scholarly journals Sex differences in color discrimination and serial reversal learning in mollies and guppies

2019 ◽  
Vol 65 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Theodora Fuss ◽  
Klaudia Witte
Keyword(s):  
Sex Differences ◽  
Reversal Learning ◽  
Color Discrimination ◽  
Serial Reversal

Styrene Impairs Serial Spatial Reversal Learning in Rats

1994 ◽  
Vol 13 (4) ◽  
pp. 279-300 ◽  
Author(s):  
Philip J. Bushnell
Keyword(s):  
Total Dose ◽  
Reversal Learning ◽  
Positive Response ◽  
Corn Oil ◽  
Behavioral Effect ◽  
Food Delivery ◽  
Reversal Training ◽  
Factors Affecting ◽  
Styrene Exposure ◽  
Serial Reversal

To evaluate the effects of styrene exposure on learning, adult male Long-Evans rats learned repeated reversals of a spatial discrimination task. Styrene monomer (50% vol/vol in corn oil) was administered by gavage to groups of eight rats at 500 mg/kg/day, 5 days/week, for 8 weeks in Experiments (Exps) I and II (total dose = 20.0 g/kg) or for 1,3,5, or 8 weeks in Exp III (total dose = 2.5, 7.5, 12.5, or 20.0 g/kg). Control rats received corn oil vehicle for 8 weeks. Reversal training began 8 (Exp I), 10 (Exp II), or 32 (Exp III) weeks after termination of dosing. In Exp I, an instrumental (IN) schedule was used, under which rats received food after each presentation of a “positive” response lever (S+ ) only if they had made at least one response during that presentation of S+. In Exps II and III, an automaintenance (AU) schedule was used, under which rats received food after every presentation of S+, regardless of responding. In all experiments, a second manipulandum (S°) was presented randomly in time with respect to S + and food delivery. A discrimination ratio (DR) was calculated as the proportion of total responses on S+ in each block of 10 trials. A reversal involved switching the reward values of S+ and S°. Serial reversal learning was quantified in terms of trials to criterion. Reversal learning improved similarly in control and treated rats trained under the IN schedule, whereas treated rats trained under the AU schedule failed to improve as much as controls. Reversal learning of some styrene-treated AU rats in Exp III continued to be impaired for > 1 year after treatment. Increased responding on S° featured prominently in the behavioral effect of styrene. An IN schedule requiring suppression of S° responses for food in Exp III revealed a clear deficit in rats exposed to styrene. Not all treated rats were affected by styrene; nevertheless, changes in the affected individuals were as large as those previously observed after trimethyltin-induced lesions of the CNS. The incidence of impairment was not related to the total dose of styrene given, suggesting the action of other, undetermined factors affecting individual sensitivity to styrene.

Knowledge Acquired from Learning: New Evidence of Hierarchical Conceptualization

1994 ◽  
Vol 79 (2) ◽  
pp. 975-993 ◽  
Author(s):  
Alberto Montare
Keyword(s):  
Sex Differences ◽  
Knowledge Acquisition ◽  
Reversal Learning ◽  
Concept Formation ◽  
Learning Task ◽  
Learning Rates ◽  
Level 3 ◽  
Level 1 ◽  
New Evidence ◽  
Level 2

Following successful inductive acquisition of procedural cognition of a discrimination-reversal learning task, 50 female and 50 male undergraduates articulated declarative cognizance of knowledge acquired from learning. Tests of four hypotheses showed that (1) increasingly higher levels of declarative cognizance were associated with faster learning rates, (2) six new cases of cognition-without-cognizance were observed, (3) students presumably using secondary signalization learned faster than those presumably using primary signalization, and (4) no sex differences in learning rates or declarative cognizance were observed. The notion that explicit levels of declarative cognizance may represent implicit hierarchical conceptualization comprised of four systems of knowledge acquisition led to the conclusions that primary signalization may account for inductive senscept formation at Level 1 and for inductive percept formation at Level 2, whereas emergent secondary signalization may account for inductive precept formation at Level 3 and for inductive concept formation at Level 4.

scholarly journals Selective Role of the Putamen in Serial Reversal Learning in the Marmoset

2018 ◽  
Vol 29 (1) ◽  
pp. 447-460 ◽  
Author(s):  
Stacey A W Jackson ◽  
Nicole K Horst ◽  
Sebastian F A Axelsson ◽  
Naotaka Horiguchi ◽  
Gemma J Cockcroft ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Serial Reversal

Serial reversal learning of position discrimination in developing rats

2005 ◽  
Vol 48 (1) ◽  
pp. 79-94 ◽  
Author(s):  
Deborah J. Watson ◽  
Jesse R. Sullivan ◽  
Julie G. Frank ◽  
Mark E. Stanton
Keyword(s):  
Reversal Learning ◽  
Position Discrimination ◽  
Serial Reversal

Impairment of olfactory, auditory, and spatial serial reversal learning in rats recovered from pyrithiamine-induced thiamine deficiency.

1991 ◽  
Vol 105 (3) ◽  
pp. 360-374 ◽  
Author(s):  
Robert G. Mair ◽  
Russell L. Knoth ◽  
Sharon A. Rabchenuk ◽  
Philip J. Langlais
Keyword(s):  
Reversal Learning ◽  
Thiamine Deficiency ◽  
Serial Reversal

scholarly journals Cortical and thalamic influences on striatal involvement in instructed, serial reversal learning; implications for the organisation of flexible behaviour.

2021 ◽  
Author(s):  
Brendan Williams ◽  
Anastasia Christakou
Keyword(s):  
Functional Connectivity ◽  
Cognitive Flexibility ◽  
Reversal Learning ◽  
Orbitofrontal Cortex ◽  
Dorsal Striatum ◽  
Response Strategy ◽  
Flexible Control ◽  
The Right ◽  
Serial Reversal

Cognitive flexibility is essential for enabling an individual to respond adaptively to changes in their environment. Evidence from human and animal research suggests that the control of cognitive flexibility is dependent on an array of neural architecture. Cortico-basal ganglia circuits have long been implicated in cognitive flexibility. In particular, the role of the striatum is pivotal, acting as an integrative hub for inputs from the prefrontal cortex and thalamus, and modulation by dopamine and acetylcholine. Striatal cholinergic modulation has been implicated in the flexible control of behaviour, driven by input from the centromedian-parafascicular nuclei of the thalamus. However, the role of this system in humans is not clearly defined as much of the current literature is based on animal work. Here, we aim to investigate the roles corticostriatal and thalamostriatal connectivity in serial reversal learning. Functional connectivity between the left centromedian-parafascicular nuclei and the associative dorsal striatum was significantly increased for negative feedback compared to positive feedback. Similar differences in functional connectivity were observed for the right lateral orbitofrontal cortex, but these were localised to when participants switched to using an alternate response strategy following reversal. These findings suggest that connectivity between the centromedian-parafascicular nuclei and the striatum may be used to generally identify potential changes in context based on negative outcomes, and the effect of this signal on striatal output may be influenced by connectivity between the lateral orbitofrontal cortex and the striatum.

Serial reversal learning in bumble bees

2011 ◽  
Author(s):  
Caroline G. Strang ◽  
David F. Sherry
Keyword(s):  
Reversal Learning ◽  
Bumble Bees ◽  
Serial Reversal

Hyperstriatum ventrale in pigeons: Effects of lesions on color-discrimination and color-reversal learning

1997 ◽  
Vol 14 (6) ◽  
pp. 1029-1041 ◽  
Author(s):  
Lin M. Chaves ◽  
William Hodos
Keyword(s):  
Reversal Learning ◽  
Visual Information ◽  
Original Learning ◽  
Color Discrimination ◽  
Visual Pathway ◽  
Visual Input ◽  
Impaired Performance ◽  
Nucleus Rotundus ◽  
Tectofugal Pathway ◽  
Hyperstriatum Ventrale

AbstractPrevious lesion studies of color-reversal learning in pigeons show that an impairment results when (1) the tectofugal visual pathway is damaged at either the thalamic level (nucleus rotundus) or the telencephalic level (ectostriatum), or (2) the thalamofugal visual pathway is damaged at the telencephalic level (the visual Wulst). An impairment does not result, however, when the thalamic source of thalamofugal input (n. opticus principalis thalami or OPT) to the visual Wulst is damaged. These results suggest that the visual Wulst plays a role in color-reversal learning as a consequence of visual information routed from the tectofugal pathway via other visual areas in the telencephalon. One such area is the hyperstriatum ventrale (HV). In the present study, after ablation of the medial and lateral regions of HV, pigeons were trained postoperatively to discriminate between two colors presented simultaneously. After reaching criterion, the pigeons were required to perform a series of discrimination reversals in which the positive and negative stimuli were interchanged. Lesions of medial HV resulted in impaired performance of a color-discrimination task (i.e. original learning), but did not affect discrimination reversal. An impairment in color-reversal learning resulted from combined damage to lateral HV and the fronto-thalamic tract (FT), which carries ascending visual input from OPT to the visual Wulst. No deficits were observed when either lateral HV or FT were damaged alone. These findings suggest that both the thalamofugal and tectofugal pathways provide the visual Wulst with visual input relevant to color-reversal learning.

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