Analysis of the unique cue in configural discriminations

Four experiments used an autoshaping procedure with pigeons to investigate the basis of configural discriminations. The elements of both a negative patterning (A+, B+, AB-) and a conditional discrimination (AC+, BD+, AD-, BC-) were paired, in a second-order procedure with two new key lights, X and Y. Responding was then tested to X and Y presented in compound with each other and with A and B. The pattern of responding to compounds containing X and Y was like the pattern of responding to compounds containing their associates, A and B. This suggests that A and B can be replaced by their associates without disrupting responding to their compounds. Because X and Y are physically different from A and B, this in turn suggests that any unique cue controlling responding to their compounds does not depend on the physical presence of the component stimuli. Instead the unique stimulus appears to arise from the joint activation of memory representations.     

Negative patterning is easier than a biconditional discrimination

Two groups of rats were trained for 50 days on different discriminations in a magazine approach paradigm. One group was trained with a negative patterning schedule and a positive patterning schedule concurrently: they received intermixed trials of A+, B+, AB-, C-, D-, CD+ (A, B, C, and D are four distinct stimuli; the plus sign denotes reinforcement with food, and the minus sign denotes nonreinforcement). The second group of rats was trained with the same four stimuli arranged as compounds and reinforced according to the biconditional schedule AB+, CD+, AC-, and BD-. The first group learned the positive patterning schedule much more quickly than the negative patterning schedule, but they learned the negative patterning schedule more effectively than the second group learned the biconditional schedule. The authors discuss the implications of these findings for models of stimulus representation.     

Solving XOR

Three experiments examined the way in which exclusive-or (XOR) problems are solved by rats. All rats first received food-rewarded positive and negative patterning problems with two stimulus sets: either A+, B+, AB- and C-, D-, CD+, or A-, B-, AB + and C+, D +, and CD-. Subsequently, rats received revaluation trials in which A was paired with shock and C was not, prior to generalization test trials with B, D, AB, and CD (Experiments 1 & 2); or received A-->shock trials prior to tests with B and CD (Experiment 3). There was greater generalized fear to B than to either D (Experiments 1 & 2) or AB (Experiment 2) and CD (Experiments 2 & 3). These results are inconsistent with configural, connectionist models, but are consistent with an alternative connectionist model that can represent the logical structure of XOR problems.     

Further Investigation of Responding Elicited by BC and C After A+, AB-, ABC+ Training

Two experiments with pigeons explored conditioned keypeck responding to new visual targets after visual compound discrimination training. In the first experiment, pigeons were trained with an A+, AB-, ABC+, AD-, ADC+ task, in which stimulus A signalled food, stimulus compounds AB and AD signalled no food, and stimulus compounds ABC and ADC signalled food. According to both an elemental model (Rescorla & Wagner, 1972) and a configural model (Pearce, 1987) of Pavlovian conditioning, test compounds BC and DC should elicit less responding than should C alone. However, the birds responded more to BC and DC than to C. In the second experiment, another set of pigeons was trained with an A+, AB-, ABC+, AD-, ADE+ task, in which stimulus A signalled food, stimulus compounds AB and AD signalled no food, and stimulus compounds ABC and ADE signalled food. Contrary to the prediction of the Rescorla-Wagner model, keypeck responding was not less on BC and DE trials than on C and E trials in testing. However, B and D attenuated responding to E and C, respectively, when presented in compounds BE and DC. The Pearce model was able to accommodate these results.     

Summation effects in human learning: evidence from patterning discriminations in goal-tracking

Participants in two human goal-tracking experiments were simultaneously trained with negative patterning (NP) and positive patterning (PP) discriminations (A+, B+, AB–, C–, D–, CD+). Both elemental and configural models of associative learning predict a PP advantage, such that NP is solved less readily than PP. However, elemental models like the unique cue approach additionally predict responding in AB– trials to be initially stronger than that in A+ and B+ trials due to summation of associative strength. Both experiments revealed a PP advantage and a strong summation effect in AB– trials in the first half of the experiments, irrespective of whether the same US was used for both discriminations (Experiment 1) or two different USs (Experiment 2). We discuss that the correct predictions of the unique cue approach are based on its assumptions of non-normalized and context-independent stimulus processing rather than elemental processing per se.     

Overshadowing and associability change

Three appetitive Pavlovian conditioning experiments with rats examined the associability of stimuli A and B that had a history of compound conditioning (AB+), relative to stimuli X and Y that had a history of conditioning in isolation (X+, Y+). Following this training, Experiment 1 revealed that conditioned responding was higher to X and Y than to A and B (overshadowing). In a subsequent AY+, AX-, BY- test discrimination, the AY/BY discrimination was solved more readily than the AY/AX discrimination. In Experiment 2, following AB+, X+, Y+ training, A and Y were presented as a compound and signaled the availability of reinforcement upon the performance of an instrumental response. Test trials in which A and Y were presented alone, and in extinction, revealed that A acquired greater control of instrumental responding than Y. Experiment 3 revealed that following AB+, X+, Y+ training, A and B served as more effective discriminative stimuli for instrumental responding than X and Y. Overall, these results imply that the associability of stimuli conditioned in compound is higher than stimuli conditioned in isolation. These results are discussed in terms of attentional theories of associative learning.     

Conditions favoring superconditioning of irrelevant conditioned stimuli

Three appetitive conditioning experiments with rats found partial learning of complex XA+, XB+, XAB- (+ stands for reinforced; - stands for unreinforced) negative patterning discriminations with intermixed A+ and B+ trials (Experiment 1). AB+ trials (Experiment 2), and A+, B+, and AB+ trials (Experiment 3). In all experiments, differential responding emerged more slowly during the learning of the negative patterning discriminations than during learning of the XA+, XB+, XC- control discriminations. Additionally, the negative patterning groups responded more to X than to a separately reinforced Y on unreinforced test trials: thus, X derived superexcitatory properties. This pattern was reversed in the control groups. Results are consistent with theories that allow for different activation patterns when elements are combined.     

Probing the Time Course of Nonlinear Discriminations during Human Electrodermal Conditioning

Animal-based theories of Pavlovian conditioning propose that patterning discriminations are solved using unique cues or immediate configuring. Recent studies with humans, however, provided evidence that in positive and negative patterning two different rules are utilized. The present experiment was designed to provide further support for this proposal by tracking the time course of the allocation of cognitive resources. One group was trained in a positive patterning schedule (A−, B−, AB+) and a second in a negative patterning schedule (A+, B+, AB−). Electrodermal responses and secondary task probe reaction time were measured. In negative patterning, reaction times were slower during reinforced stimuli than during nonreinforced stimuli at both probe positions while there were no differences in positive patterning. These results support the assumption that negative patterning is solved using a rule that is more complex and requires more resources than does the rule employed to solve positive patterning.     

Transverse patterning reveals a dissociation of simple and configural association learning abilities in rats with 192 IgG-saporin lesions of the nucleus basalis magnocellularis

This experiment tests the hypothesis that the cholinergic nucleus basalis magnocellularis (NBM) is necessary for complex or configural association learning, but not elemental or simple association learning. Male Long-Evans rats with bilateral 192 IgG-saporin lesions of the NBM (n = 12) and sham-operated controls (n = 8) were tested in the transverse patterning problem, which provides a test of both simple and configural association learning. Rats were trained in phases to concurrently solve first one, then two, and finally three different visual discriminations; Problem 1 (A+ vs B- sign) and Problem 2 (B+ vs C-) could be solved using simple associations, whereas solving Problem 3 (C+ vs A-) required the ability to form configural associations. Consistent with our hypothesis, the NBM lesion group solved the simple discriminations in Problems 1 and 2 but showed impaired configural association learning in Problem 3. Additionally, when Problem 2 was introduced, previously high levels of performance on Problem 1 suffered more in the NBM lesion group than in the control group; this finding suggests an impairment in the ability of animals with NBM lesions to divide attention among multiple stimuli or to shift between strategies for solving different problems. Results support our argument that the NBM is critically involved in the acquisition of associative problems requiring a configural solution but not in problems that can be solved using only simple associations. The observed impairments in configural association learning and the apparent loss of cognitive flexibility or capacity are interpreted as reflecting specific attentional impairments resulting from NBM damage.     

Some properties of configural learning: an investigation of the transverse-patterning problem.

Little is known about the conditions that encourage animals to learn to use configural associations to guide their behavior or the consequences of such learning for transfer. This study provided some information about these issues by examining how rats solve the transverse-patterning problem, which requires a configural solution (Spence, 1952). Animals had to concurrently solve 3 simultaneous visual discriminations, represented abstractly as A+ versus B-, B+ versus C-, and C+ versus A-. Experiment 1 indicated that rats use a configural solution even when the problems have an elemental solution, provided that the significance of 1 element (e.g., B) shared by 2 problems is ambiguous (e.g., A+/B-; and B+/C-). Experiments 2 and 3 suggested that, when stimulated to use a configural solution by solving the A+/B- and B+/C- problems, rats transfer the configural solution to problems that have no ambiguous elements.     

Elemental and non-elemental olfactory learning in Drosophila

Brain complexity varies across many orders of magnitude between animals, and it is often assumed that complexity underpins cognition. It is thus important to explore the cognitive capacity of widely used model organisms such as Drosophila. We systematically investigated the fly’s ability to learn discriminations involving compound olfactory stimuli associated with shock. Flies could distinguish binary mixtures (AB+ CD-), including overlapping mixtures (AB+ BC-). They could learn positive patterning (AB+ A- B-) but could not learn negative patterning (A+ B+ AB-) or solve a biconditional discrimination task (AB+ CD+ AC- BD-). Learning about the elements of a compound (AB+) was not affected by prior conditioning of one of the elements (A+ AB+): flies do not exhibit blocking in this task. We compare these results with the predictions from simulation of several well-known theoretical models of learning, and find none are fully consistent with the overall pattern of observed behaviour.     

Acquisition of superexcitatory properties by an irrelevant background stimulus

Six appetitive conditioning experiments with rats demonstrated that an irrelevant X accompanying a negative patterning discrimination (XA+, XB+, XAB-) acquires extraordinarily high levels of conditioned excitation. Responding to X was similar to that evoked by 2 excitors in combination (Experiment 1) and was greater than responding to a separately reinforced Y (Experiments 2-5). Superexcitatory properties were not acquired by X in the nonpatterning discriminations of Experiments 2-4. Experiment 5 found that A and B, if anything, were weakly excitatory. Making them more strongly excitatory after conditioning did not interfere with retention of the original discrimination (Experiment 6). Results support a counterintuitive prediction of associative theories that, under carefully arranged conditions, irrelevant stimuli may acquire superexcitatory properties.     

Elemental and Configural Processes in Patterning Discrimination Learning

Three experiments used appetitive conditioning with rats to examine the involvement of elemental and configural processes in positive and negative patterning discriminations. The first experiment demonstrated that negative and, to some extent, positive patterning discriminations were learned more rapidly when these discriminations consisted of stimulus elements that had previously been the reinforced as opposed to the non-reinforced elements of a simple discrimination. Experiment 2 revealed an excitatory summation effect during the early phase of negative patterning learning that depended upon discrimination pretraining. The final experiment demonstrated faster discrimination learning between the compound and the less salient, rather than the more salient, element of an instrumental patterning task. The present set of results were interpreted as reflecting the possibility, consistent with connectionist theory, that internal representations of the conditioned stimuli change over the course of a patterning discrimination.     

Transfer of negative occasion setting and conditioned inhibition across conditioned and unconditioned stimuli

The transfer of negative occasion setting and conditioned inhibition across conditioned stimuli (CSs) and unconditioned stimuli (USs) was examined in four experiments that used Pavlovian appetitive feature negative discrimination training procedures with rats. After training with simultaneous compounds (A+, XA-), X inhibited conditioned responding (CRs) elicited by other CSs and CRs supported by other appetitive USs that had not been involved in discrimination training. After training with serial compounds (A+, X----A-), X's power to set the occasion for nonresponding transferred across CSs and USs only if those events had also been involved in serial feature negative discrimination training. The results supported the suggestion that the acquisition of negative occasion setting involves the representation of individual events in a higher order memory system, separate from that involved in simple association, and that negative occasion setters act only on events that are represented in that system.     

Summation: Further assessment of a configural theory

Rats received Pavlovian conditioning in which food was signalled by a visual stimulus, A+, an auditory stimulus, B+, and a compound composed of different visual and auditory stimuli, CD+. Test trials were then given with the compound AB. Experiments 1 and 2A revealed stronger responding during AB than during CD. In Experiment 2B, there was no evidence of a summation of responding during AB when A+ B+ training was conducted in the absence of CD+ trials. A further failure to observe abnormally strong responding during ABwas found in Experiment 3 for which the training trials with A+ B+ CD+ were accompanied by trials in which C and D were separately paired with food. The results are explained in terms of a configural theory of conditioning, which assumes that responding during a compound is determined by generalization from its components, as well as from other compounds to which it is similar.     

Similarity and Discrimination Learning

The role played by similarity in discrimination learning was examined in four experiments using compound stimuli. In Experiment 1, pigeons received training in which food was presented after stimulus A, compound AB, but not compound ABC—A+ BC+ ABCo. The A+ ABCo discrimination was acquired more readily than was the BC+ ABCo discrimination. In the remaining experiments, training was of the form, A+ B+ C+ AB+ AC+ BC+ ABCo. The discrimination between the single stimuli A+ B+ C+ and ABCo consistently developed more readily than between the pairs of stimuli AB+ AC+ BC+, and ABCo. The results are shown to be more consistent with a configural than with an elemental theory of conditioning.     

Analysis of an ambiguous-feature discrimination

An autoshaping experiment with pigeons and three appetitive Pavlovian conditioning experiments with rats investigated the course of an ambiguous-feature discrimination in which trials with stimuli A and BC were followed by food, and trials with B and AC were not. The discrimination between A and B was acquired more rapidly than the discrimination between BC and AC in all experiments. Furthermore, the acquisition of conditioned responding with A was faster than that with BC for the three rat experiments. The results of these experiments are discussed in terms of elemental and configural theories of associative learning.     

Analysis of an ambiguous-feature discrimination

An autoshaping experiment with pigeons and three appetitive Pavlovian conditioning experiments with rats investigated the course of an ambiguous-feature discrimination in which trials with stimuli A and BC were followed by food, and trials with B and AC were not. The discrimination between A and B was acquired more rapidly than the discrimination between BC and AC in all experiments. Furthermore, the acquisition of conditioned responding with A was faster than that with BC for the three rat experiments. The results of these experiments are discussed in terms of elemental and configural theories of associative learning.     

Visual dominance in inhibitory conditioning in the pigeon

In a conditioned inhibition paradigm (A+, B+, AX?_, pigeons received either of two keylight stimuli reliably followed by food (A+, B+). However, when one of these keylights was accompanied by another stimulus, food did not follow (AX?). For some groups, the putative inhibitor was a tone, whereas for others it was illumination of a red houselight. The birds pecked the A and B stimuli at a high rate. When X was red houselight, the birds pecked A at a much lower rate in the presence of X. When X was a tone, discrimination between A and AX was much poorer. Moreover, in a transfer test, red houselight inhibited responding to the other keylight, B, but tone did not. These results indicate that red houselight becomes a conditioned inhibitor more quickly than tone in appetitive situations, just as red houselight becomes a conditioned excitor more quickly in those situations. These results contradict the assertion that the latter outcome occurs because red houselight is a stronger appetitive excitor than tone at the start of the experiment (the “head start” hypothesis).     

The effects of using stimuli from three different dimensions on autoshaping with a complex negative patterning discrimination

In two experiments pigeons received a complex negative patterning discrimination, using autoshaping, in which food was made available after three stimuli if they were presented alone (A, B, C), or in pairs (AB, AC, BC), but not when they were all presented together (ABC). Subjects also received a positive patterning discrimination in which three additional stimuli were not followed by food when presented alone (D, E, F), or in pairs (DE, DF, EF), but they were followed by food when presented together (DEF). Stimuli A and D belonged to one dimension, B and E to a second dimension, and D and F to a third dimension. For both problems, the discrimination between the individual stimuli and the triple-element compounds developed more readily than that between the pairs of stimuli and the triple-element compound. The results are consistent with predictions that can be derived from a configural theory of conditioning.