scholarly journals When is the Time for a Change? Decomposing Dynamic Learning Rates

Neuron ◽  
2014 ◽  
Vol 84 (4) ◽  
pp. 662-664 ◽  
Author(s):  
Adrian G. Fischer ◽  
Markus Ullsperger
2019 ◽  
Vol 7 (6) ◽  
pp. 1372-1388
Author(s):  
Miranda L. Beltzer ◽  
Stephen Adams ◽  
Peter A. Beling ◽  
Bethany A. Teachman

Adaptive social behavior requires learning probabilities of social reward and punishment and updating these probabilities when they change. Given prior research on aberrant reinforcement learning in affective disorders, this study examines how social anxiety affects probabilistic social reinforcement learning and dynamic updating of learned probabilities in a volatile environment. Two hundred and twenty-two online participants completed questionnaires and a computerized ball-catching game with changing probabilities of reward and punishment. Dynamic learning rates were estimated to assess the relative importance ascribed to new information in response to volatility. Mixed-effects regression was used to analyze throw patterns as a function of social anxiety symptoms. Higher social anxiety predicted fewer throws to the previously punishing avatar and different learning rates after certain role changes, suggesting that social anxiety may be characterized by difficulty updating learned social probabilities. Socially anxious individuals may miss the chance to learn that a once-punishing situation no longer poses a threat.


2021 ◽  
Vol 17 (7) ◽  
pp. e1009213
Author(s):  
Moritz Moeller ◽  
Jan Grohn ◽  
Sanjay Manohar ◽  
Rafal Bogacz

Reward prediction errors (RPEs) and risk preferences have two things in common: both can shape decision making behavior, and both are commonly associated with dopamine. RPEs drive value learning and are thought to be represented in the phasic release of striatal dopamine. Risk preferences bias choices towards or away from uncertainty; they can be manipulated with drugs that target the dopaminergic system. Based on the common neural substrate, we hypothesize that RPEs and risk preferences are linked on the level of behavior as well. Here, we develop this hypothesis theoretically and test it empirically. First, we apply a recent theory of learning in the basal ganglia to predict how RPEs influence risk preferences. We find that positive RPEs should cause increased risk-seeking, while negative RPEs should cause risk-aversion. We then test our behavioral predictions using a novel bandit task in which value and risk vary independently across options. Critically, conditions are included where options vary in risk but are matched for value. We find that our prediction was correct: participants become more risk-seeking if choices are preceded by positive RPEs, and more risk-averse if choices are preceded by negative RPEs. These findings cannot be explained by other known effects, such as nonlinear utility curves or dynamic learning rates.


ASHA Leader ◽  
2009 ◽  
Vol 14 (5) ◽  
pp. 2-2
Author(s):  
Larry Boles ◽  
Amy J. Hadley ◽  
Jeanne M. Johnson ◽  
Joan A. Luckhurst ◽  
Christine Krkovich

2019 ◽  
Author(s):  
Krisztina Sára Lukics ◽  
Ágnes Lukács

First language acquisition is facilitated by several characteristics of infant-directed speech, but we know little about their relative contribution to learning different aspects of language. We investigated infant-directed speech effects on the acquisition of a linear artificial grammar in two experiments. We examined the effect of incremental presentation of strings (starting small) and prosody (comparing monotonous, arbitrary and phrase prosody). Presenting shorter strings before longer ones led to higher learning rates compared to random presentation. Prosody marking phrases had a similar effect, yet, prosody without marking syntactic units did not facilitate learning. These studies were the first to test the starting small effect with a linear artificial grammar, and also the first to investigate the combined effect of starting small and prosody. Our results suggest that starting small and prosody facilitate the extraction of regularities from artificial linguistic stimuli, indicating they may play an important role in natural language acquisition.


2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.


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