antonym relations (black-white) with that of related (black-yellow) and unrelated (black-nice) word pairs. Whereas the lexical-semantic manipulation was kept constant across experiments, the experimental environment and the task demands varied: Experiment 1 presented the word pairs in a sentence context of the form The opposite of X is Y and used a sensicality judgment. Experiment 2 used a word pair presentation mode and a lexical decision task. Experiment 3 also examined word pairs, but with an antonymy judgment task. All three experiments revealed a graded N400 response (unrelated > related > antonyms), thus supporting the assumption that semantic associations are processed automatically. In addition, the experiments revealed that, in highly constrained task environments, the N400 gradation occurs simultaneously with a P300 effect for the antonym condition, thus leading to the superficial impression of an extremely "reduced" N400 for antonym pairs. Comparisons across experiments and participant groups revealed that the P300 effect is not only a function of stimulus constraints (i.e., sentence context) and experimental task, but that it is also crucially influenced by individual processing strategies used to achieve successful task performance.

The facilitative effects of glucose ingestion on memory retrieval in younger and older adults: is task difficulty or task domain critical?

PubMed

Riby, Leigh M; McMurtrie, Hazel; Smallwood, Jonathan; Ballantyne, Carrie; Meikle, Andrew; Smith, Emily

2006-02-01

The ingestion of a glucose-containing drink has been shown to improve cognitive performance, particularly memory functioning. However, it remains unclear as to the extent to which task domain and task difficulty moderate the glucose enhancement effect. The aim of this research was to determine whether boosts in performance are restricted to particular classes of memory (episodic v. semantic) or to tasks of considerable cognitive load. A repeated measures (25 g glucose v. saccharin), counterbalanced, double-blind design was used with younger and older adults. Participants performed a battery of episodic (e.g. paired associate learning) and semantic memory (e.g. category verification) tasks under low and high cognitive load. Electrophysiological measures (heart rate and galvanic skin response) of arousal and mental effort were also gathered. The results indicated that whilst glucose appeared to aid episodic remembering, cognitive load did not exaggerate the facilitative effect. For semantic memory, there was little evidence to suggest that glucose can boost semantic memory retrieval even when the load was manipulated. One exception was that glucose facilitated performance during the difficult category fluency task. Regardless, the present findings are consistent with the domain-specific account in which glucose acts primarily on the hippocampal region, which is known to support episodic memory. The possible contribution of the hippocampus in semantic memory processing is also discussed.

How Attention Can Create Synaptic Tags for the Learning of Working Memories in Sequential Tasks

PubMed Central

Rombouts, Jaldert O.; Bohte, Sander M.; Roelfsema, Pieter R.

2015-01-01

Intelligence is our ability to learn appropriate responses to new stimuli and situations. Neurons in association cortex are thought to be essential for this ability. During learning these neurons become tuned to relevant features and start to represent them with persistent activity during memory delays. This learning process is not well understood. Here we develop a biologically plausible learning scheme that explains how trial-and-error learning induces neuronal selectivity and working memory representations for task-relevant information. We propose that the response selection stage sends attentional feedback signals to earlier processing levels, forming synaptic tags at those connections responsible for the stimulus-response mapping. Globally released neuromodulators then interact with tagged synapses to determine their plasticity. The resulting learning rule endows neural networks with the capacity to create new working memory representations of task relevant information as persistent activity. It is remarkably generic: it explains how association neurons learn to store task-relevant information for linear as well as non-linear stimulus-response mappings, how they become tuned to category boundaries or analog variables, depending on the task demands, and how they learn to integrate probabilistic evidence for perceptual decisions. PMID:25742003

The Unconscious Allocation of Cognitive Resources to Task-Relevant and Task-Irrelevant Thoughts

ERIC Educational Resources Information Center

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam; Samsudin, Mohd Ali; Bakar, Zainudin Abu

2014-01-01

Conscious allocation of cognitive resources to task-relevant thoughts is necessary for learning. However, task-irrelevant thoughts often associated with fear of failure can enter the mind and interfere with learning. Effects like this prompt the question of whether or not learners consciously shift their cognitive resources from task-relevant to…

Addiction history associates with the propensity to form habits

PubMed Central

McKim, Theresa H.; Bauer, Daniel J.; Boettiger, Charlotte A.

2016-01-01

Learned habitual responses to environmental stimuli allow efficient interaction with the environment, freeing cognitive resources for more demanding tasks. However, when the outcome of such actions is no longer a desired goal, established stimulus-response (S-R) associations, or habits, must be overcome. Among people with substance use disorders (SUDs), difficulty in overcoming habitual responses to stimuli associated with their addiction in favor of new, goal-directed behaviors, contributes to relapse. Animal models of habit learning demonstrate that chronic self-administration of drugs of abuse promotes habitual responding beyond the domain of compulsive drug seeking. However, whether a similar propensity toward domain-general habitual responding occurs in humans with SUDs has remained unclear. To address this question, we used a visuomotor S-R learning and re-learning task, the Hidden Association Between Images Task (HABIT), which employs abstract visual stimuli and manual responses. This task allows us to measure new S-R association learning, well-learned S-R association execution, and includes a response contingency change manipulation to quantify the degree to which responding is habit-based, rather than goal-directed. We find that people with SUDs learn new S-R associations as well as healthy control subjects do. Moreover, people with an SUD history slightly outperform controls in S-R execution. In contrast, people with SUDs are specifically impaired in overcoming well-learned S-R associations; those with SUDs make a significantly greater proportion of perseverative errors during well-learned S-R replacement, indicating the more habitual nature of their responses. Thus, with equivalent training and practice, people with SUDs appear to show enhanced domain-general habit formation. PMID:26967944

Dopamine D1/D5 receptors in the dorsal hippocampus are required for the acquisition and expression of a single trial cocaine-associated memory.

PubMed

Kramar, Cecilia P; Barbano, M Flavia; Medina, Jorge H

2014-12-01

The role of the hippocampus in memory supporting associative learning between contexts and unconditioned stimuli is well documented. Hippocampal dopamine neurotransmission modulates synaptic plasticity and memory processing of fear-motivated and spatial learning tasks. Much less is known about the involvement of the hippocampus and its D1/D5 dopamine receptors in the acquisition, consolidation and expression of memories for drug-associated experiences, more particularly, in the processing of single pairing cocaine conditioned place preference (CPP) training. To determine the temporal dynamics of cocaine CPP memory formation, we trained rats in a one-pairing CPP paradigm and tested them at different time intervals after conditioning. The cocaine-associated memory lasted 24 h but not 72 h. Then, we bilaterally infused the dorsal hippocampus with the GABA A receptor agonist muscimol or the D1/D5 dopamine receptor antagonist SCH 23390 at different stages to evaluate the mechanisms involved in the acquisition, consolidation or expression of cocaine CPP memory. Blockade of D1/D5 dopamine receptors at the moment of training impaired the acquisition of cocaine CPP memories, without having any effect when administered immediately or 12 h after training. The expression of cocaine CPP memory was also affected by the administration of SCH 23390 at the moment of the test. Conversely, muscimol impaired the consolidation of cocaine CPP memory only when administered 12 h post conditioning. These findings suggests that dopaminergic inputs to the dorsal hippocampus are required for the acquisition and expression of one trial cocaine-associated memory while neural activity of this structure is required for the late consolidation of these types of memories. Copyright © 2014 Elsevier Inc. All rights reserved.

Statistical word learning in children with autism spectrum disorder and specific language impairment.

PubMed

Haebig, Eileen; Saffran, Jenny R; Ellis Weismer, Susan

2017-11-01

Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development. Statistical learning was assessed through a word segmentation task and fast-mapping was examined in an object-label association task. We also examined children's ability to map meaning onto newly segmented words in a third task that combined exposure to an artificial language and a fast-mapping task. Children with SLI had poorer performance on the word segmentation and fast-mapping tasks relative to the typically developing and ASD groups, who did not differ from one another. However, when children with SLI were exposed to an artificial language with phonemes used in the subsequent fast-mapping task, they successfully learned more words than in the isolated fast-mapping task. There was some evidence that word segmentation abilities are associated with word learning in school-aged children with typical development and ASD, but not SLI. Follow-up analyses also examined performance in children with ASD who did and did not have a language impairment. Children with ASD with language impairment evidenced intact statistical learning abilities, but subtle weaknesses in fast-mapping abilities. As the Procedural Deficit Hypothesis (PDH) predicts, children with SLI have impairments in statistical learning. However, children with SLI also have impairments in fast-mapping. Nonetheless, they are able to take advantage of additional phonological exposure to boost subsequent word-learning performance. In contrast to the PDH, children with ASD appear to have intact statistical learning, regardless of language status; however, fast-mapping abilities differ according to broader language skills. © 2017 Association for Child and Adolescent Mental Health.

A multiple hold-out framework for Sparse Partial Least Squares.

PubMed

Monteiro, João M; Rao, Anil; Shawe-Taylor, John; Mourão-Miranda, Janaina

2016-09-15

Supervised classification machine learning algorithms may have limitations when studying brain diseases with heterogeneous populations, as the labels might be unreliable. More exploratory approaches, such as Sparse Partial Least Squares (SPLS), may provide insights into the brain's mechanisms by finding relationships between neuroimaging and clinical/demographic data. The identification of these relationships has the potential to improve the current understanding of disease mechanisms, refine clinical assessment tools, and stratify patients. SPLS finds multivariate associative effects in the data by computing pairs of sparse weight vectors, where each pair is used to remove its corresponding associative effect from the data by matrix deflation, before computing additional pairs. We propose a novel SPLS framework which selects the adequate number of voxels and clinical variables to describe each associative effect, and tests their reliability by fitting the model to different splits of the data. As a proof of concept, the approach was applied to find associations between grey matter probability maps and individual items of the Mini-Mental State Examination (MMSE) in a clinical sample with various degrees of dementia. The framework found two statistically significant associative effects between subsets of brain voxels and subsets of the questions/tasks. SPLS was compared with its non-sparse version (PLS). The use of projection deflation versus a classical PLS deflation was also tested in both PLS and SPLS. SPLS outperformed PLS, finding statistically significant effects and providing higher correlation values in hold-out data. Moreover, projection deflation provided better results. Copyright © 2016 The Author(s). Published by Elsevier B.V. All rights reserved.

Learning-Dependent Changes of Associations between Unfamiliar Words and Perceptual Features: A 15-Day Longitudinal Study

ERIC Educational Resources Information Center

Kambara, Toshimune; Tsukiura, Takashi; Shigemune, Yayoi; Kanno, Akitake; Nouchi, Rui; Yomogida, Yukihito; Kawashima, Ryuta

2013-01-01

This study examined behavioral changes in 15-day learning of word-picture (WP) and word-sound (WS) associations, using meaningless stimuli. Subjects performed a learning task and two recognition tasks under the WP and WS conditions every day for 15 days. Two main findings emerged from this study. First, behavioral data of recognition accuracy and…

Declarative long-term memory and the mesial temporal lobe: Insights from a 5-year postsurgery follow-up study on refractory temporal lobe epilepsy.

PubMed

Salvato, Gerardo; Scarpa, Pina; Francione, Stefano; Mai, Roberto; Tassi, Laura; Scarano, Elisa; Lo Russo, Giorgio; Bottini, Gabriella

2016-11-01

It is largely recognized that the mesial temporal lobe and its substructure support declarative long-term memory (LTM). So far, different theories have been suggested, and the organization of declarative verbal LTM in the brain is still a matter of debate. In the current study, we retrospectively selected 151 right-handed patients with temporal lobe epilepsy with and without hippocampal sclerosis, with a homogeneous (seizure-free) clinical outcome. We analyzed verbal memory performance within a normalized scores context, by means of prose recall and word paired-associate learning tasks. Patients were tested at presurgical baseline, 6months, 2 and 5years after anteromesial temporal lobe surgery, using parallel versions of the neuropsychological tests. Our main finding revealed a key involvement of the left temporal lobe and, in particular, of the left hippocampus in prose recall rather than word paired-associate task. We also confirmed that shorter duration of epilepsy, younger age, and withdrawal of antiepileptic drugs would predict a better memory outcome. When individual memory performance was taken into account, data showed that females affected by left temporal lobe epilepsy for longer duration were more at risk of presenting a clinically pathologic LTM at 5years after surgery. Taken together, these findings shed new light on verbal declarative memory in the mesial temporal lobe and on the behavioral signature of the functional reorganization after the surgical treatment of temporal lobe epilepsy. Copyright © 2016 Elsevier Inc. All rights reserved.

Inferential Learning of Serial Order of Perceptual Categories by Rhesus Monkeys (Macaca mulatta)

PubMed Central

2017-01-01

Category learning in animals is typically trained explicitly, in most instances by varying the exemplars of a single category in a matching-to-sample task. Here, we show that male rhesus macaques can learn categories by a transitive inference paradigm in which novel exemplars of five categories were presented throughout training. Instead of requiring decisions about a constant set of repetitively presented stimuli, we studied the macaque's ability to determine the relative order of multiple exemplars of particular stimuli that were rarely repeated. Ordinal decisions generalized both to novel stimuli and, as a consequence, to novel pairings. Thus, we showed that rhesus monkeys could learn to categorize on the basis of implied ordinal position, without prior matching-to-sample training, and that they could then make inferences about category order. Our results challenge the plausibility of association models of category learning and broaden the scope of the transitive inference paradigm. SIGNIFICANCE STATEMENT The cognitive abilities of nonhuman animals are of enduring interest to scientists and the general public because they blur the dividing line between human and nonhuman intelligence. Categorization and sequence learning are highly abstract cognitive abilities each in their own right. This study is the first to provide evidence that visual categories can be ordered serially by macaque monkeys using a behavioral paradigm that provides no explicit feedback about category or serial order. These results strongly challenge accounts of learning based on stimulus–response associations. PMID:28546309

Multi-Task Learning with Low Rank Attribute Embedding for Multi-Camera Person Re-Identification.

PubMed

Su, Chi; Yang, Fan; Zhang, Shiliang; Tian, Qi; Davis, Larry Steven; Gao, Wen

2018-05-01

We propose Multi-Task Learning with Low Rank Attribute Embedding (MTL-LORAE) to address the problem of person re-identification on multi-cameras. Re-identifications on different cameras are considered as related tasks, which allows the shared information among different tasks to be explored to improve the re-identification accuracy. The MTL-LORAE framework integrates low-level features with mid-level attributes as the descriptions for persons. To improve the accuracy of such description, we introduce the low-rank attribute embedding, which maps original binary attributes into a continuous space utilizing the correlative relationship between each pair of attributes. In this way, inaccurate attributes are rectified and missing attributes are recovered. The resulting objective function is constructed with an attribute embedding error and a quadratic loss concerning class labels. It is solved by an alternating optimization strategy. The proposed MTL-LORAE is tested on four datasets and is validated to outperform the existing methods with significant margins.

Categorical learning between 'male' and 'female' photographic human faces in jungle crows (Corvus macrorhynchos).

PubMed

Bogale, Bezawork Afework; Aoyama, Masato; Sugita, Shoei

2011-01-01

We trained jungle crows to discriminate among photographs of human face according to their sex in a simultaneous two-alternative task to study their categorical learning ability. Once the crows reached a discrimination criterion (greater than or equal to 80% correct choices in two consecutive sessions; binomial probability test, p<.05), they next received generalization and transfer tests (i.e., greyscale, contour, and 'full' occlusion) in Experiment 1 followed by a 'partial' occlusion test in Experiment 2 and random stimuli pair test in Experiment 3. Jungle crows learned the discrimination task in a few trials and successfully generalized to novel stimuli sets. However, all crows failed the greyscale test and half of them the contour test. Neither occlusion of internal features of the face, nor randomly pairing of exemplars affected discrimination performance of most, if not all crows. We suggest that jungle crows categorize human face photographs based on perceptual similarities as other non-human animals do, and colour appears to be the most salient feature controlling discriminative behaviour. However, the variability in the use of facial contours among individuals suggests an exploitation of multiple features and individual differences in visual information processing among jungle crows. Copyright © 2010 Elsevier B.V. All rights reserved.

Primate Prefrontal Neurons Encode the Association of Paired Visual Stimuli during the Pair-Association Task

ERIC Educational Resources Information Center

Andreau, Jorge Mario; Funahashi, Shintaro

2011-01-01

The prefrontal cortex (PFC) is known to contribute to memory processes such as encoding representations into long-term-memory (LTM) and retrieving these representations from LTM. However, the details of the PFC's contribution to LTM processes are not well known. To examine the characteristics of the PFC's contribution to LTM processes, we analyzed…

MISAGA: An Algorithm for Mining Interesting Subgraphs in Attributed Graphs.

PubMed

He, Tiantian; Chan, Keith C C

2018-05-01

An attributed graph contains vertices that are associated with a set of attribute values. Mining clusters or communities, which are interesting subgraphs in the attributed graph is one of the most important tasks of graph analytics. Many problems can be defined as the mining of interesting subgraphs in attributed graphs. Algorithms that discover subgraphs based on predefined topologies cannot be used to tackle these problems. To discover interesting subgraphs in the attributed graph, we propose an algorithm called mining interesting subgraphs in attributed graph algorithm (MISAGA). MISAGA performs its tasks by first using a probabilistic measure to determine whether the strength of association between a pair of attribute values is strong enough to be interesting. Given the interesting pairs of attribute values, then the degree of association is computed for each pair of vertices using an information theoretic measure. Based on the edge structure and degree of association between each pair of vertices, MISAGA identifies interesting subgraphs by formulating it as a constrained optimization problem and solves it by identifying the optimal affiliation of subgraphs for the vertices in the attributed graph. MISAGA has been tested with several large-sized real graphs and is found to be potentially very useful for various applications.

Susceptibility to declarative memory interference is pronounced in primary insomnia.

PubMed

Griessenberger, Hermann; Heib, Dominik P J; Lechinger, Julia; Luketina, Nikolina; Petzka, Marit; Moeckel, Tina; Hoedlmoser, Kerstin; Schabus, Manuel

2013-01-01

Sleep has been shown to stabilize memory traces and to protect against competing interference in both the procedural and declarative memory domain. Here, we focused on an interference learning paradigm by testing patients with primary insomnia (N = 27) and healthy control subjects (N = 21). In two separate experimental nights with full polysomnography it was revealed that after morning interference procedural memory performance (using a finger tapping task) was not impaired in insomnia patients while declarative memory (word pair association) was decreased following interference. More specifically, we demonstrate robust associations of central sleep spindles (in N3) with motor memory susceptibility to interference as well as (cortically more widespread) fast spindle associations with declarative memory susceptibility. In general the results suggest that insufficient sleep quality does not necessarily show up in worse overnight consolidation in insomnia but may only become evident (in the declarative memory domain) when interference is imposed.

Lesions of the rat nucleus basalis magnocellularis disrupt appetitive-to-aversive transfer learning.

PubMed

Butt, A E; Schultz, J A; Arnold, L L; Garman, E E; George, C L; Garraghty, P E

2003-01-01

Rats with selective lesions of the nucleus basalis magnocellularis (NBM) and sham-lesion control animals were tested in an operant appetitive-to-aversive transfer task. We hypothesized that NBM lesions would not affect performance in the appetitive phase, but that performance would be impaired during subsequent transfer to the aversive phase of the task. Additional groups of NBM lesion and control rats were tested in the avoidance condition only, where we hypothesized that NBM lesions would not disrupt performance. These hypotheses were based on the argument that the NBM is not necessary for simple association learning that does not tax attention. Both the appetitive phase of the transfer task and the avoidance only task depend only on simple associative learning and are argued not to tax attention. Consequently, performance in these tasks was predicted to be spared following NBM lesions. Complex, attention-demanding associative learning, however, is argued to depend on the NBM. Performance in the aversive phase of the transfer task is both attentionally demanding and associatively more complex than in either the appetitive or aversive tasks alone; thus, avoidance performance in the NBM lesion group was predicted to be impaired following transfer from prior appetitive conditioning. Results supported our hypotheses, with the NBM lesion group acquiring the appetitive response normally, but showing impaired performance following transfer to the aversive conditioning phase of the transfer task. Impairments were not attributable to disrupted avoidance learning per se, as avoidance behavior was normal in the NBM lesion group tested in the avoidance condition only.

Picture-Word Differences in the Acquisition and Retention of Paired Associates

ERIC Educational Resources Information Center

Postman, Leo

1978-01-01

In a study of paired-associate learning and retention, the mode of presentation (pictures versus words) of the stimuli and the responses was varied factorially. Results pose difficulties for current interpretations of picture-word differences. (Editor/RK)

Memory Asymmetry of Forward and Backward Associations in Recognition Tasks

ERIC Educational Resources Information Center

Yang, Jiongjiong; Zhao, Peng; Zhu, Zijian; Mecklinger, Axel; Fang, Zhiyong; Li, Han

2013-01-01

There is an intensive debate on whether memory for serial order is symmetric. The objective of this study was to explore whether associative asymmetry is modulated by memory task (recognition vs. cued recall). Participants were asked to memorize word triples (Experiments 1-2) or pairs (Experiments 3-6) during the study phase. They then recalled…

The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge

ERIC Educational Resources Information Center

Webb, Stuart

2009-01-01

English as a foreign language students in Japan learned target words in word pairs receptively and productively. Five aspects of vocabulary knowledge--orthography, association, syntax, grammatical functions, and meaning and form--were each measured by receptive and productive tests. The study uses an innovative methodology in that each target word…

Deep Learning: A Primer for Radiologists.

PubMed

Chartrand, Gabriel; Cheng, Phillip M; Vorontsov, Eugene; Drozdzal, Michal; Turcotte, Simon; Pal, Christopher J; Kadoury, Samuel; Tang, An

2017-01-01

Deep learning is a class of machine learning methods that are gaining success and attracting interest in many domains, including computer vision, speech recognition, natural language processing, and playing games. Deep learning methods produce a mapping from raw inputs to desired outputs (eg, image classes). Unlike traditional machine learning methods, which require hand-engineered feature extraction from inputs, deep learning methods learn these features directly from data. With the advent of large datasets and increased computing power, these methods can produce models with exceptional performance. These models are multilayer artificial neural networks, loosely inspired by biologic neural systems. Weighted connections between nodes (neurons) in the network are iteratively adjusted based on example pairs of inputs and target outputs by back-propagating a corrective error signal through the network. For computer vision tasks, convolutional neural networks (CNNs) have proven to be effective. Recently, several clinical applications of CNNs have been proposed and studied in radiology for classification, detection, and segmentation tasks. This article reviews the key concepts of deep learning for clinical radiologists, discusses technical requirements, describes emerging applications in clinical radiology, and outlines limitations and future directions in this field. Radiologists should become familiar with the principles and potential applications of deep learning in medical imaging. © RSNA, 2017.

Tracking-Learning-Detection.

PubMed

Kalal, Zdenek; Mikolajczyk, Krystian; Matas, Jiri

2012-07-01

This paper investigates long-term tracking of unknown objects in a video stream. The object is defined by its location and extent in a single frame. In every frame that follows, the task is to determine the object's location and extent or indicate that the object is not present. We propose a novel tracking framework (TLD) that explicitly decomposes the long-term tracking task into tracking, learning, and detection. The tracker follows the object from frame to frame. The detector localizes all appearances that have been observed so far and corrects the tracker if necessary. The learning estimates the detector's errors and updates it to avoid these errors in the future. We study how to identify the detector's errors and learn from them. We develop a novel learning method (P-N learning) which estimates the errors by a pair of "experts": (1) P-expert estimates missed detections, and (2) N-expert estimates false alarms. The learning process is modeled as a discrete dynamical system and the conditions under which the learning guarantees improvement are found. We describe our real-time implementation of the TLD framework and the P-N learning. We carry out an extensive quantitative evaluation which shows a significant improvement over state-of-the-art approaches.

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.

Signed reward prediction errors drive declarative learning

PubMed Central

Naert, Lien; Janssens, Clio; Talsma, Durk; Van Opstal, Filip; Verguts, Tom

2018-01-01

Reward prediction errors (RPEs) are thought to drive learning. This has been established in procedural learning (e.g., classical and operant conditioning). However, empirical evidence on whether RPEs drive declarative learning–a quintessentially human form of learning–remains surprisingly absent. We therefore coupled RPEs to the acquisition of Dutch-Swahili word pairs in a declarative learning paradigm. Signed RPEs (SRPEs; “better-than-expected” signals) during declarative learning improved recognition in a follow-up test, with increasingly positive RPEs leading to better recognition. In addition, classic declarative memory mechanisms such as time-on-task failed to explain recognition performance. The beneficial effect of SRPEs on recognition was subsequently affirmed in a replication study with visual stimuli. PMID:29293493

Associative memory advantage in grapheme-color synesthetes compared to older, but not young adults

PubMed Central

Pfeifer, Gaby; Rothen, Nicolas; Ward, Jamie; Chan, Dennis; Sigala, Natasha

2014-01-01

People with grapheme-color synesthesia perceive enriched experiences of colors in response to graphemes (letters, digits). In this study, we examined whether these synesthetes show a generic associative memory advantage for stimuli that do not elicit a synesthetic color. We used a novel between group design (14 young synesthetes, 14 young, and 14 older adults) with a self-paced visual associative learning paradigm and subsequent retrieval (immediate and delayed). Non-synesthesia inducing, achromatic fractal pair-associates were manipulated in visual similarity (high and low) and corresponded to high and low memory load conditions. The main finding was a learning and retrieval advantage of synesthetes relative to older, but not to younger, adults. Furthermore, the significance testing was supported with effect size measures and power calculations. Differences between synesthetes and older adults were found during dissimilar pair (high memory load) learning and retrieval at immediate and delayed stages. Moreover, we found a medium size difference between synesthetes and young adults for similar pair (low memory load) learning. Differences between young and older adults were also observed during associative learning and retrieval, but were of medium effect size coupled with low power. The results show a subtle associative memory advantage in synesthetes for non-synesthesia inducing stimuli, which can be detected against older adults. They also indicate that perceptual mechanisms (enhanced in synesthesia, declining as part of the aging process) can translate into a generic associative memory advantage, and may contribute to associative deficits accompanying healthy aging. PMID:25071664

Benefits of Stimulus Exposure: Developmental Learning Independent of Task Performance

PubMed Central

Green, David B.; Ohlemacher, Jocelyn; Rosen, Merri J.

2016-01-01

Perceptual learning (training-induced performance improvement) can be elicited by task-irrelevant stimulus exposure in humans. In contrast, task-irrelevant stimulus exposure in animals typically disrupts perception in juveniles while causing little to no effect in adults. This may be due to the extent of exposure, which is brief in humans while chronic in animals. Here we assessed the effects of short bouts of passive stimulus exposure on learning during development in gerbils, compared with non-passive stimulus exposure (i.e., during testing). We used prepulse inhibition of the acoustic startle response, a method that can be applied at any age, to measure gap detection thresholds across four age groups, spanning development. First, we showed that both gap detection thresholds and gap detection learning across sessions displayed a long developmental trajectory, improving throughout the juvenile period. Additionally, we demonstrated larger within- and across-animal performance variability in younger animals. These results are generally consistent with results in humans, where there are extended developmental trajectories for both the perception of temporally-varying signals, and the effects of perceptual training, as well as increased variability and poorer performance consistency in children. We then chose an age (mid-juveniles) that displayed clear learning over sessions in order to assess effects of brief passive stimulus exposure on this learning. We compared learning in mid-juveniles exposed to either gap detection testing (gaps paired with startles) or equivalent gap exposure without testing (gaps alone) for three sessions. Learning was equivalent in both these groups and better than both naïve age-matched animals and controls receiving no gap exposure but only startle testing. Thus, short bouts of exposure to gaps independent of task performance is sufficient to induce learning at this age, and is as effective as gap detection testing. PMID:27378837

Dreaming of a Learning Task is Associated with Enhanced Sleep-Dependent Memory Consolidation

PubMed Central

Wamsley, Erin J.; Tucker, Matthew; Payne, Jessica D.; Benavides, Joseph; Stickgold, Robert

2010-01-01

Summary It is now well established that post-learning sleep is beneficial for human memory performance [1–5]. Meanwhile, human and animal studies demonstrate that learning-related neural activity is re-expressed during post-training non-rapid eye movement sleep (NREM) [6–9]. NREM sleep processes appear to be particularly beneficial for hippocampus-dependent forms of memory [1–3, 10]. These observations suggest that learning triggers the reactivation and reorganization of memory traces during sleep, a systems-level process that in turn enhances behavioral performance. Here, we hypothesized that dreaming about a learning experience during NREM sleep would be associated with improved performance on a hippocampus-dependent spatial memory task. Subjects (n=99) were trained on a virtual navigation task, and then retested on the same task 5 hours after initial training. Improved performance at retest was strongly associated with task-related dream imagery during an intervening afternoon nap. Task-related thoughts during wakefulness, in contrast, did not predict improved performance. These observations suggest that sleep-dependent memory consolidation in humans is facilitated by the offline reactivation of recently formed memories, and furthermore, that dream experiences reflect this memory processing. That similar effects were not seen during wakefulness suggests that these mnemonic processes are specific to the sleep state. PMID:20417102

Verbal Discrimination: Re-pairing, Language Frequency, and Associative Properties of the Stimuli

ERIC Educational Resources Information Center

Lovelace, Eugene A.; Bansal, Leslie

1973-01-01

The present paper reports the results of four experiments on verbal discrimination learning. These experiments manipulated the associative properties and the language frequency of stimuli, as well as the pairings of "right' and "wrong' items within a list. (Author)

Ventromedial Prefrontal Cortex Is Necessary for Normal Associative Inference and Memory Integration.

PubMed

Spalding, Kelsey N; Schlichting, Margaret L; Zeithamova, Dagmar; Preston, Alison R; Tranel, Daniel; Duff, Melissa C; Warren, David E

2018-04-11

The ability to flexibly combine existing knowledge in response to novel circumstances is highly adaptive. However, the neural correlates of flexible associative inference are not well characterized. Laboratory tests of associative inference have measured memory for overlapping pairs of studied items (e.g., AB, BC) and for nonstudied pairs with common associates (i.e., AC). Findings from functional neuroimaging and neuropsychology suggest the ventromedial prefrontal cortex (vmPFC) may be necessary for associative inference. Here, we used a neuropsychological approach to test the necessity of vmPFC for successful memory-guided associative inference in humans using an overlapping pairs associative memory task. We predicted that individuals with focal vmPFC damage ( n = 5; 3F, 2M) would show impaired inferential memory but intact non-inferential memory. Performance was compared with normal comparison participants ( n = 10; 6F, 4M). Participants studied pairs of visually presented objects including overlapping pairs (AB, BC) and nonoverlapping pairs (XY). Participants later completed a three-alternative forced-choice recognition task for studied pairs (AB, BC, XY) and inference pairs (AC). As predicted, the vmPFC group had intact memory for studied pairs but significantly impaired memory for inferential pairs. These results are consistent with the perspective that the vmPFC is necessary for memory-guided associative inference, indicating that the vmPFC is critical for adaptive abilities that require application of existing knowledge to novel circumstances. Additionally, vmPFC damage was associated with unexpectedly reduced memory for AB pairs post-inference, which could potentially reflect retroactive interference. Together, these results reinforce an emerging understanding of a role for the vmPFC in brain networks supporting associative memory processes. SIGNIFICANCE STATEMENT We live in a constantly changing environment, so the ability to adapt our knowledge to support understanding of new circumstances is essential. One important adaptive ability is associative inference which allows us to extract shared features from distinct experiences and relate them. For example, if we see a woman holding a baby, and later see a man holding the same baby, then we might infer that the two adults are a couple. Despite the importance of associative inference, the brain systems necessary for this ability are not known. Here, we report that damage to human ventromedial prefrontal cortex (vmPFC) disproportionately impairs associative inference. Our findings show the necessity of the vmPFC for normal associative inference and memory integration. Copyright © 2018 the authors 0270-6474/18/383767-09$15.00/0.

Logo Experiences with Young Children: Describing Performance, Problem-Solving and Social Contexts of Learning.

ERIC Educational Resources Information Center

Yelland, Nicola

1995-01-01

Explored the performance of primary school children in Logo programming tasks while they worked in one of three gender pairs (girl, boy, or boy-girl). Found no considerable differences in performance based on gender. Results suggest that what distinguished performance was the application of metastrategic processes--the most effective solutions…

Learning to Recognize Speakers of a Non-Native Language: Implications for the Functional Organization of Human Auditory Cortex

ERIC Educational Resources Information Center

Perrachione, Tyler K.; Wong, Patrick C. M.

2007-01-01

Brain imaging studies of voice perception often contrast activation from vocal and verbal tasks to identify regions uniquely involved in processing voice. However, such a strategy precludes detection of the functional relationship between speech and voice perception. In a pair of experiments involving identifying voices from native and foreign…

The Use of Error Data to Study the Development of Verbal Encoding of Pictorial Stimuli.

ERIC Educational Resources Information Center

Cramer, Phebe

If older children automatically label pictorial stimuli, then their performance should be impaired on tasks in which such labeling would increase the error rate. Children were asked to learn pairs of verbal or pictorial stimuli which, when combined, formed a different compound word (BUTTER-FLY). Subsequently, a false recognition test that included…

Affective learning in adults with intellectual disability: an experiment using evaluative conditioning.

PubMed

Blanchette, I; Treillet, V; Davies, S R

2016-03-01

Evaluative conditioning is a form of affective learning in which initially neutral stimuli acquire an affective value through association with negative or positive stimuli. Recent research shows an important role for cognitive resources in this type of learning. This form of affective learning has rarely been studied in intellectual disability (ID). We examined evaluative conditioning in 16 adults with mild to moderate ID compared to age- and gender-matched control participants. Neutral shapes and symbols were repeatedly paired with positive, neutral or negative unconditioned stimuli (faces or International Affective Picture System images). There was also an extinction phase. There was significant acquisition of conditioning in both groups. Stimuli paired with positive images were evaluated more positively, and stimuli paired with negative images were evaluated more negatively. Post-extinction ratings however show that these novel affective associations were not maintained by individuals with ID as much as by individuals in the control group. We conclude that ID modulates some aspects of affective learning but not necessarily initial preference acquisition. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Incidental Auditory Category Learning

PubMed Central

Gabay, Yafit; Dick, Frederic K.; Zevin, Jason D.; Holt, Lori L.

2015-01-01

Very little is known about how auditory categories are learned incidentally, without instructions to search for category-diagnostic dimensions, overt category decisions, or experimenter-provided feedback. This is an important gap because learning in the natural environment does not arise from explicit feedback and there is evidence that the learning systems engaged by traditional tasks are distinct from those recruited by incidental category learning. We examined incidental auditory category learning with a novel paradigm, the Systematic Multimodal Associations Reaction Time (SMART) task, in which participants rapidly detect and report the appearance of a visual target in one of four possible screen locations. Although the overt task is rapid visual detection, a brief sequence of sounds precedes each visual target. These sounds are drawn from one of four distinct sound categories that predict the location of the upcoming visual target. These many-to-one auditory-to-visuomotor correspondences support incidental auditory category learning. Participants incidentally learn categories of complex acoustic exemplars and generalize this learning to novel exemplars and tasks. Further, learning is facilitated when category exemplar variability is more tightly coupled to the visuomotor associations than when the same stimulus variability is experienced across trials. We relate these findings to phonetic category learning. PMID:26010588

Frontal and Parietal Contributions to Probabilistic Association Learning

PubMed Central

Rushby, Jacqueline A.; Vercammen, Ans; Loo, Colleen; Short, Brooke

2011-01-01

Neuroimaging studies have shown both dorsolateral prefrontal (DLPFC) and inferior parietal cortex (iPARC) activation during probabilistic association learning. Whether these cortical brain regions are necessary for probabilistic association learning is presently unknown. Participants' ability to acquire probabilistic associations was assessed during disruptive 1 Hz repetitive transcranial magnetic stimulation (rTMS) of the left DLPFC, left iPARC, and sham using a crossover single-blind design. On subsequent sessions, performance improved relative to baseline except during DLPFC rTMS that disrupted the early acquisition beneficial effect of prior exposure. A second experiment examining rTMS effects on task-naive participants showed that neither DLPFC rTMS nor sham influenced naive acquisition of probabilistic associations. A third experiment examining consecutive administration of the probabilistic association learning test revealed early trial interference from previous exposure to different probability schedules. These experiments, showing disrupted acquisition of probabilistic associations by rTMS only during subsequent sessions with an intervening night's sleep, suggest that the DLPFC may facilitate early access to learned strategies or prior task-related memories via consolidation. Although neuroimaging studies implicate DLPFC and iPARC in probabilistic association learning, the present findings suggest that early acquisition of the probabilistic cue-outcome associations in task-naive participants is not dependent on either region. PMID:21216842

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.

Task-selective memory effects for successfully implemented encoding strategies.

PubMed

Leshikar, Eric D; Duarte, Audrey; Hertzog, Christopher

2012-01-01

Previous behavioral evidence suggests that instructed strategy use benefits associative memory formation in paired associate tasks. Two such effective encoding strategies--visual imagery and sentence generation--facilitate memory through the production of different types of mediators (e.g., mental images and sentences). Neuroimaging evidence suggests that regions of the brain support memory reflecting the mental operations engaged at the time of study. That work, however, has not taken into account self-reported encoding task success (i.e., whether participants successfully generated a mediator). It is unknown, therefore, whether task-selective memory effects specific to each strategy might be found when encoding strategies are successfully implemented. In this experiment, participants studied pairs of abstract nouns under either visual imagery or sentence generation encoding instructions. At the time of study, participants reported their success at generating a mediator. Outside of the scanner, participants further reported the quality of the generated mediator (e.g., images, sentences) for each word pair. We observed task-selective memory effects for visual imagery in the left middle occipital gyrus, the left precuneus, and the lingual gyrus. No such task-selective effects were observed for sentence generation. Intriguingly, activity at the time of study in the left precuneus was modulated by the self-reported quality (vividness) of the generated mental images with greater activity for trials given higher ratings of quality. These data suggest that regions of the brain support memory in accord with the encoding operations engaged at the time of study.

Task-Selective Memory Effects for Successfully Implemented Encoding Strategies

PubMed Central

Leshikar, Eric D.; Duarte, Audrey; Hertzog, Christopher

2012-01-01

Previous behavioral evidence suggests that instructed strategy use benefits associative memory formation in paired associate tasks. Two such effective encoding strategies–visual imagery and sentence generation–facilitate memory through the production of different types of mediators (e.g., mental images and sentences). Neuroimaging evidence suggests that regions of the brain support memory reflecting the mental operations engaged at the time of study. That work, however, has not taken into account self-reported encoding task success (i.e., whether participants successfully generated a mediator). It is unknown, therefore, whether task-selective memory effects specific to each strategy might be found when encoding strategies are successfully implemented. In this experiment, participants studied pairs of abstract nouns under either visual imagery or sentence generation encoding instructions. At the time of study, participants reported their success at generating a mediator. Outside of the scanner, participants further reported the quality of the generated mediator (e.g., images, sentences) for each word pair. We observed task-selective memory effects for visual imagery in the left middle occipital gyrus, the left precuneus, and the lingual gyrus. No such task-selective effects were observed for sentence generation. Intriguingly, activity at the time of study in the left precuneus was modulated by the self-reported quality (vividness) of the generated mental images with greater activity for trials given higher ratings of quality. These data suggest that regions of the brain support memory in accord with the encoding operations engaged at the time of study. PMID:22693593

Learning Disability as Related to Infrequent Punishment and Limited Participation in Delay of Reinforcement Tasks

ERIC Educational Resources Information Center

Wilson, L. R.

1975-01-01

This study, by comparing for learning disabled and control children parental frequency rating of physical punishment and of completion of tasks, hypothesized that parental indulgence is associated with learning disorders. Referral children with learning problems (N=18), were rated significantly lower on both measures that students referred for…

Motor Sequence Learning-Induced Neural Efficiency in Functional Brain Connectivity

PubMed Central

Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2016-01-01

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. PMID:27845228

Antimnemonic effects of schemas in young and older adults

PubMed Central

Badham, Stephen P.; Maylor, Elizabeth A.

2016-01-01

Schema-consistent material that is aligned with an individual’s knowledge and experience is typically more memorable than abstract material. This effect is often more extreme in older adults and schema use can alleviate age deficits in memory. In three experiments, young and older adults completed memory tasks where the availability of schematic information was manipulated. Specifying nonobvious relations between to-be-remembered word pairs paradoxically hindered memory (Experiment 1). Highlighting relations within mixed lists of related and unrelated word pairs had no effect on memory for those pairs (Experiment 2). This occurred even though related word pairs were recalled better than unrelated word pairs, particularly for older adults. Revealing a schematic context in a memory task with abstract image segments also hindered memory performance, particularly for older adults (Experiment 3). The data show that processing schematic information can come with costs that offset mnemonic benefits associated with schema-consistent stimuli. PMID:25980799

The reliability of a VISION COACH task as a measure of psychomotor skills.

PubMed

Xi, Yubin; Rosopa, Patrick J; Mossey, Mary; Crisler, Matthew C; Drouin, Nathalie; Kopera, Kevin; Brooks, Johnell O

2014-10-01

The VISION COACH™ interactive light board is designed to test and enhance participants' psychomotor skills. The primary goal of this study was to examine the test-retest reliability of the Full Field 120 VISION COACH task. One hundred eleven male and 131 female adult participants completed six trials where they responded to 120 randomly distributed lights displayed on the VISION COACH interactive light board. The mean time required for a participant to complete a trial was 101 seconds. Intraclass correlation coefficients, ranging from 0.962 to 0.987 suggest the VISION COACH Full Field 120 task was a reliable task. Cohen's d's of adjacent pairs of trials suggest learning effects did not negatively affect reliability after the third trial.

Memory effects of sleep, emotional valence, arousal and novelty in children.

PubMed

Vermeulen, Marije C M; van der Heijden, Kristiaan B; Benjamins, Jeroen S; Swaab, Hanna; van Someren, Eus J W

2017-06-01

Effectiveness of memory consolidation is determined by multiple factors, including sleep after learning, emotional valence, arousal and novelty. Few studies investigated how the effect of sleep compares with (and interacts with) these other factors, of which virtually none are in children. The present study did so by repeated assessment of declarative memory in 386 children (45% boys) aged 9-11 years through an online word-pair task. Children were randomly assigned to either a morning or evening learning session of 30 unrelated word-pairs with positive, neutral or negative valenced cues and neutral targets. After immediately assessing baseline recognition, delayed recognition was recorded either 12 or 24 h later, resulting in four different assessment schedules. One week later, the procedure was repeated with exactly the same word-pairs to evaluate whether effects differed for relearning versus original novel learning. Mixed-effect logistic regression models were used to evaluate how the probability of correct recognition was affected by sleep, valence, arousal, novelty and their interactions. Both immediate and delayed recognition were worse for pairs with negatively valenced or less arousing cue words. Relearning improved immediate and delayed word-pair recognition. In contrast to these effects, sleep did not affect recognition, nor did sleep moderate the effects of arousal, valence and novelty. The findings suggest a robust inclination of children to specifically forget the pairing of words to negatively valenced cue words. In agreement with a recent meta-analysis, children seem to depend less on sleep for the consolidation of information than has been reported for adults, irrespective of the emotional valence, arousal and novelty of word-pairs. © 2017 European Sleep Research Society.

Enhancing Learning Performance and Adaptability for Complex Tasks

DTIC Science & Technology

2005-03-30

development of active learning interventions and techniques that influence the focus and quality of learner regulatory activity (Kozlowski Toney et al...what are the effects of these goal representations on learning strategies, performance, and adaptability? Can active learning inductions, that influence...and mindful process - active learning - are generally associated with improved skill acquisition and adaptability for complex tasks (Smith et al

Siblings in dyads: relationships among perceptions and behavior.

PubMed

Graham-Bermann, S A

1991-06-01

The ways in which middle-childhood siblings perceive themselves as similar or different was assessed with a sample of 40 pairs of 9- to 11-year-old (younger) and 12- to 14-year-old (older) siblings. Each child was interviewed and completed a card sort procedure and a measure of self-competence. Sibling pairs participated in three behavioral tasks coded for cooperation and conflict. Self-ratings, self-perceptions, and sibling behavior were analyzed for their association with the perceived similarity construct. Siblings perceived themselves as being more like one another than did their mothers. Forty-one percent of the variance in their perceived similarity was accounted for by paired self-cooperation ratings, social competence, and behavioral task scores.

Errors Affect Hypothetical Intertemporal Food Choice in Women

PubMed Central

Sellitto, Manuela; di Pellegrino, Giuseppe

2014-01-01

Growing evidence suggests that the ability to control behavior is enhanced in contexts in which errors are more frequent. Here we investigated whether pairing desirable food with errors could decrease impulsive choice during hypothetical temporal decisions about food. To this end, healthy women performed a Stop-signal task in which one food cue predicted high-error rate, and another food cue predicted low-error rate. Afterwards, we measured participants’ intertemporal preferences during decisions between smaller-immediate and larger-delayed amounts of food. We expected reduced sensitivity to smaller-immediate amounts of food associated with high-error rate. Moreover, taking into account that deprivational states affect sensitivity for food, we controlled for participants’ hunger. Results showed that pairing food with high-error likelihood decreased temporal discounting. This effect was modulated by hunger, indicating that, the lower the hunger level, the more participants showed reduced impulsive preference for the food previously associated with a high number of errors as compared with the other food. These findings reveal that errors, which are motivationally salient events that recruit cognitive control and drive avoidance learning against error-prone behavior, are effective in reducing impulsive choice for edible outcomes. PMID:25244534

Selective Cooperation in Early Childhood – How to Choose Models and Partners

PubMed Central

Hermes, Jonas; Behne, Tanya; Studte, Kristin; Zeyen, Anna-Maria; Gräfenhain, Maria; Rakoczy, Hannes

2016-01-01

Cooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models) on a rational basis. The present study investigated whether children (and adults) also choose their cooperative partners selectively and what model characteristics they regard as important for cooperative partners and for informants about novel words. Three- and four-year-old children (N = 64) and adults (N = 14) saw contrasting pairs of models differing either in physical strength or in accuracy (in labeling known objects). Participants then performed different tasks (cooperative problem solving and word learning) requiring the choice of a partner or informant. Both children and adults chose their cooperative partners selectively. Moreover they showed the same pattern of selective model choice, regarding a wide range of model characteristics as important for cooperation (preferring both the strong and the accurate model for a strength-requiring cooperation tasks), but only prior knowledge as important for word learning (preferring the knowledgeable but not the strong model for word learning tasks). Young children’s selective model choice thus reveals an early rational competence: They infer characteristics from past behavior and flexibly consider what characteristics are relevant for certain tasks. PMID:27505043

Improving accuracy and power with transfer learning using a meta-analytic database.

PubMed

Schwartz, Yannick; Varoquaux, Gaël; Pallier, Christophe; Pinel, Philippe; Poline, Jean-Baptiste; Thirion, Bertrand

2012-01-01

Typical cohorts in brain imaging studies are not large enough for systematic testing of all the information contained in the images. To build testable working hypotheses, investigators thus rely on analysis of previous work, sometimes formalized in a so-called meta-analysis. In brain imaging, this approach underlies the specification of regions of interest (ROIs) that are usually selected on the basis of the coordinates of previously detected effects. In this paper, we propose to use a database of images, rather than coordinates, and frame the problem as transfer learning: learning a discriminant model on a reference task to apply it to a different but related new task. To facilitate statistical analysis of small cohorts, we use a sparse discriminant model that selects predictive voxels on the reference task and thus provides a principled procedure to define ROIs. The benefits of our approach are twofold. First it uses the reference database for prediction, i.e., to provide potential biomarkers in a clinical setting. Second it increases statistical power on the new task. We demonstrate on a set of 18 pairs of functional MRI experimental conditions that our approach gives good prediction. In addition, on a specific transfer situation involving different scanners at different locations, we show that voxel selection based on transfer learning leads to higher detection power on small cohorts.

Older but not younger infants associate own-race faces with happy music and other-race faces with sad music.

PubMed

Xiao, Naiqi G; Quinn, Paul C; Liu, Shaoying; Ge, Liezhong; Pascalis, Olivier; Lee, Kang

2018-03-01

We used a novel intermodal association task to examine whether infants associate own- and other-race faces with music of different emotional valences. Three- to 9-month-olds saw a series of neutral own- or other-race faces paired with happy or sad musical excerpts. Three- to 6-month-olds did not show any specific association between face race and music. At 9 months, however, infants looked longer at own-race faces paired with happy music than at own-race faces paired with sad music. Nine-month-olds also looked longer at other-race faces paired with sad music than at other-race faces paired with happy music. These results indicate that infants with nearly exclusive own-race face experience develop associations between face race and music emotional valence in the first year of life. The potential implications of such associations for developing racial biases in early childhood are discussed. © 2017 John Wiley & Sons Ltd.

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.

Effects of paired-object affordance in search tasks across the adult lifespan.

PubMed

Wulff, Melanie; Stainton, Alexandra; Rotshtein, Pia

2016-06-01

The study investigated the processes underlying the retrieval of action information about functional object pairs, focusing on the contribution of procedural and semantic knowledge. We further assessed whether the retrieval of action knowledge is affected by task demands and age. The contribution of procedural knowledge was examined by the way objects were selected, specifically whether active objects were selected before passive objects. The contribution of semantic knowledge was examined by manipulating the relation between targets and distracters. A touchscreen-based search task was used testing young, middle-aged, and elderly participants. Participants had to select by touching two targets among distracters using two search tasks. In an explicit action search task, participants had to select two objects which afforded a mutual action (e.g., functional pair: hammer-nail). Implicit affordance perception was tested using a visual color-matching search task; participants had to select two objects with the same colored frame. In both tasks, half of the colored targets also afforded an action. Overall, middle-aged participants performed better than young and elderly participants, specifically in the action task. Across participants in the action task, accuracy was increased when the distracters were semantically unrelated to the functional pair, while the opposite pattern was observed in the color task. This effect was enhanced with increased age. In the action task all participants utilized procedural knowledge, i.e., selected the active object before the passive object. This result supports the dual-route account from vision to action. Semantic knowledge contributed to both the action and the color task, but procedural knowledge associated with the direct route was primarily retrieved when the task was action-relevant. Across the adulthood lifespan, the data show inverted U-shaped effects of age on the retrieval of action knowledge. Age also linearly increased the involvement of the indirect (semantic) route and the integration of information of the direct and the indirect routes in selection processes. Copyright © 2016 Elsevier Inc. All rights reserved.

Rehabilitation Associate Training for Employed Staff. Task Analysis (RA-2).

ERIC Educational Resources Information Center

Davis, Michael J.; Jensen, Mary

This learning module, which is intended for use in in-service training for vocational rehabilitation counselors, deals with writing a task analysis. Step-by-step guidelines are provided for breaking down a task into small teachable steps by analyzing the task in terms of the way in which it will be performed once learned (method), the steps to be…

Serial Learning Process: Test of Chaining, Position, and Dual-Process Hypotheses

ERIC Educational Resources Information Center

Giurintano, S. L.

1973-01-01

The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)

Biases in probabilistic category learning in relation to social anxiety

PubMed Central

Abraham, Anna; Hermann, Christiane

2015-01-01

Instrumental learning paradigms are rarely employed to investigate the mechanisms underlying acquired fear responses in social anxiety. Here, we adapted a probabilistic category learning paradigm to assess information processing biases as a function of the degree of social anxiety traits in a sample of healthy individuals without a diagnosis of social phobia. Participants were presented with three pairs of neutral faces with differing probabilistic accuracy contingencies (A/B: 80/20, C/D: 70/30, E/F: 60/40). Upon making their choice, negative and positive feedback was conveyed using angry and happy faces, respectively. The highly socially anxious group showed a strong tendency to be more accurate at learning the probability contingency associated with the most ambiguous stimulus pair (E/F: 60/40). Moreover, when pairing the most positively reinforced stimulus or the most negatively reinforced stimulus with all the other stimuli in a test phase, the highly socially anxious group avoided the most negatively reinforced stimulus significantly more than the control group. The results are discussed with reference to avoidance learning and hypersensitivity to negative socially evaluative information associated with social anxiety. PMID:26347685

A Meta-Analysis Suggests Different Neural Correlates for Implicit and Explicit Learning.

PubMed

Loonis, Roman F; Brincat, Scott L; Antzoulatos, Evan G; Miller, Earl K

2017-10-11

A meta-analysis of non-human primates performing three different tasks (Object-Match, Category-Match, and Category-Saccade associations) revealed signatures of explicit and implicit learning. Performance improved equally following correct and error trials in the Match (explicit) tasks, but it improved more after correct trials in the Saccade (implicit) task, a signature of explicit versus implicit learning. Likewise, error-related negativity, a marker for error processing, was greater in the Match (explicit) tasks. All tasks showed an increase in alpha/beta (10-30 Hz) synchrony after correct choices. However, only the implicit task showed an increase in theta (3-7 Hz) synchrony after correct choices that decreased with learning. In contrast, in the explicit tasks, alpha/beta synchrony increased with learning and decreased thereafter. Our results suggest that explicit versus implicit learning engages different neural mechanisms that rely on different patterns of oscillatory synchrony. Copyright © 2017 Elsevier Inc. All rights reserved.

A Beta Oscillation Network in the Rat Olfactory System During a 2-Alternative Choice Odor Discrimination Task

PubMed Central

Beshel, Jennifer

2010-01-01

We previously showed that in a two-alternative choice (2AC) task, olfactory bulb (OB) gamma oscillations (∼70 Hz in rats) were enhanced during discrimination of structurally similar odorants (fine discrimination) versus discrimination of dissimilar odorants (coarse discrimination). In other studies (mostly employing go/no-go tasks) in multiple labs, beta oscillations (15–35 Hz) dominate the local field potential (LFP) signal in olfactory areas during odor sampling. Here we analyzed the beta frequency band power and pairwise coherence in the 2AC task. We show that in a task dominated by gamma in the OB, beta oscillations are also present in three interconnected olfactory areas (OB and anterior and posterior pyriform cortex). Only the beta band showed consistently elevated coherence during odor sniffing across all odor pairs, classes (alcohols and ketones), and discrimination types (fine and coarse), with stronger effects in first than in final criterion sessions (>70% correct). In the first sessions for fine discrimination odor pairs, beta power for incorrect trials was the same as that for correct trials for the other odor in the pair. This pattern was not repeated in coarse discrimination, in which beta power was elevated for correct relative to incorrect trials. This difference between fine and coarse odor discriminations may relate to different behavioral strategies for learning to differentiate similar versus dissimilar odors. Phase analysis showed that the OB led both pyriform areas in the beta frequency band during odor sniffing. We conclude that the beta band may be the means by which information is transmitted from the OB to higher order areas, even though task specifics modify dominance of one frequency band over another within the OB. PMID:20538778

Orbitofrontal inactivation impairs reversal of Pavlovian learning by interfering with 'disinhibition' of responding for previously unrewarded cues.

PubMed

Burke, Kathryn A; Takahashi, Yuji K; Correll, Jessica; Brown, P Leon; Schoenbaum, Geoffrey

2009-11-01

Orbitofrontal cortex (OFC) is critical for reversal learning. Reversal deficits are typically demonstrated in complex settings that combine Pavlovian and instrumental learning. Yet recent work has implicated the OFC specifically in behaviors guided by cues and the features of the specific outcomes they predict. To test whether the OFC is important for reversing such Pavlovian associations in the absence of confounding instrumental requirements, we trained rats on a simple Pavlovian task in which two auditory cues were presented, one paired with a food pellet reward and the other presented without reward. After learning, we reversed the cue-outcome associations. For half the rats, OFC was inactivated prior to each reversal session. Inactivation of OFC impaired the ability of the rats to reverse conditioned responding. This deficit reflected the inability of inactivated rats to develop normal responding for the previously unrewarded cue; inactivation of OFC had no impact on the ability of the rats to inhibit responding to the previously rewarded cue. These data show that OFC is critical to reversal of Pavlovian responding, and that the role of OFC in this behavior cannot be explained as a simple deficit in response inhibition. Furthermore, the contrast between the normal inhibition of responding, reported here, and impaired inhibition of responding during Pavlovian over-expectation, reported previously, suggests the novel hypothesis that OFC may be particularly critical for learning (or behavior) when it requires the subject to generate predictions about outcomes by bringing together or integrating disparate pieces of associative information.

Effects of Learning Experience on Forgetting Rates of Item and Associative Memories

ERIC Educational Resources Information Center

Yang, Jiongjiong; Zhan, Lexia; Wang, Yingying; Du, Xiaoya; Zhou, Wenxi; Ning, Xueling; Sun, Qing; Moscovitch, Morris

2016-01-01

Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

Expression of c-Fos in the rat retrosplenial cortex during instrumental re-learning of appetitive bar-pressing depends on the number of stages of previous training

PubMed Central

Svarnik, Olga E.; Bulava, Alexandra I.; Alexandrov, Yuri I.

2013-01-01

Learning is known to be accompanied by induction of c-Fos expression in cortical neurons. However, not all neurons are involved in this process. What the c-Fos expression pattern depends on is still unknown. In the present work we studied whether and to what degree previous animal experience about Task 1 (the first phase of an instrumental learning) influenced neuronal c-Fos expression in the retrosplenial cortex during acquisition of Task 2 (the second phase of an instrumental learning). Animals were progressively shaped across days to bar-press for food at the left side of the experimental chamber (Task 1). This appetitive bar-pressing behavior was shaped by nine stages (“9 stages” group), five stages (“5 stages” group) or one intermediate stage (“1 stage” group). After all animals acquired the first skill and practiced it for five days, the bar and feeder on the left, familiar side of the chamber were inactivated, and the animals were allowed to learn a similar instrumental task at the opposite side of the chamber using another pair of a bar and a feeder (Task 2). The highest number of c-Fos positive neurons was found in the retrosplenial cortex of “1 stage” animals as compared to the other groups. The number of c-Fos positive neurons in “5 stages” group animals was significantly lower than in “1 stage” animals and significantly higher than in “9 stages” animals. The number of c-Fos positive neurons in the cortex of “9 stages” animals was significantly higher than in home caged control animals. At the same time, there were no significant differences between groups in such behavioral variables as the number of entrees into the feeder or bar zones during Task 2 learning. Our results suggest that c-Fos expression in the retrosplenial cortex during Task 2 acquisition was influenced by the previous learning history. PMID:23847484

The NEWMEDS rodent touchscreen test battery for cognition relevant to schizophrenia.

PubMed

Hvoslef-Eide, M; Mar, A C; Nilsson, S R O; Alsiö, J; Heath, C J; Saksida, L M; Robbins, T W; Bussey, T J

2015-11-01

The NEWMEDS initiative (Novel Methods leading to New Medications in Depression and Schizophrenia, http://www.newmeds-europe.com ) is a large industrial-academic collaborative project aimed at developing new methods for drug discovery for schizophrenia. As part of this project, Work package 2 (WP02) has developed and validated a comprehensive battery of novel touchscreen tasks for rats and mice for assessing cognitive domains relevant to schizophrenia. This article provides a review of the touchscreen battery of tasks for rats and mice for assessing cognitive domains relevant to schizophrenia and highlights validation data presented in several primary articles in this issue and elsewhere. The battery consists of the five-choice serial reaction time task and a novel rodent continuous performance task for measuring attention, a three-stimulus visual reversal and the serial visual reversal task for measuring cognitive flexibility, novel non-matching to sample-based tasks for measuring spatial working memory and paired-associates learning for measuring long-term memory. The rodent (i.e. both rats and mice) touchscreen operant chamber and battery has high translational value across species due to its emphasis on construct as well as face validity. In addition, it offers cognitive profiling of models of diseases with cognitive symptoms (not limited to schizophrenia) through a battery approach, whereby multiple cognitive constructs can be measured using the same apparatus, enabling comparisons of performance across tasks. This battery of tests constitutes an extensive tool package for both model characterisation and pre-clinical drug discovery.

Disrupting reconsolidation: memory erasure or blunting of emotional/motivational value?

PubMed

Cogan, Elizabeth S; Shapses, Mark A; Robinson, Terry E; Tronson, Natalie C

2018-05-03

When memories are retrieved they become labile, and subject to alteration by a process known as reconsolidation. Disruption of memory reconsolidation decreases the performance of learned responses, which is often attributed to erasure of the memory; in the case of Pavlovian learning, to a loss of the association between a conditioned stimulus (CS) and unconditioned stimulus (US). However, an alternative interpretation is that disrupting reconsolidation does not erase memories, but blunts their emotional/motivational impact. It is difficult to parse the predictive vs. emotional/motivational value of CSs in non-human animals, but studies on variation in the form of conditioned responses (CRs) in a Pavlovian conditioned approach task suggest a way to do this. In this task a lever-CS paired with a food reward (US) acquires predictive value in all rats, but is attributed with emotional/motivational value to a greater extent in some rats (sign-trackers) than others (goal-trackers). We report that the post-retrieval administration of propranolol selectively attenuates a sign-tracking CR, and the associated neural activation of brain "motive circuits", while having no effect on conditioned orienting behavior in sign-trackers, or on goal-tracking CRs evoked by either a lever-CS or a tone-CS. We conclude that the disruption of reconsolidation by post-retrieval propranolol degrades the emotional/motivational impact of the CS, required for sign-tracking, but leaves the CS-US association intact. The possibility that post-retrieval interventions can reduce the emotional/motivational aspects of memories, without actually erasing them, has important implications for treating maladaptive memories that contribute to some psychiatric disorders.

Transcranial stimulation over the left inferior frontal gyrus increases false alarms in an associative memory task in older adults

DOE PAGES

Leach, Ryan C.; McCurdy, Matthew P.; Trumbo, Michael C.; ...

2016-07-15

Here, transcranial direct current stimulation (tDCS) is a potent ial tool for alleviating various forms of cognitive decline, including memory loss, in older adults. However, past effects of tDCS on cognitive ability have been mixed. One important potential moderator of tDCS effects is the baseline level of cognitive performance. We tested the effects of tDCS on face-name associative memory in older adults, who suffer from performance deficits in this task relative to younger adults. Stimulation was applied to the left inferior prefrontal cortex during encoding of face-name pairs, and memory was assessed with both a recognition and recall task. Asmore » a result, face–name memory performance was decreased with the use of tDCS. This result was driven by increased false alarms when recognizing rearranged face–name pairs.« less

Transcranial stimulation over the left inferior frontal gyrus increases false alarms in an associative memory task in older adults

DOE Office of Scientific and Technical Information (OSTI.GOV)

Leach, Ryan C.; McCurdy, Matthew P.; Trumbo, Michael C.

Here, transcranial direct current stimulation (tDCS) is a potent ial tool for alleviating various forms of cognitive decline, including memory loss, in older adults. However, past effects of tDCS on cognitive ability have been mixed. One important potential moderator of tDCS effects is the baseline level of cognitive performance. We tested the effects of tDCS on face-name associative memory in older adults, who suffer from performance deficits in this task relative to younger adults. Stimulation was applied to the left inferior prefrontal cortex during encoding of face-name pairs, and memory was assessed with both a recognition and recall task. Asmore » a result, face–name memory performance was decreased with the use of tDCS. This result was driven by increased false alarms when recognizing rearranged face–name pairs.« less

Examining Peer Acceptance in Verbal and Non-Verbal Interaction during Computer-Supported Collaborative Learning: Implications for Inclusion

ERIC Educational Resources Information Center

Mavrou, Katerina

2012-01-01

This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the…

Propose but verify: Fast mapping meets cross-situational word learning

PubMed Central

Trueswell, John C.; Medina, Tamara Nicol; Hafri, Alon; Gleitman, Lila R.

2012-01-01

We report three eyetracking experiments that examine the learning procedure used by adults as they pair novel words and visually presented referents over a sequence of referentially ambiguous trials. Successful learning under such conditions has been argued to be the product of a learning procedure in which participants provisionally pair each novel word with several possible referents and use a statistical-associative learning mechanism to gradually converge on a single mapping across learning instances. We argue here that successful learning in this setting is instead the product of a one-trial procedure in which a single hypothesized word-referent pairing is retained across learning instances, abandoned only if the subsequent instance fails to confirm the pairing – more a ‘fast mapping’ procedure than a gradual statistical one. We provide experimental evidence for this Propose-but-Verify learning procedure via three experiments in which adult participants attempted to learn the meanings of nonce words cross-situationally under varying degrees of referential uncertainty. The findings, using both explicit (referent selection) and implicit (eye movement) measures, show that even in these artificial learning contexts, which are far simpler than those encountered by a language learner in a natural environment, participants do not retain multiple meaning hypotheses across learning instances. As we discuss, these findings challenge ‘gradualist’ accounts of word learning and are consistent with the known rapid course of vocabulary learning in a first language. PMID:23142693

Combining d-cycloserine with motor training does not result in improved general motor learning in neurologically intact people or in people with stroke

PubMed Central

Cherry, Kendra M.; Lenze, Eric J.

2014-01-01

Neurological rehabilitation involving motor training has resulted in clinically meaningful improvements in function but is unable to eliminate many of the impairments associated with neurological injury. Thus there is a growing need for interventions that facilitate motor learning during rehabilitation therapy, to optimize recovery. d-Cycloserine (DCS), a partial N-methyl-d-aspartate (NMDA) receptor agonist that enhances neurotransmission throughout the central nervous system (Ressler KJ, Rothbaum BO, Tannenbaum L, Anderson P, Graap K, Zimand E, Hodges L, Davis M. Arch Gen Psychiatry 61: 1136–1144, 2004), has been shown to facilitate declarative and emotional learning. We therefore tested whether combining DCS with motor training facilitates motor learning after stroke in a series of two experiments. Forty-one healthy adults participated in experiment I, and twenty adults with stroke participated in experiment II of this two-session, double-blind study. Session one consisted of baseline assessment, subject randomization, and oral administration of DCS or placebo (250 mg). Subjects then participated in training on a balancing task, a simulated feeding task, and a cognitive task. Subjects returned 1–3 days later for posttest assessment. We found that all subjects had improved performance from pretest to posttest on the balancing task, the simulated feeding task, and the cognitive task. Subjects who were given DCS before motor training, however, did not show enhanced learning on the balancing task, the simulated feeding task, or the associative recognition task compared with subjects given placebo. Moreover, training on the balancing task did not generalize to a similar, untrained balance task. Our findings suggest that DCS does not enhance motor learning or motor skill generalization in neurologically intact adults or in adults with stroke. PMID:24671538

The Role of Cognitive Load in Intentional Forgetting Using the Think/No-Think Task.

PubMed

Noreen, Saima; de Fockert, Jan W

2017-01-01

We investigated the role of cognitive control in intentional forgetting by manipulating working memory load during the think/no-think task. In two experiments, participants learned a series of cue-target word pairs and were asked to recall the target words associated with some cues or to avoid thinking about the target associated with other cues. In addition to this, participants also performed a modified version of the n-back task which required them to respond to the identity of a single target letter present in the currently presented cue word (n = 0 condition, low working memory load), and in either the previous cue word (n = 1 condition, high working memory load, Experiment 1) or the cue word presented two trials previously (n = 2 condition, high working memory load, Experiment 2). Participants' memory for the target words was subsequently tested using same and novel independent probes. In both experiments it was found that although participants were successful at forgetting on both the same and independent-probe tests in the low working memory load condition, they were only successful at forgetting on the same-probe test in the high working memory load condition. We argue that our findings suggest that the high load working memory task diverted attention from direct suppression and acted as an interference-based strategy. Thus, when cognitive resources are limited participants can switch between the strategies they use to prevent unwanted memories from coming to mind.

Anxiety symptoms and children's eye gaze during fear learning.

PubMed

Michalska, Kalina J; Machlin, Laura; Moroney, Elizabeth; Lowet, Daniel S; Hettema, John M; Roberson-Nay, Roxann; Averbeck, Bruno B; Brotman, Melissa A; Nelson, Eric E; Leibenluft, Ellen; Pine, Daniel S

2017-11-01

The eye region of the face is particularly relevant for decoding threat-related signals, such as fear. However, it is unclear if gaze patterns to the eyes can be influenced by fear learning. Previous studies examining gaze patterns in adults find an association between anxiety and eye gaze avoidance, although no studies to date examine how associations between anxiety symptoms and eye-viewing patterns manifest in children. The current study examined the effects of learning and trait anxiety on eye gaze using a face-based fear conditioning task developed for use in children. Participants were 82 youth from a general population sample of twins (aged 9-13 years), exhibiting a range of anxiety symptoms. Participants underwent a fear conditioning paradigm where the conditioned stimuli (CS+) were two neutral faces, one of which was randomly selected to be paired with an aversive scream. Eye tracking, physiological, and subjective data were acquired. Children and parents reported their child's anxiety using the Screen for Child Anxiety Related Emotional Disorders. Conditioning influenced eye gaze patterns in that children looked longer and more frequently to the eye region of the CS+ than CS- face; this effect was present only during fear acquisition, not at baseline or extinction. Furthermore, consistent with past work in adults, anxiety symptoms were associated with eye gaze avoidance. Finally, gaze duration to the eye region mediated the effect of anxious traits on self-reported fear during acquisition. Anxiety symptoms in children relate to face-viewing strategies deployed in the context of a fear learning experiment. This relationship may inform attempts to understand the relationship between pediatric anxiety symptoms and learning. © 2017 Association for Child and Adolescent Mental Health.

Eyeblink Conditioning in Healthy Adults: A Positron Emission Tomography Study

PubMed Central

Andreasen, Nancy C.; Liu, Dawei; Freeman, John H.; Boles Ponto, Laura L.; O’Leary, Daniel S.

2013-01-01

Eyeblink conditioning is a paradigm commonly used to investigate the neural mechanisms underlying motor learning. It involves the paired presentation of a toneconditioning stimulus which precedes and co-terminates with an airpuff unconditioned stimulus. Following repeated paired presentations a conditioned eyeblink develops which precedes the airpuff. This type of learning has been intensively studied and the cerebellum is known to be essential in both humans and animals. The study presented here was designed to investigate the role of the cerebellum during eyeblink conditioning in humans using positron emission tomography (PET). The sample includes 20 subjects (10 male and 10 female) with an average age of 29.2 years. PET imaging was used to measure regional cerebral blood flow (rCBF) changes occurring during the first, second, and third blocks of conditioning. In addition, stimuli-specific rCBF to unpaired tones and airpuffs (“pseudoconditioning”) was used as a baseline level that was subtracted from each block. Conditioning was performed using three, 15-trial blocks of classical eyeblink conditioning with the last five trials in each block imaged. As expected, subjects quickly acquired conditioned responses. A comparison between the conditioning tasks and the baseline task revealed that during learning there was activation of the cerebellum and recruitment of several higher cortical regions. Specifically, large peaks were noted in cerebellar lobules IV/V, the frontal lobes, and cingulate gyri. PMID:22430943

Affective learning modulates spatial competition during low-load attentional conditions.

PubMed

Lim, Seung-Lark; Padmala, Srikanth; Pessoa, Luiz

2008-04-01

It has been hypothesized that the amygdala mediates the processing advantage of emotional items. In the present study, we employed functional magnetic resonance imaging (fMRI) to investigate how fear conditioning affected the visual processing of task-irrelevant faces. We hypothesized that faces previously paired with shock (threat faces) would more effectively vie for processing resources during conditions involving spatial competition. To investigate this question, following conditioning, participants performed a letter-detection task on an array of letters that was superimposed on task-irrelevant faces. Attentional resources were manipulated by having participants perform an easy or a difficult search task. Our findings revealed that threat fearful faces evoked stronger responses in the amygdala and fusiform gyrus relative to safe fearful faces during low-load attentional conditions, but not during high-load conditions. Consistent with the increased processing of shock-paired stimuli during the low-load condition, such stimuli exhibited increased behavioral priming and fMRI repetition effects relative to unpaired faces during a subsequent implicit-memory task. Overall, our results suggest a competition model in which affective significance signals from the amygdala may constitute a key modulatory factor determining the neural fate of visual stimuli. In addition, it appears that such competitive advantage is only evident when sufficient processing resources are available to process the affective stimulus.

D1 Receptor Activation in the Mushroom Bodies Rescues Sleep Loss Induced Learning Impairments in Drosophila

PubMed Central

Seugnet, Laurent; Suzuki, Yasuko; Vine, Lucy; Gottschalk, Laura; Shaw, Paul J

2008-01-01

Background Extended wakefulness disrupts acquisition of short term memories in mammals. However, the underlying molecular mechanisms triggered by extended waking and restored by sleep are unknown. Moreover, the neuronal circuits that depend on sleep for optimal learning remain unidentified. Results Learning was evaluated using Aversive Phototaxic Suppression (APS). In this task, flies learn to avoid light that is paired with an aversive stimulus (quinine /humidity). We demonstrate extensive homology in sleep deprivation induced learning impairment between flies and humans. Both 6 h and 12 h of sleep deprivation are sufficient to impair learning in Canton-S (Cs) flies. Moreover, learning is impaired at the end of the normal waking-day in direct correlation with time spent awake. Mechanistic studies indicate that this task requires intact mushroom bodies (MBs) and requires the Dopamine D1-like receptor (dDA1). Importantly, sleep deprivation induced learning impairments could be rescued by targeted gene expression of the dDA1 receptor to the MBs. Conclusion These data provide direct evidence that extended wakefulness disrupts learning in Drosophila. These results demonstrate that it is possible to prevent the effects of sleep deprivation by targeting a single neuronal structure and identify cellular and molecular targets adversely affected by extended waking in a genetically tractable model organism. PMID:18674913

Effects of prenatal methamphetamine exposure on verbal memory revealed with fMRI

PubMed Central

Lu, Lisa H.; Johnson, Arianne; O’Hare, Elizabeth D.; Bookheimer, Susan Y.; Smith, Lynne M.; O’Connor, Mary J.; Sowell, Elizabeth R.

2009-01-01

Objective Efforts to understand specific effects of prenatal methamphetamine exposure on cognitive processing are hampered by high rates of concomitant alcohol use during pregnancy. We examined whether neurocognitive systems differed among children with differing prenatal teratogenic exposures when they engaged in a verbal memory task. Patients and Methods Participants (7-15 years old) engaged in a verbal paired associate learning task while undergoing functional magnetic resonance imaging. The MA group included 14 children with prenatal methamphetamine exposure, 12 of whom had concomitant alcohol exposure. They were compared to 9 children with prenatal alcohol but not methamphetamine exposure (ALC) and 20 unexposed controls (CON). Groups did not differ in age, gender, or socioeconomic status. Participants’ IQ and verbal learning performance were measured using standardized instruments. Results The MA group activated more diffuse brain regions, including bilateral medial temporal structures known to be important for memory, than both the ALC and the CON groups. These group differences remained after IQ was covaried. More activation in medial temporal structures by the MA group compared to the ALC group cannot be explained by performance differences because both groups performed at similar levels on the verbal memory task. Conclusions More diffuse activation in the MA group during verbal memory may reflect recruitment of compensatory systems to support a weak verbal memory network. Differences in activation patterns between the MA and ALC groups suggest that prenatal MA exposure influences the development of the verbal memory system above and beyond effects of prenatal alcohol exposure. PMID:19525715

Spatial discrimination deficits as a function of mnemonic interference in aged adults with and without memory impairment.

PubMed

Reagh, Zachariah M; Roberts, Jared M; Ly, Maria; DiProspero, Natalie; Murray, Elizabeth; Yassa, Michael A

2014-03-01

It is well established that aging is associated with declines in episodic memory. In recent years, an emphasis has emerged on the development of behavioral tasks and the identification of biomarkers that are predictive of cognitive decline in healthy as well as pathological aging. Here, we describe a memory task designed to assess the accuracy of discrimination ability for the locations of objects. Object locations were initially encoded incidentally, and appeared in a single space against a 5 × 7 grid. During retrieval, subjects viewed repeated object-location pairings, displacements of 1, 2, 3, or 4 grid spaces, and maximal corner-to-opposite-corner displacements. Subjects were tasked with judging objects in this second viewing as having retained their original location, or having moved. Performance on a task such as this is thought to rely on the capacity of the individual to perform hippocampus-mediated pattern separation. We report a performance deficit associated with a physically healthy aged group compared to young adults specific to trials with low mnemonic interference. Additionally, for aged adults, performance on the task was correlated with performance on the delayed recall portion of the Rey Auditory Verbal Learning Test (RAVLT), a neuropsychological test sensitive to hippocampal dysfunction. In line with prior work, dividing the aged group into unimpaired and impaired subgroups based on RAVLT Delayed Recall scores yielded clearly distinguishable patterns of performance, with the former subgroup performing comparably to young adults, and the latter subgroup showing generally impaired memory performance even with minimal interference. This study builds on existing tasks used in the field, and contributes a novel paradigm for differentiation of healthy from possible pathological aging, and may thus provide an avenue for early detection of age-related cognitive decline. Copyright © 2013 Wiley Periodicals, Inc.

Normal Aging and the Dissociable Prototype Learning Systems

PubMed Central

Glass, Brian D.; Chotibut, Tanya; Pacheco, Jennifer; Schnyer, David M.; Maddox, W. Todd

2011-01-01

Dissociable prototype learning systems have been demonstrated behaviorally and with neuroimaging in younger adults as well as with patient populations. In A/not-A (AN) prototype learning, participants are shown members of category A during training, and during test are asked to decide whether novel items are in category A or are not in category A. Research suggests that AN learning is mediated by a perceptual learning system. In A/B (AB) prototype learning, participants are shown members of category A and B during training, and during test are asked to decide whether novel items are in category A or category B. In contrast to AN, research suggests that AB learning is mediated by a declarative memory system. The current study examined the effects of normal aging on AN and AB prototype learning. We observed an age-related deficit in AB learning, but an age-related advantage in AN learning. Computational modeling supports one possible interpretation based on narrower selective attentional focus in older adults in the AB task and broader selective attention in the AN task. Neuropsychological testing in older participants suggested that executive functioning and attentional control were associated with better performance in both tasks. However, nonverbal memory was associated with better AN performance, while visual attention was associated with worse AB performance. The results support an interactive memory systems approach and suggest that age-related declines in one memory system can lead to deficits in some tasks, but to enhanced performance in others. PMID:21875215

Modeling age differences in effects of pair repetition and proactive interference using a single parameter.

PubMed

Stephens, Joseph D W; Overman, Amy A

2018-02-01

In this article, we apply the REM model (Shiffrin & Steyvers, 1997) to age differences in associative memory. Using Criss and Shiffrin's (2005) associative version of REM, we show that in a task with pairs repeated across 2 study lists, older adults' reduced benefit of pair repetition can be produced by a general reduction in the diagnosticity of information stored in memory. This reduction can be modeled similarly well by reducing the overall distinctiveness of memory features, or by reducing the accuracy of memory encoding. We report a new experiment in which pairs are repeated across 3 study lists and extend the model accordingly. Finally, we extend the model to previously reported data using the same task paradigm, in which the use of a high-association strategy introduced proactive interference effects in young adults but not older adults. Reducing the diagnosticity of information in memory also reduces the proactive interference effect. Taken together, the modeling and empirical results reported here are consistent with the claim that some age differences that appear to be specific to associative information can be produced via general degradation of information stored in memory. The REM model provides a useful framework for examining age differences in memory as well as harmonizing seemingly conflicting prior modeling approaches for the associative deficit. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Distinct neuronal interactions in anterior inferotemporal areas of macaque monkeys during retrieval of object association memory.

PubMed

Hirabayashi, Toshiyuki; Tamura, Keita; Takeuchi, Daigo; Takeda, Masaki; Koyano, Kenji W; Miyashita, Yasushi

2014-07-09

In macaque monkeys, the anterior inferotemporal cortex, a region crucial for object memory processing, is composed of two adjacent, hierarchically distinct areas, TE and 36, for which different functional roles and neuronal responses in object memory tasks have been characterized. However, it remains unknown how the neuronal interactions differ between these areas during memory retrieval. Here, we conducted simultaneous recordings from multiple single-units in each of these areas while monkeys performed an object association memory task and examined the inter-area differences in neuronal interactions during the delay period. Although memory neurons showing sustained activity for the presented cue stimulus, cue-holding (CH) neurons, interacted with each other in both areas, only those neurons in area 36 interacted with another type of memory neurons coding for the to-be-recalled paired associate (pair-recall neurons) during memory retrieval. Furthermore, pairs of CH neurons in area TE showed functional coupling in response to each individual object during memory retention, whereas the same class of neuron pairs in area 36 exhibited a comparable strength of coupling in response to both associated objects. These results suggest predominant neuronal interactions in area 36 during the mnemonic processing, which may underlie the pivotal role of this brain area in both storage and retrieval of object association memory. Copyright © 2014 the authors 0270-6474/14/349377-12$15.00/0.

How Does Awareness Modulate Goal-Directed and Stimulus-Driven Shifts of Attention Triggered by Value Learning?

PubMed Central

Bourgeois, Alexia; Neveu, Rémi; Vuilleumier, Patrik

2016-01-01

In order to behave adaptively, attention can be directed in space either voluntarily (i.e., endogenously) according to strategic goals, or involuntarily (i.e., exogenously) through reflexive capture by salient or novel events. The emotional or motivational value of stimuli can also strongly influence attentional orienting. However, little is known about how reward-related effects compete or interact with endogenous and exogenous attention mechanisms, particularly outside of awareness. Here we developed a visual search paradigm to study subliminal value-based attentional orienting. We systematically manipulated goal-directed or stimulus-driven attentional orienting and examined whether an irrelevant, but previously rewarded stimulus could compete with both types of spatial attention during search. Critically, reward was learned without conscious awareness in a preceding phase where one among several visual symbols was consistently paired with a subliminal monetary reinforcement cue. Our results demonstrated that symbols previously associated with a monetary reward received higher attentional priority in the subsequent visual search task, even though these stimuli and reward were no longer task-relevant, and despite reward being unconsciously acquired. Thus, motivational processes operating independent of conscious awareness may provide powerful influences on mechanisms of attentional selection, which could mitigate both stimulus-driven and goal-directed shifts of attention. PMID:27483371

Extinction and spontaneous recovery of spatial behavior in pigeons.

PubMed

Leising, Kenneth J; Wong, Jared; Blaisdell, Aaron P

2015-10-01

We investigated extinction and spontaneous recovery of spatial associations using a landmark-based appetitive search task in a touchscreen preparation with pigeons. Four visual landmarks (A, B, C, and D) were separately established as signals of a hidden reinforced target among an 8 × 7 array of potential target locations. The target was located above landmarks (LM) A and C and below B and D. After conditioning, A and B were extinguished. Responding to A and C was assessed on probe tests 2 days following extinction, whereas, B and D were tested 14 days after extinction. We observed spontaneous recovery from spatial extinction following a 14-day, but not a 2-day, postextinction retention interval. Furthermore, by plotting the spatial distribution of responding across the X and Y axes during testing, we found that spontaneous recovery of responding to the target in our task was due to enhanced spatial control (i.e., a change in the overall distribution of responses) following the long delay to testing. These results add spatial extinction and spontaneous recovery to the list of findings supporting the assertion that extinction involves new learning that attenuates the originally acquired response, and that original learning of the spatial relationship between paired events survives extinction. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Reward inference by primate prefrontal and striatal neurons.

PubMed

Pan, Xiaochuan; Fan, Hongwei; Sawa, Kosuke; Tsuda, Ichiro; Tsukada, Minoru; Sakagami, Masamichi

2014-01-22

The brain contains multiple yet distinct systems involved in reward prediction. To understand the nature of these processes, we recorded single-unit activity from the lateral prefrontal cortex (LPFC) and the striatum in monkeys performing a reward inference task using an asymmetric reward schedule. We found that neurons both in the LPFC and in the striatum predicted reward values for stimuli that had been previously well experienced with set reward quantities in the asymmetric reward task. Importantly, these LPFC neurons could predict the reward value of a stimulus using transitive inference even when the monkeys had not yet learned the stimulus-reward association directly; whereas these striatal neurons did not show such an ability. Nevertheless, because there were two set amounts of reward (large and small), the selected striatal neurons were able to exclusively infer the reward value (e.g., large) of one novel stimulus from a pair after directly experiencing the alternative stimulus with the other reward value (e.g., small). Our results suggest that although neurons that predict reward value for old stimuli in the LPFC could also do so for new stimuli via transitive inference, those in the striatum could only predict reward for new stimuli via exclusive inference. Moreover, the striatum showed more complex functions than was surmised previously for model-free learning.

Reward Inference by Primate Prefrontal and Striatal Neurons

PubMed Central

Pan, Xiaochuan; Fan, Hongwei; Sawa, Kosuke; Tsuda, Ichiro; Tsukada, Minoru

2014-01-01

The brain contains multiple yet distinct systems involved in reward prediction. To understand the nature of these processes, we recorded single-unit activity from the lateral prefrontal cortex (LPFC) and the striatum in monkeys performing a reward inference task using an asymmetric reward schedule. We found that neurons both in the LPFC and in the striatum predicted reward values for stimuli that had been previously well experienced with set reward quantities in the asymmetric reward task. Importantly, these LPFC neurons could predict the reward value of a stimulus using transitive inference even when the monkeys had not yet learned the stimulus–reward association directly; whereas these striatal neurons did not show such an ability. Nevertheless, because there were two set amounts of reward (large and small), the selected striatal neurons were able to exclusively infer the reward value (e.g., large) of one novel stimulus from a pair after directly experiencing the alternative stimulus with the other reward value (e.g., small). Our results suggest that although neurons that predict reward value for old stimuli in the LPFC could also do so for new stimuli via transitive inference, those in the striatum could only predict reward for new stimuli via exclusive inference. Moreover, the striatum showed more complex functions than was surmised previously for model-free learning. PMID:24453328

The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer.

PubMed

Bottiroli, Sara; Cavallini, Elena; Dunlosky, John; Vecchi, Tomaso; Hertzog, Christopher

2013-09-01

We investigated the benefits of strategy-adaptation training for promoting transfer effects. This learner-oriented approach--which directly encourages the learner to generalize strategic behavior to new tasks--helps older adults appraise new tasks and adapt trained strategies to them. In Experiment 1, older adults in a strategy-adaptation training group used 2 strategies (imagery and sentence generation) while practicing 2 tasks (list and associative learning); they were then instructed on how to do a simple task analysis to help them adapt the trained strategies for 2 different unpracticed tasks (place learning and text learning) that were discussed during training. Two additional criterion tasks (name-face associative learning and grocery-list learning) were never mentioned during training. Two other groups were included: A strategy training group (who received strategy training and transfer instructions but not strategy-adaptation training) and a waiting-list control group. Both training procedures enhanced older adults' performance on the trained tasks and those tasks that were discussed during training, but transfer was greatest after strategy-adaptation training. Experiment 2 found that strategy-adaptation training conducted via a manual that older adults used at home also promoted transfer. These findings demonstrate the importance of adopting a learner-oriented approach to promote transfer of strategy training. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Like mother like daughter: putamen activation as a mechanism underlying intergenerational risk for depression.

PubMed

Colich, Natalie L; Ho, Tiffany C; Ellwood-Lowe, Monica E; Foland-Ross, Lara C; Sacchet, Matthew D; LeMoult, Joelle L; Gotlib, Ian H

2017-09-01

Having a depressed mother is one of the strongest predictors for developing depression in adolescence. Given the role of aberrant reward processing in the onset and maintenance of depression, we examined the association between mothers' and their daughters' neural response to the anticipation of reward and loss. Fifteen non-depressed mothers with a history of recurrent depression and their never-disordered daughters, and 23 mothers without past or current depression and their never-disordered daughters, underwent functional magnetic resonance imaging while performing the monetary incentive delay task. To assess mother-daughter concordance, we first identified ROIs involved in the anticipation of reward and loss across all mother-daughter pairs. Within each of these ROIs, we examined the association between mothers' and daughters' neural response, and the interaction between group status and mothers' neural response in predicting daughters' neural response. We found a significant association between mothers' and daughters' putamen response to the anticipation of loss, regardless of mother's depression history. Furthermore, pubertal stage moderated the association between mother-daughter putamen concordance. Our findings suggest a unique role of the putamen in the maternal transmission of reward learning and have important implications for understanding disorders characterized by disturbances in reward learning and processing, such as major depression. © The Author (2017). Published by Oxford University Press.

Like mother like daughter: putamen activation as a mechanism underlying intergenerational risk for depression

PubMed Central

Ho, Tiffany C.; Ellwood-Lowe, Monica E.; Foland-Ross, Lara C.; Sacchet, Matthew D.; LeMoult, Joelle L.; Gotlib, Ian H.

2017-01-01

Abstract Having a depressed mother is one of the strongest predictors for developing depression in adolescence. Given the role of aberrant reward processing in the onset and maintenance of depression, we examined the association between mothers’ and their daughters’ neural response to the anticipation of reward and loss. Fifteen non-depressed mothers with a history of recurrent depression and their never-disordered daughters, and 23 mothers without past or current depression and their never-disordered daughters, underwent functional magnetic resonance imaging while performing the monetary incentive delay task. To assess mother-daughter concordance, we first identified ROIs involved in the anticipation of reward and loss across all mother-daughter pairs. Within each of these ROIs, we examined the association between mothers’ and daughters’ neural response, and the interaction between group status and mothers’ neural response in predicting daughters’ neural response. We found a significant association between mothers’ and daughters’ putamen response to the anticipation of loss, regardless of mother’s depression history. Furthermore, pubertal stage moderated the association between mother-daughter putamen concordance. Our findings suggest a unique role of the putamen in the maternal transmission of reward learning and have important implications for understanding disorders characterized by disturbances in reward learning and processing, such as major depression. PMID:28575505

Older Adults can Learn to Learn New Motor Skills

PubMed Central

Seidler, Rachael D.

2007-01-01

Many studies have demonstrated that aging is associated with declines in skill acquisition. In the current study, we tested whether older adults could acquire general, transferable knowledge about skill learning processes. Older adult participants learned five different motor tasks. Two older adult control groups performed the same number of trials, but learned only one task. The experimental group exhibited faster learning than that seen in the control groups. These data demonstrate that older adults can learn to learn new motor skills. PMID:17602760

Measuring preschool learning engagement in the laboratory.

PubMed

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

Effect of semantic coherence on episodic memory processes in schizophrenia.

PubMed

Battal Merlet, Lâle; Morel, Shasha; Blanchet, Alain; Lockman, Hazlin; Kostova, Milena

2014-12-30

Schizophrenia is associated with severe episodic retrieval impairment. The aim of this study was to investigate the possibility that schizophrenia patients could improve their familiarity and/or recollection processes by manipulating the semantic coherence of to-be-learned stimuli and using deep encoding. Twelve schizophrenia patients and 12 healthy controls of comparable age, gender, and educational level undertook an associative recognition memory task. The stimuli consisted of pairs of words that were either related or unrelated to a given semantic category. The process dissociation procedure was used to calculate the estimates of familiarity and recollection processes. Both groups showed enhanced memory performances for semantically related words. However, in healthy controls, semantic relatedness led to enhanced recollection, while in schizophrenia patients, it induced enhanced familiarity. The familiarity estimates for related words were comparable in both groups, indicating that familiarity could be used as a compensatory mechanism in schizophrenia patients. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Artistic drawing as a mnemonic device

NASA Astrophysics Data System (ADS)

Baker Christensen, Leslie

Despite art-based learning being widely used, existing data are primarily qualitative, and most research has not isolated particular variables such as memory for empirical study. The few experiments that have been conducted demonstrated that drawing improves free recall of unpaired words, and retention improves after lessons integrated with drawing, drama, and narrative exercises. To help fill the gap in the current literature, the present study compared the effectiveness of encoding and the rate of memory decay between a drawing mnemonic and note taking on a paired associates task. Using a within-subjects experimental design, participants were presented with word pairs and asked to complete either a drawing mnemonic (DM) or note taking (NT) to assist memorization. Participants were tested immediately after the word pair presentation and after a 20-minute delay. Results supported the hypothesis that the DM condition would produce superior encoding, as evidenced by greater retention on the immediate test. However, no memory decay was observed in the experiment, and therefore results on the delayed test were inconclusive. In fact, scores for the NT condition improved over time whereas the scores for the DM condition did not, which might imply that note taking results in a different consolidation process than drawing. Findings from this study suggested that arts integration can be an effective method to support memory for learned information. Future studies that examine the effect of rehearsal and the long-term effectiveness of a drawing mnemonic are warranted. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.edu/etd.

Effects of voice timbre and accompaniment on working memory as measured by sequential monosyllabic digit recall performance.

PubMed

Silverman, Michael J; Schwartzberg, Edward T

2014-01-01

Information is often paired with music in an attempt to facilitate recall and enhance learning. However, there is a lack of basic research investigating how music carrying information might facilitate recall and subsequent learning. The purpose of the current study was to determine the effects of voice timbre and accompaniment on working memory as measured by recall performance on a sequential digit recall task. Specific research questions were as follows: (a) How might female and male voice timbres affect serial recall? (b) How might piano, guitar, and no accompaniment affect serial recall? (c) Do music majors have enhanced recall accuracy when compared to nonmusic majors? The recall of information paired with six different melodies was tested on 60 university students. Melodies were composed and recorded using female and male voices with three levels of accompaniment: guitar, piano, and no accompaniment. Participants had more accurate recall during the male voice and piano and no accompaniment conditions and least accurate recall during the female voice and guitar accompaniment conditions. As participants had most accurate recall during the male voice and with piano or no accompaniment, clinicians are encouraged to consider using no accompaniment or piano accompaniment when initially teaching social and academic information paired with music for later recall. When possible, vocal timbre (i.e., the potential benefit of male voicing) should also be considered. Implications for clinical practice, limitations of the study, and suggestions for future research are provided. © the American Music Therapy Association 2014. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Motor sequence learning-induced neural efficiency in functional brain connectivity.

PubMed

Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2017-02-15

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. Copyright © 2016 Elsevier B.V. All rights reserved.

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.

Implicit multisensory associations influence voice recognition.

PubMed

von Kriegstein, Katharina; Giraud, Anne-Lise

2006-10-01

Natural objects provide partially redundant information to the brain through different sensory modalities. For example, voices and faces both give information about the speech content, age, and gender of a person. Thanks to this redundancy, multimodal recognition is fast, robust, and automatic. In unimodal perception, however, only part of the information about an object is available. Here, we addressed whether, even under conditions of unimodal sensory input, crossmodal neural circuits that have been shaped by previous associative learning become activated and underpin a performance benefit. We measured brain activity with functional magnetic resonance imaging before, while, and after participants learned to associate either sensory redundant stimuli, i.e. voices and faces, or arbitrary multimodal combinations, i.e. voices and written names, ring tones, and cell phones or brand names of these cell phones. After learning, participants were better at recognizing unimodal auditory voices that had been paired with faces than those paired with written names, and association of voices with faces resulted in an increased functional coupling between voice and face areas. No such effects were observed for ring tones that had been paired with cell phones or names. These findings demonstrate that brief exposure to ecologically valid and sensory redundant stimulus pairs, such as voices and faces, induces specific multisensory associations. Consistent with predictive coding theories, associative representations become thereafter available for unimodal perception and facilitate object recognition. These data suggest that for natural objects effective predictive signals can be generated across sensory systems and proceed by optimization of functional connectivity between specialized cortical sensory modules.

Children learn spurious associations in their math textbooks: Examples from fraction arithmetic.

PubMed

Braithwaite, David W; Siegler, Robert S

2018-04-26

Fraction arithmetic is among the most important and difficult topics children encounter in elementary and middle school mathematics. Braithwaite, Pyke, and Siegler (2017) hypothesized that difficulties learning fraction arithmetic often reflect reliance on associative knowledge-rather than understanding of mathematical concepts and procedures-to guide choices of solution strategies. They further proposed that this associative knowledge reflects distributional characteristics of the fraction arithmetic problems children encounter. To test these hypotheses, we examined textbooks and middle school children in the United States (Experiments 1 and 2) and China (Experiment 3). We asked the children to predict which arithmetic operation would accompany a specified pair of operands, to generate operands to accompany a specified arithmetic operation, and to match operands and operations. In both countries, children's responses indicated that they associated operand pairs having equal denominators with addition and subtraction, and operand pairs having a whole number and a fraction with multiplication and division. The children's associations paralleled the textbook input in both countries, which was consistent with the hypothesis that children learned the associations from the practice problems. Differences in the effects of such associative knowledge on U.S. and Chinese children's fraction arithmetic performance are discussed, as are implications of these differences for educational practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The role of inhibition for working memory processes: ERP evidence from a short-term storage task.

PubMed

Getzmann, Stephan; Wascher, Edmund; Schneider, Daniel

2018-05-01

Human working memory is the central unit for short-term storage of information. In addition to the selection and adequate storage of relevant information, the suppression of irrelevant stimuli from the environment seems to be of importance for working memory processes. To learn more about the interplay of information uptake and inhibition of irrelevant information, the present study used ERP measures and a short-term storage and retrieval task, in which pairs of either numbers or letters had to be compared. Random sequences of four stimuli (two numbers and two letters) were presented, with either the numbers or the letters being relevant for comparison. The analysis of ERPs to each of the four stimuli indicated more pronounced P2 and P3b amplitudes for relevant than irrelevant stimuli. In contrast, the N2 (reflecting inhibitory control) was only elicited by irrelevant stimuli. Moreover, the N2 amplitude of the second irrelevant stimulus was associated with behavioral performance, indicating the importance of inhibition of task-irrelevant stimuli for working memory processes. In sum, the findings demonstrate the role of cognitive control mechanisms for protecting relevant contents in working memory against irrelevant information. © 2017 Society for Psychophysiological Research.

ReLiance: a machine learning and literature-based prioritization of receptor—ligand pairings

PubMed Central

Iacucci, Ernesto; Tranchevent, Léon-Charles; Popovic, Dusan; Pavlopoulos, Georgios A.; De Moor, Bart; Schneider, Reinhard; Moreau, Yves

2012-01-01

Motivation: The prediction of receptor—ligand pairings is an important area of research as intercellular communications are mediated by the successful interaction of these key proteins. As the exhaustive assaying of receptor—ligand pairs is impractical, a computational approach to predict pairings is necessary. We propose a workflow to carry out this interaction prediction task, using a text mining approach in conjunction with a state of the art prediction method, as well as a widely accessible and comprehensive dataset. Among several modern classifiers, random forests have been found to be the best at this prediction task. The training of this classifier was carried out using an experimentally validated dataset of Database of Ligand-Receptor Partners (DLRP) receptor—ligand pairs. New examples, co-cited with the training receptors and ligands, are then classified using the trained classifier. After applying our method, we find that we are able to successfully predict receptor—ligand pairs within the GPCR family with a balanced accuracy of 0.96. Upon further inspection, we find several supported interactions that were not present in the Database of Interacting Proteins (DIPdatabase). We have measured the balanced accuracy of our method resulting in high quality predictions stored in the available database ReLiance. Availability: http://homes.esat.kuleuven.be/~bioiuser/ReLianceDB/index.php Contact: yves.moreau@esat.kuleuven.be; ernesto.iacucci@gmail.com Supplementary information: Supplementary data are available at Bioinformatics online. PMID:22962483

Stimulus discriminability may bias value-based probabilistic learning.

PubMed

Schutte, Iris; Slagter, Heleen A; Collins, Anne G E; Frank, Michael J; Kenemans, J Leon

2017-01-01

Reinforcement learning tasks are often used to assess participants' tendency to learn more from the positive or more from the negative consequences of one's action. However, this assessment often requires comparison in learning performance across different task conditions, which may differ in the relative salience or discriminability of the stimuli associated with more and less rewarding outcomes, respectively. To address this issue, in a first set of studies, participants were subjected to two versions of a common probabilistic learning task. The two versions differed with respect to the stimulus (Hiragana) characters associated with reward probability. The assignment of character to reward probability was fixed within version but reversed between versions. We found that performance was highly influenced by task version, which could be explained by the relative perceptual discriminability of characters assigned to high or low reward probabilities, as assessed by a separate discrimination experiment. Participants were more reliable in selecting rewarding characters that were more discriminable, leading to differences in learning curves and their sensitivity to reward probability. This difference in experienced reinforcement history was accompanied by performance biases in a test phase assessing ability to learn from positive vs. negative outcomes. In a subsequent large-scale web-based experiment, this impact of task version on learning and test measures was replicated and extended. Collectively, these findings imply a key role for perceptual factors in guiding reward learning and underscore the need to control stimulus discriminability when making inferences about individual differences in reinforcement learning.

Sensitivity of negative subsequent memory and task-negative effects to age and associative memory performance.

PubMed

de Chastelaine, Marianne; Mattson, Julia T; Wang, Tracy H; Donley, Brian E; Rugg, Michael D

2015-07-01

The present fMRI experiment employed associative recognition to investigate the relationships between age and encoding-related negative subsequent memory effects and task-negative effects. Young, middle-aged and older adults (total n=136) were scanned while they made relational judgments on visually presented word pairs. In a later memory test, the participants made associative recognition judgments on studied, rearranged (items studied on different trials) and new pairs. Several regions, mostly localized to the default mode network, demonstrated negative subsequent memory effects in an across age-group analysis. All but one of these regions also demonstrated task-negative effects, although there was no correlation between the size of the respective effects. Whereas negative subsequent memory effects demonstrated a graded attenuation with age, task-negative effects declined markedly between the young and the middle-aged group, but showed no further reduction in the older group. Negative subsequent memory effects did not correlate with memory performance within any age group. By contrast, in the older group only, task-negative effects predicted later memory performance. The findings demonstrate that negative subsequent memory and task-negative effects depend on dissociable neural mechanisms and likely reflect distinct cognitive processes. The relationship between task-negative effects and memory performance in the older group might reflect the sensitivity of these effects to variations in amount of age-related neuropathology. This article is part of a Special Issue entitled SI: Memory. Copyright © 2014 Elsevier B.V. All rights reserved.

Sexual Conspecific Aggressive Response (SCAR): A Model of Sexual Trauma that Disrupts Maternal Learning and Plasticity in the Female Brain.

PubMed

Shors, Tracey J; Tobόn, Krishna; DiFeo, Gina; Durham, Demetrius M; Chang, Han Yan M

2016-01-25

Sexual aggression can disrupt processes related to learning as females emerge from puberty into young adulthood. To model these experiences in laboratory studies, we developed SCAR, which stands for Sexual Conspecific Aggressive Response. During puberty, a rodent female is paired daily for 30-min with a sexually-experienced adult male. During the SCAR experience, the male tracks the anogenital region of the female as she escapes from pins. Concentrations of the stress hormone corticosterone were significantly elevated during and after the experience. Moreover, females that were exposed to the adult male throughout puberty did not perform well during training with an associative learning task nor did they learn well to express maternal behaviors during maternal sensitization. Most females that were exposed to the adult male did not learn to care for offspring over the course of 17 days. Finally, females that did not express maternal behaviors retained fewer newly-generated cells in their hippocampus whereas those that did express maternal behaviors retained more cells, most of which would differentiate into neurons within weeks. Together these data support SCAR as a useful laboratory model for studying the potential consequences of sexual aggression and trauma for the female brain during puberty and young adulthood.

Local Use-Dependent Sleep in Wakefulness Links Performance Errors to Learning

PubMed Central

Quercia, Angelica; Zappasodi, Filippo; Committeri, Giorgia; Ferrara, Michele

2018-01-01

Sleep and wakefulness are no longer to be considered as discrete states. During wakefulness brain regions can enter a sleep-like state (off-periods) in response to a prolonged period of activity (local use-dependent sleep). Similarly, during nonREM sleep the slow-wave activity, the hallmark of sleep plasticity, increases locally in brain regions previously involved in a learning task. Recent studies have demonstrated that behavioral performance may be impaired by off-periods in wake in task-related regions. However, the relation between off-periods in wake, related performance errors and learning is still untested in humans. Here, by employing high density electroencephalographic (hd-EEG) recordings, we investigated local use-dependent sleep in wake, asking participants to repeat continuously two intensive spatial navigation tasks. Critically, one task relied on previous map learning (Wayfinding) while the other did not (Control). Behaviorally awake participants, who were not sleep deprived, showed progressive increments of delta activity only during the learning-based spatial navigation task. As shown by source localization, delta activity was mainly localized in the left parietal and bilateral frontal cortices, all regions known to be engaged in spatial navigation tasks. Moreover, during the Wayfinding task, these increments of delta power were specifically associated with errors, whose probability of occurrence was significantly higher compared to the Control task. Unlike the Wayfinding task, during the Control task neither delta activity nor the number of errors increased progressively. Furthermore, during the Wayfinding task, both the number and the amplitude of individual delta waves, as indexes of neuronal silence in wake (off-periods), were significantly higher during errors than hits. Finally, a path analysis linked the use of the spatial navigation circuits undergone to learning plasticity to off periods in wake. In conclusion, local sleep regulation in wakefulness, associated with performance failures, could be functionally linked to learning-related cortical plasticity. PMID:29666574

Is Performance in Task-Cuing Experiments Mediated by Task Set Selection or Associative Compound Retrieval?

ERIC Educational Resources Information Center

Forrest, Charlotte L. D.; Monsell, Stephen; McLaren, Ian P. L.

2014-01-01

Task-cuing experiments are usually intended to explore control of task set. But when small stimulus sets are used, they plausibly afford learning of the response associated with a combination of cue and stimulus, without reference to tasks. In 3 experiments we presented the typical trials of a task-cuing experiment: a cue (colored shape) followed,…

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

Selective visual attention and motivation: the consequences of value learning in an attentional blink task.

PubMed

Raymond, Jane E; O'Brien, Jennifer L

2009-08-01

Learning to associate the probability and value of behavioral outcomes with specific stimuli (value learning) is essential for rational decision making. However, in demanding cognitive conditions, access to learned values might be constrained by limited attentional capacity. We measured recognition of briefly presented faces seen previously in a value-learning task involving monetary wins and losses; the recognition task was performed both with and without constraints on available attention. Regardless of available attention, recognition was substantially enhanced for motivationally salient stimuli (i.e., stimuli highly predictive of outcomes), compared with equally familiar stimuli that had weak or no motivational salience, and this effect was found regardless of valence (win or loss). However, when attention was constrained (because stimuli were presented during an attentional blink, AB), valence determined recognition; win-associated faces showed no AB, but all other faces showed large ABs. Motivational salience acts independently of attention to modulate simple perceptual decisions, but when attention is limited, visual processing is biased in favor of reward-associated stimuli.

Evaluation of relational reasoning by a transitive inference task in attention-deficit/hyperactivity disorder.

PubMed

Brunamonti, Emiliano; Costanzo, Floriana; Mammì, Anna; Rufini, Cristina; Veneziani, Diletta; Pani, Pierpaolo; Vicari, Stefano; Ferraina, Stefano; Menghini, Deny

2017-02-01

Here we explored whether children with ADHD have a deficit in relational reasoning, a skill subtending the acquisition of many cognitive abilities and social rules. We analyzed the performance of a group of children with ADHD during a transitive inference task, a task requiring first to learn the reciprocal relationship between adjacent items of a rank ordered series (e.g., A>B; B>C; C>D; D>E; E>F), and second, to deduct the relationship between novel pairs of items never matched during the learning (e.g., B>D; C>E). As a main result, we observed that children with ADHD were impaired in performing inferential reasoning problems. The deficit in relational reasoning was found to be related to the difficulty in managing a unified representation of ordered items. The present finding documented a novel deficit in ADHD, contributing to improving the understanding of the disorder. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

PubMed Central

Zhang, Yan; Hawk, Skyler T.; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model. PMID:27199810

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

PubMed

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

Biologically plausible learning in recurrent neural networks reproduces neural dynamics observed during cognitive tasks

PubMed Central

Miconi, Thomas

2017-01-01

Neural activity during cognitive tasks exhibits complex dynamics that flexibly encode task-relevant variables. Chaotic recurrent networks, which spontaneously generate rich dynamics, have been proposed as a model of cortical computation during cognitive tasks. However, existing methods for training these networks are either biologically implausible, and/or require a continuous, real-time error signal to guide learning. Here we show that a biologically plausible learning rule can train such recurrent networks, guided solely by delayed, phasic rewards at the end of each trial. Networks endowed with this learning rule can successfully learn nontrivial tasks requiring flexible (context-dependent) associations, memory maintenance, nonlinear mixed selectivities, and coordination among multiple outputs. The resulting networks replicate complex dynamics previously observed in animal cortex, such as dynamic encoding of task features and selective integration of sensory inputs. We conclude that recurrent neural networks offer a plausible model of cortical dynamics during both learning and performance of flexible behavior. DOI: http://dx.doi.org/10.7554/eLife.20899.001 PMID:28230528

Biologically plausible learning in recurrent neural networks reproduces neural dynamics observed during cognitive tasks.

PubMed

Miconi, Thomas

2017-02-23

Neural activity during cognitive tasks exhibits complex dynamics that flexibly encode task-relevant variables. Chaotic recurrent networks, which spontaneously generate rich dynamics, have been proposed as a model of cortical computation during cognitive tasks. However, existing methods for training these networks are either biologically implausible, and/or require a continuous, real-time error signal to guide learning. Here we show that a biologically plausible learning rule can train such recurrent networks, guided solely by delayed, phasic rewards at the end of each trial. Networks endowed with this learning rule can successfully learn nontrivial tasks requiring flexible (context-dependent) associations, memory maintenance, nonlinear mixed selectivities, and coordination among multiple outputs. The resulting networks replicate complex dynamics previously observed in animal cortex, such as dynamic encoding of task features and selective integration of sensory inputs. We conclude that recurrent neural networks offer a plausible model of cortical dynamics during both learning and performance of flexible behavior.

When congruence breeds preference: the influence of selective attention processes on evaluative conditioning.

PubMed

Blask, Katarina; Walther, Eva; Frings, Christian

2017-09-01

We investigated in two experiments whether selective attention processes modulate evaluative conditioning (EC). Based on the fact that the typical stimuli in an EC paradigm involve an affect-laden unconditioned stimulus (US) and a neutral conditioned stimulus (CS), we started from the assumption that learning might depend in part upon selective attention to the US. Attention to the US was manipulated by including a variant of the Eriksen flanker task in the EC paradigm. Similarly to the original Flanker paradigm, we implemented a target-distracter logic by introducing the CS as the task-relevant stimulus (i.e. the target) to which the participants had to respond and the US as a task-irrelevant distracter. Experiment 1 showed that CS-US congruence modulated EC if the CS had to be selected against the US. Specifically, EC was more pronounced for congruent CS-US pairs as compared to incongruent CS-US pairs. Experiment 2 disentangled CS-US congruence and CS-US compatibility and suggested that it is indeed CS-US stimulus congruence rather than CS-US response compatibility that modulates EC.

Different Roles for Honey Bee Mushroom Bodies and Central Complex in Visual Learning of Colored Lights in an Aversive Conditioning Assay

PubMed Central

Plath, Jenny A.; Entler, Brian V.; Kirkerud, Nicholas H.; Schlegel, Ulrike; Galizia, C. Giovanni; Barron, Andrew B.

2017-01-01

The honey bee is an excellent visual learner, but we know little about how and why it performs so well, or how visual information is learned by the bee brain. Here we examined the different roles of two key integrative regions of the brain in visual learning: the mushroom bodies and the central complex. We tested bees' learning performance in a new assay of color learning that used electric shock as punishment. In this assay a light field was paired with electric shock. The other half of the conditioning chamber was illuminated with light of a different wavelength and not paired with shocks. The unrestrained bee could run away from the light stimulus and thereby associate one wavelength with punishment, and the other with safety. We compared learning performance of bees in which either the central complex or mushroom bodies had been transiently inactivated by microinjection of the reversible anesthetic procaine. Control bees learned to escape the shock-paired light field and to spend more time in the safe light field after a few trials. When ventral lobe neurons of the mushroom bodies were silenced, bees were no longer able to associate one light field with shock. By contrast, silencing of one collar region of the mushroom body calyx did not alter behavior in the learning assay in comparison to control treatment. Bees with silenced central complex neurons did not leave the shock-paired light field in the middle trials of training, even after a few seconds of being shocked. We discussed how mushroom bodies and the central complex both contribute to aversive visual learning with an operant component. PMID:28611605