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Results for “Reversal Learning”

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PubMed2006

The problem of reversals in assessing implicit sequence learning with serial reaction time tasks.

We report two experiments in which implicit learning is demonstrated within a short session of practice, in the absence of explicit knowledge of what is learned. In Experiment 1, we replicate the experiments by Curran (Psychol Res 60:24-41, 1997a; J Cogn Neurosci 9(4):522-533, 1997b) and highlight the importance of avoiding a random sequence as comparison to the training sequence, due to the higher proportion of reversal trials included in the random one, which leads to an artifactual measure of learning. In Experiment 2 we present a procedure in which two structurally analogous sequences are used both as training and control sequences, thus controlling for any factor different from learning. The results show that implicit learning is obtained within a short session of practice, and in the absence of any explicit knowledge as assessed through a subsequent generation task. We surmise that this procedure might be especially useful in areas in which short procedures are needed, such as when special populations are tested (e.g., patients, children or elderly people) or when the neural bases of implicit learning are being investigated through neurophysiological measures.

Analysis of Variance↗
PubMed1973

Memory and hibernation in Citellus lateralis.

Squirrels learned to escape from a water bath by making a visual discrimination. Twenty-four hours after reaching criterion for learned behavior, the animals were exposed to the first of two 11-day cold exposures. The animals that hibernated had better retention of the learned behavior.

Animals↗
PubMed2003

Actions blind to conceptually overlapping stimuli.

Participants are worse at identifying spatial symbols (arrowheads) while performing spatially compatible manual key presses. The present experiments investigated the generality of this "blindness effect" to response-compatible stimuli. In Experiment 1 a left key press deteriorated the identification of left-pointing arrows, and a right key press deteriorated the perception of right-pointing arrows, independent of the hands used to press the key. Thus the blindness effect is based on codes of the distal response location rather than on the body-intrinsic anatomical connection of the hands. Experiment 2 extended the blindness effect to verbal responses and written position words (left, right, up, down). Vocalizing a position word blinded to directly compatible position words (e.g., left-left), but not to orthogonally compatible position words (e.g., left-down). This result suggests that the use of identical stimulus-response codes, and not the use of saliency-matching but distinct codes, suffices to produce blindness effects. Finally, Experiment 3 extended the blindness phenomenon beyond the spatial domain by demonstrating blindness between saying color words and perceiving color patches. Altogether, the experiments revealed action-induced blindness to be a phenomenon of broad empirical validity occurring whenever action and perception afford simultaneous access to the same conceptual codes.

Adolescent↗
PubMed1991

Acquisition and retention by hippocampal rats of simple, conditional, and configural tasks using tactile and olfactory cues: implications for hippocampal function.

Hippocampal rats were given simple, conditional, and configural tasks that required them to pull up strings to obtain food pellets. The tasks contrasted string size, odor, location, paired string size and location, or compounds of string size and odor. There was no anterograde or retrograde amnesia for the simple discriminations or for simple discrimination components of the other tasks. Hippocampal rats also learned conditional and configural tasks, although they were impaired on the configural task. Finally, the rats were impaired in postoperative retention of the conditional but not the configural task, although they displayed savings in relation to naive rats on the conditional task. The results do not support theories that the hippocampus is essential for conditional or configural learning but may support a modified form of configural theory in which the hippocampus contributes to, but is not essential for, learning or retention of configurations.

Animals↗
PubMed2005

Not quite as grown-up as we like to think: parallels between cognition in childhood and adulthood.

Greater continuity in cognition between children and adults may exist than is usually appreciated. It was thought that after 3 to 4 years of age, the problem in switching on the dimensional-change card-sort task disappears. We show here, however, that if speed is used as the dependent measure, the effect of the first dimension is evident even in adults. Adults, like preschoolers, show difficulty in switching from a block of sorting by color or shape to a block of sorting by the other dimension. Notably, performance throughout the session was affected by the first dimension by which stimuli were sorted. We hypothesize that perhaps adults never fully outgrow any of the cognitive and perceptual biases of infancy and early childhood. Other examples of such biases that appear to still be present in adults are discussed. Conversely, the assumption that the optimal dependent measure for adults is the most sensitive measure for children is questioned.

Adolescent↗
PubMed2005

Emotional and spatial learning in goldfish is dependent on different telencephalic pallial systems.

In mammals, the amygdala and the hippocampus are involved in different aspects of learning. Whereas the amygdala complex is involved in emotional learning, the hippocampus plays a critical role in spatial and contextual learning. In fish, it has been suggested that the medial and lateral region of the telencephalic pallia might be the homologous neural structure to the mammalian amygdala and hippocampus, respectively. Although there is evidence of the implication of medial and lateral pallium in several learning processes, it remains unclear whether both pallial areas are involved distinctively in different learning processes. To address this issue, we examined the effect of selective ablation of the medial and lateral pallium on both two-way avoidance and reversal spatial learning in goldfish. The results showed that medial pallium lesions selectively impaired the two-way avoidance task. In contrast, lateral pallium ablations impaired the spatial task without affecting the avoidance performance. These results indicate that the medial and lateral pallia in fish are functionally different and necessary for emotional and spatial learning, respectively. Present data could support the hypothesis that a sketch of these regions of the limbic system, and their associated functions, were present in the common ancestor of fish and terrestrial vertebrates 400 million years ago.

Animals↗
PubMed1999

Learning induces a CDC2-related protein kinase, KKIAMRE.

To elucidate molecular mechanisms in learning and memory, we analyzed expression of mRNAs in brains of rabbits undergoing eyeblink conditioning. Infusion of the transcription inhibitor actinomycin D into the cerebellar interpositus nucleus reversibly blocked learning but not performance of the conditioned response. Differential display PCR analysis of cerebellar interpositus RNAs from trained and pseudotrained rabbits identified a 207 bp band that was induced with learning. The fragment was used to isolate a cDNA from a lambdagt11 rabbit brain library containing a 1698 bp open reading frame. The deduced amino acid sequence contains the KKIAMRE motif, which is conserved among cell division cycle 2 (cdc2)-related kinases. These results suggest that there is a new category of cdc2-related kinases in the brain whose function may be important in learning and memory.

Acoustic Stimulation↗
PubMed1995

Neonatal medial prefrontal lesions and recovery of spatial delayed alternation in the rat: effects of delay interval.

We have previously shown that rats given medial prefrontal lesions on postnatal Day 10 show a performance deficit on spatial delayed alternation (2-s delay) when tested between Days 19 and 23, but show recovery of function by Days 27-33 (Freeman & Stanton, 1992). The present study attempted to (a) examine the effects of extending the delay interval from 2 s to 15 or 45 s on the ontogeny of spatial delayed alternation; and (b) determine whether these longer delays would alter the ontogenetic profile of recovery from medial prefrontal damage. Animals were given medial prefrontal lesions (mPFC) or sham surgery on Day 10. They received acquisition training on delayed alternation with a 2-s delay on Day 21 or Day 28, followed by "probe" tests at delays of 15 and 45 s on the following day (Day 22 or Day 29). On Days 21-22 there was an overall effect of lesion at the 2-, 15-, and 45-s delay intervals indicating an early deficit. However, on Days 28-29 there was no effect of lesion at the end of acquisition or at the 15- or 45-s delay intervals. Recovery of memory function by mPFC animals on this task appears to occur during the weanling period regardless of delay interval.

Aging↗