Early operation in toxic megacolon complicating ulcerative colitis

A case report of toxic megacolon complicating ulcerative colitis serves as basis for a discussion of the diagnosis, therapeutic management and assessment of the indications for surgical interference in this condition. In this particular case, colectomy with retention of the rectal stump proved a life-saving measure. The rectal stump had to be removed three months subsequently in view of the persistence of the mucosal pathology.     

Speed and accuracy effects of fingers and dexterity in 5-choice reaction tasks

In two experiments we studied the influence of dexterity (controls, typists, pianists) and of differences between the five fingers of the dominant hand on speed and accuracy in a 5-choice reaction task. We used five coloured squares (Blue, Green, Yellow, Red, White) as stimuli, randomly varying foreperiods (3-10s) and an intermediate stimulus-response-compatibility. The results reported here were independent of sex, foreperiods, and colour of stimuli. In Experiment 1 (N = 168) with three groups (controls, typists, pianists) thumb and little finger showed significantly shorter reaction times than did index, middle, and ring finger. This difference did not interact with dexterity. Averaged across all the fingers typists and controls did not differ. Pianists showed significantly shorter reaction times than these two groups. Experiment 2 (N = 40) replicated all these findings. In both experiments groups did not differ in speed-accuracy-trade-off. The accuracy of the fingers was independent of dexterity. In all three groups the little finger showed the lowest rate of false alarms and the highest degree of reliability. The frequency distribution of finger confusions in all groups was in accordance with the spatial proximity of fingers: the closer their proximity the higher were the rates of confusion. In addition, these distributions showed an asymmetry across all three groups. The finger next to the 'correct' finger in direction towards the thumb showed the highest false alarm rate in each case.     

Curved saccade trajectories reveal conflicting predictions in associative learning.

We report how the trajectories of saccadic eye movements are affected by memory interference acquired during associative learning. Human participants learned to perform saccadic choice responses based on the presentation of arbitrary central cues A, B, AC, BC, AX, BY, X, and Y that were trained to predict the appearance of a peripheral target stimulus at 1 of 3 possible locations, right (R), mid (M), or left (L), in the upper hemifield. We analyzed as measures of associative learning the frequency, latency, and curvature of saccades elicited by the cues and directed at the trained locations in anticipation of the targets. Participants were trained on two concurrent discrimination problems A+R, AC+R, AX+M, X+M and B+L, BC+L, BY+M, Y+M. From a connectionist perspective, cues were predicted to acquire associative links connecting the cues to the trained outcomes in memory. Model simulations based on the learning rule of the Rescorla and Wagner (1972) model revealed that for some cues, the prediction of the correct target location was challenged by the interfering prediction of an incorrect location. We observed that saccades directed at the correct location in anticipation of the target curved away from the location that was predicted by the interfering association. Furthermore, changes in curvature during training corresponded to predicted changes in associative memory. We propose that this curvature was caused by the inhibition of the incorrect prediction, as previously has been suggested with the concept of distractor inhibition (Sheliga, Riggio, & Rizzolatti, 1994; Tipper, Howard, & Houghton, 2000). The paradigm provides a new method to examine memory interference during associative learning. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Convergent validation of information processing constructs with Pavlovian methodology.

These two experiments introduce a new nonverbal measure of stimulus structure by merging Garner's (1974) distinction of separable and integral stimulus properties with the field of Pavlovian conditioning. According to one rule, two sets of stimuli (separable vs. integral) were constructed. In each experiment a differential compound conditioning procedure was used with one group of subjects who were trained with a subset of the separable material and then were tested with an unfamiliar subset. The same procedure was used with a second group but with integral materials. Both experiments showed a reversal of conditioning effects, depending on the properties of the stimuli. Separable compounds showed results as predicted by elementaristic conditioning theories: The associative values of the elements summed up. With integral compounds, the associative values of the elements were irrelevant. Instead, integral compounds were processed and classified primarily on the basis of similarity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextual control in discrimination reversal learning.

In 3 human predictive learning experiments, the authors examined contextual control of responding in discrimination reversal learning. In Phase 1, a discrimination between 2 stimuli (A+, B-) was trained in Context 1. During Phase 2, participants received discrimination reversal training (A-, B+) in Context 2. Testing occurred in Context 1 and Context 2 (Experiments 1A and 1B) or in Context 1 and Context 3 (Experiment 2). During the test phase, performance in Context 1 and Context 2 reflected the contingencies trained during Phase 1 and Phase 2, respectively. When testing occurred in Context 3, there was no discriminative responding between A and B. In addition, the experiments demonstrated that discriminating stimuli with a consistent reinforcement history were also affected by contextual manipulations. Results indicate that each training context acquires the ability to control performance. Unique-cue and configural approaches account for a major part of the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing elemental and configural associative theories in human causal learning: A case for attention.

In two causal learning experiments with human participants, the authors compared various associative theories that assumed either elemental (unique cue, modified unique cue, replaced elements model, and Harris' model) or configural processing of stimuli (Pearce's theory and a modification of it). The authors used modified patterning problems initially suggested by Redhead and Pearce (1995). Predictions for all theories were generated by computer simulations. Both configural theories and the unique cue approach failed to account for the observations. The replaced elements model was able to account for part of the data, but only if the replacement parameters could vary across discrimination problems. The Harris model and the modified unique cue approach, assuming that the salience of stimuli decreases with an increasing number of stimuli in a compound, successfully accounted for all of our data. This success implies that attentional factors should be explicitly taken into account in associative learning theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The experimental task influences cue competition in human causal learning.

Participants were shown A+ and C- trials followed by AB+ and CD+ trials. These trials were embedded in a causal learning task in which participants had to learn either the relationship between different foods and allergic reactions or the relationship between different stocks and an increase in the stock market index. The authors orthogonally varied the manner in which the different cues were presented to participants during training. Cue competition was related to the causal learning scenario but not to the manner in which the different cues were presented. These results question claims of a human bias toward configural processing that were based on difficulties in finding cue competition in some previous causal learning experiments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)