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At least 865 records · Page 48Linked to original sources
PubMed1989

A test of the melioration theory of matching.

Melioration theory entails that matching in concurrent schedules occurs because the subjects equalize the local reinforcement rates (reinforcers received for each alternative divided by the time allocated to each alternative). The role of local reinforcement rates was tested by using multiple schedules in which one component involved an alternative with a high absolute rate of reinforcement and a low local reinforcement rate while the second component involved an alternative with a low absolute rate and a high local rate. These alternatives were then presented simultaneously in probe trials to determine preference between them. Contrary to melioration, the absolute rate of reinforcement, not the local rate, was the controlling variable.

Animals↗
PubMed1978

Further evidence of impaired tactile learning after removals of the second somatic sensory projection cortex (SII) in the monkey.

Four rhesus monkeys with bilateral removals of SII and five unoperated monkeys were trained on tests of tactile equivalence, weight discrimination and generalization, tactile discrimination learning (including concurrent learning and serial reversal) and inter-manual transfer of tactile learning. Lesioned animals were impaired on almost all tactile learning tasks and on inter-manual transfer but not on the test of tactile equivalence nor on the propioceptive tasks. The results are considered in the context of previous studies of somatosensory and parietal cortex.

Animals↗
PubMed1990

The effects of excitotoxic lesions of the basal forebrain on the acquisition, retention and serial reversal of visual discriminations in marmosets.

The effects of N-methyl-D-aspartate-induced lesions of the basal forebrain (which included the cholinergic cells of the nucleus basalis of Meynert) were studied on three aspects of visual discrimination; learning, retention and reversal performance, in the marmoset. Neurobiological investigations revealed that the lesion produced large reductions in choline acetyltransferase activity within anterior regions of cortex, particularly prefrontal. In Experiment 1 lesioned animals showed impaired retention, one week after surgery, of a visual discrimination learned immediately prior to surgery and subsequently showed impaired performance over a series of reversals. The reversal deficit could be characterized as a tendency to perseverate on the previously correct stimulus on the first reversal and as a failure to show serial reversal learning on subsequent reversals. Acquisition of a novel discrimination was not impaired five weeks after surgery. As time of testing may have been a confounding factor, in Experiment 2 the effects of the same lesion on new learning were examined immediately following surgery and the effects on retention a month later. The lesion was found to disrupt new learning but did not affect retention. From the two experiments it is clear that, whereas disruption of retention and new learning was relatively transient, the impairments in reversal performance were more long lasting. In addition, lesioned animals exhibited behavioural hyperactivity and elevations in consummatory and schedule-controlled licking. The disinhibitory and preservative effects observed following lesions of the basal forebrain in this study are similar to those following lesions of the orbitofrontal cortex while the disruption of serial reversal learning is commonly seen following damage to the amygdala. Therefore, these results are consistent with the hypothesis that the range of behavioural effects of the lesion result from damage to the cholinergic afferents to orbitofrontal cortex and to the amygdala, two structures intimately connected to one another.

Animals↗
PubMed2004

Effects of repetition learning on upright, inverted and contrast-reversed face processing using ERPs.

The effects of short-term learning on memory for inverted, contrast-reversed and upright faces were investigated using event-related potentials (ERPs) in a target/nontarget discrimination task following a learning phase of the target. Subjects were equally accurate for all three face types although responding more slowly to inverted and negative faces compared to upright faces. Face type affected both early ERP components P1 and N170, and long-latency components at frontal and parietal sites, reflecting the difficulty of processing inverted faces. Different effects of face type were found for P1 and N170 latencies and amplitudes, suggesting face processing could start around 100-120 ms and is sensitive to facial configuration. Repetition effects were also found on both early and long-latency components. Reduced N170 latency and amplitude for repeated targets are likely due to perceptual priming. Repetition effects on the N250 were delayed for inverted and negative faces, suggesting delayed access to stored facial representations for these formats. Increased frontopolar positivity at 250-300 ms and parietal positivity from 300 to 500 ms reflected familiarity 'old-new' repetition effects that were of similar magnitude for all three face types, indexing the accurate recognition of all faces. Thus, while structural encoding was disrupted by inversion and contrast-reversal, the learning phase was sufficient to abolish the effects of these configural manipulations behaviourally; all three face types were equally well recognised and this was reflected as equally large parietal old-new effects.

Adult↗
PubMed1997

Face recognition with multi-tone and two-tone photographic negatives.

The effects of photographic negatives on face recognition are often studied in two different ways--faces are learned and tested in photographic negatives (NN) or the contrast is reversed between learning and testing, i.e. they are learned in positives and tested in negatives (PN) or vice versa (NP). We have examined recognition performance for faces under these three conditions along with a control condition where faces were learned and tested in positives (PP). Using multi-tone face images, we found that the effect of photographic negatives was more pronounced in PN and NP than in NN. No differences were found between PN and NP or between NN and PP. When two-tone face images were used, recognition performance was worse in all conditions, except PP, when compared to the multi-tone counterparts. Our results show that contrast incongruency between learning and testing is the predominant factor affecting performance and that deficits in sensory coding or retention of negative face images are unlikely to be major factors. The advantage of multi-tone over two-tone negatives can be attributed to preserved facial information carried by the high-spatial-frequency components of the image.

Adolescent↗
PubMed1984

Familiar contextual odors promote discrimination learning in preweanling but not in older rats.

For rats 16- or 28-days-old postnatal, we tested the source of the facilitation in instrumental learning provided by odors from home nest materials. Three experiments confirmed that acquisition of a spatial discrimination (to escape footshock) was facilitated not only by the presence of typical nest odors in the training context, but also by the presence of a non-rat odor (banana) to which the animals had been familiarized for 4 hr/day for 7 days. There was a borderline tendency for a similar facilitation after familiarization to the latter odor for only 10 min. These effects occurred for rats 16 days postnatal but not for those 28 days old. The experiments also confirmed that the prior exposure to non-rat odors did not in itself, in the absence of that odor during learning, affect discriminated escape learning, and that enhanced affinity for a contextual odor is not a sufficient condition for enhancement of learning in its presence. There was some indication that the 16-day-old rat was more likely to select a discriminative odor to guide their choice of spatial locations if a familiar contextual odor was present.

Aging↗
PubMed1979

Control of instrumental behavior by deprivation stimuli.

In Experiment 1, rats were given one trial per day in a straight alley under food deprivation on half of the trials and under water deprivation on the other half. Wet mash was available in the goal box under food deprivation for Group H and under water deprivation for Group T, the other deprivation being nonrewarded for each group. After 15--18 trials both groups ran significantly faster on their rewarded than on their nonrewarded deprivation days. A third group showed that random variation of alley color retarded formation of the discrimination. A fourth group was run in a conditional discrimination in which under food deprivation wet mash was available in a black alley, nonreward in a white alley, and vice versa under water deprivation. This group took 114 trials to begin running significantly faster in their rewarded than in their nonrewarded alley under each deprivation. In Experiment 2, it was shown that prior learning about deprivation cues "blocks" learning about alley color when alley color is subsequently presented in compound with the deprivation cue but that when both alley color and deprivation cues are relevant from the start of training, the rat learns about both cues. It is suggested that previous studies have underestimated the importance of deprivation cues by using conditional discrimination designs, choice measures rather than speeds, and parameters that are not optimal for discrimination learning.

Animals↗