Nonconscious goal pursuit in novel environments: the case of implicit learning

Is nonconscious goal pursuit useful in novel environments? The prevalent view of automaticity and control implies that an unconscious mode of goal pursuit can only reproduce formerly learned actions, and therefore that its usefulness in novel environments is very limited. Our results demonstrate that this conclusion is not always warranted, as nonconscious goal pursuit facilitated participants' learning of the structure of completely novel environments. Specifically, two experiments, using markedly different implicit-learning paradigms, demonstrated facilitation of implicit learning when the goal of achievement was primed. We propose that nonconscious goal pursuit can facilitate not only reproductive operations, but also productive ones, and that implicit learning is sensitive to the organism's nonconscious goals.     

Walking reduces the gap between encoding and sensorimotor alignment effects in spatial updating of described environments

Spatial updating allows people to keep track of the self-to-object relations during movement. Previous studies demonstrated that physical movement enhanced spatial updating in remote environments, but failed to find the same effect in described environments. However, these studies mainly considered rotation as a physical movement, without examining other types of movement, such as walking. We investigated how walking affects spatial updating within described environments. Using the judgement of relative directions task, we compared the effects of imagination of rotation, physical rotation, and walking on spatial updating. Spatial updating was evaluated in terms of accuracy and response times in different perspectives, and by calculating two indexes, namely the encoding and sensorimotor alignment effects. As regards response times, we found that in the imagination of rotation and physical rotation conditions the encoding alignment effect was higher than the sensorimotor alignment effect, while in the walking condition this gap disappeared. We interpreted these results in terms of an enhanced link between allocentric and sensorimotor representations, due to the information acquired through walking.     

Adult learners in a novel environment use prestige-biased social learning

Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.     

First‐perspective alignment effects in a computer‐simulated environment

In Experiment 1, participants explored two desktop, virtual environments (VEs), each comprising three city streets connected at right angles; for each participant one VE was open and one was enclosed. Following the first VE exploration, orientation estimates to remembered test locations were most accurate when participants imagined themselves aligned, rather than 90° misaligned or 180° or contra‐aligned, with the first part of the route. In the second VE, the effect was attenuated and the data pattern conformed to that anticipated from an orientation‐free memory. Experiment 2 followed the procedure of Experiment 1, but omitted the alignment tests after the first VE; following the second VE exploration, orientation estimates presented a similar pattern to those in first test of Experiment 1. These data are discussed in terms of cognitive load.     

The effects of different learning environments on students’ motivation for learning and their achievement

Background. Research in higher education on the effects of student‐centred versus lecture‐based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self‐determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. Aim. The purpose of the study is to investigate the effects of different learning environments on students’ motivation for learning and achievement, while taking into account the perceived need support. Sample. First‐year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case‐based assessment were administered. Method. A quasi‐experimental pre‐test/post‐test design was set up consisting of four learning environments: (1) lectures, (2) case‐based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Results. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture‐based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. Conclusions. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students’ motivation.     

Sensorimotor EEG operant conditioning: Experimental and clinical effects

Neurophysiological studies in cats have established a functional relationship between waking 12–15 Hz sensorimotor cortex rhythmic EEG activity (the sensorimotor rhythm or SMR) and a similar pattern during sleep, the sleep spindle. Both result from oscillatory thalamocortical discharge involving ventrobasal thalamus and sensorimotor cortex, and both are associated with a state of suppressed motor excitability. Enhancement of the SMR with operant conditioning methods in the cat clearly led to reduced seizure susceptibility. The experimental application of this approach to seizure control in epileptics has resulted in (A) evidence that EEG patterns can be manipulated significantly in man with operant conditioning, (B) suggestive observations concerning a potential component of pathology in epilepsy, and (C) strong preliminary evidence that SMR operant conditioning in epileptics is specifically therapeutic. Current research has focused upon the EEG during sleep in epileptics with primary motor symptomatology. This measure often reveals several hard signs of pathology. These include the presence of abnormal activity in the 4–7 Hz frequency band and the absence or disturbance of activity in the 11–15 Hz frequency band. Power spectral analysis is being utilized to quantify these sleep EEG components in five groups of epileptic patients, studied with different frequency patterns rewarded in an A-B-A design which provides for counterbalancing of order effects. Initial laboratory training is followed by 9–12 months of training at home with portable feedback equipment. Reward contingencies are reversed within each group at approximately three month intervals. Clinical EEG data, blood anticonvulsant measures and patient seizure logs supplement sleep EEG data obtained before training and after each phase of the design. Early results have again indicated specific therapeutic benefits following training of high frequency rhythmic central cortical activity.     

Supporting collaboration in virtual learning environments.

Early research argued that computer-mediated communication (CMC) had a number of advantages over existing communication media for supporting collaboration. However, a number of papers emerged that began to raise doubts about this positive view. These papers reported difficulties using CMC to support collaboration. Several systems are reported in this special issue that try to overcome these difficulties, either by changing the communication tools or by developing sound social spaces. These systems are important because the right tools and environment are essential; however, recent research suggests that we need to do more than this, because students do not know how to collaborate effectively and they need to develop these skills to use the tools productively. Other papers in this Special Issue suggest ways this might be achieved.     

Evolution of learning strategies in changing environments

Learning is an important aspect of cognition that is crucial for the success of many species, and has been a factor involved in the evolution of distinct patterns of life history that depend on the environments in question. The extent to which different degrees of social and individual learning emerge follows from various species-dependent factors, such as the fidelity of information transmission between individuals, and that has previously been modelled in agent-based simulations with meme-based representations of learned knowledge and behaviours. A limitation of that previous work is that it was based on fixed environments, and it is known that different learning strategies will emerge depending on the variability of the environment. This paper will address that limitation by extending the existing modelling framework to allow the simulation of life history evolution and the emergence of appropriate learning strategies in changing environments.     

Structural similarity and spatiotemporal noise effects on learning dynamic novel objects

The spatiotemporal pattern projected by a moving object is specific to that object, as it depends on both the shape and the dynamics of the object. Previous research has shown that observers learn to make use of this spatiotemporal signature to recognize dynamic faces and objects. In two experiments, we assessed the extent to which the structural similarity of the objects and the presence of spatiotemporal noise affect how these signatures are learned and subsequently used in recognition. Observers first learned to identify novel, structurally distinctive or structurally similar objects that rotated with a particular motion. At test, each learned object moved with its studied motion or with a non-studied motion. In the non-studied motion condition we manipulated either dynamic information alone (experiment 1) or both static and dynamic information (experiment 2). Across both experiments we found that changing the learned motion of an object impaired recognition performance when 3-D shape was similar or when the visual input was noisy during learning. These results are consistent with the hypothesis that observers use learned spatiotemporal signatures and that such information becomes progressively more important as shape information becomes less reliable.     

Students' conceptions of constructivist learning in different programme years and different learning environments

Background Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivist learning compared to students with less experience/ In addition, to what extent are conceptions of constructivist learning different in a conventional, lecture‐based curriculum compared to a constructivist, problem‐based learning curriculum/ Samples Three groups (i.e. first‐year, second‐year, and third‐year students) in two different curricula (i.e. conventional, lecture‐based and constructivist, problem‐based) were tested. Methods A cross‐sectional design was used. Students' conceptions of constructivist activities (i.e. knowledge construction, cooperative learning, self‐regulation, use of authentic problems, self‐perceived inability to learn, and motivation to learn) were measured by a questionnaire. Data were analyzed using a two‐way multivariate analysis of variance (MANOVA). Results A significant difference in questionnaire's scores between year 1 and year 2 (but not between year 2 and 3) was found with respect to conceptions about knowledge construction, self‐regulation, and the use of authentic problems, but not for cooperative learning and motivation to learn. For self‐perceived inability, an interaction effect was found. Furthermore, results showed significant differences between both curriculum groups on all dependent measures. Conclusions Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the learning environment can make a difference with respect to students' conceptions of constructivist learning activities.     

Individualized learning environments: Intra- and interpersonal consequences

This study examines the effects of individual goal structures on the intra- and interpersonal behavior of 120 fourth-grade children. Each group of four children was introduced to one of two individualized learning programs: (a) workbook materials color-coded according to level of difficulty (allowing implicit comparisons among children as to progress), and (b) materials not coded according to difficulty (discouraging comparisons). In both learning programs, children worked individually (at story writing) and were rewarded for the work. Results indicate that boys, but not girls, who were rewarded equally for doing good work in an individualized setting but who start and end at a lower step than other more frequently took away a toy from those peers with whom they compared themselves than did boys who were rewarded equally for good work and where there were no comparisons. Boys as a group, regardles of condition, gave more prize tickets to themselves than to others and gave more prize tickets to themselves than girls gave either to themselves or others. Both boys and girls appear to adopt the evaluations of their work given by the experimenter and appear to be influenced thereby in later prized-giving to themselves and to others.     

Individual differences in spatial learning from computer-simulated environments

A multivariate study examined relationships between the following factors: paper-and-pencil assessments of verbal and spatial ability, ability to form an accurate spatial representation of a large real-world environment, gender, computer attitudes and experience, proficiency with the navigational interface of a virtual environment (VE), and the ability to acquire and transfer spatial knowledge from a VE. Psychometrically assessed spatial ability and proficiency with the navigational interface were found to make substantial contributions to individual differences in the ability to acquire spatial information from a VE. Gender influenced many VE-related tasks, primarily through its relationship with interface proficiency and spatial ability. Measures of spatial knowledge of a VE maze were highly predictive of subsequent performance in a similar real-world maze, suggesting that VEs can be useful for training people about real-world spaces.     

Implicit motor learning and complex decision making in time-constrained environments

The cost-effectiveness of the implicit (procedural) knowledge that supports motor expertise enables surprisingly efficient performance when a decision and an action must occur in close temporal proximity. The authors argue that if novices learn the motor component of performance implicitly rather than explicitly, then they will also be efficient when they make a decision and execute an action in close temporal proximity. Participants (N = 35) learned a table tennis shot implicitly or explicitly. The authors assessed participants' motor performance and movement kinematics under conditions that required a concurrent low-complexity decision or a concurrent high-complexity decision about where to direct each shot. Performance was disrupted only for participants who learned explicitly when they made high-complexity decisions but not when they made low-complexity decisions. The authors conclude that implicit motor learning encourages cognitively efficient motor control more than does explicit motor learning, which allows performance to remain stable when time constraints call for a complex decision in tandem with a motor action.     

Sensorimotor expectations and the visual field

Sensorimotor expectations concern how visual experience covaries with bodily movement. Sensorimotor theorists argue from such expectations to the conclusion that the phenomenology of vision is constitutively embodied: objects within the visual field are experienced as 3-D because sensorimotor expectations partially constitute our experience of such objects. Critics argue that there are (at least) two ways to block the above inference: to explain how we visually experience objects as 3-D, one may appeal to such non-bodily factors as (1) expectations about movements of objects, not the perceiver, or to (2) the role of mental imagery in visual experience. But instead of using sensorimotor expectations to explain how objects are experienced within the visual field, we can instead use them to explain our experience of the visual field itself and, in particular, our experience of its limits; that is, our ever-present visual sense of there being more to see, beyond what’s currently within the visual field. Crucially, this inference from sensorimotor expectations to the constitutive embodiment of visual phenomenology is not threatened by the above two challenges. I thus present here a sensorimotor theory of the phenomenology of the visual field, that is, our experience of our visual fields as such.

     

Ordinality and novel sequence learning in jackdaws

A hallmark of higher cognition is the flexible use of information. This requires an abstract representation of the information. In sequence learning, ordinal position knowledge is seen as a more versatile representation when compared to chaining. Here, we assessed which of these mental representations is the most natural and most dominant in jackdaws. Two jackdaws (Corvus monedula) were trained on 14 separate three-item sequences (triplets), made up of abstract images. On each trial, the three items of one triplet were presented in fixed order. The images represented either the first, second or third ordinal position. Test stimuli consisted of the three images and a distractor image that was chosen randomly from the remaining sequences. We rewarded pecking in the correct order to the images belonging to the same sequence. The most common error the birds made was to peck at a distractor item from the same ordinal position. To look at how versatile the jackdaws' ordinal knowledge was, we replaced a familiar item with a novel item in some sequences. We then created novel sequences with these items, which the birds completed correctly. It appears, then, that jackdaws have a concept of ordinal position.