Extending the Role of Associative Learning Processes in Nicotine Addiction

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.

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The Kamin Blocking Effect in Sign and Goal Trackers

10.1101/2020.08.01.232553 ◽

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.

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Role of the lateral habenula in nicotine addiction: interaction with the dopaminergic system

Intrinsic Activity ◽

10.25006/ia.4.s2-a18.47 ◽

2016 ◽

Vol 4 (Suppl. 2) ◽

pp. A18.47

Author(s):

Massimo Pieruggi

Keyword(s):

Dopaminergic System ◽

Nicotine Addiction ◽

Lateral Habenula

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Psychosocial Obstacles in Young Children Argumentative Interactions

Education Sciences ◽

10.3390/educsci11050224 ◽

2021 ◽

Vol 11 (5) ◽

pp. 224

Author(s):

Josephine Convertini

Keyword(s):

Preschool Children ◽

Young Children ◽

Social Dynamics ◽

Learning Processes ◽

Self Perception ◽

Complex Activity ◽

Group I

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe possible difficulties encountered by children during the argumentative process. The study involves 25 preschool children at a kindergarten engaged in three building tasks. The tasks were video-recorded and the argumentative discussions transcribed. For the aim of this paper, I analyze how argumentation are distributed among participants. I select interactions in which participants apparently do not argue or there are differences in the degree of argumentative participation between participants of the same group. I analyze these interactions and moments of impasse in the argumentative steps. The findings show how the simplicity of solving the task (e.g., when children do not encounter any problem in completing the activity) and the children’s self-perception of their competences in solving the task may have an impact on argumentation activities. Moreover, this perception is co-constructed by children within the interaction. The study contributes to the line of research on designing argumentation and highlights the role of the adult in managing children’s interactions.

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Calculators as Facilitators of Understanding Computational and Mathematical Contexts

Open Education Studies ◽

10.1515/edu-2019-0012 ◽

2019 ◽

Vol 1 (1) ◽

pp. 177-183

Author(s):

Jan Guncaga ◽

Lilla Korenova ◽

Jozef Hvorecky

Keyword(s):

Soft Skills ◽

Real Life ◽

Theoretical Background ◽

Learning Processes ◽

Complex Phenomenon ◽

Learning To Learn ◽

Life Problems ◽

The Subject ◽

The Relationship

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.

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If only cultural chameleons could fly too

International Journal of Cross Cultural Management ◽

10.1177/1470595812439872 ◽

2012 ◽

Vol 12 (2) ◽

pp. 229-245 ◽

Cited By ~ 33

Author(s):

Maribel Blasco ◽

Liv Egholm Feldt ◽

Michael Jakobsen

Keyword(s):

Intercultural Competence ◽

Cultural Intelligence ◽

Learning Processes ◽

Cross Cultural ◽

Cultural Learning ◽

Cultural Dimension ◽

Short Term ◽

Semiotic Perspective ◽

Human Attributes

The article offers a critique of the concept of cultural intelligence (CQ) from a semiotic perspective. It addresses three assumptions that underpin the CQ concept: that CQ exists, that conflict and misunderstandings are antithetical to CQ and that metacognition involves a cultural dimension. The analysis focuses in particular on the dimension of cultural metacognition which has recently been claimed to be the CQ concept’s main contribution compared to earlier concepts such as cross-cultural or intercultural competence, a claim which is found to be overstated. The article uses the example of CQ training to illustrate the need for greater attention to context and motivation when CQ is deployed for business purposes, as well as to the role of experience in cultural learning processes. At a broader level, the article urges caution in assuming that all human attributes can be trained for business purposes, especially through short-term interventions.

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