Control of pigeons' matching-to-sample performance by differential sample response requirements

Pigeons were trained on a matching-to-sample task in which sample hue and required sample-specific observing behavior provided redundant, relevant cues for correct choices. On trials that involved red and yellow hues as comparison stimuli, a fixed-ratio 16 schedule (FR 16) was required to illuminate the comparisons when the sample was red, and a differential-reinforcement-of-low-rates 3-sec schedule (DRL 3-sec) was required when the sample was yellow. On trials involving blue and green hues as comparison stimuli, an FR 16 schedule was required when the sample was blue and a DRL 3-sec schedule was required when the sample was green. For some pigeons, a 0-sec delay intervened between sample offset and comparison onset, whereas other pigeons experienced a random mixture of 0-sec and 2-sec delay trials. Test trial performance at 0-sec delay indicated that sample-specific behavior controlled choice performance considerably more than sample hue did. Test performance was independent of whether original training involved all 0-sec delay trials or a mixture of 0-sec and 2-sec delays. Sample-specific observing response requirements appear to facilitate pigeons' matching-to-sample performance by strengthening associations between the observing response and correct choice.     

Multivariate relationships between measures of learning style and memory

Three self-report instruments assessing “learning style” were administered to 106 undergraduate students: the Inventory of Learning Processes, the Study Behavior Questionnaire, and the Learning Style Inventory. Performance measures on word list and prose learning tasks were also obtained using both immediate and delayed retention tests. Canonical correlation analysis of the pairs of learning style instruments indicated that there was a small to moderate amount of overlapped variance. Inspection of the canonical variates revealed that what overlap existed was generally due to a common factor related to the depth of processing conception of memory. No significant canonical correlations were obtained between any of the learning style instruments and word list retention measures. However, the Inventory of Learning Processes and the Learning Style Inventory each obtained one significant canonical correlation with the set of prose retention measures. There was little overlap between sets of retention measures derived separately from prose and word list tasks. The findings have implications concerning (a) the validity and equivalency of available self-report instruments assessing learning style, (b) the role of the learning task in studying individual differences in learning and memory processes, and (c) the assessment of “depth of processing” at the level of individual differences.     

Delayed matching by fornix-transected monkeys: The sample, the push and the bait

In the acquisition event of ordinary delayed matching to sample the monkey sees a sample, displaces it, and finds a food reward underneath; subsequently the retention test consists of a choice between that sample and a distractor, and the strength of the memory laid down by the acquisition event may be assessed by the correctness of choice at the retention test. The present experiments varied the acquisition events and examined the effect of those variations on normal and fornix-transected monkeys' memory. One variation was to proceed as normally but never to bait the sample at acquisition; this variation allowed assessment of the role of the food reward in ordinary matching. Another was to present the sample, baited and to be displaced, as normally, but to present also the distractor, baited but not requiring to be displaced, in a second acquisition event; this “push-match” variation allowed assessment of memory for the displacement. The main result from normal monkeys was that matching to unbaited samples was learned much faster than matching to baited samples. Following fornix transection, final performance levels in matching to baited and to unbaited samples were unimpaired but push-match showed a permanent deficit. These results support earlier indications that fornix-transected monkeys have normal sensory memory but are deficient in the memory of instrumental responses.     

Mediational use of internal representations of food and no-food events by pigeons

Two experiments were conducted with pigeons to determine whether internal representations of food and no-food events can act as mediators in the formation of new associations. Specifically we asked if the representation of an anticipated event can replace the event itself in an established conditional discrimination. In Phase 1 of both experiments pigeons were differentially autoshaped to peck hue stimuli, only one of which was followed by access to food. In Phase 2 they were trained on a symbolic 0-delay matching-to-sample (DMTS) task with food and no-food samples and line-orientation comparisons. In Phase 3 the birds were tested on a symbolic DMTS task in which the hue stimuli from Phase 1 were substituted for the Phase 2 food-event samples. For the Pos group, the hue followed by food in Phase 1 was substituted for the food sample and the hue associated with no-food was substituted for the no-food sample so that the resulting sample/comparison pairings were consistent with the food-event mediator. For the Neg group the pairings were reversed so that the sample/comparison pairings were inconsistent with the food-event mediators. In Experiment 1, when the no-food event was the absence of an event, acquisition of the transfer task was significantly more rapid in the Pos than in the Neg condition. In Experiment 2, when the no-food event was the presentation of an empty food hopper, the Pos group transferred at a significantly higher level than the Neg group. The two experiments provide evidence that in pigeons, representations involving event anticipations can be substituted for, and are thus similar to, the events themselves.     

Differential sample response schedules in the acquisition of conditional discriminations by pigeons

Pigeons were trained on four matching-to-sample tasks with various schedule requirements in effect on the sample key. Differential sample-schedule requirements (a differential-reinforcement-of-low-rates of 3 sec in the presence of one sample and a fixed-ratio 16 in the presence of the other) produced rapid rates of acquisition that did not differ across tasks. Nondifferential sample-schedule requirements (fixed-ratio 1, fixed-ratio 16 or a differential-reinforcement-of-low-rates of 3 sec in the presence of both samples) produced slower rates of acquisition, which depended on the difficulty of the discriminations between samples and between comparisons. Patterns of stimulus and position preferences were influenced both by the comparison stimuli in each task and by the sample-schedule requirements. Detailed analyses of acquisition revealed frequent instances of complete differential sample control of comparison responding at intermediate levels of overall “accuracy”.     

Control of matching by differential outcome expectancies in the absence of differential sample-outcome associations: a serial compound view

In this study, pigeons learned 2 separate one-to-many conditional discriminations in which they matched form samples to line and hue comparisons. Correct choices within each comparison dimension yielded differential (food vs. no-food) outcomes that were not predictable from the samples alone. At asymptote, latency to make a correct choice was shorter when food was the contingent outcome than when no food was the outcome. More important, when the samples from each task were subsequently exchanged, comparison choice varied systematically as a function of the sample and the set of new comparison alternatives that followed them. Together, these results indicate that choices were cued by differential outcome expectancies arising from serial compounds consisting of each sample and the dimensional characteristics of the comparisons.     

Inverted-U shape relationship between cortisol and learning in ground squirrels

Adrenal hormones regulate glucose levels, responses to unpredictable stressors and modulate cognition. Glucocorticoids can have an inverted-U shape relationship with cognition, as very low or high levels impair, whereas moderate elevations facilitate, acquisition and retention of memories. To date these relationships have been tested with humans and rodents in laboratory settings rather than with wild animals in biologically relevant contexts. This study examined whether the elevated cortisol observed in juvenile Belding’s ground squirrels (Spermophilus beldingi) at natal emergence might promote both acquisition of adaptive responses to this species’ two alarm calls warning of predators and memory of the spatial configuration of mothers’ territories. Both experimentally increased and decreased basal cortisol levels interfere with acquisition and retention of an association between a warning call and the appropriate response compared with naturally occurring moderately elevated cortisol. Further, decreased cortisol impairs learning of a novel, complex spatial maze. Thus in the field the brief elevation of cortisol at emergence might facilitate acquisition of spatial memory of a three-dimensional environment and responses to alarm calls during a sensitive period of learning. This novel demonstration of the inverted-U shape function in a wild animal suggests that natural selection has favored a hormonal profile facilitating rapid acquisition of important survival behaviors.     

Serotonin neurons and aversive conditioning in the rat

The acute and long-term effects of p-chloroamphetamine (PCA) on one-way and two-way active avoidance (AA), passive avoidance (PA) learning, fear retention (FR) and on central monoamine concentrations were examined in the male rat. Acute PCA administration (0.63–5 mg/kg i.p.), which releases presynaptic 5-HT, produced a dose-related impairment of both one-and two-way AA acquisition, AA retention, PA and fear retention. The selective serotonin (5-HT) uptake inhibitor zimelidine, but not the noradrenaline (NA) uptake inhibitor desipramine, blocked the avoidance deficit induced by acute PCA. Degeneration of brain 5-HT neurons by a high neurotoxic dose of PCA (2 × 10 mg/kg i.p.) failed to change AA and PA learning but blocked the avoidance deficit induced by acute PCA. Degeneration of locus coeruleus NA neurones with DSP4 (1 × 50 mg/kg), a selective NA neurotoxin, failed to block the acute PCA action. Thus, the acute avoidance learning impairment appears to be specifically related to the acute release of endogenous 5-HT. Both acute and long-term PCA treatment affected 5-HT neurones preferentially in the forebrain while marginal effects were observed in the midbrain and spinal cord. A marked impairment in the retention and retrieval of fear conditioning in the rat was also observed following acute PCA administration. The serotoninergic mechanisms underlying the retrieval deficit were found to be similar but not identical to those involved in AA acquisition. These results suggest an important role for central 5-HT neurones in aversive learning processes. The possible involvement of 5-HT neurones in learning, memorial and/or retrieval processes is discussed.     

Serotonin neurons and aversive conditioning in the rat

The acute and long-term effects of p -chloroamphetamine (PCA) on one-way and two-way active avoidance (AA), passive avoidance (PA) learning, fear retention (FR) and on central monoamine concentrations were examined in the male rat. Acute PCA administration (0.63–5 mg/kg i.p.), which releases presynaptic 5-HT, produced a dose-related impairment of both one-and two-way AA acquisition, AA retention, PA and fear retention. The selective serotonin (5-HT) uptake inhibitor zimelidine, but not the noradrenaline (NA) uptake inhibitor desipramine, blocked the avoidance deficit induced by acute PCA. Degeneration of brain 5-HT neurons by a high neurotoxic dose of PCA (2 × 10 mg/kg i.p.) failed to change AA and PA learning but blocked the avoidance deficit induced by acute PCA. Degeneration of locus coeruleus NA neurones with DSP4 (1 × 50 mg/kg), a selective NA neurotoxin, failed to block the acute PCA action. Thus, the acute avoidance learning impairment appears to be specifically related to the acute release of endogenous 5-HT. Both acute and long-term PCA treatment affected 5-HT neurones preferentially in the forebrain while marginal effects were observed in the midbrain and spinal cord. A marked impairment in the retention and retrieval of fear conditioning in the rat was also observed following acute PCA administration. The serotoninergic mechanisms underlying the retrieval deficit were found to be similar but not identical to those involved in AA acquisition. These results suggest an important role for central 5-HT neurones in aversive learning processes. The possible involvement of 5-HT neurones in learning, memorial and/or retrieval processes is discussed.     

Amygdala and “emotional” modulation of the relative use of multiple memory systems

The basolateral amygdala modulates the cognitive and habit memory processes mediated by the hippocampus and caudate nucleus, respectively. The present experiments used a plus-maze task that can be acquired using either hippocampus-dependent “place” learning or caudate-dependent “response” learning to examine whether peripheral or intra-basolateral amygdala injection of anxiogenic drugs would bias rats towards the use of a particular memory system. In Experiment 1, adult male Long–Evans rats were trained to swim from the same start point to an escape platform located in a consistent goal arm, and received pre-training peripheral injections of the α₂-adrenoceptor antagonists yohimbine (2.5 or 5.0 mg/kg), RS 79948-197 (0.05, 0.1, or 0.2 mg/kg), or vehicle. On a drug-free probe trial from a novel start point administered 24 h following acquisition, vehicle treated rats predominantly displayed hippocampus-dependent place learning, whereas rats previously treated with yohimbine (2.5, 5.0 mg/kg) or RS 79948-197 (0.1 mg/kg) predominantly displayed caudate-dependent response learning. In Experiment 2, rats receiving pre-training intra-basolateral amygdala infusions of RS 79948-197 (0.1 μg/0.5 μl) also predominantly displayed response learning on a drug-free probe trial. The findings indicate (1) peripheral injections of anxiogenic drugs can influence the relative use of multiple memory systems in a manner that favors caudate-dependent habit learning over hippocampus-dependent cognitive learning, and (2) intra-basolateral amygdala infusion of anxiogenic drugs is sufficient to produce this modulatory influence of emotional state on the use of multiple memory systems.     

Natural categories

The hypothesis of the study was that the domains of color and form are structured into nonarbitrary, semantic categories which develop around perceptually salient “natural prototypes.” Categories which reflected such an organization (where the presumed natural prototypes were central tendencies of the categories) and categories which violated the organization (natural prototypes peripheral) were taught to a total of 162 members of a Stone Age culture which did not initially have hue or geometric-form concepts. In both domains, the presumed “natural” categories were consistently easier to learn than the “distorted” categories. Even when not central, natural prototype stimuli tended to be more rapidly learned and more often chosen as the most typical example of the category than were other stimuli. Implications for general differences between natural categories and the artificial categories of concept formation research were discussed.     

Variability of Practice and Contextual Interference in Motor Skill Learning

The purpose of this study was to investigate whether learning benefits in multiple-task learning situations are a result of contextual interference or of schema enhancement related to the amount of variability in the practice session. Two experiments were designed that replicated and extended the experiment reported by Wulf and Schmidt (1988). In a 2 (same vs. different relative time) x 2 (blocked vs. random practice schedule) design, 48 right-handed subjects were randomly assigned to one of four experimental conditions. A tapping task was employed that required a right-handed tap of three small brass plates arranged in a diamond pattern. Each segment had a specific time requirement. Target times and response times were provided on a computer screen directly in front of the subject. Each subject participated in two acquisition sessions (i.e., 198 practice trials) and was tested for learning on several different retention and transfer tests. In Experiment 2, a control group was added that received no acquisition phase. Results of both experiments showed a typical contextual interference effect, with depressed scores by the random groups during acquisition but significantly better scores than the blocked groups on several retention and transfer tests. Certain characteristics of the tests were found to influence the demonstration of the practice schedule effects. These results were consistent with predictions from Magill and Hall (1990) that the learning benefits of contextual interference are more likely to occur when skill variations are from different classes of movement and that the amount of variability in practice is more influential when the to-be-learned tasks are parameter modifications of the same generalized motor program.     

Observing different model types interspersed with physical practice has no effect on consolidation or motor learning of an elbow flexion–extension task

We compared varied model types and their potential differential effects on learning outcomes and consolidation processes when observational practice was interspersed with physical practice. Participants (N = 75) were randomly assigned to one of five groups: (1) unskilled model observation, (2) skilled model observation, (3) mixed-model observation, (4) physical practice only, and (5) no observational or physical practice (control). All were tasked with learning a waveform-matching task. With exception of the control group not involved in acquisition sessions, participants were involved in one pre-test, two acquisition sessions, four retention tests (immediate-post acquisition 1, 24hr post acquisition 1, immediate-post acquisition 2, and approximate 7-day retention), as well as an approximate 7-day transfer test. No differences were demonstrated in consolidation processes or learning outcomes as all groups showed the same pattern of retention and transfer data. Our conclusion is that motor memory processes were not impacted differentially when different models types were used in observational practice that was intermixed with physical practice for the learning of a movement pattern with low task difficulty, and thus similar learning outcomes emerged for all groups.     

Encoding and retrieval processes in learning-disabled, head-injured, and nondisabled young adults

Using a multi-trial, free-recall paradigm (Rey Auditory-Verbal Learning Test; Lezak, 1983), the acquisition and retention by learning disabled (LD) young adults with a Halstead Impairment Index less than or equal to 0.3 (low LD) or greater than or equal to 0.4 (high LD) was compared with that of nondisabled and head-injured (HI) young adults. Significant group differences, particularly during the last three acquisition trials, confirmed the effectiveness of this method in revealing subtle learning and retention deficits. Analyses of Trial 1 recall showed group differences in the prerecency but not the recency portion of the serial position curve, thus implicating long-term but not short-term memory differences between the groups. Analyses of pair frequency (Sternberg & Tulving, 1977) data showed that the three clinical groups had difficulty organizing the to-be-learned material for effective retrieval. Following an interpolated task, retention was poorer for the clinical groups than for the nondisabled and varied inversely with the degree of neuropsychological impairment. Finally, during retention, the nondisabled and low LD groups retained and used the list organization established during acquisition whereas the high LD and HI groups did not.     

Encoding and Retrieval Processes in Learning-Disabled,Head-Injured,and Nondisabled Young Adults

Using a multi-trial, free-recall paradigm (Rey Auditory-Verbal Learning Test; Lezak, 1983), the acquisition and retention by learning disabled (LD) young adults with a Halstead Impairment Index less than or equal to 0.3 (low LD) or greater than or equal to 0.4 (high LD) was compared with that of nondisabled and head-injured (HI) young adults. Significant group differences, particularly during the last three acquisition trials, confirmed the effectiveness of this method in revealing subtle learning and retention deficits. Analyses of Trial 1 recall showed group differences in the prerecency but not the recency portion of the serial position curve, thus implicating long-term but not short-term memory differences between the groups. Analyses of pair frequency (Sternberg & Tulving, 1977) data showed that the three clinical groups had difficulty organizing the to-be-learned material for effective retrieval. Following an interpolated task, retention was poorer for the clinical groups than for the nondisabled and varied inversely with the degree of neuropsychological impairment. Finally, during retention, the nondisabled and low LD groups retained and used the list organization established during acquisition whereas the high LD and HI groups did not.     

A relational differential outcomes effect: pigeons can classify outcomes as “good” and “better”

In a conditional discrimination each of two sample stimuli indicates which of two comparison stimuli is correct. When correct choice following each conditional stimulus is followed by a different outcome (one kind of food following one, a different kind of food following the other) it often facilitates acquisition and improves memory. In transfer designs, in which two different conditional discriminations are followed by the same two differential outcomes, outcome expectation can be shown to be sufficient for comparison choice. That is, the samples from one conditional discrimination are matched to comparisons from the other conditional discrimination based on the common outcomes alone. In the present study we asked if for pigeons the relative value of the differential outcomes (higher versus lower value) can serve as the basis for comparison choice, independent of other characteristics of the outcomes and of differential sample responding. That is, would different outcomes that could be described as “good” and “better” form two stimulus classes. For one conditional discrimination, the differential outcomes involved differential probability of reinforcement for choice of the correct comparison stimulus (0.80 vs. 0.20 for correct choice of the two comparisons, respectively). For the other conditional discrimination, the differential outcomes involved differential responding to the two comparison stimuli (5 pecks vs. 20 pecks to the correct comparisons, respectively). On test trials, when conditional stimuli from the two conditional discriminations were interchanged and the relative value of the differential outcomes could serve as the only basis for comparison choice, we found positive transfer. The results indicate that relational attributes of outcomes can serve as effective cues for comparison choice.     

Interaction between catecholaminergic and opioid systems in an active avoidance task

Male NMRI mice were given intravenous injections of the noradrenergic neurotoxin DSP4 or the vehicle 24 to 72 h prior behavioral testing. Animals were given 2 days of training on a one-way active avoidance task. Naloxone was given in one of three doses prior to training on Day 1 and Day 2 or prior to training on Day 1 only (saline was given prior to training on Day 2). There was a dose-dependent impairment of acquisition by naloxone in the vehicle-pretreated groups; 10 mg/kg naloxone produced a significant impairment of acquisition. Naloxone also modulated retention (Day 2) performance of the active avoidance task. For vehicle-pretreated mice, 1 mg/kg naloxone facilitated and 10 mg/kg naloxone-impaired performance on Day 2. DSP4 alone produced an impairment of acquisition of this task but had no effect on retention; Day 2 scores were slightly higher in the DSP4-pretreated group than in the vehicle-pretreated group. Naloxone produced somewhat different effects in DSP4-pretreated animals than in vehicle-pretreated animals. Naloxone (1 mg/kg) ameliorated the DSP4-induced impairment of acquisition; 10 mg/kg naloxone did not significantly alter the acquisition performance of this group. For the DSP4-pretreated mice that received naloxone before training on both days, the dose-response characteristics for retention scores were similar to those of vehicle-pretreated mice; 1 mg/kg naloxone was the facilitatory dose. However, for DSP4-treated mice that received naloxone before training on Day 1 only, there was a shift to the right in the effective facilitatory dose of naloxone. For these animals, 10 mg/kg naloxone but not 1 mg/kg naloxone significantly enhanced retention performance. We discuss these results in the context of a possible state-dependent modulation by naloxone in the DSP4-treated animals.     

We-Intentions Revisited

This paper gives an up-to-date account of we-intentions and responds to some critics of the author’s earlier work on the topic in question. While the main lines of the new account are basically the same as before, the present account considerably adds to the earlier work. For one thing, it shows how we-intentions and joint intentions can arise in terms of the so-called Bulletin Board View of joint intention acquisition, which relies heavily on some underlying mutually accepted conceptual and situational presuppositions but does not require agreement making or joint intention to form a joint intention. The model yields categorical, unconditional intentions to participate in the content of the we-intention and joint intention (viz. shared we-intention upon analysis). The content of a we-intention can be, but need not be a joint action. Thus a participant alone cannot settle and control the content of the intention. Instead the participants jointly settle the content and control the satisfaction of the intention. These and some other features distinguish we-intentions from “action intentions”, viz. intentions that an agent can alone settle and satisfy. The paper discusses weintentions (and other “aim-intentions”) from this perspective and it also defends the author’s earlier account against a charge of vicious circularity that has been directed against it.     

Resistance to continuous delay of reinforcement or extinction following partial delay or partial reinforcement in acquisition: A direct comparison

Rats received either partial reward (PR) or partial delay (PD) in acquisition with one, two, or three delay or nonreward trials followed by an immediately rewarded trial or one delay or nonreward trial followed by an immediately rewarded trial. These four groups were then split in half and given either continuous delay or continuous nonreward (extinction) in a “response persistence” phase. In addition, two continuously reinforced groups, one experiencing continuous delay, and the other experiencing extinction were included. The results showed that response persistence was greater when PD groups were given continuous delay rather than extinction, but the opposite was true for PR groups. The “length” (1, 2, or 3 versus 1 nonreward or delay trial) also transferred to the response persistence phase with the length 1, 2, and 3 conditions being more persistent than the 1 length conditions. The results were discussed with respect to theoretical notions of response persistence.     

Rigidity in social and emotional memory in the R6/2 mouse model of Huntington's disease

Four experiments were conducted to examine social and emotional memory in the R6/2 transgenic mouse model of Huntington’s disease. First, R6/2 mice were tested in a social transmission of food preference task where they had to acquire a preference for a flavoured food (acquisition) and subsequently to learn a preference for a different flavour (shifted reinforcement). R6/2 mice performed well in the acquisition trial. However, they were impaired in the shifted reinforcement trial and perseverated on the first preference learned. Second, mice were trained in an inhibitory avoidance paradigm, with either one or two footshocks delivered during the training. WT mice given one footshock showed retention levels lower than those of mice trained with two footshocks. By contrast, there was no difference in retention levels of R6/2 mice given either one or two footshocks. Third, mice were tested in an active avoidance task that paired a mild footshock with a warning light. R6/2 mice had a strong age-dependent deficit in this task. Finally, mice were tested in a conditioned taste aversion task that paired a saccharine solution with a nausea-inducing agent (LiCl). R6/2 mice displayed normal aversion, however this was not extinguished following repeated exposure to saccharine solution alone. Our data show that while R6/2 mice have functional hippocampus-based memory, they have deficits in striatum-based memory skills. Further, social and emotional memories appear to be encoded in a rigid way that is not influenced by subsequent learning or by arousal levels.