Verbal discrimination reversal in a whole/part re-pairing transfer paradigm

Whole/part transfer and re-pairing of rights and wrongs were employed in a study of verbal discrimination reversal learning. The whole/part and re-pairing procedures were used to create reversal conditions (0%, 50%, or 100% reversal) that were similar at the outset of reversal learning in that all correct alternatives on the reversal list were higher in situational frequency than their respective incorrect alternatives. Similarly, reversal lists were constructed that were similar in that all incorrect alternatives on the reversal list were higher in situational frequency than their respective correct alternatives. The results were consistent with the existing literature on verbal discrimination reversal, as performance was impaired when items reversed functions (50% and 100% reversal). There was little evidence that uniform frequency relations between rights and wrongs affected ease of reversal learning.     

The effect of training procedures on the overlearning reversal effect in young children

The performance of 80 preschool children on a reversal problem was studied as a function of amount of training and type of training procedure used during acquisition and reversal. In the extinction phase of reversal learning, subjects given a correction procedure during the reversal problem made fewer perseverative errors than subjects given noncorrection. In the reversal midplateau phase of reversal learning, overtraining facilitated reversal learning for subjects receiving noncorrection during the acquistion problem, but not for subjects receiving correction. A shift in training procedure between acquisition and reversal increased the number of subjects who reached criterion immediately after perseveration. Since these results are difficult to explain in terms of traditional learning theories, an alternative response-switching strategy explanation was proposed.     

Relationship between pulse pressure, arteriosclerosis, and a visual reversal phenomenon.

Varying numbers of Ss were studied on a task producing a perceived reversal in the direction of rotating objects. Ss were required to indicate when reversal in the direction of rotation of the percept occurred for the first time. Low initial reversal time coincided with high pulse pressure which is an indicator or arteriosclerotic processes. The relationship of initial reversal time and pulse pressure existed for all Ss with histories of cerebro-vascular accident, amputees secondary to diabetes mellitus, and many control Ss (a nonpatient group of higher socio-economic and intellectual levels) who had a poor health history regarding high blood pressure and/or diabetes mellitus. In contrast, control Ss with no cardio-vascular or diabetic problems had high initial reversal times or no reversal at all. Initial reversal time was stable over a short as well as longer periods of time. Initial reversal time may be useful as an adjunct in the prognosis of arteriosclerotic pathology.     

决策任务反应模式对偏好反转的影响

在经典彩票问题研究的基础上,探讨了匹配和选择两种反应模式及其先后顺序对被试偏好反转的影响,以及被试性别与其偏好反转的关系。研究结果发现:(1)反应模式的变化导致偏好反转的发生;(2)偏好反转存在反应顺序效应,先匹配后选择条件下的偏好反转率显著大于先选择后匹配条件下的偏好反转率;研究结果不支持后悔理论;(3)不同性别被试在选择和匹配任务中的偏好及其反转率没有显著性差异。     

物质成瘾及其戒除:基于反转学习的视角

物质成瘾与反转学习损伤密切相关,成瘾者往往不能灵活地适应变化的刺激—结果的联结,这可能进一步加剧成瘾者的物质使用。近年来研究发现,物质成瘾者的反转学习相关的腹外侧前额和背外侧前额等脑区激活异常,这些异常与成瘾者的冲动性和强迫性有关。此外,个体的反转学习能力对其成瘾行为具有一定预测性。今后应增加对不同类型物质成瘾者的反转学习脑机制及物质相关线索对成瘾者反转学习影响的研究,并且进一步探讨成瘾者的冲动性和强迫性对其反转学习的调节及个体反转学习能力对其成瘾行为的预测。     

Spatial and reversal learning in the Morris water maze are largely resistant to six hours of REM sleep deprivation following training

This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair both hippocampus-dependent spatial learning and learning a new target location within a familiar environment: reversal learning. A 6-d protocol was divided into the initial spatial learning phase (3.5 d) immediately followed by the reversal phase (2.5 d). During the 6 h following four or 12 training trials/day of initial or reversal learning phases, REM sleep was eliminated and non-REM sleep left intact using the multiple inverted flowerpot method. Contrary to our hypotheses, REM sleep deprivation during four or 12 trials/day of initial spatial or reversal learning did not affect training performance. However, some probe trial measures indicated REM sleep-deprivation-associated impairment in initial spatial learning with four trials/day and enhancement of subsequent reversal learning. In naive animals, REM sleep deprivation during normal initial spatial learning was followed by a lack of preference for the subsequent reversal platform location during the probe. Our findings contradict reports that REM sleep is essential for spatial learning in the Morris water maze and newly reveal that short periods of REM sleep deprivation do not impair concurrent reversal learning. Effects on subsequent reversal learning are consistent with the idea that REM sleep serves the consolidation of incompletely learned items.     

Why does a mirror image look left-right reversed? A hypothesis of multiple processes

This paper proposes a solution to the mirror reversal problem: Why does a mirror reverse left and right but not up and down? The paper first reviews past hypotheses and shows that none of them has succeeded in explaining all the related phenomena. It then proposes a multiprocess hypothesis based on the insight that what is called a mirror reversal is actually composed of three different types of reversal: The Type I reversal is produced by the discrepancy between an orientational framework that is aligned with a viewer’s body and the one that is assumed in the viewer’s mirror image; the Type II reversal is produced by the discrepancy between the mental representation of an object and its mirror image; and the Type III reversal is produced by a mirror’s optical transformation. The proposed hypothesis is shown to provide reasonable accounts for all the related phenomena disputed in the past literature.     

APPLYING BEHAVIOR ANALYSIS TO CLINICAL PROBLEMS: REVIEW AND ANALYSIS OF HABIT REVERSAL

This article provides a review and analysis of habit reversal, a multicomponent procedure developed by Azrin and Nunn (1973, 1974) for the treatment of nervous habits, tics, and stuttering. The article starts with a discussion of the behaviors treated with habit reversal, behavioral covariation among habits, and functional analysis and assessment of habits. Research on habit reversal and simplified versions of the procedure is then described. Next the article discusses the limitations of habit reversal and the evidence for its generality. The article concludes with an analysis of the behavioral processes involved in habit reversal and suggestions for future research.     

Pathways from infant exposure to marital conflict to parent–toddler role reversal

We know that exposure to marital conflict places infants at risk, but we know less about processes. One process may be role reversal, when a distressed parent looks to the child to meet unmet needs for comfort, intimacy, or companionship. A parent in marital conflict may be particularly prone to role reversal, which in turn adversely affects child development. The current study examined pathways from infants' exposure to marital conflict at 12 months to role reversal at 24 months. We sampled low–middle socioeconomic status (SES) families with their first child (N = 128). Independent observers assessed marital conflict (in a problem‐solving task) and role reversal (in a story‐telling task). We found that each parent's conflict behavior predicted the other parent's role reversal. In a direct pathway, mother's conflict behavior towards father led directly to father's role reversal with the child. In an indirect pathway, father's conflict behavior towards mother led to his withdrawal from her, which in turn led to mother's role reversal with the child. Clinical implications are discussed within a developmental psychopathology framework in terms of preventive interventions to offset the deleterious effect of marital conflict and role reversal on child development.     

A Retrospective Study of Daughters' Emotional Role Reversal with Parents,Attachment Anxiety,Excessive Reassurance-Seeking,and Depressive Symptoms

Emotional role reversal occurs when children provide for the emotional needs of their parents. This reversal of the hierarchical family structure can have negative, enduring costs for daughters who primarily provide, rather than receive, nurturance. More specifically, emotional role reversal was expected to foster attachment anxiety and excessive reassurance-seeking, both of which may promote negative long term effects on daughters' emotional well-being. Female undergraduates (N = 163) from intact families provided self-report data on these constructs. Role reversal with mothers predicted daughters' depressive symptoms. This effect was fully mediated by anxious attachment tendencies. Clinical implications of role reversal are discussed.     

Effects of acute restraint stress on set-shifting and reversal learning in male rats

Exposure to acute stress alters cognition; however, few studies have examined the effects of acute stress on executive functions such as behavioral flexibility. The goal of the present experiments was to determine the effects of acute periods of stress on two distinct forms of behavioral flexibility: set-shifting and reversal learning. Male Sprague-Dawley rats were trained and tested in an operant-chamber-based task. Some of the rats were exposed to acute restraint stress (30 min) immediately before either the set-shifting test day or the reversal learning test day. Acute stress had no effect on set-shifting, but it significantly facilitated reversal learning, as assessed by both trials to criterion and total errors. In a second experiment, the roles of glucocorticoid (GR) and mineralocorticoid receptors (MR) in the acute-stress-induced facilitation of reversal learning were examined. Systemic administration of the GR-selective antagonist RU38486 (10 mg/kg) or the MR-selective antagonist spironolactone (50 mg/kg) 30 min prior to acute stress failed to block the facilitation on reversal learning. The present results demonstrate a dissociable effect of acute stress on set-shifting and reversal learning and suggest that the facilitation of reversal learning by acute stress may be mediated by factors other than corticosterone.     

Reversal Learning Deficits in Criminal Offenders: Effects of Psychopathy,Substance use,and Childhood Maltreatment History

Deficits in reinforcement learning are presumed to underlie the impulsive and incorrigible behavior exhibited by psychopathic criminals. However, previous studies documenting reversal learning impairments in psychopathic individuals have not investigated this relationship across a continuous range of psychopathy severity, nor have they examined how reversal learning impairments relate to different psychopathic traits, such as the interpersonal-affective and lifestyle-antisocial dimensions. Furthermore, previous studies have not considered the role that childhood maltreatment and substance use may have in this specific cognitive deficit. Using a standard reversal learning task in a sample of N = 114 incarcerated male offenders, we demonstrate a significant relationship between psychopathy severity and reversal learning errors. Furthermore, we show a significant interaction between psychopathy and childhood maltreatment, but not substance use, such that individuals high in psychopathy with an extensive history of maltreatment committed the greatest number of reversal learning errors. These findings extend the current understanding of reversal learning performance among psychopathic individuals, and highlight the importance of considering childhood maltreatment when studying psychopathy.     

The role of acceleration information in prism adaptation

Two experiments were performed in which the acceleration component of limb movement information during prism exposure was manipulated, by controlling the trajectory and visibility of arm movement. When limb movements were confined to a lateral motion on a linear track, adaptation was evident when arm movement reversal at the end of the trajectory could be viewed (nonoccluded arm-movement reversal conditions). No adaptation occurred in the occluded arm-movement reversal condition. When movements were made on a curved track, adaptation was evident in both the nonoccluded and the occluded arm-movement reversal conditions. The results indicate that the acceleration component of reafferent stimulation may be critical in prism adaptation when no error information is available.     

Valence specific response reversal deficits and risk for mania

Response reversal deficits are well documented in bipolar disorder (BD). Although frequently construed as an index of reward processing abnormalities, these response reversal deficits might simply result from more general cognitive inflexibility. Given that both are implicated in BD, our goal was to more carefully test whether reversal learning deficits are specific to reward processing or reflect more general cognitive inflexibility. To more carefully assess deficits, a novel variant of the response reversal task was used to separate responses to in reward versus punishment feedback. In addition, while response reversal deficits are well documented in BD, it is still unknown if these deficits are observable in people at risk for the disorder, whose performance would be unconfounded by medication use and illness course. To assess the presence of premorbid response reversal deficits, we tested students at risk for developing BD, as defined by the well-validated Hypomanic Personality Scale. Undergraduates (n?=?99) were randomly assigned to complete either a reward only or a punishment only version of a response reversal task. Mania risk was related to difficulty reversing responses following reward, but not punishment feedback. Findings suggest that a deficit in response reversal may be an index of reward dysregulation in BD, and that this deficit can be observed even in those at high risk for the development of BD.     

Simon效应及其反转现象作用机制的研究

研究运用任务干扰的实验范式,试图从探讨刺激出现的空间位置与反应效果之间的关系来推测Simon效应及其反转现象的作用机制。结果表明:(1)当相关刺激-反应匹配不相容时,颜色刺激在左、右位置呈现,当明显标记反应键时,出现Simon效应的反转。(2)当手指遮住反应键的标记时,没有反转。(3)当颜色刺激在中央位置,声音在左、右耳发生时,没有反转。说明显示-控制排列对应性是产生Simon效应反转的最重要因素,逻辑再编码只起到次要的作用。     

Overtraining, extinction and shift learning in a concurrent discrimination in rats

Two experiments examined the influence of overtraining on the reversal of a concurrent discrimination. After rats are trained to criterion on two different discriminations in the same apparatus, the reversal of one of these proceeds more rapidly than when both are reversed. If the reversal is conducted after overtraining on the original discriminations, then the opposite pattern of results is observed. That is, learning about the reversal of both discriminations is more rapid than when only a single discrimination is reversed. Experiment 1 replicated this effect and suggested that it is not caused by differences in the rate of extinction during reversal learning. In order to test a cue-association account for these findings, Experiment 2 examined the effect of exchanging the negative stimuli of a concurrent discrimination. This manipulation had a disruptive influence on performance, but only when subjects were not overtrained on the original discrimination.     

The neuropsychology of ventral prefrontal cortex: decision-making and reversal learning

Converging evidence from human lesion, animal lesion, and human functional neuroimaging studies implicates overlapping neural circuitry in ventral prefrontal cortex in decision-making and reversal learning. The ascending 5-HT and dopamine neurotransmitter systems have a modulatory role in both processes. There is accumulating evidence that measures of decision-making and reversal learning may be useful as functional markers of ventral prefrontal cortex integrity in psychiatric and neurological disorders. Whilst existing measures of decision-making may have superior sensitivity, reversal learning may offer superior selectivity, particularly within prefrontal cortex. Effective decision-making on existing measures requires the ability to adapt behaviour on the basis of changes in emotional significance, and this may underlie the shared neural circuitry with reversal learning.     

Transfer after pretraining with the negative stimulus

Two groups of rats trained in the jumping stand acquired a horizontal stripes vs. vertical stripes discrimination and then learned its reversal. The groups differed in their pretraining. One group had previously learned a black vs. white discrimination; the other a discrimination in which the S- was the same as that used in the horizontal against vertical problem. S- pretraining facilitated not only acquisition but also the reversal of the orientation discrimination thereby confirming a prediction that reversal learning will be rapid when the original problem is learned chiefly in terms of the S-. It is suggested that overtraining may facilitate reversal learning, in some cases at least, by inducing animals to concentrate on the S-.     

Reversal operations after brain damage

The ability to perform reversals—that is, the appreciation of the relationship between original and transformed states of knowledge—is critical to human thought processes. In order to assess whether a number of “special-purpose processors” are responsible for reversal operations, depending on the particular context in which the reversal is couched, or whether a single “core processing mechanism” subserves a critical aspect of reversal operations regardless of the specific context, patients with localized brain damage were asked to solve eight reversal problems. Visual and auditory reversals mediated by linguistic and non-linguistic symbol systems were presented. The findings demonstrate that patients with insult to the anterior portion of the right hemisphere encounter more difficulty performing reversals than patients with right posterior insult, Broca's aphasics, and fluent aphasics. This is regardless of the symbol system mediating the reversal, regardless of the modality of presentation, and regardless of the amount of available processing time. Subjects with insult to the posterior region of the left hemisphere or the right hemisphere also exhibit some difficulty solving reversal problems, although their difficulties appear modality specific. These data lend support to the claim that a core processing mechanism may play a critical role in the performance of reversal operations.     

5~6岁自闭症儿童与正常儿童的辨别反转学习研究

采用条件性辨别反转范式,考察自闭症儿童与正常儿童的反转灵活性。44名5~6岁儿童（24名自闭症儿童,20名正常儿童）参加了辨别反转学习。结果显示：⑴在习得阶段,两类儿童都能辨别两个不同的条件性刺激;⑵在晚期反转阶段,正常儿童在晚期反转阶段升高了对新的条件性厌恶刺激的主观预期值,辨别了新的条件性刺激,而自闭症儿童在晚期反转阶段对新的条件性厌恶刺激的主观预期值没有显著性变化,无法辨别新的条件性刺激。研究结果表明,5~6岁自闭症儿童反转灵活性存在缺陷。