scholarly journals Genesis and Maintenance of Attentional Biases: The Role of the Locus Coeruleus-Noradrenaline System

2017 ◽  
Vol 2017 ◽  
pp. 1-15 ◽  
Author(s):  
Mana R. Ehlers ◽  
Rebecca M. Todd
Keyword(s):  
Individual Differences ◽  
Locus Coeruleus ◽  
Associative Learning ◽  
Learning Processes ◽  
Attentional Biases ◽  
Associative Processes ◽  
Naturally Occurring ◽  
Attentional Tuning ◽  
Pharmacological Manipulations

Emotionally arousing events are typically better remembered than mundane ones, in part because emotionally relevant aspects of our environment are prioritized in attention. Such biased attentional tuning is itself the result of associative processes through which we learn affective and motivational relevance of cues. We propose that the locus coeruleus-noradrenaline (LC-NA) system plays an important role in the genesis of attentional biases through associative learning processes as well as their maintenance. We further propose that individual differences in and disruptions of the LC-NA system underlie the development of maladaptive biases linked to psychopathology. We provide support for the proposed role of the LC-NA system by first reviewing work on attentional biases in development and its link to psychopathology in relation to alterations and individual differences in NA availability. We focus on pharmacological manipulations to demonstrate the effect of a disrupted system as well as theADRA2bpolymorphism as a tool to investigate naturally occurring differences in NA availability. We next review associative learning processes that—modulated by the LC-NA system—result in such implicit attentional biases. Further, we demonstrate how NA may influence aversive and appetitive conditioning linked to anxiety disorders as well as addiction and depression.

scholarly journals Associative learning and animal cognition

2012 ◽  
Vol 367 (1603) ◽  
pp. 2733-2742 ◽  
Author(s):  
Anthony Dickinson
Keyword(s):  
Associative Learning ◽  
Practical Reasoning ◽  
Animal Cognition ◽  
Prediction Errors ◽  
Associative Processes ◽  
Directed Action ◽  
Processing Architectures ◽  
The Relationship ◽  
Theoretical Component

Associative learning plays a variety of roles in the study of animal cognition from a core theoretical component to a null hypothesis against which the contribution of cognitive processes is assessed. Two developments in contemporary associative learning have enhanced its relevance to animal cognition. The first concerns the role of associatively activated representations, whereas the second is the development of hybrid theories in which learning is determined by prediction errors, both directly and indirectly through associability processes. However, it remains unclear whether these developments allow associative theory to capture the psychological rationality of cognition. I argue that embodying associative processes within specific processing architectures provides mechanisms that can mediate psychological rationality and illustrate such embodiment by discussing the relationship between practical reasoning and the associative-cybernetic model of goal-directed action.

The blocking effect in associative learning involves learned biases in rapid attentional capture

2018 ◽  
Vol 71 (2) ◽  
pp. 522-544 ◽  
Author(s):  
David Luque ◽  
Miguel A. Vadillo ◽  
María J. Gutiérrez-Cobo ◽  
Mike E. Le Pelley
Keyword(s):  
Associative Learning ◽  
Learning Task ◽  
Blocking Effect ◽  
Attentional Biases ◽  
Value Judgments ◽  
Probe Task ◽  
Show Evidence ◽  
Attentional Models ◽  
The Relationship

Blocking refers to the finding that less is learned about the relationship between a stimulus and an outcome if pairings are conducted in the presence of a second stimulus that has previously been established as a reliable predictor of that outcome. Attentional models of associative learning suggest that blocking reflects a reduction in the attention paid to the blocked cue. We tested this idea in three experiments in which participants were trained in an associative learning task using a blocking procedure. Attention to stimuli was measured 250 ms after onset using an adapted version of the dot probe task. This task was presented at the beginning of each learning trial (Experiments 1 and 2) or in independent trials (Experiment 3). Results show evidence of reduced attention to blocked stimuli (i.e. “attentional blocking”). In addition, this attentional bias correlated with the magnitude of blocking in associative learning, as measured by predictive-value judgments. Moreover, Experiments 2 and 3 found evidence of an influence of learning about predictiveness on memory for episodes involving stimuli. These findings are consistent with a central role of learned attentional biases in producing the blocking effect, and in the encoding of new memories.

Associative learning and pain? Why stop there?

1997 ◽  
Vol 20 (3) ◽  
pp. 459-460 ◽  
Author(s):  
Marcus Munafo'
Keyword(s):  
Sex Differences ◽  
Individual Differences ◽  
Associative Learning ◽  
Learning Processes ◽  
Major Determinant ◽  
Pain Behaviour ◽  
Special Case ◽  
Specific Learning

It is argued by berkley that there are theoretical reasons why sex differences in pain may result from specific learning processes. I argue that Berkley has not gone far enough in pursuing this suggestion, and that the evidence that learning is a major determinant of pain behaviour is substantial. Moreover, sex differences in pain may represent only a special case of individual differences in pain resulting from learning processes.

scholarly journals The Kamin Blocking Effect in Sign and Goal Trackers

2020 ◽  
Author(s):  
Mayank Aggarwal ◽  
Jeffery R. Wickens
Keyword(s):  
Classical Conditioning ◽  
Associative Learning ◽  
Blocking Effect ◽  
Learning Processes ◽  
Temporal Contiguity ◽  
Prediction Errors ◽  
Parallel Learning ◽  
Auditory Cue ◽  
Goal Tracking

AbstractThe discovery of the Kamin blocking effect suggested that surprise or prediction errors are necessary for associative learning. This suggestion led to the development of a new theoretical framework for associative learning relying on prediction error rather than just temporal contiguity between events. However, many recent studies have failed to replicate the blocking effect, questioning the central role of blocking in associative learning theory. Here, we test the expression of Kamin blocking in rats that either approach and interact with the conditioned cue (sign trackers) or approach and interact with the reward location (goal trackers) during appetitive classical conditioning. The behavioral task involved three phases: classical conditioning of a lever cue, conditioning of a compound of the lever cue plus an auditory cue, and testing response to presentation of the auditory cue in extinction. The results show that only sign trackers express the blocking effect. Thus, groups that include goal trackers are less likely to be able to replicate the blocking effect. Our findings support the idea that sign and goal tracking responses arise as a result of distinct parallel learning processes. Psychological theories of learning that incorporate these parallel learning processes and their interactions will provide a better framework for understanding the blocking effect and related associative learning phenomena.

Automatic Activation of Individual Differences: A Test of the Gatekeeper Model in the Domain of Spontaneous Helping

2011 ◽  
Vol 25 (6) ◽  
pp. 465-476 ◽  
Author(s):  
Marco Perugini ◽  
Mark Conner ◽  
Rick O'Gorman
Keyword(s):  
Individual Differences ◽  
Implicit Attitudes ◽  
Associative Processes ◽  
Double Dissociation ◽  
Helping Behaviour ◽  
Automatic Activation ◽  
Deliberative Processes ◽  
Implicit And Explicit ◽  
Explicit Measures

The influence of stable individual differences on behaviour need not solely rely upon deliberative processes but can also be exerted through automatic associative processes. In this contribution, three studies that illustrate the role of individual differences in automaticity are presented in the domain of helping behaviour. The first study provides evidence both for a double dissociation and for an additive pattern of implicit and explicit measures in predicting relevant altruistic behaviours. The subsequent two studies show that when the concept of altruism is subliminally primed, individual differences in implicit attitudes significantly predict behaviour. The results are in line with the gatekeeper model, and their implications are discussed focusing on the key role of individual differences in modulating automaticity effects. Copyright © 2011 John Wiley & Sons, Ltd.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Fine structure and properties of defects in naturally occurring silicates and oxides

1990 ◽  
Vol 48 (4) ◽  
pp. 460-461
Author(s):  
David R. Veblen
Keyword(s):  
Chemical Reactions ◽  
High Resolution Electron Microscopy ◽  
Extended Defects ◽  
Single Chain ◽  
Naturally Occurring ◽  
Resolution Electron ◽  
Fine Structures ◽  
Image Simulations ◽  
Similar Crystal Structure

Extended defects and interfaces control many processes in rock-forming minerals, from chemical reactions to rock deformation. In many cases, it is not the average structure of a defect or interface that is most important, but rather the structure of defect terminations or offsets in an interface. One of the major thrusts of high-resolution electron microscopy in the earth sciences has been to identify the role of defect fine structures in reactions and to determine the structures of such features. This paper will review studies using HREM and image simulations to determine the structures of defects in silicate and oxide minerals and present several examples of the role of defects in mineral chemical reactions. In some cases, the geological occurrence can be used to constrain the diffusional properties of defects.The simplest reactions in minerals involve exsolution (precipitation) of one mineral from another with a similar crystal structure, and pyroxenes (single-chain silicates) provide a good example. Although conventional TEM studies have led to a basic understanding of this sort of phase separation in pyroxenes via spinodal decomposition or nucleation and growth, HREM has provided a much more detailed appreciation of the processes involved.

Two Short Tests Fail to Detect Vigilance Decrements

2001 ◽  
Vol 17 (1) ◽  
pp. 48-55 ◽  
Author(s):  
Juan Botella ◽  
María José Contreras ◽  
Pei-Chun Shih ◽  
Víctor Rubio
Keyword(s):  
Individual Differences ◽  
High Performance ◽  
Selection Process ◽  
Vigilance Task ◽  
Air Traffic Controllers ◽  
Job Selection ◽  
Performance Deterioration ◽  
Short Test ◽  
Psychological Dimensions

Summary: Deterioration in performance associated with decreased ability to sustain attention may be found in long and tedious task sessions. The necessity for assessing a number of psychological dimensions in a single session often demands “short” tests capable of assessing individual differences in abilities such as vigilance and maintenance of high performance levels. In the present paper two tasks were selected as candidates for playing this role, the Abbreviated Vigilance Task (AVT) by Temple, Warm, Dember, LaGrange and Matthews (1996) and the Continuous Attention Test (CAT) by Tiplady (1992) . However, when applied to a sample of 829 candidates in a job-selection process for air-traffic controllers, neither of them showed discriminative capacity. In a second study, an extended version of the CAT was applied to a similar sample of 667 subjects, but also proved incapable of properly detecting individual differences. In short, at least in a selection context such as that studied here, neither of the tasks appeared appropriate for playing the role of a “short” test for discriminating individual differences in performance deterioration in sustained attention.

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