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Results for “Contrastive learning”

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At least 649 records · Page 36Linked to original sources

PubMed1997

Personality, punishment, and procedural learning: a test of J.A. Gray's anxiety theory.

Effects of punishment and personality on a phylogenetically old form of knowledge acquisition, procedural learning, were studied to test J. A. Gray's 1970, 1987, 1991) theory of anxiety. Broad measures of personality (extraversion, E.; neuroticism, N; and psychoticism, P) and specific measures of trait anxiety (Anx) and impulsivity (Imp) were taken. Punishment led to response invigoration, reducing reaction time latency, but this was not related to personality. A negative correlation of P and learning was observed in both punishment and control conditions. In support of Gray's theory, high Anx improved learning under punishment (and impaired learning under control), and low Anx improved learning under control (and impaired learning under punishment). These data are contrasted with H.J. Eysenck's (1967) arousal theory of personality. Results point to a new behavioral tool with which researchers can explore further the interaction of reinforcement, arousal, and personality.

Adult↗

PubMed1992

A comparison of modeling modalities in the observational learning of an externally paced skill.

This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition.

Analysis of Variance↗

PubMed2006

Cued recall from image and sentence memory: a shift from episodic to identical elements representation.

The applicability of the identical elements (IE) model of arithmetic fact retrieval (T. C. Rickard, A. F. Healy, & L. E. Bourne, 1994) to cued recall from episodic (image and sentence) memory was explored in 3 transfer experiments. In agreement with results from arithmetic, speedup following even minimal practice recalling a missing word from an episodically bound word triplet did not transfer positively to other cued recall items involving the same triplet. The shape of the learning curve further supported a shift from episode-based to IE-based recall, extending some models of skill learning to cued recall practice. In contrast with previous findings, these results indicate that a form of representation that is independent of the original episodic memory underlies cued-recall performance following minimal practice.

Cues↗

PubMed1994

Dissociations among implicit and explicit memory tasks: the role of stimulus similarity.

This article compares the effect of picture fragmentation level at study on performance on a variety of implicit and explicit memory tests. Consistent with previous research, a moderately fragmented study picture produced the most learning on the implicit memory task of picture fragment completion (Experiment 1) and speeded picture identification (Experiment 4). In contrast, an intact study picture produced the most learning on the implicit memory task of naming intact pictures (Experiment 3). These results suggest that performance on 2 implicit memory tasks can be dissociated by differences in visual similarity between the study and test forms of a stimulus. More surprising, parallel effects were observed in recognition memory. Recognition memory was best when fragmentation levels of the study and test pictures matched (Experiment 2) or were comparable (Experiment 1). In contrast to many results in the literature, recognition memory was acutely sensitive to surface form differences. We discuss the results in terms of 2 types of study-test similarity-stimulus similarity and process similarity.

Adolescent↗

PubMed1988

Dissociation of the effects of inferior temporal and limbic lesions on object discrimination learning with 24-h intertrial intervals.

Monkeys with bilateral ablations of the inferior temporal cortical area TE were trained on a visual discrimination task thought to measure non-cognitive habit formation. The task consisted of 20 object discriminations presented concurrently, but at the rate of only one trial on each per day; successive trials on a given discrimination were thus separated by 24-h intertrial intervals. Performance on this task by the animals with TE lesions was compared to that of both normal control monkeys and monkeys that had sustained bilateral removals of the amygdala and hippocampus. In contrast to the latter animals, which learned the 24-h intertrial interval task about as quickly as the normal controls, monkeys with area TE removals were markedly impaired. Taken together with earlier findings demonstrating that ablation of area TE impairs visual recognition memory, the present results suggest that area TE contributes not only, like limbic structures, to a cognitive memory system, but also, unlike limbic structures, to a non-cognitive habit system. Evidence is reviewed suggesting that this latter system may involve a corticostriatal circuit.

Animals↗

PubMed2006

Primes and targets in rapid chases: tracing sequential waves of motor activation.

Single-cell recordings have indicated that visual stimuli elicit rapid waves of neuronal activation that propagate so fast that they might be free of intracortical feedback. Here, the time course of feedforward activation was traced by measuring pointing responses to color targets preceded by color primes initiating either the same or opposite response. The early time course of priming effects was strictly time locked to prime onset and depended only on properties of the primes, but was independent of the onset times of the actual targets as well as the perceptual effects of targets on primes. Results indicated that nonoverlapping feedforward signals by primes and targets traverse the visuomotor system in a rapid chase, controlling associated motor responses in strict sequence.

Adult↗

PubMed1985

Language learning in two species of apes.

A 4 year old pygmy chimpanzee (Pan paniscus) has spontaneously begun to use symbols for the purpose of communicating. Other apes have required training before they began to use symbols fluently. By contrast, this pygmy chimpanzee has begun to learn and appropriately employ graphic symbols simply as the result of exposure to human models. He has also spontaneously demonstrated an ability to comprehend many spoken English words and his multi-word utterances consistently provide more information than his single-word utterances.

Animal Communication↗

PubMed2003

Learning to produce speech with an altered vocal tract: the role of auditory feedback.

Modifying the vocal tract alters a speaker's previously learned acoustic-articulatory relationship. This study investigated the contribution of auditory feedback to the process of adapting to vocal-tract modifications. Subjects said the word /tas/ while wearing a dental prosthesis that extended the length of their maxillary incisor teeth. The prosthesis affected /s/ productions and the subjects were asked to learn to produce "normal" /s/'s. They alternately received normal auditory feedback and noise that masked their natural feedback during productions. Acoustic analysis of the speakers' /s/ productions showed that the distribution of energy across the spectra moved toward that of normal, unperturbed production with increased experience with the prosthesis. However, the acoustic analysis did not show any significant differences in learning dependent on auditory feedback. By contrast, when naive listeners were asked to rate the quality of the speakers' utterances, productions made when auditory feedback was available were evaluated to be closer to the subjects' normal productions than when feedback was masked. The perceptual analysis showed that speakers were able to use auditory information to partially compensate for the vocal-tract modification. Furthermore, utterances produced during the masked conditions also improved over a session, demonstrating that the compensatory articulations were learned and available after auditory feedback was removed.

Adult↗

PubMed1999

Further evidence for feature correlations in semantic memory.

The role of feature correlations in semantic memory is a central issue in conceptual representation. In two versions of the feature verification task, participants were faster to verify that a feature (< is juicy >) is part of a concept (grapefruit) if it is strongly rather than weakly intercorrelated with the other features of that concept. Contrasting interactions between feature correlations and SOA were found when the concept versus the feature was presented first. An attractor network model of word meaning that naturally learns and uses feature correlations predicted those interactions. This research provides further evidence that semantic memory includes implicitly learned statistical knowledge of feature relationships, in contrast to theories such as spreading activation networks, in which feature correlations play no role.

Humans↗

PubMed1981

Emergence of deprivation-induced drinking: implications for hypothalamically elicited behavior.

The possibility that 23-hr water deprived rats must learn to drink in response to thirst states was examined in subjects presented with consecutive days (CD), alternate days (AD), or no days (ND) of deprivation experience CD animals displayed a gradual rise in water intake; however, motivational factors seemed critical in producing this effect because CD rats drank more and weighed less than the AD animals. In addition, AD subjects always drank more than ND animals; thus, the gradual rise in drinking could not be attributed to an ad lib body water surplus that prevented subjects from being thirsty during the initial drinking session. All subjects were allowed to recover from the first phase of deprivation, and then each group was presented with the consecutive-day deprivation procedure. In this second phase, the groups did not differ in the amount of water drunk; so, learning factors once again were contraindicated because more "practiced" subjects did not ingest more. Habituation processes also were implicated in the gradual increase in drinking. These data contrast with those indicating that rats must "learn" to display consummatory responding during electrical stimulation of the lateral hypothalamus, and they strongly support the possibility that learning-like effects during water deprivation reflect the operation of motivational processes.

Animals↗

PubMed2006

Naming and categorization in young children: IV: listener behavior training and transfer of function.

Following pretraining with everyday objects, 14 children aged from 1 to 4 years were trained, for each of three pairs of different arbitrary wooden shapes (Set 1), to select one stimulus in response to the spoken word /zog/, and the other to /vek/. When given a test for the corresponding tacts ("zog" and "vek"), 10 children passed, showing that they had learned common names for the stimuli, and 4 failed. All children were trained to clap to one stimulus of Pair 1 and wave to the other. All those who named showed either transfer of the novel functions to the remaining two pairs of stimuli in Test 1, or novel function comprehension for all three pairs in Test 2, or both. Three of these children next participated in, and passed, category match-to-sample tests. In contrast, all 4 children who had learned only listener behavior failed both the category transfer and category match-to-sample tests. When 3 of them were next trained to name the stimuli, they passed the category transfer and (for the 2 subjects tested) category match-to-sample tests. Three children were next trained on the common listener relations with another set of arbitrary stimuli (Set 2); all succeeded on the tact and category tests with the Set 2 stimuli. Taken together with the findings from the other studies in the series, the present experiment shows that (a) common listener training also establishes the corresponding names in some but not all children, and (b) only children who learn common names categorize; all those who learn only listener behavior fail. This is good evidence in support of the naming account of categorization.

Attention↗

PubMed1989

Interhemispheric transfer of visual learning in monkeys with intact optic chiasm.

The purpose of the present experiments was to investigate the role of the forebrain commissures in interhemispheric visual transfer when both eyes are open and the optic chiasm is intact. Cynomolgus monkeys (Macaca fascicularis) learned a series of two-choice simultaneous visual discriminations. The visual stimuli were bipartite, with independently determined left and right halves. If such a stimulus is fixated centrally, the two halves fall into opposite visual hemifields. After 10 trials of acquisition of each discrimination, the same discriminanda were presented for a further 10 trials in which, within each stimulus, the positions of the halves were exchanged: the left half became the right and vice versa. The unoperated animals transferred well to the altered stimuli, making many fewer errors than they made in learning the originally presented discrimination. In contrast, monkeys with section of the posterior corpus callosum and the anterior commissure transferred poorly. These effects show that the forebrain commissures are important for the interhemispheric transfer and integration of visual information in animals with a normal, intact peripheral visual system.

Animals↗

PubMed2004

Effects of NMDA receptor antagonists on olfactory learning and memory in the honeybee (Apis mellifera).

In contrast to vertebrates the involvement of glutamate and N-methyl-D-aspartate (NMDA) receptors in brain functions in insects is both poorly understood and somewhat controversial. Here, we have examined the behavioural effects of two noncompetitive NMDA receptor antagonists, memantine (low affinity) and MK-801 (high affinity), on learning and memory in honeybees (Apis mellifera) using the olfactory conditioning of the proboscis extension reflex (PER). We induced memory deficit by injecting harnessed individuals with a glutamate transporter inhibitor, L-trans-2,4-PDC (L-trans-2,4-pyrrolidine dicarboxylate), that impairs long-term (24 h), but not short-term (1 h), memory in honeybees. We show that L-trans-2,4-PDC-induced amnesia is 'rescued' by memantine injected either before training, or before testing, suggesting that memantine restores memory recall rather than memory formation or storage. When injected alone memantine has a mild facilitating effect on memory. The effects of MK-801 are similar to those of L-trans-2,4-PDC. Both pretraining and pretesting injections lead to an impairment of long-term (24 h) memory, but have no effect on short-term (1 h) memory of an olfactory task. The implications of our results for memory processes in the honeybee are discussed.

Animals↗

PubMed2005

Effects of stimulus structure and target-distracter similarity on the development of visual memory representations in schizophrenia.

INTRODUCTION: In a previous study (Silverstein, Bakshi, Chapman, & Nowlis, 1998a, Cognitive Neuropsychiatry) we demonstrated that while schizophrenia patients showed similar learning curves as nonpatient controls when determining whether a configural pattern of elements has been seen before or not, they did not demonstrate any learning curve with nonconfigural stimuli (in contrast to controls). Methodological limitations of that study, however, precluded generalisability of those effects. METHODS: In the present study, therefore, different groups of schizophrenia patients (n = 18) and controls (n = 22) were administered a modified version of the familiarity judgement task used in Silverstein et al. (1998a). In the new version of the task: (1) the patterns that repeated were different for each participant; and (2) half of the nonrepeating patterns were configural and half were nonconfigural. RESULTS: These indicated stronger perceptual learning effects for the configural compared to the nonconfigural patterns, and overall better performance and more pronounced learning effects for the control group. CONCLUSIONS: The data provide further evidence for a schizophrenia-related impairment in perceptual organisation and in the ability to develop memory representations for novel stimuli.

Journal Article↗

PubMed1999

Procedural learning in Parkinson's disease: intact and impaired cognitive components.

Two experiments were carried out to study procedural learning in Parkinson's disease (PD) patients. In Experiment 1, ten patients and their normal controls participated in a classical mirror reading task and in an inverted reading task where word-stimuli made of non inverted letters had to be processed from right to left (e.g., ygoloruen). In both tasks, reading times for new stimuli were compared to reading times for stimuli that repeated over blocks. Although PD patients and their controls exhibited learning for repeated words in both tasks, PD patients did not respond faster with practice for new words in the inverted reading task. In Experiment 2, PD patients and their controls were presented with an original dot counting task in which participants were asked to process a horizontal series of black and white dots from right to left and to indicate whether a dot that had been designated by a number at the beginning of each trial was black or white. Results showed that PD patients, in contrast to controls, did not exhibit learning in this task. Results are discussed in terms of the cognitive components involved in these tasks. It is suggested that PD patients are impaired in the acquisition of a right-to-left visual scanning skill that could be studied directly in Experiment 2.

Case-Control Studies↗

PubMed2002

Savings tests: separating differences in rate of learning from differences in initial levels.

Three experiments used a Pavlovian magazine-approach procedure in rats to explore, in 3 theoretically interesting cases, the inferences made from savings tests. In each experiment, a compound test procedure allowed the separation of differences in rate of acquiring new associative learning from differences in initial level of associative strength. Experiment 1 found that the slower acquisition after prior nonreinforced exposure (latent inhibition) reflected differences in learning rate, not initial level. By contrast, Experiments 2 and 3 found that the higher performance observed to a previously trained and extinguished stimulus, and lower performance observed to a conditioned inhibitor, both arose primarily because of differences in initial associative value. These experiments illustrate the usefulness of a novel testing procedure in sharpening the conclusions from savings procedures.

Animals↗

PubMed1993

Impairment of acquisition but not retention of a simple operant discrimination performance in aged Fischer 344 rats.

Although deterioration of learning and memory in aged rodents has been reported using a variety of tasks, little information is available on the effects of aging on acquisition and retention of reference memory in food-motivated tasks. In the present study, to examine reference memory, a simple operant discrimination task was used. Aged (24 month) and young (5 month) Fischer 344 rats were trained to discriminate brightness for food reward in an operant chamber. Aged rats showed significantly impaired learning compared to young rats, and the level of discrimination of aged rats was significantly lower than that of young rats. The aged rats also exhibited impaired learning in discriminating an auditory cue. Aged rats as well as young rats had good retention of brightness discrimination performance 30 days after the last training session. Scopolamine (0.3 mg/kg) did not impair discrimination learning nor affect well-trained discrimination performance in young rats. These data suggest that acquisition but not retention of reference memory is impaired in aged rats, and that the impaired acquisition observed in aged rats may not be due to dysfunction of the central cholinergic systems.

Aging↗

PubMed2005

Amygdalar unit activity during three learning tasks: eyeblink classical conditioning, Pavlovian fear conditioning, and signaled avoidance conditioning.

Neural activity in central and basolateral amygdala nuclei (CeA and BLA, respectively) was recorded during delay eyeblink conditioning, Pavlovian fear conditioning, and signaled barpress avoidance. During paired training, the CeA exhibited robust learning-related excitatory activity during all 3 tasks. By contrast, the BLA exhibited minimal activity during eyeblink conditioning, while demonstrating pronounced increases in learning-related excitatory responsiveness during fear conditioning and barpress avoidance. In addition, the relative amount of amygdalar activation observed appeared to be related to the relative intensity of the unconditioned stimulus and somatic requirements of the task. Results suggest the CeA mediates the Pavlovian association between sensory stimuli and the BLA mediates the modulation of instrumental responding through the assignment of motivational value to the unconditioned stimulus.

Action Potentials↗