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Results for “Reinforcement learning”

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At least 1,081 records · Page 60Linked to original sources

PubMed2003

Effect of social isolation on behavioral parameters and sensitivity of rats to morphine and caffeine.

Social isolation is a stress factor increasing animal anxiety and impairing food-reinforced instrumental learning. Social isolation modulates sensitivity to psychoactive substances: it potentiated the depressive and analgesic effects of morphine, but attenuated the activating and anxiogenic effects of caffeine. These behavioral changes and changes in sensitivity to psychoactive agents can be explained by a well-known phenomenon of activation of the endogenous opioid system during stress.

Analgesics, Opioid↗

PubMed1994

Internal clock and memory processes in animal timing.

Temporal control of behavior was investigated within the framework of an internal clock model. Pigeons were exposed to signaled fixed-interval 30-s trials mixed with extended unreinforced (baseline) trials. On unreinforced break trials, the signal was interrupted for a period of time after trial onset. In Experiment 1, comparisons between the peak time obtained on baseline and on break trials produced peak time shifts that were longer than those expected if the clock had stopped during the break but shorter than if the clock had reset. In Experiment 2, systematic manipulations of duration and location of breaks produced peak time shifts that were nonlinear functions of break duration and that varied linearly with break location. The obtained peak times were more consistent with a continuous memory decay model than with the stop-retain or the reset hypotheses.

Animals↗

PubMed1996

Bayesian analysis of foraging by pigeons (Columba livia).

In this article, the authors combine models of timing and Bayesian revision of information concerning patch quality to predict foraging behavior. Pigeons earned food by pecking on 2 keys (patches) in an experimental chamber. Food was primed for only 1 of the patches on each trial. There was a constant probability of finding food in a primed patch, but it accumulated only while the animals searched there. The optimal strategy was to choose the better patch first and remain for a fixed duration, thereafter alternating evenly between the patches. Pigeons were nonoptimal in 3 ways: (a) they departed too early, (b) their departure times were variable, and (c) they were biased in their choices after initial departure. The authors review various explanations of these data.

Animals↗

PubMed2005

When does feedback facilitate learning of words?

Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda-English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and type of feedback varying between subjects. A final test followed after 1 week. Supplying the correct answer after an incorrect response not only improved performance during the initial learning session--it also increased final retention by 494%. On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed.

Feedback↗

PubMed1965