Acquisition of automatic imitation is sensitive to sensorimotor contingency.

The associative sequence learning model proposes that the development of the mirror system depends on the same mechanisms of associative learning that mediate Pavlovian and instrumental conditioning. To test this model, two experiments used the reduction of automatic imitation through incompatible sensorimotor training to assess whether mirror system plasticity is sensitive to contingency (i.e., the extent to which activation of one representation predicts activation of another). In Experiment 1, residual automatic imitation was measured following incompatible training in which the action stimulus was a perfect predictor of the response (contingent) or not at all predictive of the response (noncontingent). A contingency effect was observed: There was less automatic imitation indicative of more learning in the contingent group. Experiment 2 replicated this contingency effect and showed that, as predicted by associative learning theory, it can be abolished by signaling trials in which the response occurs in the absence of an action stimulus. These findings support the view that mirror system development depends on associative learning and indicate that this learning is not purely Hebbian. If this is correct, associative learning theory could be used to explain, predict, and intervene in mirror system development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Taste-potentiated odor aversion learning: Role of the amygdaloid basolateral complex and central nucleus.

Examined the relative contributions of the amygdaloid basolateral complex (ABL) and central nucleus (CN) to taste-potentiated odor aversion (TPOA) learning, an associative learning task that is dependent on information processing in 2 sensory modalities. In Exp 1, rats with neurotoxic lesions of these systems were trained on the TPOA task by presenting a compound taste–odor conditioned stimulus (CS), which was followed by LiCl administration. Results showed that ABL damage caused an impairment in potentiated odor aversion learning but no deficit in the conditioned taste aversion. In contrast, rats with CN damage learned both tasks. Exp 2 examined the effects of ABL damage on TPOA and odor discrimination learning. The odor discrimination procedure used a place preference task to demonstrate normal processing of olfactory information. Results indicated that although ABL-lesioned animals were impaired on TPOA, there was no deficit in odor discrimination learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Olfactory associative learning in Caenorhabditis elegans is impaired in lrn-1 and lrn-2 mutants.

The C. elegans mutants, lrn-1 and lrn-2, are impaired in associative learning using conditioned taste cues. Both mutants are defective in associative learning about appetitive and aversive events, indicating that lrn-1 and lrn-2 exert effects across motivational boundaries. In a new olfactory associative learning paradigm, in which wild type worms learn to avoid a previously attractive diacetyl odor after it has been paired with an aversive acetic acid solution, lrn-1 and lrn-2 are impaired. Although defective in associative learning using a conditioned olfactory cue, nonassociative learning (habituation and dishabituation) using this same olfactory cue is unaffected. The discovery that lrn-1 and lrn-2 are defective in associative learning with both taste and olfactory cues may suggest that associative learning in different sensory modalities converges on a common genetic pathway in C. elegans that is subserved by lrn-1 and lrn-2. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of the amygdala complex in early olfactory associative learning.

Although olfactory associative conditioning in newborn rats produces marked structural and functional changes in the olfactory bulb, recent evidence suggests that extrabulbar circuits must be involved in storing these early memories. The present experiments examined the role of the amygdala complex on early olfactory learning. Bilateral amygdala lesions or sham lesions were performed on Postnatal Day (PN) 5. On PN6, pups were trained in a standard classical conditioning paradigm associating odor with tactile stimulation. Behavioral testing on PN7 revealed that amygdala lesions blocked odor preferences but had no effect on conditioned behavioral activation. Similar sized neocortical lesions did not impair odor preferences. Importantly, amygdala lesion effects on learned odor preferences could be reversed by extensive overtraining. These results suggest that the amygdala complex plays a critical role in modulating associative learning as early as the 1st postnatal week in the rat. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inhibition of matrix metalloproteinases attenuates anti-Thy1.1 nephritis

An understanding of the olfactory system of any animal must account for how odor mixtures are perceived and processed. The present experiments apply associationist models to the study of how elements are processed in binary odorant mixtures. Using experimental designs for Proboscis Extension Conditioning of honey bees, I show that learning about a pure odorant element is frequently affected by its occurrence in a mixture with a second odorant. Presence of a background odor when an odorant is associated with sucrose reinforcement decreases the rate and/or asymptotic level of associative strength that accumulates to that odorant. This interaction is in part due to synthetic qualities that arise in sensory transduction and initial processing. In addition, it involves an attention-like processing system like that involved in overshadowing. Therefore, a model that includes representations of the component and configural qualities of odorants in mixtures is needed to provide a more complete account of learning about odor mixtures.     

A mutation in the AMPA-type glutamate receptor, glr-1, blocks olfactory associative and nonassociative learning in Caenorhabditis elegans.

The α-amino-3-hydroxy-5-methyl-4-isoxazole propionate (AMPA)-type ionotropic glutamate receptor mediates fast excitatory neurotransmission in the vertebrate brain and is important for synaptic plasticity and the initial induction of long-term potentiation (LTP). This study found that the putative Caenorhabditis elegans AMPA receptor gene, glr-1, plays a significant role in experience-dependent behavior in C. elegans. glr-1 mutants are deficient in an olfactory associative learning task, in which diacetyl (DA) is paired with acetic acid solution. glr-1 mutant nematodes are also impaired in nonassociative learning (habituation) with the same DA stimulus. The C. elegans learning mutants, lrn-1 and lrn-2, are impaired in chemosensory associative learning yet have no deficits in habituation. The results suggest that although associative and nonassociative learning can be genetically dissociated ( lrn-1 and lrn-2), they also share some common molecular processes, including glr-1 -mediated neurotransmission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of concurrent load on feature- and rule-based generalization in human contingency learning.

The effect of concurrent load on generalization performance in human contingency learning was examined in 2 experiments that employed the combined positive and negative patterning procedure of Shanks and Darby (1998). In Experiment 1, we tested 32 undergraduates and found that participants who were trained and tested under full attention showed generalization consistent with the application of an opposites rule (i.e., single cues signal the opposite outcome to their compound), whereas participants trained and tested under a concurrent cognitive load showed generalization consistent with surface similarity. In Experiment 2, we replicated the effect with 148 undergraduates and provided evidence that it was the presence of concurrent load during training, rather than during testing, that was critical. Implications for associative, inferential, and dual-process accounts of human learning are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Norepinephrine and posttraining memory consolidation in neonatal rats.

Wistar rat pups, aged Postnatal Day 5, were trained in an olfactory associative learning task with citral odor as the conditioned stimulus (CS) and intraoral infusions of milk as the unconditioned stimulus (US). Following a 30-min training session, pups were injected with either the norephinephrine 13-receptor antagonist propranolol or the β-receptor agonist isoproterenol. Pups were tested 24 hr later for an acquired relative odor preference for the CS. Propranolol injected immediately following training impaired memory for the CS in a dose-dependent manner. This posttraining effect lasted less than 4 hr. Isoproterenol injected immediately after training also impaired memory performance, even at very low doses. These results suggest that posttraining levels of norepinephrine play a critical role in memory consolidation in the newborn, with elevations or decrements in noradrenergic activity resulting in impaired memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intensity Modulation of Olfactory Acuity.

Acuity is fundamental to sensory systems, establishing the foundation for detectable differences in stimulus quality and consequently shaping animals' sensory capacities. In the olfactory system, which samples intrinsically high-dimensional chemical information, acuity for odor quality is measurable by means of ad hoc dimensions based on behaviorally confirmed sets of sequentially similar odorants. The authors measure olfactory acuity in mice using a rewarded forced-choice odor generalization task and show that mice exhibit greater olfactory acuity in response to higher concentration (1,0 Pa) odorants than to lower concentration (0.01 Pa) odorants. Results suggest that the dynamic modulation of sensory acuity-not necessarily its maximization-is an important component of olfactory processing and reflects the salience of odorant stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Odors can induce feeding motor responses in the terrestrial mollusc Limax maximus..

Highly developed odor learning was shown in the terrestrial slug Limax maximus. In addition, several key cellular elements of the neural network that controls ingestive feeding have been identified. The results of 3 experiments demonstrate an interaction between odor input and ingestive feeding in that olfactory stimulation with behaviorally attractive odors summed with tactile stimulation from plain agar to produce ingestion of plain agar. Agar ingestion did not occur in the absence of attractive odor stimulation. The adequacy of odor stimulation to trigger agar ingestion was altered by associative learning. Innately attractive odors rendered repellant by associative learning no longer triggered agar ingestion, whereas innately repellent odors rendered attractive by conditioning triggered agar ingestion. The newly discovered feeding command cells in the Limax cerebral ganglion are a logical cellular locus for this interaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How synchronization properties among second-order sensory neurons can mediate stimulus salience.

Spatial patterns of glomerular activity in the vertebrate olfactory bulb and arthropod antennal lobe reflect an important component of first-order olfactory representation and contribute to odorant identification. Higher concentration odor stimuli evoke broader glomerular activation patterns, resulting in greater spatial overlap among different odor representations. However, behavioral studies demonstrate results contrary to what these data might suggest: Honeybees are more, not less, able to discriminate among odorants applied at higher concentrations. Using a computational model of the honeybee antennal lobe, the authors show that changes in synchronization patterns among antennal lobe projection neurons, as observed electrophysiologically, could parsimoniously underlie these observations. The results suggest that stimulus salience, as defined behaviorally, is directly correlated with the degree of synchronization among second-order olfactory neurons. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative learning modifies the shortening reflex in the semi-intact leech Hirudo medicinalis: Effects of pairing, predictability, and CS preexposure.

Three experiments addressed the importance of the inter-event relationships of contiguity and contingency for associative learning in the semi-intact leech. It was found that both of these relationships are important for the leech to acquire a learned association between a CS (touch) and unconditioned stimulus (UCS; shock). The learning can be extinguished if training is followed by explicitly unpaired presentations of the CS and UCS, which removes the contiguity between the stimuli. Learning is degraded by the introduction of unpredicted UCSs, as well as by unreinforced presentations of the CS (CS preexposure); both manipulations reduce the contingency between the CS and UCS. These results suggest that the associative process in both vertebrates and invertebrates share considerable functional similarity in the inter-event relationships important to learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ventrolateral prefrontal cortex lesions in rats impair the acquisition and retention of a tactile-olfactory configural task.

Rats with aspirative lesions of the ventrolateral frontal cortex were tested on acquisition and postsurgical retention of an associative learning task that required that they learn a tactile–olfactory configural discrimination. The task required that they pull up a string to obtain attached food and that they identify the correct string using a compound of string size and odor. The rats were not impaired in initial learning or reversal of the olfactory elements of the discrimination. They were impaired in acquisition and retention of the compound, and their deficit was proportional to lesion size. The results confirm that the ventrolateral frontal cortex is involved in processing of olfactory information and imply that the prefrontal cortex is involved in at least certain types of cross-modal configural associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Muscarinic cholinergic neuromodulation reduces proactive interference between stored odor memories during associative learning in rats.

Previous electrophysiological studies and computational modeling suggest the hypothesis that cholinergic neuromodulation may reduce olfactory associative interference during learning (M. E. Hasselmo et al [see record 1992-38176-001]; M. E. Hasselmo and J. M. Bower [see record 1993-40370-001]). These results provide behavioral evidence supporting this hypothesis. A simultaneous discrimination task required learning a baseline odor pair (A+B–) and then, under the influence of scopolamine, a novel odor pair (A–C+) with an overlapping component (A) versus a novel odor pair (D+E–) with no overlapping component. As predicted by the model, rats that received scopolamine (0.50 and 0.25 mg/kg) were more impaired at acquiring overlapping than nonoverlapping odor pairs relative to their performance under normal saline or methylscopolamine. These results support the prediction that the physiological effects of acetylcholine can reduce interference between stored odor memories during associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The parabrachial nucleus is essential for acquisition of a conditioned odor aversion in rats.

Rats with bilateral ibotenic acid lesions of the gustatory zone of the parabrachial nuclei (PBN) failed to acquire a conditioned taste aversion (CTA) in Exp 1. They also failed to acquire a conditioned odor aversion (COA) when the olfactory cue was presented on an odor disk in Exp 2 or when it was presented in water in Exp 3. The failure to acquire the COA was not due to an inability to detect or use olfactory stimuli because the lesioned rats displayed neophobia to a novel odor in Exp 3 and used an olfactory cue to predict the availability of an aversive capsaicin solution in Exp 4. Together, the results demonstrate that, as with CTA learning, PBN cell bodies are essential for the establishment of a specific association between an olfactory conditioned stimulus and a lithium chloride unconditioned stimulus. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Theories of artificial grammar learning.

Artificial grammar learning (AGL) is one of the most commonly used paradigms for the study of implicit learning and the contrast between rules, similarity, and associative learning. Despite five decades of extensive research, however, a satisfactory theoretical consensus has not been forthcoming. Theoretical accounts of AGL are reviewed, together with relevant human experimental and neuroscience data. The author concludes that satisfactory understanding of AGL requires (a) an understanding of implicit knowledge as knowledge that is not consciously activated at the time of a cognitive operation; this could be because the corresponding representations are impoverished or they cannot be concurrently supported in working memory with other representations or operations, and (b) adopting a frequency-independent view of rule knowledge and contrasting rule knowledge with specific similarity and associative learning (co-occurrence) knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential conditioning to a compound stimulus and its components in the terrestrial mollusc Limax maximus..

The neuronal mechanism of associative learning and memory storage operating in the central nervous system of the terrestrial mollusc Limax maximus has been modeled as a computer simulation called LIMAX (A. Gelperin et al [1985]). One test of the LIMAX model is to determine whether Limax can learn to avoid a compound stimulus composed of the mixture of two innately attractive odors without simultaneously learning an aversion to the individual odors comprising the mixture. We found that Limax can learn a strong aversion to odor A?+?B while odor A and odor B remain strongly attractive when presented individually. This result led us to reexamine the sensory coding scheme used in the LIMAX model to represent stimulus mixtures, and it suggests neurophysiological experiments to examine the actual chemosensory coding scheme used by Limax. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spatial EEG correlates of nonassociative and associative olfactory learning in rabbits.

Recent studies have shown that spatially distributed olfactory bulbar activity correlates with odor-specific behavioral responding (e.g., W. J. Freeman and K. A. Grajski [see PA, Vol 75:28775]; Freeman and W. Schneider [see PA, Vol 68:5257]). The present studies established olfactory bulbar spatial EEG correlates of nonassociative and associative learning in odorant stimulation in rabbits. Behavior was quantified by measuring magnitude and probability of the sniff response. It was shown that (a) olfactory bulbar spatial EEG amplitude patterns do not simply reflect odor (peripheral) stimulation, (b) repeated presentations of a nonreinforced odor initially reveal a transient EEG pattern change but the pattern change does not recur after the subject has habituated to the odor, and (c) repeated presentations of a reinforced odor (mild cutaneous shock), with a second nonreinforced odor serving as a control, reveal that coexisting, odorspecific spatial EEG amplitude patterns emerge with the acquisition of differential behavioral responding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Excitatory and inhibitory learning with absent stimuli.

Three experiments showed that 2 associatively activated stimulus representations may engage in excitatory or inhibitory learning, depending on their temporal relationship. Experiment 1a suggested that simultaneously activated stimulus representations show evidence of inhibitory learning in an acquisition test. Experiment 1b showed similar evidence of inhibition in a summation test. Experiment 2 found that activation of 2 stimulus representations in a serial compound resulted in excitatory learning between the antecedent and the subsequent (forward) and inhibitory learning between the subsequent and the antecedent (backward). The results show the dynamic influence of temporal contiguity on mediated learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)