scholarly journals Rapid Top-Down Control of Behavior Due to Propositional Knowledge in Human Associative Learning

PLoS ONE ◽  
2016 ◽  
Vol 11 (11) ◽  
pp. e0167115 ◽  
Author(s):  
Francisco J. López ◽  
Rafael Alonso ◽  
David Luque
Keyword(s):  
Associative Learning ◽  
Propositional Knowledge ◽  
Top Down ◽  
Human Associative Learning

scholarly journals The associative nature of human associative learning

2009 ◽  
Vol 32 (2) ◽  
pp. 225-226 ◽  
Author(s):  
David R. Shanks
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning ◽  
Cognitive Processes ◽  
Human Learning ◽  
Emergent Properties ◽  
Human Associative Learning ◽  
Unconscious Processes

AbstractThe extent to which human learning should be thought of in terms of elementary, automatic versus controlled, cognitive processes is unresolved after nearly a century of often fierce debate. Mitchell et al. provide a persuasive review of evidence against automatic, unconscious links. Indeed, unconscious processes seem to play a negligible role in any form of learning, not just in Pavlovian conditioning. But a modern connectionist framework, in which “cognitive” phenomena are emergent properties, is likely to offer a fuller account of human learning than the propositional framework Mitchell et al. propose.

scholarly journals A Computational Role for Top–Down Modulation from Frontal Cortex in Infancy

2020 ◽  
Vol 32 (3) ◽  
pp. 508-514 ◽  
Author(s):  
Sagi Jaffe-Dax ◽  
Alex M. Boldin ◽  
Nathaniel D. Daw ◽  
Lauren L. Emberson
Keyword(s):  
Associative Learning ◽  
Preterm Infants ◽  
Prediction Error ◽  
Frontal Lobes ◽  
Full Term ◽  
Computational Learning ◽  
Top Down ◽  
Term Infants ◽  
Young Infants ◽  
Sensory Prediction

Recent findings have shown that full-term infants engage in top–down sensory prediction, and these predictions are impaired as a result of premature birth. Here, we use an associative learning model to uncover the neuroanatomical origins and computational nature of this top–down signal. Infants were exposed to a probabilistic audiovisual association. We find that both groups (full term, preterm) have a comparable stimulus-related response in sensory and frontal lobes and track prediction error in their frontal lobes. However, preterm infants differ from their full-term peers in weaker tracking of prediction error in sensory regions. We infer that top–down signals from the frontal lobe to the sensory regions carry information about prediction error. Using computational learning models and comparing neuroimaging results from full-term and preterm infants, we have uncovered the computational content of top–down signals in young infants when they are engaged in a probabilistic associative learning.

Propositional encodings are a subset of organization theory

2009 ◽  
Vol 32 (2) ◽  
pp. 214-215
Author(s):  
George Mandler
Keyword(s):  
Associative Learning ◽  
Organization Theory ◽  
Organizational Structures ◽  
Higher Order ◽  
Past Century ◽  
Order Process ◽  
Human Associative Learning ◽  
The Past

AbstractThe notion that human associative learning is a usually conscious, higher-order process is one of the tenets of organization theory, developed over the past century. Propositional/sequential encoding is one of the possible types of organizational structures, but learning may also involve other structures.

Stimulus exposure effects in human associative learning

2000 ◽  
Vol 53 (2b) ◽  
pp. 173-187 ◽  
Author(s):  
Catherine E. Myers ◽  
Lindsay M. Oliver ◽  
Stacey G. Warren ◽  
Mark A. Gluck
Keyword(s):  
Associative Learning ◽  
Prior Exposure ◽  
Stimulus Exposure ◽  
Human Associative Learning ◽  
Exposure Effect ◽  
The Us ◽  
Within Subjects ◽  
Exposure Experiment ◽  
Computer Based

Learning that one cue (CS) predicts a second, salient cue (US) can often be slowed by prior exposure to one or both stimuli. In animals, CS-US learning is more strongly retarded following uncorrelated exposure to both CS and US than following exposure to the US alone. In this paper we present several studies showing a similar effect in humans, using a computer-based task. Experiments 1 and 2 used a between-groups design and demonstrated a strong CS/US exposure effect, whether or not the US was signalled by a neutral cue during exposure. Experiment 3 demonstrated similar effects using a within-subjects design. Overall, these results are consistent with several theoretical interpretations and suggest that uncorrelated CS/US exposure leads to a robust retardation of subsequent CS-US learning in humans.

Input coding in animal and human associative learning

2002 ◽  
Vol 57 (2-3) ◽  
pp. 149-161 ◽  
Author(s):  
Douglas A Williams ◽  
Daniel S Braker
Keyword(s):  
Associative Learning ◽  
Human Associative Learning
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