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PubMed2006

Exemplar similarity, study list homogeneity, and short-term perceptual recognition.

Kahana and Sekuler (2002) conducted short-term perceptual recognition experiments and modeled the data with a noisy exemplar similarity model. They found model-based evidence that list homogeneity (i.e., the degree to which exemplars on a study list are similar to one another) exerted a significant impact on recognition performance--a finding that is not predicted by standard global familiarity models. A potential limitation of their experiments is that they tested complex stimuli in which psychological similarities among exemplars may have been misspecified. Also, the relative importance of list homogeneity was not compared with that of alternative forms of parametric variation in the model. We conducted conceptual replications of their experiments, using a simpler set of stimuli in which interexemplar similarities could be more precisely measured. Extensive model-based comparisons reveal, in accord with the results of Kahana and Sekuler, strong evidence for a role of listhomogeneity on old-new recognition performance. We suggest that subjects systematically adjust their response criteria on the basis of the homogeneity of the study list items.

Attention↗
PubMed2005

Processing abstract sequence structure: learning without knowing, or knowing without learning?

Constant interaction with a dynamic environment-from riding a bicycle to segmenting speech-makes sensitivity to the sequential structure of the world a fundamental dimension of information processing. Accounts of sequence learning vary widely, with some authors arguing that parsing and segmentation processes are central, and others proposing that sequence learning involves mere memorization. In this paper, we argue that sequence knowledge is essentially statistical in nature, and that sequence learning involves simple associative prediction mechanisms. We focus on a choice reaction situation introduced by Lee (1997), in which participants were exposed to material that follows a single abstract rule, namely that stimuli are selected randomly, but never appear more than once in a legal sequence. Perhaps surprisingly, people can learn this rule very well. Or can they? We offer a conceptual replication of the original finding, but a very different interpretation of the results, as well as simulation work that makes it clear how highly abstract dimensions of the stimulus material can in fact be learned based on elementary associative mechanisms. We conclude that, when relevant, memory is optimized to facilitate responding to events that have not occurred recently, and that sequence learning in general always involves sensitivity to repetition distance.

Adolescent↗
PubMed2001

Integrating niche-related and general process approaches in the study of learning.

For nearly a century the experimental analysis of learning in animals has been divided into niche-related and general-process approaches, each emphasizing different procedures and conceptual strategies. After considering several current forms of rapprochement, I outline evidence for the integrative hypothesis that niche-related learning provides the basis for results in traditional general-process learning paradigms. Although the full ramifications of this view are not developed here, its advantages include: a clearer relation between laboratory and field results; conceptual and pragmatic guidance in developing new paradigms, and applying old ones to different species and circumstances; clarification of the laws, limits, and anomalies in general-process paradigms; and a more efficient path for inter-relating the study of learning with neurophysiology, genetics, and evolution.

Journal Article↗
PubMed1998

Verbal contextual generalization in children with and without learning disabilities.

Braine's (1963) model of language development emphasizes the use of auditory or temporal processing so verbal contextual generalization can be produced. Recent literature on auditory or temporal processing skills of children with learning disabilities led to the prediction that these children would find it much more difficult to generalize contextually than would children without learning disabilities. The present study did not support this prediction. The implications were discussed in view of research on auditory or temporal processing skills of children with learning disabilities.

Age Factors↗
PubMed1982

Family therapy by family doctors.

The experiences of a group of general practitioners learning and attempting family therapy are described. Three principles for working with whole families - facilitation, formulation and focussing - are illustrated by case histories. Family therapy in general practice can be effective for patients and worthwhile for family doctors.

Family Practice↗
PubMed2005

Data classification with radial basis function networks based on a novel kernel density estimation algorithm.

This paper presents a novel learning algorithm for efficient construction of the radial basis function (RBF) networks that can deliver the same level of accuracy as the support vector machines (SVMs) in data classification applications. The proposed learning algorithm works by constructing one RBF subnetwork to approximate the probability density function of each class of objects in the training data set. With respect to algorithm design, the main distinction of the proposed learning algorithm is the novel kernel density estimation algorithm that features an average time complexity of O(n log n), where n is the number of samples in the training data set. One important advantage of the proposed learning algorithm, in comparison with the SVM, is that the proposed learning algorithm generally takes far less time to construct a data classifier with an optimized parameter setting. This feature is of significance for many contemporary applications, in particular, for those applications in which new objects are continuously added into an already large database. Another desirable feature of the proposed learning algorithm is that the RBF networks constructed are capable of carrying out data classification with more than two classes of objects in one single run. In other words, unlike with the SVM, there is no need to resort to mechanisms such as one-against-one or one-against-all for handling datasets with more than two classes of objects. The comparison with SVM is of particular interest, because it has been shown in a number of recent studies that SVM generally are able to deliver higher classification accuracy than the other existing data classification algorithms. As the proposed learning algorithm is instance-based, the data reduction issue is also addressed in this paper. One interesting observation in this regard is that, for all three data sets used in data reduction experiments, the number of training samples remaining after a naive data reduction mechanism is applied is quite close to the number of support vectors identified by the SVM software. This paper also compares the performance of the RBF networks constructed with the proposed learning algorithm and those constructed with a conventional cluster-based learning algorithm. The most interesting observation learned is that, with respect to data classification, the distributions of training samples near the boundaries between different classes of objects carry more crucial information than the distributions of samples in the inner parts of the clusters.

Algorithms↗
PubMed1996

Coordinate system for learning in the smooth pursuit eye movements of monkeys.

Learning was induced in smooth pursuit eye movements by repeated presentation of targets that moved at one speed for 100 msec and then changed to a second, higher or lower, speed. The learned changes, measured as eye acceleration for the first 100 msec of pursuit, were largest in a "late" interval from 50 to 80 msec after the onset of pursuit and were smaller and less consistent in the earliest 30 msec of pursuit. In each experiment, target motion in one direction consisted of learning trials, whereas target motion in the opposite (control) direction consisted of trials in which targets moved at a constant speed for the entire duration of the trial. Under these conditions, the learning did not generalize to the control direction. For target motion in the learning direction, the changes in pursuit generalized to responses evoked by targets moving at speeds ranging from 15 to 45 degrees/sec as well as to targets of different colors and sizes. Although learning was induced at the initiation of pursuit, it generalized to the response to image motion in the learning direction when it was presented during pursuit in the learning direction. However, learning did not generalize to the response to image motion in the learning direction when it was presented during pursuit in the control direction. The results suggest that the learning does not occur in purely sensory or motor coordinates but in an intermediate reference frame at least partly defined by the direction of eye movement. The selectivity of learning provides new evidence for a previously hypothesized neural "switch" that gates visual information on the basis of movement direction. This selectivity also suggests that the locus of pursuit learning is in pathways related to the operation of the switch.

Animals↗
PubMed1982

The psychiatric contribution to general medical education. Some problems of generalization.

Little difference was found in the extent to which psychosocial data were recorded in two samples of general hospital case-notes written 10 years apart, in spite of a significant increase of apparently relevant material in the undergraduate medical curriculum. Although the house physicians responsible acknowledge the importance of the data, their estimate of recording frequency was much higher than was actually the case. Impediments to such recording were identified. The apparent lack of generalization of learning is presented as an important problem relevant to psychiatrists who have a major responsibility for teaching in these areas. Suggestions are made of ways in which generalization might be facilitated.

Behavioral Sciences↗
PubMed1976

Learning theory and gestalt therapy.

This article discusses the theory and operations of Gestalt Therapy from the viewpoint of learning theory. General comparative issues are elaborated as well as the concepts of introjection, retroflextion, confluence, and projection. Principles and techniques of Gestalt Therapy are discussed in terms of learning theory paradigm. Practical implications of the various Gestalt techniques are presented.

Attitude of Health Personnel↗
PubMed2005

The influence of training length on generalization of visual feature assemblies in honeybees.

Generalization is a fundamental cognitive ability that allows treating similar stimuli as equivalents, and thus responding to them in the same manner. Here, we show that after training free-flying bees with a single, constant pair of patterns made of four quadrants, each displaying different oriented gratings, bees extract the orientation information corresponding to each quadrant and integrate it in a generic layout that preserved the spatial relationship between oriented edges. Our results show that the amount of experience with the training patterns is critical to determine or not generalization to novel stimuli sharing the layout of the rewarded stimulus. Increasing experience results in higher generalization levels reflected in significant responding to novel stimuli. With ongoing training, redundant information seems to be eliminated and reduced to the minimum that is necessary and sufficient to solve the task. Controlling precisely the level of experience of individuals is therefore crucial in experiments on visual recognition.

Analysis of Variance↗
PubMed1984

Evaluation of exemplar-based generalization and the abstraction of categorical information.

This article reformulates and reanalyzes a problem originally put forth by Homa, Sterling, and Trepel (1981). The question is whether a pure, exemplar-based abstraction process is an adequate model of category learning or whether it is necessary to postulate an additional prototype-abstraction process. Based on quantitative discrepancies from a pure, exemplar-based model, Homa et al. argued that it was necessary to recognize the operation of a prototype-abstraction process in order to fully explain their results. However, Homa et al. never actually fit the exemplar plus prototype model to the data to determine if indeed the additional prototype process could explain the deviations from the pure exemplar model. The present article compared the pure exemplar model with a mixed (exemplar plus prototype) model and did not find consistent evidence requiring the postulation of an additional prototype-abstraction process. These results point out the difficulty of distinguishing alternative classification models and underscore the need for careful analytic work in this area.

Concept Formation↗
PubMed2001

Acquiring symptoms in response to odors: a learning perspective on multiple chemical sensitivity.

In this chapter, a learning account is discussed as a potential explanation for the symptoms in multiple chemical sensitivity. Clinical evidence is scarce and anecdotal. A laboratory model provides more convincing results. After a few breathing trials containing CO2-enriched air as an unconditioned stimulus in a compound with harmless odor substances as conditioned stimuli, subjective symptoms are elicited and respiratory behavior is altered by the odors only. Also, mental images can become conditioned stimuli to trigger subjective symptoms. The learning effects cannot be explained by a response bias or by conditioned arousal, and they appear to involve basic associative processes that do not overlap with aware cognition of the relationship between the odors and the CO2 inhalation. Learned symptoms generalize to new odors and they can be eliminated in a Pavlovian extinction procedure. In accordance with clinical findings, neurotic subjects and psychiatric cases are more vulnerable to learning subjective symptoms in response to odors. Consistent with a learning account, cognitive-behavioral treatment techniques appear to produce beneficial results in clinical cases. Several criticisms and unresolved questions regarding the potential role of learning mechanisms are discussed.

Administration, Inhalation↗
PubMedDate not supplied

Self-organization of distributedly represented multiple behavior schemata in a mirror system: reviews of robot experiments using RNNPB.

The current paper reviews a connectionist model, the recurrent neural network with parametric biases (RNNPB), in which multiple behavior schemata can be learned by the network in a distributed manner. The parametric biases in the network play an essential role in both generating and recognizing behavior patterns. They act as a mirror system by means of self-organizing adequate memory structures. Three different robot experiments are reviewed: robot and user interactions; learning and generating different types of dynamic patterns; and linguistic-behavior binding. The hallmark of this study is explaining how self-organizing internal structures can contribute to generalization in learning, and diversity in behavior generation, in the proposed distributed representation scheme.

Artificial Intelligence↗
PubMed2007

The dynamic changes in roles of learning through the Baldwin effect.

The interaction between evolution and learning called the Baldwin effect is a two-step evolutionary scenario caused by the balances between benefit and cost of learning in general. However, little is known about the dynamic evolution of these balances in complex environments. Our purpose is to give a new insight into the benefit and cost of learning by focusing on the quantitative evolution of phenotypic plasticity under the assumption of epistatic interactions. For this purpose, we have constructed an evolutionary model of quantitative traits by using an extended version of Kauffman's NK fitness landscape. Phenotypic plasticity is introduced into our model; whether each phenotype is plastic or not is genetically defined, and plastic phenotypes can be adjusted by learning. The simulation results clearly show that drastic changes in roles of learning cause three-step evolution through the Baldwin effect and also cause the evolution of genetic robustness against mutations. We also conceptualize four different roles of learning by using a hill-climbing image of a population on a fitness landscape.

Biological Evolution↗
PubMed1996

Problem-based medical education in general practice and health care quality assurance.

States that health systems globally are in transition, for which also a correspondingly reformed education is required, involving new--and renewed--basic sciences, principles, skills and methods. To that end, demonstrates how problem-based learning in general practice is almost ideal, although still sparsely implemented, and has much in common with health care quality assurance. Contends that primary care in many ways comprises the most important platform and vehicle of modern health services and their interaction with the population. Uses the example of the Faculty of Health Sciences in Linköping, where all curricula are integrated, community-oriented, problem-based and have a focus on primary care and general practice. Represents a useful and hitherto insufficiently recognized widening of the overall field of health care quality assurance, and summarizes some of the experiences therein. Also provides a brief overview of the literature.

Competency-Based Education↗
PubMed1983

Changes in visual field advantage for facial recognition: the development of a general processing strategy.

During the recognition of tachistoscopically presented faces, subjects initially showing a LVF advantage decrease and then increase that advantage; subjects with an initial RVF advantage shift to a LVFA. We examined whether these shifts result from increasing familiarity with specific faces or rather from the development of a more general facial processing strategy. This was accomplished by changing the set of faces presented for recognition during testing. Across trials, the VFA of initially RVF advantaged subjects showed a linear trend, that of LVF advantaged S's a quadratic trend. These trends don't differ from those of subjects tested with one set of faces, suggesting that subjects were learning a general strategy for facial recognition.

Discrimination Learning↗