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PubMed2001

Statistical learning in a serial reaction time task: access to separable statistical cues by individual learners.

The ability of adult learners to exploit the joint and conditional probabilities in a serial reaction time task containing both deterministic and probabilistic information was investigated. Learners used the statistical information embedded in a continuous input stream to improve their performance for certain transitions by simultaneously exploiting differences in the predictability of 2 or more underlying statistics. Analysis of individual learners revealed that although most acquired the underlying statistical structure veridically, others used an alternate strategy that was partially predictive of the sequences. The findings show that learners possess a robust learning device well suited to exploiting the relative predictability of more than I source of statistical information at the same time. This work expands on previous studies of statistical learning, as well as studies of artificial grammar learning and implicit sequence learning.

Adult↗
PubMed1997

Temporal specificity in serial feature-positive discrimination learning.

Two experiments examined the temporal specificity of learning in operant serial feature-positive discriminations (feature-->target+/target-). Test performance was better when the target cues were presented at their customary times after the features than when they were presented at earlier or later times. When features trained with one feature-target interval were combined with targets trained with another interval, performance was best when the test interval was the same as the interval associated with the feature, suggesting that the temporal information was coded with the feature cue. Finally, the temporal specificity of the responding controlled by occasion setters was unaffected by feature extinction. Implications for the nature of learning in occasion setting are discussed.

Animals↗
PubMedDate not supplied

Effect of prenatal heat stress on brain growth and serial discrimination reversal learning in the guinea pig.

Exposure of pregnant guinea pigs to an environmental temperature of 42 degrees C for 1 hr daily on Days 20-24 of gestation resulted in a significant reduction in the birthweight and brainweight of newborn offspring. These deficits persisted to early maturity and were still evident at 250 days of age following behavioral testing. Although some degree of postnatal neurogenesis and brain growth had occurred, this was not sufficient to compensate for the retarding influence of prenatal hyperthermia. Heat stress was also observed to seriously impair learning performance on the original discrimination task and this tendency persisted over the subsequent 4 reversals for both initial and perseverative errors. Impaired learning performance was related to reduction in brainweight. Animals with lower brainweights made significantly more initial, perseverative and total number of errors over the 5 problems. In addition, 12 of the 14 behaviorally tested stressed progeny had brainweights that were at least 2 standard deviations below the mean of the controls and as a result were classified as micrencephalic. Although heat stressed animals showed a significant reduction in the number of amacrine synapses in the inner plexiform layer of the retina, performance differences were not atrributed to changes in synaptic organisation of the retinal circuitry or to visual or other ophthalmic defects, but brain function. Animals with higher mean maternal poststressing core temperatures gave birth to progeny which had smaller whole and part wet-brainweights. Examination of the effect of poststressing core temperature on brainweight revealed that brain growth, independent of bodyweight, was retarded when this temperature elevated above 41.5 degrees C. This represented a rise of approximately 2.1 degrees C above normal and for each 1 degree C rise above this temperature, brainweight was reduced by 0.4227 g of the control value. Analysis of the atmospheric content of the incubator during stressing sessions ruled out the possibility that changes in level of oxygen and carbon dioxide may have contributed to the retarding influence on fetal development and learning ability in the guinea pig.

Animals↗
PubMed2001

Implicit sub-unit learning in a serial reaction time task in humans.

In the present serial reaction time task experiment (SRT), a fixed 12-item sequence was practiced in order to evaluate the effect on response times to 3-item sub sequences (triplets) in a subsequent random sequence. Subjects were visually cued to press one out of four keys with a corresponding right-hand finger. The occurrence of implicit sequence knowledge was evidenced by the increase in mean response time when the transition was made from the final 12-item sequence block to the subsequent random block. In the stimulus-set applied, a total of 36 triplets could be constructed, of which 24 triplets were encountered only during the random blocks (random-only triplet set) (RO-set), whereas 12 triplets were also part of the sequence used in the sequence blocks (sequence-also triplet set) (SA-set). Approximately 35% of the triplets that comprised the two random blocks were also presented in the sequence blocks. There was no difference in mean response times between the triplet sets in the random block that preceded the sequence blocks. In the final random block, however, the SA-set induced significantly faster responses as compared with the RO-set. We argue that stimulus response associations within the SA-set are responsible for the difference in response times between the two triplet sets in the final random block.

Adult↗
PubMed1998

Implicit and explicit learning in an auditory serial reaction time task.

OBJECTIVE: To explore the role of the motor cortex during implicit and explicit learning. MATERIALS AND METHODS: EEG signals were recorded from 30 channels by measuring task-related desynchronization (TRD) when 10 right-handed naive volunteers performed a variation of the serial reaction task. Stimuli, consisting of 4 pure tones of 500, 1000, 1500, and 2000 HZ, lasting 200 ms, were presented binaurally through a pair of tubephones at 60 dB with a 2-s constant interstimulus interval. A series of 10 repetitive tones represented the test sequence; the random sequence was the control. RESULTS: All subjects developed implicit and explicit knowledge reflected by decreased response time, increased accuracy, and the ability to generate the sequence. Six of 10 subjects demonstrated implicit learning without explicit learning during the first 3 blocks. When subjects acquired full explicit learning, 10 Hz TRD at C3 reached a peak amplitude, declining thereafter. CONCLUSIONS: Properties of the sensorimotor cortex change during learning and these changes are independent of stimulus modality.

Adult↗
PubMed1995

Input- and output-monitoring in implicit and explicit memory.

Previous experiments have shown that the procedure of questioning subjects retrospectively about the input and output status of information (input and output monitoring) is a useful method for assessing the awareness states of subjects during implicit and explicit memory tasks. The main purpose of the present study was to investigate whether the previous findings could be extended to other implicit and explicit memory tasks. We were especially interested in whether differences in input- and output-monitoring performance can be observed when both the implicit and explicit memory tasks are conceptual ones. In a final tet phase, the target items from the study phase and new distractor items were presented. In a recognition-like situation, subjects had to decide whether an item had been presented in the study phase (input status), as well as whether they had produced the item in the memory-test phase (output status). In all three experiments judgments about the input status-but only for those items that had been produced in the implicit or in the explicit memory test--were more precise after explicit than after implicit memory testings. This finding was not influenced by the distinction between perceptual and conceptual-memory tasks (Exp. 1), and was obtained under conditions in which the implicit and the explicit memory tasks were both conceptual and differed only in test instructions (Exps. 2 and 3). These results suggest that not only subjects performing a perceptual test of implicit memory, but also subjects in a conceptual implicit test were less aware of using information from a previous study episode than subjects who received memory instructions. It is concluded that requiring judgments about the input status of information is a good method for assessing subjects' test awareness and is preferable to the use of a questionnaire (Exp. 3). In contrast, in all three experiments no differences were found with the output-monitoring measure between implicit and explicit test conditions.

Adult↗
PubMed1990

Further evidence of the intricacy of memory span.

Memory span was measured for lists of verbal items constructed such that the items in the first half of the list were of one category and those of the second half were of another. In Experiment 1, the lists consisted of digits and words (e.g., 2, 8, 7, horse, cow, sheep or horse, cow, sheep, 2, 8, 7); in Experiment 2, they consisted of words from the same semantic domain and words from different semantic domains; in Experiments 3 and 4, they consisted of words that rhymed and words that did not rhyme. A category-order effect occurred in each experiment: Span was larger when the digits, same-domain words, or rhyming words occurred in the first half of the list than when they occurred in the second half. These findings suggest that memory span is more complex than is generally assumed.

Adult↗
PubMed1989

Repeated acquisition of behavioral chains: response sequences or conditional discriminations?

The purpose of this study was to determine whether pigeons learn a sequence of positional responses or a series of conditional discriminations under a repeated-acquisition-of-behavioral-chains procedure. Three pigeons were trained under a repeated-acquisition procedure in which three different key colors served as stimuli correlated with the three steps in a chain. The order of presentation of the three stimuli was altered during the latter part of each test session after acquisition had occurred. If the pigeons had acquired a response sequence, the pattern of responding should remain the same as in the initial portion of the test session. However, if the pigeons had acquired a conditional discrimination, the response pattern should change in accordance with the changed order of the key colors. Although the results of this study do not rule out the possibility that the subjects acquired, to some degree, a response sequence, the results suggest that the behavior of pigeons under a repeated-acquisition-of-behavioral-chains procedure is controlled primarily by conditional discriminative stimuli.

Animals↗
PubMed1990

Equivalence classes generated by sequence training.

In Experiment 1, 3, adult females were taught with verbal instructions and contingencies to select, in sequence, three arbitrary visual stimuli from an array of five stimuli. After four different sequences were taught, match-to-sample tests assessed emergent conditional relations among all stimuli that had been selected in the same order in the sequences. Subjects' performances indicated development of four stimulus classes, three based on ordinal position and one based on nonselection. Next, match-to-sample training established conditional relations between each of four novel figures and one member of each of the ordinal stimulus classes. Tests confirmed that the classes were equivalence classes, each expanded by one new member. In subsequent sequence tests, the new stimuli were selected in a sequence that was consistent with ordinal class membership. Experiment 2 replicated Experiment 1 with 2 different adult females, but the verbal instructions were omitted. Results were similar to Experiment 1, except that extensive review and retesting were required before expansion of the ordinal classes with the novel figures was observed.

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