Stimulus Generalization in Two Associative Learning Processes.

Recent studies involving nonlinear discrimination problems suggest that stimuli in human associative learning are represented configurally with nairow generalization, such that presentation of stimuli that are even slightly dissimilar to stored configurations weakly activate these configurations. The authors note that another well-known set of findings in human associative learning, cue-interaction phenomena, suggest relatively broad generalization. Three experiments show that current models of human associative learning, which try to model both nonlinear discrimination and cue interaction as the result of 1 process, fail because they cannot simultaneously account for narrow and broad generalization. Results suggest that human associative learning involves (a) an exemplar-based process with configural stimulus representation and narrow generalization and (b) an adaptive learning process characterized by broad generalization and cue interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variations in Unconditioned Stimulus Processing in Unblocking.

Three experiments examined the mechanisms by which downward shifts in reinforcer value influence learning in appetitive unblocking procedures. The downward shift was accomplished by omitting the 2nd of a 2-reinforcer sequence (food-food or food-sucrose). Performance of normal rats was compared with that of rats with lesions of the central nucleus of the amygdala, which are thought to interfere with surprise-induced enhancements of event processing. The results suggested that, in normal rats, omission of the 2nd reinforcer enhanced processing of the 1st reinforcer rather than processing of the conditioned stimuli and that lesions of the central nucleus eliminated this enhancement. The roles of reinforcement error signals in conditioning are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Perirhinal Cortex in Visual Discrimination Learning for Visual Secondary Reinforcement in Rats.

Perirhinal cortex in monkeys has been thought to be involved in visual associative learning. The authors examined rats' ability to make associations between visual stimuli in a visual secondary reinforcement task. Rats learned 2-choice visual discriminations for secondary visual reinforcement. They showed significant learning of discriminations before any primary reinforcement. Following bilateral perirhinal cortex lesions, rats continued to learn visual discriminations for visual secondary reinforcement at the same rate as before surgery. Thus, this study does not support a critical role of perirhinal cortex in learning for visual secondary reinforcement. Contrasting this result with other positive results, the authors suggest that the role of perirhinal cortex is in "within-object" associations and that it plays a much lesser role in stimulus-stimulus associations between objects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deficits in Attentional Orienting Following Damage to the Perirhinal or Postrhinal Cortices.

The authors used an associative learning paradigm to assess the effects of perirhinal or postrhinal damage on attentional orienting. Control rats and rats with lesions of either the perirhinal or postrhinal cortex initially displayed high levels of orienting behavior (rearing) to presentations of a light cue. Continued nonreinforced presentations resulted in normal habituation of the response. In addition, orienting reemerged in control rats, indicating increased attentional processing of the cue. This conditioned orienting did not reemerge in rats with either perirhinal or postrhinal lesions, providing direct evidence that the rat perirhinal and postrhinal cortices each play a role in attention. These results are consistent with an emerging view that some structures within the medial temporal lobe have nonmnemonic functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative History Affects the Associative Change Undergone by Both Presented and Absent Cues in Human Causal Learning.

R. A. Rescorla (2000) noted that a number of influential theories of associative learning do not take the associative history of cues (i.e., the prior training that they have received) into account when calculating the associative change undergone by those cues. The authors tested this assumption in a human causal learning paradigm and found associative history to be an important determinant of the learning undergone by cues that are presented on a trial. Moreover, associative history was also found to influence the amount of retrospective revaluation undergone by absent cues. These findings conflict with models of causal learning in which the associative change undergone by an element of a cue compound is governed by a summed error term (e.g., R. A. Rescorla & A. R. Wagner, 1972). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hippocampal Lesions Modulate Both Associative and Nonassociative Priming.

In associative priming, rats are more likely to orient to a visual stimulus whose memory has not been recently activated (V1) than to one whose memory has been recently activated (V2). However, rats with excitotoxic hippocampal lesions are more likely to orient to the primed V2 than to the unprimed V1. This study investigated the influence of hippocampal lesions on nonassociative priming. Rats received presentations of 2 visual stimuli, V1 and V2, that had been presented more (V2, primed) or less (V1, unprimed) recently. Control rats oriented to V1 rather than to V2, whereas hippocampal rats oriented to V2 rather than to V1. These results parallel those observed in an associative priming procedure and thereby suggest that the role of the hippocampus in priming is general. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blocking and Unblocking in Human Causal Learning.

Three experiments sought to develop the suggestion that, under some circumstances, common associative learning mechanisms might underlie animal conditioning and human causal learning, by demonstrating, in humans, an effect analogous to the unblocking by reinforcer omission observed in animal conditioning. Experiment 1 found no such effect. Experiment 2, designed to prevent inhibitory influences that might have masked excitatory unblocking in Experiment 1, demonstrated unblocking, indicating common human-animal associative learning mechanisms in which the associability of a stimulus varies as a function of its predictive history. Experiment 3, using a similar design but with a procedure promoting application of rational inference processes, failed to detect the same unblocking effect, indicating that associative and cognitive mechanisms may influence human causal learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential Effects of 8-OH-DPAT on Two Forms of Appetitive Pavlovian Conditioning in the Rat.

Rats were trained on an appetitive Pavlovian conditioning task in which the conditioned stimulus (CS) was either localized (a light in the food tray) or nonlocalized (an increase in the general level of illumination). The conditioned response (CR) of approaching the site of food delivery in the presence of the CS was monitored. Presession treatment with the 5-HT1A agonist 8-OH-DPAT (subcutaneous injections at a dose of 0.15 mg/kg) retarded acquisition of the CR, but only when the localized CS was used. The results confirm the general proposal that serotonergic processes are involved in learning. The selective effect of the drug is not to be explained in terms of its motor effects and is consistent with the specific suggestion that systemic administration of 8-OH-DPAT is especially effective in disrupting learning tasks mediated by hippocampal mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modulation of the Effective Salience of a Stimulus by Direct and Associative Activation of Its Representation.

In 2 experiments, rats received exposure to presentations of a footshock preceded by a given cue. In the PRf (partial reinforcement) condition, this cue also occurred in the absence of the shock; in the CRf (continuous reinforcement) condition, it did not. Subsequent testing in which a new stimulus was used to signal the shock (Experiment 1) showed that the shock was more effective as a reinforcer for the PRf than for the CRf group. In Experiment 2, the shock was used as a conditioned stimulus signaling food delivery, and it was found that conditioning occurred more readily in the PRf than in the CRf group. These results accord with the hypothesis that preexposure to the shock results in a decline in its effective salience but that experience of a cue that signals shock in the absence of the shock itself attenuates this effect and helps maintain stimulus salience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative Change in the Representations Acquired During Conditional Discriminations: Further Analysis of the Nature of Conditional Learning.

Three experiments with rats investigated how the associative strengths of the representations that underlie conditional learning change when they are conditioned in compound. The results of each experiment suggest that the representation whose associative strength is most discrepant from the asymptote supported by the outcome of the trial undergoes the greatest change in associative strength. These results parallel those from simple Pavlovian conditioning (e.g., R. A. Rescorla, 2000). are inconsistent with unique-cue and configural accounts of conditional learning, and support a connectionist analysis of learning in which a "winner-takes-all" rule applies to the hidden units that can be activated and acquire associative strength at a given point in time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effects of hippocampal lesions in overshadowing and blocking procedures.

The effects of ibotenic acid lesions of the hippocampus on overshadowing and blocking were examined in a Pavlovian appetitive conditioning experiment with rats. In a standard test of performance to the overshadowed or blocked target stimulus, sham-lesioned rats displayed both of these stimulus-selection phenomena. Rats with hippocampal lesions showed normal blocking, but no overshadowing. Subsequent inhibitory learning about the target stimulus was slower after overshadowing or blocking procedures than after a control procedure in sham-lesioned rats, but not in lesioned rats. These results suggest that exposure to these procedures can induce hippocampally mediated losses in conditioned stimulus associability (learning rate parameter), even when those losses are not a major determinant of the stimulus-selection effects themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temporal Learning in Random Control Procedures.

Experiments 1 and 2 delivered conditioned stimuli (CSs) at random times and unconditioned stimuli (USs) at either fixed (Experiment 1) or random (Experiment 2) intervals. In Experiment 3, CS duration was manipulated, and US deliveries occurred at random during the background. In all 3 experiments, the mean rate of responding (head entries into the food cup) in the background was determined by the mean US-US interval, and the mean rate during the CS was a linear combination of responding controlled by the mean US-US and mean CS onset-US intervals; the pattern of responding in time was determined by the interval distribution form (fixed or random). An event-based timing account, Packet theory, provided an explanation of the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are associative changes in acquisition and extinction negatively accelerated?

Performance to a conditioned stimulus typically shows a negatively accelerated change with Pavlovian conditioning or extinction. This is commonly attributed to negatively accelerated changes in the underlying associative learning. However, the absence of well-specified rules for mapping learning into performance makes it difficult to infer changes in the size of associative changes for stimuli occupying different points on the performance scale. This problem can be addressed by comparing responding to stimulus compounds, each consisting of 2 stimuli, 1 of which is poorly conditioned and 1 of which is well conditioned, when either the former or the latter receives a specified amount of additional training. This permits comparison at a common performance level. Two magazine-approach experiments in rats and 2 autoshaping experiments in pigeons used this technique to assess the form of the associative changes in acquisition and extinction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rats with basolateral amygdala lesions show normal increases in conditioned stimulus processing but reduced conditioned potentiation of eating.

Rats with neurotoxic lesions of basolateral amygdala (ABL) and control rats showed comparable enhancement of attentional processing of a visual stimulus when its predictive value was altered. In contrast, lesioned rats showed less potentiation of eating than did control rats when food was available during presentations of a conditioned stimulus that was previously paired with food. When considered together with previous data, these results indicate a double dissociation between effects of lesions of the ABL and of the amygdala central nucleus on phenomena related to attentional processing and the acquisition of motivational value. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specific changes in conditioned responding following neurotoxic damage to the posterior parietal cortex.

The central nucleus (CN) of the amygdala and basal forebrain cholinergic projections to the posterior parietal cortex (PPC) are involved in regulating changes in attentional processing of conditioned stimuli. In a previous study, lesions of the CN produced a deficit in conditioned orienting behavior (rearing on the hind legs) when a visual stimulus was paired with food. Unconditioned orienting (rearing to nonreinforced presentations of the stimulus) and conditioned food cup behavior were unaffected. The present study examined the contribution of the PPC to attentional orienting behavior. Damage to the PPC did not affect orienting behavior but produced deficits in food cup behavior. These findings help define the specific contributions of the PPC to attentional processing and associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stimulus context effects, associative strength, and word frequency as determiners of free recall in paired-associate learning.

Two levels of response word frequency and three levels of associative strength of paired-associates were used to form six lists. One level of low associative strength between pairs to be learned was created by re-pairing stimuli and responses from high associative strength lists. Both the high associative strength condition and the re-paired condition produced superior recall of response items. Results suggested that the development of response availability in paired-associate learning depends in part not only upon the strength of the initial relationship between each stimulus and response pair to be learned, but also upon the context provided by other stimuli in the list. The meaning of "present at input" in studies evaluating the principle of encoding specificity (Tulving & Thompson, 1973) was questioned. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hippocampus and Pavlovian Fear Conditioning in Rats: Muscimol Infusions Into the Ventral, but Not Dorsal, Hippocampus Impair the Acquisition of Conditional Freezing to an Auditory Conditional Stimulus.

The authors compared the effects of pharmacological inactivation of the dorsal hippocampus (DH) or ventral hippocampus (VH) on Pavlovian fear conditioning in rats. Freezing behavior served as the measure of fear. Pretraining infusions of muscimol, a GABAA receptor agonist, into the VH disrupted auditory, but not contextual, fear conditioning; DH infusions did not affect fear conditioning. Pretesting inactivation of the VH or DH did not affect the expression of conditional freezing. Pretraining electrolytic lesions of the VH reproduced the effects of muscimol infusions, whereas posttraining VH lesions disrupted both auditory and contextual freezing. Hence, neurons in the VH are importantly involved in the acquisition of auditory fear conditioning and the expression of auditory and contextual fear under some conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facilitation of extinction by an increase or a decrease in trial duration.

Five experiments examined the effects of altering the duration of a conditioned stimulus (CS) for extinction. For the first 3 experiments, rats received conditioning with a 10-s CS before different groups received extinction with a CS that was either the same duration or longer than that used for conditioning. For the remaining 2 experiments, conditioning was conducted with a 60-s CS before different groups received extinction with a CS of either the same duration or a shorter duration than that used for conditioning. In all experiments, extinction progressed more readily when the CS duration was different for the 2 stages than when it was constant. The results are discussed in terms of rate expectancy theory and associative learning theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning in flatworms and annelids.

This article attempts an exhaustive review of the research purporting to demonstrate behavioral modifications in earthworms, planaria, and related organisms. Studies are grouped first according to phylum, and for each of the phyla considered according to certain subcategories of learning: habituation, classical conditioning, instrumental learning, and variability. Examination of the literature reveals that whereas earlier work was often ill-controlled, more recent research has for the most part been rigorous and convincing. It is concluded that learning and related phenomena have indeed been demonstrated clearly in each of these 2 phyla, and that research on these animals provides a promising means of investigating the "molecular" basis of learning. (74 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)