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PubMed1975

Frequency of reinforcement as a determinant of extinction-induced aggression during errorless discrimination learning.

Seven pigeons were trained to discriminate without errors between a green keylight and a dark key. The key-pecking response was reinforced in the presence of green, and extinction was in effect in the presence of the dark key. The opportunity to attack a restrained target pigeon was present only during extinction. Both variable-interval 30-sec and fixed-ratio 1 schedules of reinforcement during the positive stimulus induced a higher rate of attack during extinction than a variable-interval 5-min schedule. The highest rate of attack during extinction occurred during the first 20 sec after the positive stimulus terminated. Hence, the withdrawal of the positive condition, rather than the consequences of the pecking response during extinction, appears to be one of the primary factors responsible for attack between pigeons during extinction. Behavioral contrast, defined as a decrease in the rate of responding when the positive stimulus was presented alone, was obtained from the four birds that displayed the lowest overall rates of attack while the three birds with the highest attack rates did not display behavioral contrast. For the birds without contrast, components of the attack response during the positive stimulus presumably competed with and reduced the rate of pecking the key, thereby recluding behavioral contrast.

Aggression↗
PubMed1988

Conditional discrimination learning in Aplysia californica.

Two experiments examined whether the relation between a conditioned stimulus (CS) and an unconditioned stimulus (US) might be brought under the control of contextual stimuli in the invertebrate Aplysia californica. Subjects received exposure to 2 different contexts. In both experiments, a tactile CS was paired with a shock US in one of those contexts. In the other context, that tactile CS was either nonreinforced (Experiment 1) or explicitly unpaired with the shock US (Experiment 2). Responding to the CS during a subsequent test was greater in the context in which that CS had been paired with the US compared with the context in which it had been nonreinforced or unpaired. These findings are discussed in terms of theories of conditional discrimination learning.

Animals↗
PubMed1975

Form preferences in successive discrimination learning of young chicks.

In four experiments the effects of form and orientation pecking preferences of 1- and 3-day old Vantress X Arbor Acre chicks on successive discrimination learning were determined, using heat reinforcement. Major findings were as follows: (a) The young chick has both circle and verticle orientation pecking preferences that are present during at least the first 3 days after hatching; (b) when either of these preferred cues is the nonreinforced cue, the young chick has difficulty in learning not to respond to it but learns quickly not to respond to an unpreferred cue (e.g., triangle and horizontal oriented dots or bar); and (c) these pecking preferences can be modified by heat reinforcement, and the effects of this conditioning is evidenct in subsequent extinction and retention tests. The main conclusion from these experiments is that form and orientation preferences, like brightness and color preferences, are important developmental constraints on conditioning of the young chick.

Age Factors↗
PubMed1979

Aging in the rhesus monkey: effects on visual discrimination learning and reversal learning.

The behavior of aged rhesus monkeys (18 years and older) was compared to that of young monkeys (3 to 6 years old) to evaluate their relative abilities to learn a series of visual discrimination and discrimination reversal problems. Using a subject-paced, automated experimental procedure designed to optimize stimulus control and facilitate execution of choice responses, no consistent age-related differences were observed in the ability to learn new color and pattern discrimination problems of varying difficulty. However, a severe and consistent deficity on reversal learning did occur. A detailed analysis of this deficit revealed that not only did the aged monkeys take longer to extinguish the old habit and return to chance performance, but they continued to display a deficit in establishing accurate performance at above-chance levels as well. Since no reliable age differences were observed on the original discrimination learning problems, these data suggest that aging impairs mechanisms involved with response rigidity and/or susceptibility to intertrial proactive interference, more severely than those involved with the simple formation of new associations.

Aging↗
PubMed1989

Y-chromosomal effects on discrimination learning and hippocampal asymmetry in mice.

From a four-way cross between unrelated inbred strains of mice, a random-breeding line was developed that segregated at two coat-color loci and carried Y chromosomes from different sources. Adult males were used for measurements of black-white discrimination learning and 7-day response retention in a water maze, body weight, brain weight, and left- and right-side hippocampus weight. Clear evidence was obtained of Y-linked influences on response acquisition, body weight, right-side hippocampus weight, and hippocampal asymmetry, whereas direct effects of autosome 9 were indicated with regard to right-side hippocampus weight only. However, epistatic interactions of the Y chromosome with autosome 9 were found for response acquisition and body weight and with autosome 4 for hippocampal asymmetry.

Animals↗
PubMed1989

The effects of haloperidol on discrimination learning and behavioral symptoms in autistic children.

This double-blind and placebo-controlled clinical trial in autistic children had three objectives: (a) to replicate earlier findings that haloperidol administration is associated with a significant reduction of behavioral symptoms; (b) to further assess its safety when given on a short-term basis; and (c) to assess whether it has an effect on discrimination learning. Forty-five children, 2.02 to 7.58 years old (M = 4.49), completed this crossover design, with random assignment to treatment sequences. Haloperidol was shown to be a powerful therapeutic agent when administered for 4 weeks and free of side effects; at doses ranging from 0.25 to 4.0 mg/day (M = 0.844), there was a clinically and statistically significant reduction of a variety of symptoms. Under the given conditions, the children failed to learn on either haloperidol or placebo.

Autistic Disorder↗
PubMed1990

[Right/left discrimination learning in rat pups neonatally treated with 6-hydroxydopamine].

At 2 and 4 days of age, rat pups were treated with 6-hydroxydopamine (6-OHDA; 70 micrograms, ivt) following desmethylimipramine (20 mg/kg, sc) pretreatment. Spontaneous activity test in a novel cage at 16 and 17 days of age revealed a sustained higher level of locomotor activity in 6-OHDA-treated rats, which was characterized by a deficit of habituation. For right/left discrimination learning trained from 18 days of age, "homing" was used as an reinforcer, i.e., pups could enter the goal area adjacent to home cage if they chose a predetermined correct arm of T-maze. Rats were trained 10 trials a day until they attained the learning criterion (at least 17 correct choices in 2 days). Thereafter, they were re-trained for the reversal learning to the criterion (at least 8 correct choices in a day). 6-OHDA-treated rats were required significantly more trials to attain the learning criterion both in the original and the reversal learnings. Biochemical assay confirmed a marked depletion of brain dopamine contents in striatum, cortex and midbrain with thalamus in 6-OHDA-treated rats. Therefore, the neonatal depletion of brain dopamine produced hyperactivity (habituation deficit) and a discrimination deficit during the developmental period.

Animals↗
PubMed1979

Effects of neonatal bulbectomy on later discrimination learning in mice.

The olfactory bulbs of mice were lesioned at 24 h of age and their performance in learning a black-white discrimination task was compared with undernourished mice that grew from birth at the same rate as the bulbectomised animals. The mice were tested at 90 days of age and their behaviour in a Y-maze was compared with that of control operated and unoperated samples. The performance of the bulbectomised mice spent more time at the choicepoint and frequently failed to run the maze. The error rate reduction shown by the bulbectomised mice was similar to that of the controls and is accounted for in terms of a reduced frequency of entry and reversals into the maze arms. The results are discussed in relation to the size of the lesions and factors affecting the neurogenesis of the olfactory brain early in life.

Animals↗
PubMed1988

Changes in discrimination learning and brain activity (ERP's) due to combined exposure to NO and CO in rats.

Carbon monoxide (CO) and nitric oxide (NO) are air pollutants frequently appearing in combination. Information available on the mechanisms of NO intoxication suggests that in mixtures with CO additive effects should be assumed. In this study CO and NO-induced changes and their interaction were investigated at different levels of integration: carboxyhemoglobin (COHb) and methemoglobin (met-Hb) formation as well as centrally mediated effects were analyzed using evoked potential techniques and behavioral data from a complex discrimination learning experiment. Slight enhancements of COHb and met-Hb concentrations were seen for the combined CO + NO exposure conditions at low and high exposure levels when compared to isolated exposure conditions. The performance decrease was clearly higher under NO exposure than under CO exposure. Decrements were overadditive when simultaneous CO + NO exposure was used in higher concentration. Both gases affected early evoked potential components (P10, N30) in the same way: latencies were prolonged and amplitudes increased. Later potential components were differently influenced by CO and NO. Mainly the N150 amplitude was decreased in NO exposure and increased in CO conditions. N150 amplitude was also decreased after combined CO + NO exposure. At high levels this effect was overadditive indicating a dominant role of NO in the CO + NO combinations used in this experiment.

Animals↗
PubMed1992

[Discrimination learning of rotated faces: a Markov analysis of coding and association processes].

30 subjects participated in a discrimination experiment learning face-letter associations under four rotation conditions (45 degrees, 90 degrees, 135 degrees, 180 degrees). Under each condition two thirds of the faces were presented twice, upright and rotated away from the vertical; the remaining faces were presented once, upright or rotated. Learning is described by a joint Markov model: For faces that are presented twice it assumes a separate association and encoding process (two-stage-model), for faces that are presented once it assumes an association process (all-or-none-model). The Markov model fits the data for all four rotation conditions. The angle of rotation does not affect learning for faces that are presented once. For faces that are presented twice it influences both the association and the encoding process. For the angles employed, the effect of rotation can be approximated linearly. The results suggest that the encoding of a rotated face differs increasingly from an upright face as a function of these angles of rotation. This confirms analogous conclusions from mental rotation experiments.

Adult↗
PubMed1990

The role of information about the response-outcome relation in instrumental discrimination learning.

In 4 instrumental learning experiments, the hierarchical organization among responses (R), outcomes (O), and stimuli (S) was examined. Each experiment explored the possibility that S becomes associated with the R-O relation by providing information about that relation. In each case, an analogy was developed to a paradigm that has been important for concluding that informational relations affect Pavlovian conditioning. Experiments 1 and 2 found an effect of the information that S provides about the R-O relation, using paradigms analogous to blocking and contingency experiments. Experiments 3 and 4 demonstrated a similar result, using a paradigm like that of relative validity. In each case, the experiments pointed to the importance of the information that S gives about the R-O relation, rather than about the individual R and O elements.

Animals↗
PubMed1975

Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children.

Two different prompting procedures to teach visual and auditory discriminations to autistic children were compared. The first involved presenting an added cue as an extra-stimulus prompt. This required the child to respond to both prompt and training stimulus. The second involved the use of a within-stimulus prompt. This consisted of an exaggeration of the relevant component of the training stimulus and thus did not require that the child respond to multiple cues. The results indicated that (1) children usually failed to learn the discriminations without a prompt, (2) children always failed to learn when the extra-stimulus prompt was employed but usually did learn with the within-stimulus prompt, and (3) these findings were independent of which modality (auditory or visual) was required for the discrimination.

Achievement↗
PubMed1988

Stimulus equalization: temporary reduction of stimulus complexity to facilitate discrimination learning.

Learners with limited behavioral repertoires often have difficulty discriminating complex, multidimensional stimuli. Procedures that use gradual stimulus change have been developed to facilitate such discrimination, but these procedures are often difficult to implement and costly in terms of teacher time and expertise. This study investigated the effectiveness of stimulus equalization, an error reduction procedure involving an abrupt but temporary reduction of dimensional complexity. A microcomputer was used for stimulus presentation, data collection, and response analyses. Preschool children's responding to groups of four stimuli differing along several dimensions was analyzed on four discrimination tasks under several conditions. On each task, one element from a different dimension was programmed as correct. When trial-and-error training failed to establish the discrimination, equalization training began in which differences in the irrelevant dimensions were eliminated. When correct responding developed, the differences were reinstated, and correct performance was maintained in all but one instance. In a repeated acquisition design, stimulus equalization was found to be generally effective and superior to the trial-and-error method. Implications for computer-assisted instruction are discussed.

Attention↗
PubMed1976

Functional differentiation within the neostriatum of the rat using electrical (blocking) stimulation during discrimination learning.

Sixteen rats, eight with bipolar electrodes implanted bilaterally in the anterodorsal head of the caudate-putamen and eight with similar electrodes in the posteroventral caudate-putamen, learned a spatial and a form discrimination task and their reversals while receiving "continuous" stimulation. Rats receiving stimulation to the anterodorsal caudate-putamen were imparied on spatial reversal learning compared with the posteroventral group. On form discrimination reversal the posteroventral group were impaired compared with the anterodorsal group. This dissociation is related to the particular cortical neostriatal projection system for the region stimulated and demonstrates a behavioral differentiation in rat neostriatum comparable with that observed in the monkey.

Animals↗
PubMed1978

Attentional changes during discrimination learning by retarded children.

Eight moderately retarded children were trained on a simultaneous two-choice discrimination problem and a series of discrimination-shift problems. The procedure required the subjects to perform overt observing responses to produce elements of the discriminative stimuli, making it possible to measure directly changes in attention to different aspects of stimuli during learning. The patterns of change in observing responses were generally in line with descriptions of attentional changes derived from two-process theories of discrimination learning; for example, the frequency of irrelevant observing responses was high during the presolution period during extradimensional shifts but was low during intradimensional shifts. Contrary to current theories, extradimensional shifts caused an immediate increase in irrelevant observing responses, and intradimensional shifts usually caused an increase in relevant observing responses. Subjects responded to later shift problems by initially increasing both relevant and irrelevant observing responses, then withholding irrelevant observing responses.

Adolescent↗
PubMed1992

Monkeys (Macaca fascicularis) with rhinal cortex ablations succeed in object discrimination learning despite 24-hr intertrial intervals and fail at matching to sample despite double sample presentations.

Six cynomolgus monkeys (Macaca fascicularis) learned preoperatively a set of 10 concurrent object discriminations with 24-hr intertrial intervals. Three then had the rhinal cortex removed bilaterally, whereas the other 3 remained as unoperated controls. The animals with ablations were impaired in reacquiring the preoperatively acquired set but subsequently learned without any impairment a new set of 10 discriminations that was presented in the same way. The monkeys with rhinal cortex ablations then failed to learn delayed matching to sample, with double sample presentations, in 510 trials, whereas the control animals learned this task in 270 trials on average. The results add to existing evidence that rhinal cortex ablation produces a severe impairment in visual short-term recognition memory and show for the first time that this impairment is accompanied by normal long-term discrimination learning ability.

Animals↗
PubMed1989

Unilateral periarcuate and posterior parietal lesions impair conditional position discrimination learning in the monkey.

Monkeys were trained on a conditional position discrimination in which the conditional cue was a light blinking at two distinct rates and the discriminanda (illuminated buttons) appeared in varying symmetrical positions of eccentricity. Unilateral arcuate, posterior parietal, or principal sulcus lesions were performed at criterion. The monkeys were tested to recovery when a homologous lesion was made contralaterally. The first of two analyses examined a period of 4 weeks following each lesion; the unit of analysis was lesions. The arcuate and parietal lesions produced impairments on both widely eccentric and central discriminanda locations; initially, virtually all responses were deflected to the ipsilateral side. There was significant improvement after the arcuate and parietal lesions from weeks 1 to 4. An analysis of total trials to criterion showed major deficits from the second arcuate and parietal lesions, with the arcuate lesion impairment being particularly severe. These results establish that a spatial concept of left vs right is seriously deranged by unilateral lesions of cortical association areas involved in spatial orientation and discrimination.

Animals↗