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PubMed1985

Deficits on conditional associative-learning tasks after frontal- and temporal-lobe lesions in man.

Patients with unilateral frontal- or temporal-lobe excisions were tested on a spatial and a nonspatial conditional associative task. These tasks required the learning of arbitrary associations between a set of stimuli and a set of responses. Patients with excisions from the left or right frontal cortex were severely impaired in learning both tasks. Patients with left or right temporal-lobe excisions that did not involve extensive damage to the hippocampal region were not impaired, whilst those with more radical involvement of the hippocampal region exhibited deficits that were material-specific and varied with the side of the lesion.

Adolescent↗
PubMed1999

Drug addiction as dopamine-dependent associative learning disorder.

Natural rewards preferentially stimulate dopamine transmission in the nucleus accumbens shell. This effect undergoes adaptive changes (one-trial habituation, inhibition by appetitive stimuli) that are consistent with a role of nucleus accumbens shell dopamine in associative reward-related learning. Experimental studies with a variety of paradigms confirm this role. A role in associative stimulus-reward learning can provide an explanation for the extinction-like impairment of primary reinforcement that led Wise to propose the 'anhedonia hypothesis'. Addictive drugs share with natural rewards the property of stimulating dopamine transmission preferentially in the nucleus accumbens shell. This response, however, in contrast to that to natural rewards, is not subjected to one-trial habituation. Resistance to habituation allows drugs to activate dopamine transmission in the shell non-decrementally upon repeated self-administration. It is hypothesized that this process abnormally strengthens stimulus-drug associations thus resulting in the attribution of excessive motivational value to discrete stimuli or contexts predictive of drug availability. Addiction is therefore the expression of the excessive control over behaviour acquired by drug-related stimuli as a result of abnormal associative learning following repeated stimulation of dopamine transmission in the nucleus accumbens shell.

Animals↗
PubMed2004

Associative learning and memory in a chimpanzee fetus: Learning and long-lasting memory before birth.

We tested whether a chimpanzee fetus could form an association between an extrauterine tone and vibroacoustic stimulation (VAS) using classical conditioning treatment. Two kinds of pure tone were used as the conditioned stimuli, one where a 500-Hz tone was always followed by a VAS of 80 Hz (110 gal), the unconditioned stimulus (US), and another where a 1000-Hz tone was never followed by a VAS. This treatment was repeated 156 times in total until natural labor at 233 days of gestational age. Behavioral tests on the 33rd and 58th days after birth revealed a differential response to the tones: The infant displayed an exaggerated response to the 500-Hz tone, but not to the 1000-Hz tone. Other naïve chimpanzee infants did not show any response to either tone, which suggests that a chimpanzee fetus can distinguish between tones and form an association, and that it retains such information for at least 2 months after birth.

Animals↗
PubMed2002

Associative learning and elemental representation: II. Generalization and discrimination.

This paper follows on from an earlier companion paper (McLaren & Mackintosh, 2000), in which we further developed the elemental associative theory put forward in McLaren, Kaye, and Mackintosh (1989). Here, we begin by explicating the idea that stimuli can be represented as patterns of activation distributed across a set of units and that different stimuli activate partially overlapping sets (the degree of overlap being proportional to the similarity of the stimuli). A consequence of this view is that the overall level of activity of some of the units representing a stimulus may be dependent on the nature of the other stimuli present at the same time. This allows an elemental analysis in which provision for the representation of configurations of stimuli is made. A selective review of studies of generalization and discrimination learning, including peak shift, transfer along a continuum, configural discrimination, and summation, suggests that the principles embodied in this class of theory deserve careful consideration and will form part of any successful model of associative learning in humans or animals. There are some phenomena that require an elemental/associative explanation.

Association Learning↗