The Role of Prior Event Retrieval in Encoding Changed Event Features

2020 ◽  
Author(s):  
Mary Hermann ◽  
Timothy Alexander ◽  
Christopher N. Wahlheim ◽  
Jeffrey M. Zacks
Keyword(s):  
Prediction Error ◽  
Prediction Errors ◽  
Event Memory ◽  
Episodic Retrieval ◽  
Everyday Activities ◽  
Previous Event ◽  
New Learning ◽  
Retrieval Mechanism ◽  
Prior Event

When people experience everyday activities, their comprehension can be shaped by expectations that derive from similar recent experiences, which can affect the encoding of the new experience into memory. When a new experience includes changes—such as a driving route being blocked by construction—this can lead to interference in subsequent memory. However, theories based on prediction-error-driven learning propose that unpredicted changes can lead to facilitation rather than interference. One potential mechanism of effective encoding of event changes is the retrieval of related features from previous events. Another such mechanism is the generation of a prediction error when a predicted feature is contradicted. In two experiments, we tested for effects of these two mechanisms on memory for changed features in movies of everyday activities. Participants viewed movies of an actor performing everyday activities across two fictitious days. Some event features changed across the days, and some features violated viewers’ predictions. Retrieval of previous event features while viewing the second movie was associated with better subsequent memory, providing evidence for the retrieval mechanism. Contrary to our hypotheses, there was not support for the error mechanism: Prediction error was not associated with better memory when it was observed correlationally (Experiment 1) or directly manipulated (Experiment 2). These results support a key role for episodic retrieval in the encoding of new events. They also indicate boundary conditions on the role of prediction errors in driving new learning. Both findings have clear implications for theories of event memory.

The Embodiment of Concepts

2018 ◽  
pp. 640-660
Author(s):  
Michiel Van Elk ◽  
Harold Bekkering
Keyword(s):  
Prediction Error ◽  
Predictive Processing ◽  
Prediction Errors ◽  
Conceptual Representation ◽  
Recurrent Processing ◽  
Different Dimensions ◽  
Prior Models ◽  
Processing Framework

We characterize theories of conceptual representation as embodied, disembodied, or hybrid according to their stance on a number of different dimensions: the nature of concepts, the relation between language and concepts, the function of concepts, the acquisition of concepts, the representation of concepts, and the role of context. We propose to extend an embodied view of concepts, by taking into account the importance of multimodal associations and predictive processing. We argue that concepts are dynamically acquired and updated, based on recurrent processing of prediction error signals in a hierarchically structured network. Concepts are thus used as prior models to generate multimodal expectations, thereby reducing surprise and enabling greater precision in the perception of exemplars. This view places embodied theories of concepts in a novel predictive processing framework, by highlighting the importance of concepts for prediction, learning and shaping categories on the basis of prediction errors.

scholarly journals The role of retrieval type and feedback in test-potentiated new learning

2019 ◽  
Author(s):  
Matej Pavlić ◽  
Denis Vlašiček ◽  
Dragutin Ivanec
Keyword(s):  
The Other ◽  
Episodic Retrieval ◽  
Semantic Retrieval ◽  
Activity Type ◽  
Multiple Choice Questions ◽  
Final Test ◽  
Bayesian Analyses ◽  
New Learning ◽  
To Receive

This study explored the effects of retrieval and feedback on test-potentiated new learning. Participants read a text divided into three parts, between which they engaged in either episodic retrieval, semantic retrieval, or rereading. Participants in the retrieval conditions were randomly assigned to either receive or not to receive feedback on their achievement. We administered multiple choice questions whose distractors were designed specifically to facilitate proactive interference. Planned analyses showed that participants in the episodic retrieval condition scored higher on the final test than participants in the other two groups. Feedback was found to have no bearing on new learning --- neither on its own, nor via interaction with the interpolated activity type. No effect regarding the number of proactive intrusions was found, although exploratory Bayesian analyses preclude rejecting an effect. Results are interpreted in terms of integration and metacognitive frameworks that have previously been suggested as explanations of the effect.

scholarly journals Dopamine, Prediction Error and Beyond

2020 ◽  
pp. 107385842090759
Author(s):  
Kelly M. J. Diederen ◽  
Paul C. Fletcher
Keyword(s):  
Prediction Error ◽  
Large Body ◽  
Theoretical Models ◽  
Optimal Choice ◽  
Reward Processing ◽  
Prediction Errors ◽  
The Difference ◽  
Past Experiences ◽  
Mental Pathology

A large body of work has linked dopaminergic signaling to learning and reward processing. It stresses the role of dopamine in reward prediction error signaling, a key neural signal that allows us to learn from past experiences, and that facilitates optimal choice behavior. Latterly, it has become clear that dopamine does not merely code prediction error size but also signals the difference between the expected value of rewards, and the value of rewards actually received, which is obtained through the integration of reward attributes such as the type, amount, probability and delay. More recent work has posited a role of dopamine in learning beyond rewards. These theories suggest that dopamine codes absolute or unsigned prediction errors, playing a key role in how the brain models associative regularities within its environment, while incorporating critical information about the reliability of those regularities. Work is emerging supporting this perspective and, it has inspired theoretical models of how certain forms of mental pathology may emerge in relation to dopamine function. Such pathology is frequently related to disturbed inferences leading to altered internal models of the environment. Thus, it is critical to understand the role of dopamine in error-related learning and inference.

scholarly journals Event-related potentials reflect prediction errors and pop-out during comprehension of degraded speech

2020 ◽  
Vol 2020 (1) ◽  
Author(s):  
Leah Banellis ◽  
Rodika Sokoliuk ◽  
Conor J Wild ◽  
Howard Bowman ◽  
Damian Cruse
Keyword(s):  
Prediction Error ◽  
Event Related Potentials ◽  
Event Related Potential ◽  
Prediction Errors ◽  
Top Down ◽  
Degraded Speech ◽  
Related Potentials ◽  
Task Goals ◽  
Post Hoc

Abstract Comprehension of degraded speech requires higher-order expectations informed by prior knowledge. Accurate top-down expectations of incoming degraded speech cause a subjective semantic ‘pop-out’ or conscious breakthrough experience. Indeed, the same stimulus can be perceived as meaningless when no expectations are made in advance. We investigated the event-related potential (ERP) correlates of these top-down expectations, their error signals and the subjective pop-out experience in healthy participants. We manipulated expectations in a word-pair priming degraded (noise-vocoded) speech task and investigated the role of top-down expectation with a between-groups attention manipulation. Consistent with the role of expectations in comprehension, repetition priming significantly enhanced perceptual intelligibility of the noise-vocoded degraded targets for attentive participants. An early ERP was larger for mismatched (i.e. unexpected) targets than matched targets, indicative of an initial error signal not reliant on top-down expectations. Subsequently, a P3a-like ERP was larger to matched targets than mismatched targets only for attending participants—i.e. a pop-out effect—while a later ERP was larger for mismatched targets and did not significantly interact with attention. Rather than relying on complex post hoc interactions between prediction error and precision to explain this apredictive pattern, we consider our data to be consistent with prediction error minimization accounts for early stages of processing followed by Global Neuronal Workspace-like breakthrough and processing in service of task goals.

scholarly journals Causal evidence supporting the proposal that dopamine transients function as a temporal difference prediction error

2019 ◽  
Author(s):  
Etienne JP Maes ◽  
Melissa J Sharpe ◽  
Matthew P.H. Gardner ◽  
Chun Yun Chang ◽  
Geoffrey Schoenbaum ◽  
...  
Keyword(s):  
Prediction Error ◽  
Second Order ◽  
Prediction Errors ◽  
Temporal Difference ◽  
Reward Prediction ◽  
Order Conditioning ◽  
Central Tenet

Reward-evoked dopamine is well-established as a prediction error. However the central tenet of temporal difference accounts – that similar transients evoked by reward-predictive cues also function as errors – remains untested. To address this, we used two phenomena, second-order conditioning and blocking, in order to examine the role of dopamine in prediction error versus reward prediction. We show that optogenetically-shunting dopamine activity at the start of a reward-predicting cue prevents second-order conditioning without affecting blocking. These results support temporal difference accounts by providing causal evidence that cue-evoked dopamine transients function as prediction errors.

Mediofrontal Negativity Signals Unexpected Timing of Salient Outcomes

2017 ◽  
Vol 29 (4) ◽  
pp. 718-727 ◽  
Author(s):  
Sara Garofalo ◽  
Christopher Timmermann ◽  
Simone Battaglia ◽  
Martin E. Maier ◽  
Giuseppe di Pellegrino
Keyword(s):  
Prefrontal Cortex ◽  
Computational Model ◽  
Medial Prefrontal Cortex ◽  
Prediction Error ◽  
Critical Role ◽  
Aversive Conditioning ◽  
Prediction Errors ◽  
Per Se ◽  
Future Outcomes

The medial prefrontal cortex (mPFC) and ACC have been consistently implicated in learning predictions of future outcomes and signaling prediction errors (i.e., unexpected deviations from such predictions). A computational model of ACC/mPFC posits that these prediction errors should be modulated by outcomes occurring at unexpected times, even if the outcomes themselves are predicted. However, unexpectedness per se is not the only variable that modulates ACC/mPFC activity, as studies reported its sensitivity to the salience of outcomes. In this study, mediofrontal negativity, a component of the event-related brain potential generated in ACC/mPFC and coding for prediction errors, was measured in 48 participants performing a Pavlovian aversive conditioning task, during which aversive (thus salient) and neutral outcomes were unexpectedly shifted (i.e., anticipated or delayed) in time. Mediofrontal ERP signals of prediction error were observed for outcomes occurring at unexpected times but were specific for salient (shock-associated), as compared with neutral, outcomes. These findings have important implications for the theoretical accounts of ACC/mPFC and suggest a critical role of timing and salience information in prediction error signaling.

scholarly journals Nucleus-accumbens dopamine tracks aversive stimulus duration and prediction but not value or prediction error

2021 ◽  
Author(s):  
J.N. Goedhoop ◽  
B.J.G. van den Boom ◽  
T. Arbab ◽  
I. Willuhn
Keyword(s):  
Nucleus Accumbens ◽  
Prediction Error ◽  
Aversive Stimulus ◽  
Simultaneous Presentation ◽  
Signal Recovery ◽  
Prediction Errors ◽  
Nucleus Accumbens Core ◽  
Aversive Stimuli ◽  
Reward Conditioning

ABSTRACTThe role of dopamine in processing aversive stimuli is under debate: Credits range from no involvement at all, to acting as a punishment-prediction error (PPE) signal. Here, we systematically investigated dopamine release in the nucleus-accumbens core (NAC), which is closely linked to reward-prediction errors, in rats that were exposed to white noise (WN), a versatile, underutilized aversive stimulus, and its predictive cues. Both induced a negative dopamine ramp, followed by slow signal recovery upon stimulus cessation. In contrast to reward conditioning, dopamine was unaffected by WN value, context valence, or probabilistic contingencies, and the WN dopamine-response shifted only partially towards its predictive cue. However, unpredicted WN provoked slower post-stimulus signal recovery than predicted WN. Despite differing signal qualities, dopamine responses to simultaneous presentation of rewarding and aversive stimuli were additive. Together, our findings indicate that instead of a PPE, NAC dopamine primarily tracks prediction and duration of punishment.

scholarly journals Event-related potentials reflect prediction errors and pop-out during comprehension of degraded speech

2020 ◽  
Author(s):  
Leah Banellis ◽  
Rodika Sokoliuk ◽  
Conor J Wild ◽  
Howard Bowman ◽  
Damian Cruse
Keyword(s):  
Prediction Error ◽  
Event Related Potentials ◽  
Prediction Errors ◽  
Top Down ◽  
Degraded Speech ◽  
Related Potentials ◽  
Task Goals ◽  
Post Hoc ◽  
Made In

AbstractComprehension of degraded speech requires higher-order expectations informed by prior-knowledge. Accurate top-down expectations of incoming degraded speech cause a subjective semantic “pop-out” or conscious breakthrough experience. Indeed, the same stimulus can be perceived as meaningless when no expectations are made in advance. We investigated the ERP correlates of these top-down expectations, their error signals, and the subjective pop-out experience in healthy participants. We manipulated expectations in a word-pair priming noise-vocoded speech task and investigated the role of top-down expectation with a between-groups attention manipulation. Consistent with the role of expectations in comprehension, repetition priming significantly enhanced perceptual intelligibility of the noise-vocoded degraded targets for attentive participants. An early ERP was larger for mismatched (i.e. unexpected) targets than matched targets, indicative of an initial error signal not reliant on top-down expectations. Subsequently, a P3a-like ERP was larger to matched targets than mismatched targets only for attending participants - i.e. a pop-out effect. Rather than relying on complex post hoc interactions between prediction error and precision to explain this apredictive pattern, we consider our data to be consistent with prediction error minimisation accounts for early stages of processing followed by Global Neuronal Workspace-like breakthrough and processing in service of task goals.

Reward Prediction Errors Drive Declarative Learning Irrespective of Agency

2020 ◽  
Author(s):  
Kate Ergo ◽  
Luna De Vilder ◽  
Esther De Loof ◽  
Tom Verguts
Keyword(s):  
Learning Theory ◽  
Learning Effect ◽  
Steady Increase ◽  
Prediction Errors ◽  
Experimental Paradigm ◽  
Reward Prediction ◽  
Declarative Learning

Recent years have witnessed a steady increase in the number of studies investigating the role of reward prediction errors (RPEs) in declarative learning. Specifically, in several experimental paradigms RPEs drive declarative learning; with larger and more positive RPEs enhancing declarative learning. However, it is unknown whether this RPE must derive from the participant’s own response, or whether instead any RPE is sufficient to obtain the learning effect. To test this, we generated RPEs in the same experimental paradigm where we combined an agency and a non-agency condition. We observed no interaction between RPE and agency, suggesting that any RPE (irrespective of its source) can drive declarative learning. This result holds implications for declarative learning theory.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

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