Responding under time pressure: Testing two animal learning models and a model of visual categorization

2002 ◽  
Vol 55 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Annette Kinder ◽  
Harald Lachnit
Keyword(s):  
Conditioned Stimulus ◽  
Conditioned Response ◽  
Time Course ◽  
Eyelid Conditioning ◽  
Time Pressure ◽  
Reinforcement Schedules ◽  
Conditioning Procedure ◽  
Wagner Model ◽  
Context Model ◽  
Human Participants

Two experiments are reported, which employed a Pavlovian eyelid conditioning procedure with human participants. The experiments tested the predictions of three models of the time-course of processing under time pressure. These were the extended generalized context model (Lamberts, 1998), and two variants of the Rescorla-Wagner model (Rescorla & Wagner, 1972), which were activated in cascade mode. Reinforcement schedules in the experiments were equivalent either to an AND rule or to an XOR rule. The time available for processing the conditioned stimulus and initiating a conditioned response was manipulated by varying the interval from the onset of the conditioned stimulus to the onset of the unconditioned stimulus. The results were in accord with the predictions of one of the two variants of the Rescorla-Wagner model.

scholarly journals The ability of an extinguished CS and a CS given conditioned inhibition training to pass tests for inhibition

2019 ◽  
Author(s):  
◽  
Rachel Anne Richardson
Keyword(s):  
Conditioned Stimulus ◽  
Conditioned Inhibition ◽  
Conditioning Procedure ◽  
Wagner Model ◽  
Common Procedure ◽  
The Us ◽  
The Subject ◽  
Conditioned Inhibition Training ◽  
Inhibition Training ◽  
Classical Conditioning Procedure

Conditioned inhibition (CI) is a classical conditioning procedure that results in a conditioned stimulus (CS) that predicts the absence of an unconditioned stimulus (US). A procedure known as Pavlovian conditioned inhibition training is the most common procedure for producing CI. In this procedure, a nontarget CS (CS A) is paired with the US and then CS A is presented with the target CS (CS X) without the US. Therefore, AUS trials and AX-noUS trials are given. CS X acquires inhibitory properties during these AX trials. Research has shown that extinction also produces CI. Extinction occurs when a CS (CS X) is paired with the US during conditioning and then this CS is presented alone without the US. The Rescorla-Wagner model predicts that the two CSs during AX-noUS trials will compete for learning and this should lead to slow and limited learning about those cues (a loss of excitation for CS A and inhibition acquired for CS X) due to this competition. During extinction trials, CS X does not compete for learning, so the subject should learn rapidly about the CS. The following experiments found that extinction produced less inhibition than Pavlovian conditioned inhibition training.

REINFORCEMENT SCHEDULES AND THE MANAGEMENT OF CHILDHOOD BEHAVIOURS

1999 ◽  
Vol 27 (1) ◽  
pp. 89-96 ◽  
Author(s):  
Nicholas Carr ◽  
Janet Carr
Keyword(s):  
Young Children ◽  
Animal Research ◽  
Reinforcement Schedules ◽  
Resistance To Extinction ◽  
Schedule Of Reinforcement ◽  
Human Participants ◽  
Formal Controls ◽  
Variable Reinforcement

Where a behaviour has been maintained on a variable schedule of reinforcement theoretically it should be possible to reduce resistance to extinction by first putting the behaviour onto a continuous schedule of reinforcement. This approach has been employed in animal research but rarely with human participants, and where it has, with little success. This study describes the use of the approach to overcome some minor problems in the behaviour of young children, the problems being sufficiently troublesome for the parents to consult their GP. All the families who used the approach were successful in remediating the behaviour. Some reasons for this success, in contrast with the disappointing outcomes of some of the earlier research, are discussed. Although the study lacks formal controls it is suggested that the approach could be usefully applied to other common childhood behaviours that have been subjected to variable reinforcement.

scholarly journals Sleep and conditioning of the siphon withdrawal reflex in Aplysia

2021 ◽  
Author(s):  
Kathrin I. Thiede ◽  
Jan Born ◽  
Albrecht P. A. Vorster
Keyword(s):  
Conditioned Stimulus ◽  
Memory Consolidation ◽  
Tactile Stimulus ◽  
Aplysia Californica ◽  
Extinction Training ◽  
Reflex Response ◽  
Conditioning Procedure ◽  
Withdrawal Reflex ◽  
Significant Difference ◽  
Classical Conditioning Procedure

Sleep is essential for memory consolidation after learning as shown in mammals and invertebrates such as bees and flies. Aplysia californica displays sleep and sleep in this mollusk was also found to support memory for an operant conditioning task. Here, we investigated whether sleep in Aplysia is also required for memory consolidation in a simpler type of learning, i.e., the conditioning of the siphon withdrawal reflex. Two groups of animals (Wake, Sleep, each n=11) were conditioned on the siphon withdrawal reflex with the training following a classical conditioning procedure where an electrical tail shock served as unconditioned stimulus (US) and a tactile stimulus to the siphon as conditioned stimulus (CS). Responses to the CS were tested before (Pre-test), 24 and 48 hours after training. While Wake animals remained awake for 6 hours after training, Sleep animals had undisturbed sleep. The 24h-test in both groups was combined with extinction training, i.e., the extended presentation of the CS alone over two blocks. At the 24h-test, siphon withdrawal durations to the CS were distinctly enhanced in both Sleep and Wake groups with no significant difference between groups, consistent with the view that consolidation of a simple conditioned reflex response does not require post-training sleep. Surprisingly, extinction training did not reverse the enhancement of responses to the CS. On the contrary, at the 48h-test, withdrawal durations to the CS were even further enhanced across both groups. This suggests that processes of sensitization, an even simpler non-associative type of learning, contributed to the withdrawal responses. Our study provides evidence for the hypothesis that sleep preferentially benefits consolidation of more complex learning paradigms than conditioning of simple reflexes.

The effects of continuous versus partial reinforcement schedules on associative learning, memory and extinction in Lymnaea stagnalis

2002 ◽  
Vol 205 (8) ◽  
pp. 1171-1178 ◽  
Author(s):  
Susan Sangha ◽  
Chloe McComb ◽  
Andi Scheibenstock ◽  
Christine Johannes ◽  
Ken Lukowiak
Keyword(s):  
Associative Learning ◽  
Operant Conditioning ◽  
Lymnaea Stagnalis ◽  
Partial Reinforcement ◽  
Long Term Memory ◽  
Memory Retention ◽  
Reinforcement Schedules ◽  
Conditioning Procedure ◽  
Term Memory

SUMMARY A continuous schedule of reinforcement (CR) in an operant conditioning procedure results in the acquisition of associative learning and the formation of long-term memory. A 50 % partial reinforcement (PR) schedule does not result in learning. The sequence of PR—CR training has different and significant effects on memory retention and resistance to extinction. A CR/PR schedule results in a longer-lasting memory than a PR/CR schedule. Moreover,the memory produced by the CR/PR schedule is resistant to extinction training. In contrast, extinction occurs following the PR/CR schedule.

Effects of Pentobarbital and Isoflurane on Conditioned Learning after Transient Global Cerebral Ischemia in Rabbits

2000 ◽  
Vol 92 (1) ◽  
pp. 171-171 ◽  
Author(s):  
Jae Young Kwon ◽  
Andreas Bacher ◽  
Donald J. Deyo ◽  
John F. Disterhoft ◽  
Tatsuo Uchida ◽  
...  
Keyword(s):  
Cerebral Ischemia ◽  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Conditioned Response ◽  
Global Cerebral Ischemia ◽  
Eyeblink Response ◽  
Trace Interval ◽  
Transient Global Cerebral Ischemia ◽  
Isoflurane Group ◽  
Conditioned Responses

Background The acquisition of a conditioned eyeblink response has been used extensively to study the neurologic substrates of learning and memory. We examined the effects of the anesthetics isoflurane and pentobarbital, or hypothermia (30 degrees C), on the ability of rabbits to acquire an eyeblink conditioned response after 6.5 min of cerebral ischemia. Methods New Zealand white rabbits (n = 48) were randomly assigned to sham, normothermic, hypothermic, isoflurane, or pentobarbital groups. In the normothermic, hypothermic, isoflurane, and pentobarbital groups, 6.5 min of global cerebral ischemia was produced. In animals randomized to the isoflurane and pentobarbital groups, a pattern of burst suppression was achieved on the electroencephalogram before the start of the ischemic episode. Animals in the hypothermia group were cooled to 30 degrees C before ischemia. Seven days after ischemia, eyeblink training was started using an audible tone presented for 100 ms as the conditioned stimulus. The unconditioned stimulus was an air puff directed at the cornea. The delay between the end of conditioned stimulus and the start of the unconditioned stimulus (the trace interval) was 300 ms in duration. A conditioned response was defined as an eyeblink that was initiated during the trace interval. Eighty trials per day and 15 days of training were delivered. Results Neurologic deficits were greatest in the normothermia group, and these animals also had fewer conditioned responses than those in the sham, hypothermia, or pentobarbital groups. Animals in the isoflurane group had an intermediate number of conditioned responses that was not significantly different from the normothermia group. Conclusions This study demonstrates that a brief episode of cerebral ischemia results in the impairment of associative learning. Hypothermia and burst-suppressive doses of pentobarbital were able to improve neurobehavioral outcome as measured by ability to acquire a trace conditioned response.

Paradoxical Enhancement of Learned Anxiety Responses

1974 ◽  
Vol 35 (1) ◽  
pp. 295-304 ◽  
Author(s):  
Donald J. Woods
Keyword(s):  
Conditioned Stimulus ◽  
Behavior Modification ◽  
Conditioned Response

Studies demonstrating paradoxical enhancement, the increase in the magnitude of a conditioned response following exposure to the conditioned stimulus alone, are reviewed. Theories currently used in explaining the phenomenon are discussed. Increased understanding of the parameters involved in the traditional extinction situation have implications for research into the ontogeny of human anxiety syndromes and for differential therapeutic prescriptions in a behavior modification setting.

Overlapping memory trace indispensable for linking, but not recalling, individual memories

Science ◽  
2017 ◽  
Vol 355 (6323) ◽  
pp. 398-403 ◽  
Author(s):  
Jun Yokose ◽  
Reiko Okubo-Suzuki ◽  
Masanori Nomoto ◽  
Noriaki Ohkawa ◽  
Hirofumi Nishizono ◽  
...  
Keyword(s):  
Conditioned Stimulus ◽  
Fear Conditioning ◽  
Taste Aversion ◽  
Conditioned Taste Aversion ◽  
Conditioned Response ◽  
Basolateral Amygdala ◽  
Memory Trace ◽  
Small Population ◽  
Associative Networks ◽  
Neuronal Ensemble

Memories are not stored in isolation from other memories but are integrated into associative networks. However, the mechanisms underlying memory association remain elusive. Using two amygdala-dependent behavioral paradigms—conditioned taste aversion (CTA) and auditory-cued fear conditioning (AFC)—in mice, we found that presenting the conditioned stimulus used for the CTA task triggered the conditioned response of the AFC task after natural coreactivation of the memories. This was accompanied through an increase in the overlapping neuronal ensemble in the basolateral amygdala. Silencing of the overlapping ensemble suppressed CTA retrieval-induced freezing. However, retrieval of the original CTA or AFC memory was not affected. A small population of coshared neurons thus mediates the link between memories. They are not necessary for recalling individual memories.

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