Mediated learning: A computational rendering of ketamine-induced symptoms.

This article explores the contribution of the double error dynamic asymptote computational associative learning model to understanding the role of mediated learning mechanisms in the generation of spurious associations, as those postulated to characterize schizophrenia. Three sets of simulations for mediated conditioning, mediated extinction, and a mediated enhancement of latent inhibition, a unique model prediction, are presented. For each set of simulations, a parameter that modulates the impact of associative memory retrieval and the dissipation of nonperceptual activated representations through the network was manipulated. The effect of this operation is analyzed and compared to ketamine-induced effects on associative memories and mediated learning. The model's potential to predict these effects and present a plausible error-correction associative mechanism is discussed in the context of animal models of schizophrenia. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A double error dynamic asymptote model of associative learning.

In this article a formal model of associative learning is presented that incorporates representational and computational mechanisms that, as a coherent corpus, empower it to make accurate predictions of a wide variety of phenomena that, so far, have eluded a unified account in learning theory. In particular, the Double Error Dynamic Asymptote (DDA) model introduces: (a) a fully connected network architecture in which stimuli are represented as temporally clustered elements that associate to each other, so that elements of one cluster engender activity on other clusters, which naturally implements neutral stimuli associations and mediated learning; (b) a predictor error term within the traditional error correction rule (the double error), which reduces the rate of learning for expected predictors; (c) a revaluation associability rate that operates on the assumption that the outcome predictiveness is tracked over time so that prolonged uncertainty is learned, reducing the levels of attention to initially surprising outcomes; and critically (d) a biologically plausible variable asymptote, which encapsulates the principle of Hebbian learning, leading to stronger associations for similar levels of cluster activity. The outputs of a set of simulations of the DDA model are presented along with empirical results from the literature. Finally, the predictive scope of the model is discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A Rescorla-Wagner drift-diffusion model of conditioning and timing.

Computational models of classical conditioning have made significant contributions to the theoretic understanding of associative learning, yet they still struggle when the temporal aspects of conditioning are taken into account. Interval timing models have contributed a rich variety of time representations and provided accurate predictions for the timing of responses, but they usually have little to say about associative learning. In this article we present a unified model of conditioning and timing that is based on the influential Rescorla-Wagner conditioning model and the more recently developed Timing Drift-Diffusion model. We test the model by simulating 10 experimental phenomena and show that it can provide an adequate account for 8, and a partial account for the other 2. We argue that the model can account for more phenomena in the chosen set than these other similar in scope models: CSC-TD, MS-TD, Learning to Time and Modular Theory. A comparison and analysis of the mechanisms in these models is provided, with a focus on the types of time representation and associative learning rule used.

Associative Learning Should Go Deep.

Conditioning, how animals learn to associate two or more events, is one of the most influential paradigms in learning theory. It is nevertheless unclear how current models of associative learning can accommodate complex phenomena without ad hoc representational assumptions. We propose to embrace deep neural networks to negotiate this problem.

Overshadowing by fixed- and variable-duration stimuli.

Two experiments investigated the effect of the temporal distribution form of a stimulus on its ability to produce an overshadowing effect. The overshadowing stimuli were either of the same duration on every trial, or of a variable duration drawn from an exponential distribution with the same mean duration as that of the fixed stimulus. Both experiments provided evidence that a variable-duration stimulus was less effective than a fixed-duration cue at overshadowing conditioning to a target conditioned stimulus (CS); moreover, this effect was independent of whether the overshadowed CS was fixed or variable. The findings presented here are consistent with the idea that the strength of the association between CS and unconditioned stimulus (US) is, in part, determined by the temporal distribution form of the CS. These results are discussed in terms of time-accumulation and trial-based theories of conditioning and timing.

SSCC TD: a serial and simultaneous configural-cue compound stimuli representation for temporal difference learning.

This paper presents a novel representational framework for the Temporal Difference (TD) model of learning, which allows the computation of configural stimuli--cumulative compounds of stimuli that generate perceptual emergents known as configural cues. This Simultaneous and Serial Configural-cue Compound Stimuli Temporal Difference model (SSCC TD) can model both simultaneous and serial stimulus compounds, as well as compounds including the experimental context. This modification significantly broadens the range of phenomena which the TD paradigm can explain, and allows it to predict phenomena which traditional TD solutions cannot, particularly effects that depend on compound stimuli functioning as a whole, such as pattern learning and serial structural discriminations, and context-related effects.

The effect of stimulus distribution form on the acquisition and rate of conditioned responding: implications for theory.

In four experiments rats were conditioned to an auditory conditioned stimulus (conditioned stimulus; CS) that was paired with food, and learning about the CS was compared across two conditions in which the mean duration of the CS was equated. In one, the CS was of a single, fixed duration on every trial, and in the other the CS duration was drawn from an exponential distribution, and hence changed from trial to trial. Higher rates of conditioned responding to the fixed than to the variable stimulus were observed, in both between- (Experiment 1) and within-subject designs (Experiments 2 and 3). Moreover, this difference was maintained when stimuli trained with fixed or variable durations were tested under identical conditions (i.e., with equal numbers of fixed and variable duration trials)-suggesting that the difference could not be attributed to performance effects (Experiment 3). In order to estimate the speed of acquisition of conditioned responding, the scaled cumulative distribution of a Weibull function was fitted to the trial-by-trial response rates for each rat. In the within-subject experiments specific differences in the pattern of acquisition to fixed and variable CS were shown; a somewhat different pattern was found when intertrial interval (ITI) was manipulated (Experiment 4). The implications of these findings for theories of conditioning and timing are discussed.

An extension of the Rescorla and Wagner Simulator for context conditioning.

This paper introduces R&W Simulator version 4, which extends previous work by incorporating context simulation within standard Pavlovian designs. This addition allows the assessment of: (1) context-stimulus competition, by treating contextual cues as ordinary background stimuli present throughout the whole experimental session; (2) summation, by computing compound stimuli with contextual cues as an integrating feature, with and without the addition of specific configural cues; and (3) contingency effects in causal learning. These new functionalities broaden the range of experimental designs that the simulator is able to replicate, such as some recovery from extinction phenomena (e.g., renewal effects). In addition, the new version permits specifying probe trials among standard trials and extracting their values.

A Java simulator of Rescorla and Wagner's prediction error model and configural cue extensions.

In this paper we present the "R&W Simulator" (version 3.0), a Java simulator of Rescorla and Wagner's prediction error model of learning. It is able to run whole experimental designs, and compute and display the associative values of elemental and compound stimuli simultaneously, as well as use extra configural cues in generating compound values; it also permits change of the US parameters across phases. The simulator produces both numerical and graphical outputs, and includes a functionality to export the results to a data processor spreadsheet. It is user-friendly, and built with a graphical interface designed to allow neuroscience researchers to input the data in their own "language". It is a cross-platform simulator, so it does not require any special equipment, operative system or support program, and does not need installation. The "R&W Simulator" (version 3.0) is available free.

Making the illusory correlation effect appear and then disappear: the effects of increased learning.

The acquisition of a negative evaluation of a fictitious minority social group in spite of the absence of any objective correlation between group membership and negative behaviours was described by Hamilton and Gifford (1976) as an instance of an illusory correlation. We studied the acquisition and attenuation through time of this correlation learning effect. In two experiments we asked for participants' judgements of two fictitious groups using an online version of a group membership belief paradigm. We tested how judgements of the two groups changed as a function of the amount of training they received. Results suggest that the perception of the illusory correlation effect is initially absent, emerges with intermediate amounts of absolute experience, but diminishes and is eliminated with increased experience. This illusory correlation effect can be considered to reflect incomplete learning rather than a bias due to information loss in judgements or distinctiveness.

Perceptual learning in an appetitive Pavlovian procedure: analysis of the effectiveness of the common element.

Non-reinforced preexposure to two stimuli often enhances discrimination between them. Analyses of this perceptual learning phenomenon have mainly focused on the role played by the distinctive stimulus features; this study examined the contribution of the non-distinctive common elements. A standard appetitive Pavlovian procedure was used. Rats received two different schedules of exposure--alternated or blocked--to two compound auditory stimuli, AX and BX. In Experiment 1 a generalization test to BX that followed conditioning to AX showed that animals responded less, and hence discriminated better, following alternated exposure, thus extending the generality of this perceptual learning effect to standard appetitive Pavlovian procedures. The degree to which the common element X was mediating this effect was explored in the next three experiments. Experiment 2 assessed the effectiveness of X following conditioning to AX. Experiment 3 explored X's effectiveness throughout extensive conditioning to X. Experiment 4 tested the ability of X to overshadow a novel stimulus Y. The results were consistent with the suggestion that alternated preexposure can reduce the relative effectiveness of the common element.

Rule learning by rats.

Using rules extracted from experience to solve problems in novel situations involves cognitions such as analogical reasoning and language learning and is considered a keystone of humans' unique abilities. Nonprimates, it has been argued, lack such rule transfer. We report that Rattus norvegicus can learn simple rules and apply them to new situations. Rats learned that sequences of stimuli consistent with a rule (such as XYX) were different from other sequences (such as XXY or YXX). When novel stimuli were used to construct sequences that did or did not obey the previously learned rule, rats transferred their learning. Therefore, rats, like humans, can transfer structural knowledge from sequential experiences.

Serial order of conditional stimuli as a discriminative cue for Pavlovian conditioning.

The serial order in which events occur can be a signal for different outcomes and therefore might be a determinant of how an animal should respond. In this report, we propose a novel design for studying serial order learning in Pavlovian conditioning. In both Experiments 1a and 1b, hungry rats were trained with successively presented pairs of auditory and visual stimuli (e.g., A --> B) using four different stimuli (A-D). Four orders were paired with food (A --> B, B --> C, C --> D, D --> A) while the reversals were extinguished (B --> A, C --> B, D --> C, A --> D). An analysis of responding from the second element of each pair showed that the rats discriminated trial types that preceded food from those that did not. A replication of the effect using a completely counterbalanced design is described in Experiment 1b. These results suggest that rats can use the serial or temporal order of two sequentially presented non-overlapping elements as the basis for discrimination. Two associative accounts are suggested as possible mechanisms for solving the discrimination.

Negative priming and occasion setting in an appetitive Pavlovian procedure.

Rats received training in which two auditory target stimuli, X and Y, were signaled by two visual stimuli, A and B, and followed by food (i.e., A-->X+, B-->Y+). The test consisted of presentations of X and Y preceded either by the same signal as during training (same trials: A-->X, B-->Y) or by the alternative signal (different trials: A-->Y, B-->X). After 8 training sessions, the animals responded less on same trials than on different trials; this effect was significantly reduced after 24 training sessions. In two additional experiments, animals that had also experienced presentations of A and B alone, either before or during training, showed the opposite pattern of results, responding more on same trials than on different trials. These results are interpreted as being due to the interaction between the effects of occasion setting and negative priming (see Wagner, 1981).

Analysis of the perceptual learning effect in flavour aversion learning: evidence for stimulus differentiation.

Rats received exposure to two compound flavours, AX and BX, where A and B were sucrose and saline and X was acid. For group intermixed (1), exposure consisted of alternating trials with AX and BX; group blocked (B) received a block of AX trials and a separate block of BX trials. Experiment 1 showed that generalization to BX after conditioning with AX was less profound in group 1 than in group B. Separate examination of the elements of the compound showed that the source of this difference lay in the strength acquired by the X element. X acquired less strength in group 1 than in group B (Experiments 1 and 2), whereas for the A element (Experiments 3 and 4) the reverse pattern was obtained. These results support the proposal that the perceptual learning effect (restricted generalization from AX to BX in group 1) depends on a process that enhances the effectiveness of unique stimulus elements (A and B) and reduces that of common elements (such as X).