The contribution of spatial cues to memory: Direction, but not cue, changes support response reversal learning.

2009 ◽  
Vol 35 (2) ◽  
pp. 177-185 ◽  
Author(s):  
Sandra L. Wright ◽  
Dene Williams ◽  
John H. Evans ◽  
Darlene M. Skinner ◽  
Gerard M. Martin
Keyword(s):  
Reversal Learning ◽  
Spatial Cues ◽  
Response Reversal

scholarly journals Impaired probabilistic reversal learning in youths with mood and anxiety disorders

2009 ◽  
Vol 40 (7) ◽  
pp. 1089-1100 ◽  
Author(s):  
D. P. Dickstein ◽  
E. C. Finger ◽  
M. A. Brotman ◽  
B. A. Rich ◽  
D. S. Pine ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Neuropsychological Test ◽  
Affective Neuroscience ◽  
Typically Developing ◽  
Primary Analysis ◽  
Behavioral Deficits ◽  
Learning Impairments ◽  
Response Reversal ◽  
Severe Mood Dysregulation ◽  
Probabilistic Reversal Learning

BackgroundFrom an affective neuroscience perspective, our understanding of psychiatric illness may be advanced by neuropsychological test paradigms probing emotional processes. Reversal learning is one such process, whereby subjects must first acquire stimulus/reward and stimulus/punishment associations through trial and error and then reverse them. We sought to determine the specificity of previously demonstrated reversal learning impairments in youths with bipolar disorder (BD) by now comparing BD youths to those with severe mood dysregulation (SMD), major depressive disorder (MDD), anxiety (ANX), and healthy controls.MethodWe administered the probabilistic response reversal (PRR) task to 165 pediatric participants aged 7–17 years with BD (n=35), SMD (n=35), ANX (n=42), MDD (n=18) and normal controls (NC; n=35). Our primary analysis compared PRR performance across all five groups matched for age, sex and IQ.ResultsCompared to typically developing controls, probabilistic reversal learning was impaired in BD youths, with a trend in those with MDD (p=0.07).ConclusionsOur results suggest that reversal learning deficits are present in youths with BD and possibly those with MDD. Further work is necessary to elucidate the specificity of neural mechanisms underlying such behavioral deficits.

scholarly journals Distance and direction, but not light cues, support response reversal learning

2018 ◽  
Vol 47 (1) ◽  
pp. 38-46
Author(s):  
S. L. Wright ◽  
G. M. Martin ◽  
C. M. Thorpe ◽  
K. Haley ◽  
D. M. Skinner
Keyword(s):  
Reversal Learning ◽  
Response Reversal

scholarly journals A link between the hippocampal and the striatal memory systems of the brain

2006 ◽  
Vol 78 (3) ◽  
pp. 515-523 ◽  
Author(s):  
Janine I. Rossato ◽  
Carolina G. Zinn ◽  
Cristiane Furini ◽  
Lia R.M. Bevilaqua ◽  
Jorge H. Medina ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Water Maze ◽  
Declarative Memory ◽  
Inhibitory Avoidance ◽  
Memory Systems ◽  
Memory System ◽  
Avoidance Task ◽  
Spatial Cues ◽  
Learning Tasks ◽  
The Brain

Two major memory systems have been recognized over the years (Squire 1987): the declarative memory system, which is under the control of the hippocampus and related temporal lobe structures, and the procedural or habit memory system, which is under the control of the striatum and its connections. Most if not all learning tasks studied in animals, however, involve either the performance or the suppression of movement; this, if learned well, may be viewed as having become a habit. It is agreed that memory rules change from their first association to those that take place when the task is mastered. Does this change of rules involve a switch from one memory system to another? Here we will comment on: 1) reversal learning in the Morris water maze (MWM), in which the declarative or spatial component of a task is changed but the procedural component (to swim to safety) persists and needs to be re-linked with a different set of spatial cues; and 2) a series of observations on an inhibitory avoidance task that indicate that the brain systems involved change with further learning.

Response : Reversal Learning and Forgetting

Science ◽  
1968 ◽  
Vol 160 (3823) ◽  
pp. 100-100
Author(s):  
M. E. Bitterman
Keyword(s):  
Reversal Learning ◽  
Response Reversal

Visual Discrimination and Response Reversal Learning by Aphasic Subjects

1968 ◽  
Vol 11 (4) ◽  
pp. 677-692 ◽  
Author(s):  
Robert H. Brookshire
Keyword(s):  
Discrimination Learning ◽  
Reversal Learning ◽  
Visual Discrimination ◽  
Clinical Evidence ◽  
Visual Stimuli ◽  
Experimental Task ◽  
Learning Problem ◽  
Motor Responses ◽  
Hospital Patients ◽  
Response Reversal

Nine aphasic and eight nonaphasic hospital patients were presented with a discrimination learning problem in which they had to learn differential motor responses to visual stimuli. Subjects first were reinforced for emitting response A in the presence of stimulus A, and response B in the presence of stimulus B. Then they were placed in a reversal situation in which they were reinforced for emitting response B in the presence of stimulus A, and response A in the presence of stimulus B. Results indicated that aphasic subjects had more difficulty than nonaphasies in both discrimination tasks. However, responses of most aphasic patients who did not learn the discrimination were not random but reflected strategies which resulted in substantial numbers of reinforcements. Aphasic subjects tended not to improve upon initial performance within treatment sessions, unless either stimuli or consequences for responses were changed. Clinical evidence is presented which indicates that subject impairments which appear in the experimental task also appear in subsequent clinical activities.

Sign in / Sign up

Export Citation Format

Share Document