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PubMed2002

Human agency and associative learning: Pavlovian principles govern social process in causal relationship detection.

Estimates of a worker's causal relationship (CR) to production obeyed associative principles, despite the participants' a priori beliefs that workers are responsible or "at cause" for production. In three experiments, social analogues of conditioned stimuli (workers) and unconditioned stimuli (company production information) were manipulated in familiar Pavlovian paradigms. The findings included (1) CR acquisition, (2) unconditioned stimulus-intensity effects, and (3) CR blocking. The research plan employed an approach that Neal Miller (1959) termed "extension of liberalized S-R theory" and drew on the Rescorla-Wagner model to integrate the experimental results, to illuminate the empirical data of social attribution research, and to guide the study of causal relationship detection using social stimuli.

Adult↗
PubMed1975

Effects of temporal grouping and redundancy level on the paired-associate learning of retarded adolescents and nonretarded children.

Institutionalized adolescents and nonretarded third-grade children were presented with sets of paired associates which differed in redundancy level and temporal grouping. Redundancy level (33 and 50 percent) was embedded in a list of paired associates by varying the number of repetitions in the response terms. The paired associates were presented temporally in blocks of twos (33 percent) or threes (50 percent). One-half of the subjects received the paired associates highly organized; i.e., all response terms of a temporal block were the same. During testing, all stimulus terms were presented simultaneously for the free-ordered recall of the response terms. For both groups, performance was superior following the more highly organized (congruent) presentation, with the performance of the nonretarded subjects exceeding that of the retarded adolescents. Comparisons were made with previous studies in this series.

Adolescent↗
PubMedDate not supplied

Transient hippocampal down-regulation of Kv1.1 subunit mRNA during associative learning in rats.

Voltage-gated potassium channels (Kv) are critically involved in learning and memory processes. It is not known, however, whether the expression of the Kv1.1 subunit, constituting Kv1 channels, can be specifically regulated in brain areas important for learning and memory processing. Radioactive in situ hybridization was used to evaluate the content of Kv1.1 alpha-subunit mRNA in the olfactory bulb, ventral, and dorsal hippocampus at different stages of an odor-discrimination associative task in rats. Naive, conditioned, and pseudoconditioned animals were sacrificed at different times either prior to a two-odor significance learning or after odor discrimination was established. Important decreases of Kv1.1 mRNA levels were transiently observed in the ventral hippocampus before successful learning when compared with the pseudoconditioned group. Moreover, temporal group analysis showed significant labeling alterations in the hippocampus of conditioned and pseudoconditioned groups throughout the training. Finally, Kv1.1 mRNA levels in the hippocampus were positively correlated with odor-reward association learning in rats that were beginning to discriminate between odors. These findings indicate that the Kv1.1 subunit is transiently down-regulated in the early stages of learning and suggest that Kv1 channel expression regulation is critical for the modification of neuronal substrates underlying new information acquisition.

Analysis of Variance↗
PubMed1998

Neural activity in the primate prefrontal cortex during associative learning.

The prefrontal (PF) cortex has been implicated in the remarkable ability of primates to form and rearrange arbitrary associations rapidly. This ability was studied in two monkeys, using a task that required them to learn to make specific saccades in response to particular cues and then repeatedly reverse these responses. We found that the activity of individual PF neurons represented both the cues and the associated responses, perhaps providing a neural substrate for their association. Furthermore, during learning, neural activity conveyed the direction of the animals' impending responses progressively earlier within each successive trial. The final level of activity just before the response, however, was unaffected by learning. These results suggest a role for the PF cortex in learning arbitrary cue-response associations, an ability critical for complex behavior.

Animals↗