scholarly journals Behavioral flexibility is manipulatable and it improves flexibility and problem solving in a new context

2022 ◽  
Author(s):  
Corina J Logan ◽  
Aaron Blaisdell ◽  
Zoe Johnson-Ulrich ◽  
Dieter Lukas ◽  
Maggie MacPherson ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Reversal Learning ◽  
Learning Strategy ◽  
Bird Species ◽  
Behavioral Flexibility ◽  
Geographic Range ◽  
Separate Analysis ◽  
Learning Rates ◽  
Threatened And Endangered Species ◽  
Multi Access

Behavioral flexibility, the ability to adapt behavior to new circumstances, is thought to play an important role in a species' ability to successfully adapt to new environments and expand its geographic range. However, flexibility is rarely directly tested in species in a way that would allow us to determine how flexibility works and predictions a species' ability to adapt their behavior to new environments. We use great-tailed grackles (a bird species) as a model to investigate this question because they have rapidly expanded their range into North America over the past 140 years. We attempted to manipulate grackle flexibility using colored tube reversal learning to determine whether flexibility is generalizable across contexts (touchscreen reversal learning and multi-access box), whether it is repeatable within individuals and across contexts, and what learning strategies grackles employ. We found that we were able to manipulate flexibility: birds in the manipulated group took fewer trials to pass criterion with increasing reversal number, and they reversed a color preference in fewer trials by the end of their serial reversals compared to control birds who had only one reversal. Flexibility was repeatable within individuals (reversal), but not across contexts (from reversal to multi-access box). The touchscreen reversal experiment did not appear to measure what was measured in the reversal learning experiment with the tubes, and we speculate as to why. One third of the grackles in the manipulated reversal learning group switched from one learning strategy (epsilon-decreasing where they have a long exploration period) to a different strategy (epsilon-first where they quickly shift their preference). A separate analysis showed that the grackles did not use a particular strategy earlier or later in their serial reversals. Posthoc analyses using a model that breaks down performance on the reversal learning task into different components showed that learning to be attracted to an option (phi) more consistently correlated with reversal performance than the rate of deviating from learned attractions that were rewarded (lambda). This result held in simulations and in the data from the grackles: learning rates in the manipulated grackles doubled by the end of the manipulation compared to control grackles, while the rate of deviation slightly decreased. Grackles with intermediate rates of deviation in their last reversal, independently of whether they had gone through the serial reversal manipulation, solved fewer loci on the plastic and wooden multi-access boxes, and those with intermediate learning rates in their last reversal were faster to attempt a new locus on both multi-access boxes. This investigation allowed us to make causal conclusions rather than relying only on correlations: we manipulated reversal learning, which caused changes in a different flexibility measure (multi-access box switch times) and in an innovativeness measure (multi-access box loci solved), as well as validating that the manipulation had an effect on the cognitive ability we think of as flexibility. Understanding how behavioral flexibility causally relates to other traits will allow researchers to develop robust theory about what behavioral flexibility is and when to invoke it as a primary driver in a given context, such as a rapid geographic range expansion. Given our results, flexibility manipulations could be useful in training threatened and endangered species in how to be more flexible. If such a flexibility manipulation was successful, it could then change their behavior in this and other domains, giving them a better chance of succeeding in human modified environments.

scholarly journals Behavioral flexibility and problem solving in an invasive bird

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1975 ◽  
Author(s):  
Corina J. Logan
Keyword(s):  
Problem Solving ◽  
Environmental Change ◽  
Reversal Learning ◽  
Bird Species ◽  
Behavioral Flexibility ◽  
Association Test ◽  
Future Research ◽  
Changing Environments ◽  
Important Trait ◽  
Use Behavior

Behavioral flexibility is considered an important trait for adapting to environmental change, but it is unclear what it is, how it works, and whether it is a problem solving ability. I investigated behavioral flexibility and problem solving experimentally in great-tailed grackles, an invasive bird species and thus a likely candidate for possessing behavioral flexibility. Grackles demonstrated behavioral flexibility in two contexts, the Aesop’s Fable paradigm and a color association test. Contrary to predictions, behavioral flexibility did not correlate across contexts. Four out of 6 grackles exhibited efficient problem solving abilities, but problem solving efficiency did not appear to be directly linked with behavioral flexibility. Problem solving speed also did not significantly correlate with reversal learning scores, indicating that faster learners were not the most flexible. These results reveal how little we know about behavioral flexibility, and provide an immense opportunity for future research to explore how individuals and species can use behavior to react to changing environments.

scholarly journals Are the more flexible great-tailed grackles also better at behavioral inhibition?

2020 ◽  
Author(s):  
Corina J Logan ◽  
Kelsey McCune ◽  
Maggie MacPherson ◽  
Zoe Johnson-Ulrich ◽  
Carolyn Rowney ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Behavioral Inhibition ◽  
Behavioral Flexibility ◽  
Delay Of Gratification ◽  
Learned Behavior ◽  
Learning Experiment ◽  
Mixed Support ◽  
Average Latency ◽  
Multi Access ◽  
Flexibility Measures

Behavioral flexibility should theoretically be positively related to behavioral inhibition (hereafter referred to as inhibition) because one should need to inhibit a previously learned behavior to change their behavior when the task changes (the flexibility component;). However, several investigations show no or mixed support of this hypothesis, which challenges the assumption that inhibition is involved in making flexible decisions. We aimed to test the hypothesis that behavioral flexibility (measured as reversal learning and solution switching on a multi-access box by Logan et al. 2019) is associated with inhibition by measuring both variables in the same individuals and three inhibition tests (a go/no go task on a touchscreen, a detour task, and a delay of gratification experiment). We set out to measure grackle inhibition to determine whether those individuals that are more flexible are also better at inhibition. Because touchscreen experiments had never been conducted in this species, we additionally validated that a touchscreen setup is functional for wild-caught grackles who learned to use the touchscreen and completed the go/no go inhibition task on it. Results showed that only performance on the go/no go inhibition task correlated with the two flexibility measures: positively with the number of trials to reverse a preference in the reversal learning experiment, and negatively with the average latency to attempt a new option on the multi-access box. That is, individuals who were faster to update their behavior in the reversal experiment were also faster to reach criterion in the go/no go task, but took more time to attempt a new option in the multi-access box experiment. Performance on the detour inhibition task did not correlate with either measure of flexibility, suggesting that detour performance and the flexibility experiments may measure separate traits. We were not able to run the delay of gratification experiment because the grackles never habituated to the apparatuses. Performance on the go/no go and detour inhibition tests did not correlate with each other, indicating that they did not measure the same trait. We conclude that behavioral flexibility is associated with certain types of inhibition, but not others, in great-tailed grackles.

scholarly journals Unique features of stimulus-based probabilistic reversal learning

2020 ◽  
Author(s):  
Carl Harris ◽  
Claudia Aguirre ◽  
Saisriya Kolli ◽  
Kanak Das ◽  
Alicia Izquierdo ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Behavioral Flexibility ◽  
Higher Learning ◽  
Female Rats ◽  
Lower Sensitivity ◽  
Learning Rates ◽  
Male And Female Rats ◽  
Reward Probability ◽  
Reversal Phase ◽  
Reinforcement Learning Models

AbstractReversal learning paradigms are widely-used assays of behavioral flexibility with their probabilistic versions being more amenable to studying integration of reward outcomes over time. Prior research suggests differences between initial learning and learning following reversals including higher learning rates, a greater need for inhibitory control, and more perseveration after reversals. However, it is not well-understood what aspects of stimulus-based reversal learning are unique to reversals, and whether and how differences between initial and post-reversal learning depend on reward probability. Here, we used a visual probabilistic discrimination and reversal learning paradigm during which male and female rats selected between a pair of stimuli associated with different reward probabilities. We compared various measures of accuracy, rewards collected, omissions, latencies, win-stay/lose-shift strategies, and indices of perseveration between two different reward probability schedules. We found that discrimination (pre-reversal) and reversal learning are behaviorally more unique than similar: longer choice latencies following incorrect trials, lesser win-stay and lose-shift strategies employed, and more perseveration in early reversal learning. Additionally, fit of choice behavior using reinforcement learning models revealed a lower sensitivity to the difference in subjective reward values (greater exploration) and higher learning rates for the reversal phase. Interestingly, a consistent reward probability group difference emerged with a richer environment associated with longer reward collection latencies than a leaner environment. We also replicated previous reports on sex differences in reversal learning. Future studies should systematically compare the neural correlates of fine-grained behavioral measures to reveal possible dissociations in how the circuitry is recruited in each phase.

scholarly journals Stress attenuates the flexible updating of aversive value

2017 ◽  
Vol 114 (42) ◽  
pp. 11241-11246 ◽  
Author(s):  
Candace M. Raio ◽  
Catherine A. Hartley ◽  
Temidayo A. Orederu ◽  
Jian Li ◽  
Elizabeth A. Phelps
Keyword(s):  
Reversal Learning ◽  
Stress Responses ◽  
Acute Stress ◽  
Dynamic Environment ◽  
Behavioral Flexibility ◽  
Learning Task ◽  
Learning Deficits ◽  
Learning Rates ◽  
Initial Learning ◽  
Clinical Conditions

In a dynamic environment, sources of threat or safety can unexpectedly change, requiring the flexible updating of stimulus−outcome associations that promote adaptive behavior. However, aversive contexts in which we are required to update predictions of threat are often marked by stress. Acute stress is thought to reduce behavioral flexibility, yet its influence on the modulation of aversive value has not been well characterized. Given that stress exposure is a prominent risk factor for anxiety and trauma-related disorders marked by persistent, inflexible responses to threat, here we examined how acute stress affects the flexible updating of threat responses. Participants completed an aversive learning task, in which one stimulus was probabilistically associated with an electric shock, while the other stimulus signaled safety. A day later, participants underwent an acute stress or control manipulation before completing a reversal learning task during which the original stimulus−outcome contingencies switched. Skin conductance and neuroendocrine responses provided indices of sympathetic arousal and stress responses, respectively. Despite equivalent initial learning, stressed participants showed marked impairments in reversal learning relative to controls. Additionally, reversal learning deficits across participants were related to heightened levels of alpha-amylase, a marker of noradrenergic activity. Finally, fitting arousal data to a computational reinforcement learning model revealed that stress-induced reversal learning deficits emerged from stress-specific changes in the weight assigned to prediction error signals, disrupting the adaptive adjustment of learning rates. Our findings provide insight into how stress renders individuals less sensitive to changes in aversive reinforcement and have implications for understanding clinical conditions marked by stress-related psychopathology.

STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Timbul Purba ◽  
Harun Sitompul
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
High Achievement ◽  
Low Achievement ◽  
Significance Level ◽  
Achievement Motive ◽  
Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa.   Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik   Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

PENGARUH STRATEGI PEMBELAJARAN E-LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR AKUNTANSI

Akademika ◽  
2019 ◽  
Vol 8 (01) ◽  
pp. 81-100
Author(s):  
Eva Kristiyani ◽  
Iffah Budiningsih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Student Group ◽  
Design Factor ◽  
Significant Difference ◽  
E Learning ◽  
Learning Interest ◽  
Equivalent Class

The aim of this research is to know the influence of e-learning learning strategy and interest in learning to accounting learning result. This research was conducted at SMK Permata Bangsa Kelurahan Jakasetia, South Bekasi Subdistrict, Bekasi City involving 56 samples taken with random sampling technique to the equivalent class. Instrument used in this research is the accounting test and questionnaire interest in student learning; and the data analysis using two-way ANAVA and Tukey Test. The results of this study obtained: (1) there is a significant difference between the learning outcomes of students who are taught with e-learning learning strategies and expository strategies in which the results of student accounting learning taught by e-learning strategy is higher than the students taught by strategy expository learning. (2) There is an interaction between students who are taught using learning strategies with interest in learning on accounting learning outcomes. (3) This means that the result of group accounting learning which is taught using e-learning learning strategy is significantly higher than that taught using expository learning strategy in students who have high learning interest. (4) While the learning result of student group accounting that is taught using e-learning strategy is same as learning result which is taught using expository learning strategy to students who have low learning interest, influenced by student environment factor and learning design factor in research.

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals Knowledge-guided multiobjective particle swarm optimization with fusion learning strategies

2021 ◽  
Author(s):  
Wei Li ◽  
Xiang Meng ◽  
Ying Huang ◽  
Soroosh Mahmoodi
Keyword(s):  
Particle Swarm Optimization ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Particle Swarm ◽  
Population Diversity ◽  
Selection Strategy ◽  
Rapid Loss ◽  
Solution Quality ◽  
Swarm Optimization ◽  
Multiobjective Particle Swarm Optimization

AbstractMultiobjective particle swarm optimization (MOPSO) algorithm faces the difficulty of prematurity and insufficient diversity due to the selection of inappropriate leaders and inefficient evolution strategies. Therefore, to circumvent the rapid loss of population diversity and premature convergence in MOPSO, this paper proposes a knowledge-guided multiobjective particle swarm optimization using fusion learning strategies (KGMOPSO), in which an improved leadership selection strategy based on knowledge utilization is presented to select the appropriate global leader for improving the convergence ability of the algorithm. Furthermore, the similarity between different individuals is dynamically measured to detect the diversity of the current population, and a diversity-enhanced learning strategy is proposed to prevent the rapid loss of population diversity. Additionally, a maximum and minimum crowding distance strategy is employed to obtain excellent nondominated solutions. The proposed KGMOPSO algorithm is evaluated by comparisons with the existing state-of-the-art multiobjective optimization algorithms on the ZDT and DTLZ test instances. Experimental results illustrate that KGMOPSO is superior to other multiobjective algorithms with regard to solution quality and diversity maintenance.

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