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Results for “rapid learning”

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At least 19 recordsLinked to original sources
PubMed1982

Rapid learning of visual and auditory spatial task in binocularly deprived cats.

Visually deprived and non-deprived cats were trained in a task involving a directional alimentary response spatially contiguous with a visual or an auditory cue. Both visual and auditory tasks were learned much faster by deprived cats. In these cats targeting reflexes evoked by the cues were stronger. When the modality of the cue was changed (from visual into auditory or vice versa), the learning was rapid in both non-deprived and deprived cats.

Animals↗
PubMed2005

AlphaCaMKII autophosphorylation contributes to rapid learning but is not necessary for memory.

Autophosphorylation of alpha calcium-calmodulin-dependent kinase II (alphaCaMKII) has been proposed to be the key event in memory storage. We tested this hypothesis with autophosphorylation-deficient mutant mice in hippocampus- and amygdala-dependent learning and memory tasks and found that the autophosphorylation of alphaCaMKII was required for rapid learning but was not essential for memory. We conclude that alphaCaMKII autophosphorylation contributes to single-trial learning but is dispensable for memory.

Acoustic Stimulation↗
PubMed2002

Sucking, not milk, is important for the rapid learning of nipple-search odors in newborn rabbits.

Newborn rabbits are only nursed once a day for 3 to 4 min and are completely dependent on a pheromone on the mother's ventrum for the release of nipple-search behavior and sucking. However, if the mother's ventrum is perfumed, pups can be conditioned in just one 3-min nursing session to respond with nipple searching to the novel odorant. To define more precisely the reinforcing properties of the nursing situation supporting such rapid learning, odor conditioning was conducted in independent groups of 2-day-old pups after successively eliminating potential reinforcing stimuli such as the doe's behavior, milk ingestion, nipple-search behavior, or sucking nipples. All experimental groups showed significant conditioning compared to control groups subjected to similar treatments on unscented does, with the strength of conditioning indicating that behavior of the doe, milk consumption, or arousal during performance of the search behavior were not major reinforcers, but rather the opportunity to suck nipples. Thus, this study suggests intraoral stimulation associated with sucking to be an important reinforcer in this paradigm, as for early olfactory learning in other young mammals.

Animals↗
PubMed2007

Rapid learning of syllable classes from a perceptually continuous speech stream.

To learn a language, speakers must learn its words and rules from fluent speech; in particular, they must learn dependencies among linguistic classes. We show that when familiarized with a short artificial, subliminally bracketed stream, participants can learn relations about the structure of its words, which specify the classes of syllables occurring in first and last word positions. By studying the effect of familiarization length, we compared the general predictions of associative theories of learning and those of models postulating separate mechanisms for quickly extracting the word structure and for tracking the syllable distribution in the stream. As predicted by the dual-mechanism model, the preference for structurally correct items was negatively correlated with the familiarization length. This result is difficult to explain by purely associative schemes; an extensive set of neural network simulations confirmed this difficulty. Still, we show that powerful statistical computations operating on the stream are available to our participants, as they are sensitive to co-occurrence statistics among non-adjacent syllables. We suggest that different learning mechanisms analyze speech on-line: A rapid mechanism extracting structural information about the stream, and a slower mechanism detecting statistical regularities among the items occurring in it.

Association Learning↗
PubMed1975

Learning: rapid aversive conditioning in the gastropod mollusk Pleurobranchaea.

Untrained Pleurobranchaea feed voraciously when presented food and withdraw from electrical shocks. We trained experimental animals in ten trials spaced 1 hour apart to withdraw from food alone by electrically shocking them if they fed or were indifferent to food. The greatest increase in the number of learned withdrawal responses occurred within 12 hours after conditioning, and was accompanied by long-lasting increased in the threshold and latency of feeding responses. Control animals, which received food and shock alternately (unpaired) every half hour, showed considerably weaker changes than experimentals. These control responses quickly returned to initial levels after conditioning.

Animals↗
PubMed2006

Essential role of the hippocampal formation in rapid learning of higher-order sequential associations.

Evidence from studies of amnesia and functional imaging in humans suggest that the medial temporal lobe is involved in the learning of higher-order sequences during acquisition of serial reaction time (SRT) tasks. However, these studies have not clarified whether the hippocampal formation specifically is essential to this type of learning. Here, we developed a rodent model of the SRT task to examine the specific roles of the hippocampal formation in learning first- and second-order conditional sequences. Selective hippocampal formation lesions speeded performance and impaired accuracy on both first- and second-order sequences. Additionally, whereas controls distinguished the sequences based on their complexity alone, animals with hippocampal lesions initially differentiated sequences only by their length. Over multiple sessions, hippocampal rats gradually differentiated sequences by their complexity and not length, similar to control subjects. These findings indicate that the hippocampal formation itself plays an essential role in rapid acquisition of higher-order sequence representations. Extrahippocampal systems can also acquire complex sequential representations, albeit via a gradual learning mechanism.

Animals↗
PubMed2005

Young children's rapid learning about artifacts.

Tool use is central to interdisciplinary debates about the evolution and distinctiveness of human intelligence, yet little is actually known about how human conceptions of artifacts develop. Results across these two studies show that even 2-year-olds approach artifacts in ways distinct from captive tool-using monkeys. Contrary to adult intuition, children do not treat all objects with appropriate properties as equally good means to an end. Instead, they use social information to rapidly form enduring artifact categories. After only one exposure to an artifact's functional use, children will construe the tool as 'for' that particular purpose and, furthermore, avoid using it for another feasible purpose. This teleo-functional tendency to categorize tools by intentional use represents a precursor to the design stance - the adult-like tendency to understand objects in terms of intended function - and provides an early foundation for apparently distinctive human abilities in efficient long-term tool use and design.

Adult↗
PubMed2005

Rapid learning and flexible memory in "habit" tasks in rats trained with brain stimulation reward.

Two groups of rats, one rewarded with sweetened food and the other rewarded with medial forebrain bundle (MFB) stimulation, were trained to home in on and dig for a buried object coated with a target odor. After each group had 15 training trials, MFB rats searched with greater accuracy and speed than food-rewarded rats. MFB rats were subsequently tested (1) after 6 weeks with no additional practice; (2) with food or non-food distractor odors, and (3) with major spatial alterations to the search environment, and in all cases searched with the same high accuracy, short search time, and low level of distractibility as in baseline. These results suggest that the high motivation provided by MFB reward engenders rapidly formed, long-lasting, and surprisingly flexibly deployable "habit" memories.

Animals↗
PubMed1992

A neural network model rapidly learning gains and gating of reflexes necessary to adapt to an arm's dynamics.

Effects of dynamic coupling, gravity, inertia and the mechanical impedances of the segments of a multi-jointed arm are shown to be neutralizable through a reflex-like operating three layer static feedforward network. The network requires the proprioceptively mediated actual state variables (here angular velocity and position) of each arm segment. Added neural integrators (and/or differentiators) can make the network exhibit dynamic properties. Then, actual feedback is not necessary and the network can operate in a pure feedforward fashion. Feedforward of an additional load can easily be implemented into the network using "descendent gating", and a negative feedback control loop added to the feedforward control reduces errors due to external noise. A training, which combines a least squared error based simultaneous learning rule (LSQ-rule) with a "self-imitation algorithm" based on direct inverse modeling, enables the network to acquire the whole inverse dynamics, limb parameters included, during one short training movement. The considerations presented also hold for multi-jointed manipulators.

Animals↗
PubMed2003

Rapid learning of sequential tool use by macaque monkeys.

Earlier reports have described monkeys in their natural habitat as being capable of purposefully using tools for activities such as obtaining food. However, little is known regarding the extent of macaque monkeys' ability to understand the functional meaning of objects as tools. We have trained Japanese macaques in tool-use behavior to demonstrate their abilities to solve stick problems involving the use of a novel tool and a sequential combination of different tools. Results suggest that macaque monkeys have cognitive abilities, such as (1). flexibility in applying previous experience in accordance with the requirements of the learning situation, (2). the foresight needed to conduct a series of acts in a continuous sequential manner and the ability to internally plan the necessary strategy.

Adaptation, Psychological↗
PubMed2003

Rapidly learned song-discrimination without behavioral reinforcement in adult male zebra finches (Taeniopygia guttata).

Zebra finches communicate via several distinct vocalizations, of which song is the most studied. Behavioral observations indicate that adults are able to discriminate among the songs of different conspecific individuals. In the wild, zebra finches live in structured but mobile colonies, and encounter new individuals on a frequent basis. Thus it seems plausible that adult finches might have the capacity to recognize and remember new songs they encounter on a single day, but this has never been directly tested. Here we devised a simple observational assay to determine whether adult male zebra finches show recognition of a song they have heard repeatedly from taped playbacks, over a single three hour period the day before. We quantified the rate of production of six discrete behaviors (short calls, contact calls, singing, short hops, long hops, and beak swipes) made by adult male zebra finches as they listened to the playbacks. At the onset of song playback, all birds suspended these behaviors and sat silently-occasionally moving their heads. Then, after a measurable period ("response latency"), the birds resumed these activities. We observed that the response latency was long (approximately 10 min) when birds were hearing a particular song for the first time. The response latency was much shorter (approximately 1-2 min) when the birds had heard the same song the day before. Thus, functional song memories must result from as little as 3 h of passive song-exposure. These results suggest that ongoing song learning may play a natural role in the daily life of adult zebra finches, and provide a behavioral reference point for studies of molecular and physiological plasticity in the adult auditory system.

Animals↗
PubMed2004

Temporal sparseness of the premotor drive is important for rapid learning in a neural network model of birdsong.

Sparse neural codes have been widely observed in cortical sensory and motor areas. A striking example of sparse temporal coding is in the song-related premotor area high vocal center (HVC) of songbirds: The motor neurons innervating avian vocal muscles are driven by premotor nucleus robustus archistriatalis (RA), which is in turn driven by nucleus HVC. Recent experiments reveal that RA-projecting HVC neurons fire just one burst per song motif. However, the function of this remarkable temporal sparseness has remained unclear. Because birdsong is a clear example of a learned complex motor behavior, we explore in a neural network model with the help of numerical and analytical techniques the possible role of sparse premotor neural codes in song-related motor learning. In numerical simulations with nonlinear neurons, as HVC activity is made progressively less sparse, the minimum learning time increases significantly. Heuristically, this slowdown arises from increasing interference in the weight updates for different synapses. If activity in HVC is sparse, synaptic interference is reduced, and is minimized if each synapse from HVC to RA is used only once in the motif, which is the situation observed experimentally. Our numerical results are corroborated by a theoretical analysis of learning in linear networks, for which we derive a relationship between sparse activity, synaptic interference, and learning time. If songbirds acquire their songs under significant pressure to learn quickly, this study predicts that HVC activity, currently measured only in adults, should also be sparse during the sensorimotor phase in the juvenile bird. We discuss the relevance of these results, linking sparse codes and learning speed, to other multilayered sensory and motor systems.

Algorithms↗
PubMed2000

On associations between computers and restaurants: rapid learning of new associations on a conceptual implicit memory test.

A novel event-based conceptual implicit memory test was designed to tap the development of new associations between objects and ad hoc categories. At study, participants were presented with a plausible story that linked an incongruous object (computer) with an ad hoc category (restaurant). At test, participants judged whether a given object was typically found in a restaurant. In Experiment 1, judgment time was significantly slower for the incongruous object (computer) when the story had previously linked the computer to the restaurant, relative to when it had not. Experiment 2 replicated this effect and ruled out the alternative interpretation that this interference effect was attributable to a general slowing of responses to all studied items. Unlike in prior studies, this demonstration of associative priming cannot be attributed to perceptual priming or to test awareness in memory-intact participants. The paradigm therefore offers a unique opportunity to study single-trial conceptual learning in memory-intact and memory-impaired populations.

Adult↗
PubMed2004

Early and rapid perceptual learning.

Major, rapid performance improvements in perceptual training are often dismissed as 'task' or 'procedural' learning because they are fast and generalize within a task. We assessed the contributions of perceptual and procedural learning to improvement in an auditory tone frequency learning task in humans and found that perceptual learning accounted for between 76% and 98% of the rapid early performance improvement.

Acoustic Stimulation↗