Acquisition and retention of a letter-detection skill.

In two experiments, we examined the acquisition and retention of a letter-detection skill with a consistent-mapping procedure. In Experiment 1, subjects were trained from 0 to 4 sessions at detecting the letter H in displays containing random letters, and retesting occurred after a 1-month delay. Performance improved and in some cases became more automatic, and the performance level was maintained over the retention interval. When tested with a prose passage, the high error rate on the word THE was eliminated after training and after the retention interval, regardless of the amount of training. In Experiment 2, two subjects were given 12 sessions of training followed by a retention test 6 months later. For 1 subject there was also a retention test 15 months after acquisition. Performance improved dramatically with training, and substantial but not complete automaticity was achieved. Performance on the retention tests was close to the final acquisition level. The surprising lack of forgetting in this study was contrasted with the substantial forgetting typically found in studies of verbal learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information feedback for skill acquisition: Instantaneous knowledge of results degrades learning.

The role of acquired error-detection capabilities in skill learning was investigated by manipulating the delay of knowledge of results (KR). Compared with delayed feedback, instantaneous KR should be detrimental to the learning of error-detection capabilities because it should tend to block spontaneous subjective evaluation of response-produced feedback. Weaker error-detection capabilities should then be evident on delayed no-KR retention tests. During acquisition, one group of subjects received KR after a delay of a few seconds while another group received KR instantaneously; then both were evaluated on several retention tests. Using a timing task with two reversals in direction (Experiment 1) and a coincident-timing task (Experiment 2), we found that, relative to delayed feedback, instantaneous KR degraded learning as measured on delayed retention tests. Although the KR-delay interval has traditionally been considered of minor importance for skill learning, the present findings suggest that very short KR-delays interfere with learning, perhaps by degrading the acquisition of error-detection capabilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The control of sequential goal-directed movement: learning to use feedback or central planning?

Fifteen participants practiced a two-target sequential aiming movement with either full vision of the movement environment, vision during flight, or vision while in contact with the first target. After 100 acquisition trials, participants performed a retention test in their own condition and then were transferred to each of the other two vision conditions. Both performance and kinematic data indicated that rather than becoming less dependent on visual information with practice, subjects learned to adjust their movement trajectories to use the visual information available in their particular vision condition. Although transfer to a degraded vision condition disrupted performance, when vision was augmented participants quickly adjusted their aiming trajectories to use the added information. The findings suggest that at least part of learning involves the development of rapid and efficient procedures for processing afferent information, including visual response-produced feedback.     

Odor-guided fear conditioning in rats: 1. Acquisition, retention, and latent inhibition.

Three experiments examined the acquisition, retention, and latent inhibition of odor-guided fear conditioning in rats. The results of Experiment 1 indicate that forward conditioned stimulus (CS)–unconditioned stimulus (US) pairings resulted in robust freezing responses to subsequent presentation of the CS alone. In Experiment 2, rats in one group (PRE) received unreinforced preexposures to the odorant CS, and those in a second group (NON) were not preexposed to the odorant. All rats then received forward CS–US pairings. PRE rats exhibited a marked attenuation of freezing to subsequent exposure to the CS relative to NON rats. All rats were then retested at one of the following posttraining delays: 17, 24, or 31 days. Freezing behavior of the NON rats declined significantly across these delays, whereas rats in the PRE group froze no more at any delay than they had 24 hr after training. Experiment 3 examined the contextual specificity of latent inhibition. Only those rats that were preexposed and were trained in the same context exhibited latent inhibition. These results indicate that odor-guided fear conditioning is a robust and useful paradigm suitable for future studies of the neural bases of associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Delayed retinal feedback of eye movements: A dynamic basis of perceptual disabilities.

Investigated temporal factors in vision in relation to the delay of the retinal feedback of ocular movements in eye tracking. A hybrid real-time computer system and dynamic programing methods were used to calibrate photoelectric eye-movement transducers in viewing visual targets, to yoke these targets to eye motion, to introduce feedback delays in eye-movement-retinal interaction, and to measure error in eye tracking. Results indicate that feedback delay affected the accuracy of both the compensatory and the pursuit tracking in a significant way, with a somewhat greater effect being found for pursuit movements. Since delay reduced smooth pursuit motions to saccadic reactions that varied in size with the delay interval, it is suggested that ocular dynamics and guidance in space perception are governed by time-specific neuron mechanisms of the central visual system. Findings negate classical theory of ocular dynamics and perception of direction by proving that directional guidance of the eyes is determined by directional specificity and temporal specificity of the feedback processes of pursuit and saccadic movements of the eyes and is not caused primarily by learned temporal association between visual and tactual sensory processes. It is concluded that major disabilities and distortions in vision, which are not reducible to traditionally defined optometric and ophthalmologic factors, may be produced by built-in developmental perturbations of ocular feedback timing. Findings emphasize dynamic optometric measurements in understanding common and elusive distortions of visual perception. (19 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Feedback factors in steering and tracking behavior.

Investigated the assumption that, in self-produced behavior, steering and target represent distinctive modes of reponse which are based, respectively, on perception and guidance of body movements in relation to the environment (steering) and on perception and guidance in relation to movement of environmental targets (stimulus tracking). These 2 modes of guided performance were compared using 7 Ss under controlled conditions in relation to the effects of feedback delay. Steering was degraded as much if not more than stimulus tracking by feedback delays between hand motion and the visual display involved in the different tasks. Steering performance, as in control of vehicles, thus may be affected seriously be feedback delays produced by powered steering and tracking devices and by inertia of action of a vehicle in relation to steering action at different speeds. Results theoretically clarify the feedback relations between self-produced and stimulus-response patterns of performance and learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motor cortex lesions do not affect learning or performance of the eyeblink response in rabbits.

The possible modulatory role of motor cortex in classical conditioning of the eyeblink response was examined by ablating anterior neocortex in rabbits and training them with an auditory conditioned stimulus (CS) and an airpuff unconditioned stimulus (US) in either a delay (Experiment 1) or a trace (Experiment 2) conditioning paradigm. Topographic measures such as amplitude and onset latency were assessed during conditioning sessions for conditioned responses (CRs) and on separate test days for unconditioned responses (URs) by using a range of US intensities. No lesion effects were observed for learning or performance measures in acquisition or retention of either delay or trace conditioning. During trace conditioning, lesioned rabbits did, however, exhibit a trend toward impairment and demonstrated significantly longer CR latencies. Damage to motor and frontal cortex does not significantly affect eyeblink response performance or learning in either a delay or a trace conditioning paradigm. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acute poisoning with dextropropoxyphene. Clinical symptoms and plasma concentrations

Twenty-four undergraduate male volunteers participated in an experimental designed to assess the effect of voluntary control of heart rate deceleration on skin conductance level. One group of subjects received heart rate feedback training and a second group performed a tracking task. Because heart-rate feedback was presented via a visual display, the tracking task group was included to control for display monitoring influences on heart rate. Results demonstrated feedback mediated acquisition of learned control of heart rate slowing. More importantly, the heart-rate slowing performance was accompanied by increases in skin conductance level. This 'fractionation' of physiological responding suggests the presence of a physiological response pattern which may counter initial attempts to produce greater magnitude slowing effects.     

Delayed feedback in steering during learning and transfer of learning.

Compares accuracy in steering behavior as a characteristic mode of dynamic self-generation of stimuli by movement, with stimulus tracking in which response guidance is determined primarily by movements of environmental stimuli. Breath-generated variations in a visual target were used to measure steering of 24 female undergraduates. The hypotheses were that learning in tracking the respiration-generated targets would proceed more rapidly than that of tracking an environmental stimulus and that transfer of performance with the self-generated targets also would be superior. Results based on exact calibration of the equality of error control of the 2 modes of tracking confirm these assumptions. It was also found that steering and stimulus tracking were differentially affected in the learning and transfer trial series by manual-visual feedback delays between 0-1.5 sec. Results are explained theoretically by the assumption that steering reactions involved built-in stereotypical spatial and temporal coordinations between eye, hand, and body movements which were not present in the stimulus tracking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpreting visual preferences in the visual paired-comparison task.

Performance on the visual paired-comparison (VPC) task has typically been interpreted with E. Sokolov's (1963) comparator model of the orienting response; novelty preferences are interpreted as evidence of retention, whereas null preferences are interpreted as evidence of forgetting. Here the authors capitalized on the verbal nature of human adults to clarify the interpretation of visual preferences in VPC performance. In 2 experiments, adults were tested on either the VPC task or a forced-choice recognition task after delays of 3 min to 12 months. In Experiment 1, adults tested on the VPC task exhibited novelty preferences after short delays, null preferences after intermediate delays, and familiarity preferences after long delays. In Experiment 2, adults tested on the forced-choice recognition task exhibited high levels of accuracy irrespective of delay, but the latency with which they recognized the stimuli increased systematically over the retention interval. These data are inconsistent with a simple Sokolovian interpretation of VPC performance and instead suggest that memory may be expressed as a novelty preference, null preference, or familiarity preference depending on the accessibility of the representation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of feedback delay on eye-hand synchronism in steering behavior.

Used real-time computer methods of controlling feedback factors in eye tracking to compare accuracy in tracking environmentally-generated and hand-generated visual targets in steering behavior of 5 undergraduates. Feedback delays of .1 and .2 sec. between hand and target movement produced a time lag of eye motion with respect to the hand-produced target action. Results confirm the assumption that steering and stimulus tracking represent different modes of response and are subject to different conditions of delay and displacement of action feedback of body movements. The main effect of feedback delays on eye tracking in steering was to restrict the normal capability of the eye to predict the course of self-generated stimulus movements by reducing the interval of time between hand action and eye response beyond the magnitude of the actual delay interval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hippocampectomy impairs the memory of recently, but not remotely, acquired trace eyeblink conditioned responses.

New Zealand male rabbits (Oryctolagus cuniculus) were trained on a trace eyeblink conditioning paradigm using a 250-ms tone conditioned stimulus, a 100-ms airpuff unconditioned stimulus, and a 500-ms trace interval. Rabbits received bilateral hippocampal aspirations either 1 day or 1 month after learning. Controls consisted of time-matched sham-operated and neocortical aspirated rabbits. When retested on the trace paradigm, rabbits with hippocampal aspirations 1 day after learning were significantly and substantially impaired in the retention of trace conditioned responses. In contrast, rabbits that received hippocampal aspirations 1 month after training retained trace conditioned responses at a level comparable to that of the controls. Moreover, hippocampectomy had no effect on the retention of delay eyeblink conditioning. Thus, the hippocampus appears to be necessary for the retention of recently acquired, but not remotely acquired, trace conditioned responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The origins of joint visual attention in infants.

Two experiments examined the origins of joint visual attention with a training procedure. In Experiment 1, infants aged 6-11 months were tested for a gaze-following (joint visual attention) response under feedback and no feedback conditions. In Experiment 2, infants 8-9 months received feedback for either following the experimenter's gaze (natural group) or looking to the opposite side (unnatural group). Results of the 2 experiments indicate that (a) joint visual attention does not reliably appear prior to 10 months of age, (b) from about 8 months of age, a gaze-following response can be learned, and (c) simple learning is not sufficient as the mechanism through which joint attention cues acquire their signal value. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Human factors in operating systems related to delay and displacement of retinal feedback.

Evaluated theories of response to altered retinal feedback i.e., associative learning doctrines and the feedback-compensation hypothesis in relation to their application in defining human factors principles in machine and perceptual training designs. Using 12 Ss, controlled comparisons were made of the relative effects of reversed and delayed feedback of head and eye movements under conditions in which head movements could not compensate altered feedback of eye movements and vice versa. Findings, e.g., the accuracy of ocular tracking, etc., are discussed. Some results indicate that there was little or no learned adaptation to the reversed and delayed vision produced by head and eye movements. Findings support a behavioral cybernetic interpretation of the guidance factors in man-machine and perceptual systems relationships by showing that the effects of altered feedback in machine and systems operation are determined by movement capabilities in compensating displacements and delays in sensory input. Results also suggest that visual impairments may be produced by delays in the retinal feedback effects of eye and head movements and that these defects may require dynamic methods of optometric diagnosis and training for their measurement and correction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temporal Lobe Epilepsy and the Selective Reminding Test: The Conventional 30-Minute Delay Suffices.

Conventional memory assessment may fail to identify memory dysfunction characterized by intact recall for a relatively brief period but rapid forgetting thereafter. This study assessed learning and retention after 30-min and 24-hr delays on auditory and visual selective reminding tests (SRTs) in right (n = 20) and left (n = 22) temporal lobe epilepsy (TLE) patients and controls (n = 49). The left TLE group performed significantly worse than controls on all 3 trials of both tests. The right TLE group differed from the controls on all 3 visual SRT trials and on learning for the auditory SRT. There were no between-groups differences in rate of information lost at the 30-min versus the 24-hr delay. At the individual level, there was no difference in the percentage of patients versus controls who demonstrated isolated memory impairment at the 24-hr delay. Accelerated forgetting over 24 hr is uncommon in TLE patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of modeling, rehearsal, feedback, and remediation on acquisition of a counseling strategy.

Assessed the effects of 4 primary components of the microcounseling training model on the acquisition of a counseling strategy. The 4 training components investigated were (a) written and video models, (b) role-play practice, (c) peer feedback, and (d) role-play remediation practice. 40 beginning graduate students in counseling were assigned randomly to the following 4 treatment conditions: modeling; modeling and practice; modeling, practice, and feedback; and modeling, practice, feedback, and remediation. Written pretest, posttest, and retention test measures and posttest and retention test role-play interview measures were obtained of the dependent variable—the developing goals counseling strategy. Results show that, on the written measures, the performance of all 4 groups increased significantly from pre- to posttest and from pretest to retention test. A 1-way ANOVA revealed that all groups performed equally well on the posttest role-play interview. A repeated measures ANOVA on the role-play posttest and retention interviews indicated no significant differences between treatment groups or across trials. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discrimination learning during the first year: Stimulus and positional cues.

In four studies, 3-, 6-, and 9-month-old human infants were tested in a discrimination learning task in which visual fixation to a particular stimulus or lateral position was reinforced with an auditory stimulus. In Experiment 1, all age groups exhibited acquisition, extinction, and reinstatement of fixation to the reinforced target or position. Experiment 2 revealed that 3-month-olds retained the positional discrimination but not the stimulus discrimination after a 5-min delay between acquisition and extinction; older infants retained both types of discriminations. In Experiments 3 and 4 we investigated a possible developmental shift in the dominance of positional versus stimulus cues by training infants on displays in which stimulus and position were confounded and then by dissociating the cues on test trials. Results from both experiments indicated positional cue dominance for young infants and stimulus cue dominance for older infants. The findings are discussed in terms of differences in the attentional demands elicited by proprioceptive versus exteroceptive cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of high-energy oblique lung irradiation techniques

The present studies investigate the effects of early nerve growth factor (NGF) administration on the ontogenetic profile of learning and retention capacities in mice. The learning paradigm used required the animals to withhold an escape response from a vibrating platform to avoid a punishment (step-down passive avoidance). In Experiment 1, acquisition of step-down passive avoidance was essentially the same in 11- and 15-day-old mice whereas only the latter showed significant retention after 24 h. In younger animals, data pointed to a facilitating effect of familiarization with the test environment. In Experiment 2 ICV NGF treatment on postnatal day 9 increased step-down latencies in both reinforced and nonreinforced pups on day 11. Moreover, NGF mice exposed in nonreinforcement condition on day 11 failed to acquire the avoidance response 24 h later, suggesting that the treatment anticipated the appearance of latent inhibition. Results of Experiment 3, investigating the effects of different durations of preexposure to the test apparatus on passive avoidance acquisition 24 h later, supported the specificity of NGF effects on the emergence of latent inhibition. These findings suggest that neural populations responsive to NGF trophic effect are involved in the maturation of early learning and retention capacities in rodents.     

The temporal dynamics of a visual discrimination: The role of stimulus comparison and opponent processes.

The influence of trial spacing on simple conditioning is well established: When successive reinforced conditioned stimulus, CS+, trials are separated by a short interval (massed training), conditioned responding emerges less rapidly than when such trials are separated by longer intervals (spaced training). This study examined the influence of trial spacing on the acquisition of an appetitive visual discrimination in rats. Experiments 1 and 2 established that massed training facilitates the acquisition of such discriminations. The results of subsequent experiments demonstrated that this trial-spacing effect reflects the proximity of nonreinforced, CS-, trials to preceding (Experiment 3) and signaled (Experiment 4) presentations of the reinforcer. Experiment 5 showed that the facilitation of discrimination learning with massed training reflected an effect on learning rather than performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Ontogeny of Human Learning in Delay, Long-Delay, and Trace Eyeblink Conditioning.

The ontogeny of associative learning in delay (750-ms conditional stimulus [CS], 650-ms interstimulus interval [ISI]), long-delay (1,350-ms CS, 1,250-ms ISI), and trace (750-ms CS, 500-ms trace interval, 1,250-ms ISI) eyeblink conditioning was examined in 5-month-old human infants and adults. Infants and adults showed different acquisition rates but reached equivalent asymptotes of conditional responses (CRs) in standard delay conditioning. In long-delay and trace conditions, infants exhibited less robust conditioning than adults and minimal ability to appropriately time CRs. During infancy, the ISI, rather than the conditioning procedure, predicted rate and effectiveness of CRs. These findings suggest that higher order cognitive abilities begin emerging early in development. Across ontogeny, however, there are changes in the limits and parameters that support associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)