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Dissertations / Theses on the topic 'Associative learning in spiders'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Shannon, Hailey C. "Learning and foraging in the wolf spider Pardosa milvina (Araneae: Lycosidae)." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1595945122268994.

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2

Bosshard, Tiffany Claire. "Cognition in black-handed spider monkeys (Ateles geoffroyi): A battery of behavioral tests." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-171412.

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Cognition allows animals to acquire, process, and store sensory information from the environment and use it to adapt to their surroundings. A battery of behavioral tests was used to assess the cognitive abilities of black-handed spider monkeys (Ateles geoffroyi). Black and white cups were used to assess (1) object permanence by showing the animals under which cup the reward was placed, (2) associative learning by concealing where the reward was placed, and (3) long-term memory by repeating the second task after a 4-month break; petri dishes with varying amounts of food were used to assess (4)

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3

Ray, Elizabeth Deborah. "Social and associative learning." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266406.

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4

Vaughn, Kalif Elijah. "CRITERION LEARNING AND ASSOCIATIVE MEMORY GAINS: EVIDENCE AGAINST ASSOCIATIVE SYMMETRY." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342117558.

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5

Press, C. M. "Automatic imitation and associative learning." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1446047/.

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Human body movements are especially effective in eliciting imitative responses. This thesis aims to establish why this is the case, and fundamentally, what this suggests about the mechanisms mediating imitation. Chapter 1 outlines theories which can account for this imitative bias, and highlights issues upon which these theories can be distinguished. Chapter 2 establishes whether the finding that responses are executed faster in response to stimuli of the same action type reflects an automatic tendency to imitate observed actions. On the basis of evidence to support this hypothesis, Chapters 3

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6

Millington, Peter J. (Peter John). "Associative reinforcement learning for optimal control." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13830.

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7

Jones, Alexander. "Spiking Neuromorphic Architecture for Associative Learning." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613685923717444.

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8

Kan, Wing Kay. "A probabilistic neural network for associative learning." Thesis, Imperial College London, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283809.

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9

Grand, Christopher S. "Perceptual and functional categorisation in associative learning." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/54587/.

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This thesis investigated the theoretical processes that underlie perceptual and functional categorisation: perceptual categorisation refers to the process of forming an integrated representation of a pattern of stimulation and functional categorisation refers to the process of integrating otherwise equivalent patterns of stimulation according to their uses or consequences. Investigation of perceptual categorisation in people and of functional categorisation in rats provided results that place important constraints on the nature of the involvement of elemental and configural processes.

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10

Du, Wenchong. "Associative implicit learning in adult dyslexic readers." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20828.

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This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies

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11

Sobol, Sky Harris. "ASSOCIATIVE LEARNING IN ANTS: ODOR LEARNING VS. COLOR LEARNING IN NOVOMESSOR COCKERELLI." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613629.

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Associative learning is a form of learning where an animal learns to associate a stimulus with a behavioral response. Associative learning has been generated in the laboratory for many species, including insects, by using classical conditioning. Previous experiments show that ants can learn to associate odors and colors with a sugar reward. When ants are trained to associate a stimulus with a sugar reward, they exhibit the proboscis extension response (PER) to the stimulus alone, but it was unknown whether ants are better at color association or odor association. In order to test this, two sep

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12

Jersakova, Radka. "Metacognitive awareness of associative learning : what underlies delayed judgments-of-learning?" Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/16590/.

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Cognitive processes, such as memory, are accompanied by metacognitive states of awareness that allow for evaluation of their function. Across seven experiments we employed the delayed judgment-of-learning (JOL) paradigm with healthy young adults to examine metacognitive monitoring of learning. After studying cue-target word-pairs, participants were presented with the studied cues and predicted their ability to retrieve the target on a subsequent memory test. The key question of interest was the nature of the underlying processes guiding such judgments with a focus on how they relate to memory.

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13

Stephens, Robert. "Associative and operant learning in unilateral visual neglect." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485991.

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Visual neglect of stimuli on the left side of space typically occurs following damage to the right parietal lobe following cardiovascular accident or 'stroke' and is generally understood to arise from an attentional bias towards one side ofspace. It is proposed that the more automatic mechanisms of normal visual attention, those responsive to reward/threat are typically spared in this syndrome and may be utilised to modulate visual search behaviour. By applying a behavioural shaping procedure to a visual search task, it was found that the search behaviour of two out ofthree participants with c

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14

Aly, Mahmoud Mayada. "Role of prefrontal cortex dopamine in associative learning." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0185.

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La dopamine du cortex préfrontal (PFC) est impliquée dans l’apprentissage et dans la prise de décision liée à l’effort. Comme l’apprentissage ne peut se faire sans effort, il n’est pas clair aujourd’hui si la dopamine est nécessaire pour l’apprentissage, ou pour l’engagement de l’effort pour apprendre. Dans ce travail, les rats apprenaient à pousser un levier pour obtenir de la nourriture, soit avec (apprentissage par observation, LeO) ou sans (essai-et-erreur, TE) observation préalable d’un congénère exécutant la tâche. TE et la phase d’exécution de LeO nécessitent l’effort physique (overt le

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15

Walford, Edward. "Changes to associative learning processes in later life." Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/14302.

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The present research sought to describe and explain age related changes to associative learning processes. Eleven experiments were conducted using a human conditional learning paradigm. Background data on health, lifestyle, and cognitive ability were collected and used as predictor variables in multiple regression analyses. Experiments 1 to 8 were formative, and found that older participants showed an overall age related decline in learning ability exacerbated by the number of stimuli and outcomes used, and the concurrent presentation of different problem types. Configural models of learning (

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16

Morse, Anthony Frederick. "Cortical cognition : associative learning in the real world." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429735.

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17

Freidin, Esteban. "Rationality, foraging, and associative learning : an integraltive approach." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:76c2b5f0-aa69-4cb7-9bfb-21b14dd510d2.

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One basic requisite for rationality is that choices are consistent across situations. Animals commonly violate rationality premises as evidenced, for example, by context-dependent choices, and such apparent irrationalities stand as paradoxes that instigate re-examination of some assumptions in behaviour ecological modelling. The goal of the present thesis was to study the psychological mechanisms underlying apparent irrationalities in order to assess the functional implications of general processes of valuation and choice. A common thread through the different studies is the hypothesis that mo

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18

Parkinson, John Anthony. "Limbic cortico-striatal circuitry underlying Pavlovian associative learning." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625012.

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19

Leonard, Sarah. "Mediated learning in the rat : implications for perceptual learning." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265556.

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20

Ward-Robinson, Jasper. "An associative account of acquired equivalence." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319455.

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21

Thum, Andreas Stephan. "Sugar reward learning in Drosophila neuronal circuits in Drosophila associative olfactory learning /." Doctoral thesis, [S.l.] : [s.n.], 2006. http://deposit.ddb.de/cgi-bin/dokserv?idn=980586771.

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22

Dickerhoof, Alison M. "Associative Learning versus Rule-Learning: A Computer Model of Pattern Phrasing Effects." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335706258.

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23

Murrell, James Arthur. "A statistical fuzzy associative learning approach to intelligent control." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/32785.

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24

Cevora, Jiri. "The role of prediction error in probabilistic associative learning." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278871.

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This thesis focuses on probabilistic associative learning. One of the classic effects in this field is the stimulus associability effect for which I derive a statistically optimal inference model and a corresponding approximation that addresses a number of problems with the original account of Mackintosh. My proposed account of associability - a variable learning rate depending on a relative informativeness of stimuli - also accounts of the classic blocking effect \cite{kamin1969predictability} without the need for Prediction Error [PE] computation. Given that blocking was the main impetus for

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25

Clifton, Nicholas. "The role of schizophrenia susceptibility genes in associative learning." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/97209/.

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Schizophrenia is highly heritable, indicating that a large proportion of one’s susceptibility to developing the disorder is attributable to genetics. Recent large-scale genomic studies have revealed that genetic variants in patients with schizophrenia affect genes involved in synaptic plasticity processes, which are required for learning and memory, including genes encoding protein complexes associated with the NMDA receptor and the postsynaptic density. Further evidence suggests that associative learning may be particularly affected, although it is unclear which components of this cognitive p

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26

Orosz, Ariane Tünde. "Associative learning and its dopaminergic modulation in neuropsychiatric disorders /." Zürich : ETH, 2009. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=18450.

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27

Armstrong, Paul. "Associative learning in a mouse model of Alzheimer's disease." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41014/.

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Alzheimer’s disease (AD) is a progressive neurodegenerative disease defined by severe memory loss and the accumulation of amyloid plaques and neurofibrillary tangles in the brain. The experiments presented in this thesis examined cognitive performance in a well-‐characterised mouse model of AD, the APPswe/PS1dE9 (TG) mouse, at 4-‐5 months old prior to extensive amyloid plaque deposition. The experiments employed were associative learning tasks, which are not often used to measure cognitive performance in classical neuroscience research into neurodegenerative disease. Chapter 1 looked at appe

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28

Do, Carmo Blanco Noelia. "Attention and associative learning : from neural correlates to psychophysics." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30017.

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L’apprentissage des relations entre événements dans notre environnement nous permetd’anticiper des futures cibles et guide notre comportement. Une partie de cet apprentissage alieu sans intention, i.e. implicitement. Notre capacité limitée de traitement, qui contraste avec larichesse de notre environnement, impose la sélection d’une partie des informations sensorielles.Quels stimuli sont donc sélectionnés quand on apprend des associations ? Dans quelle mesurel’apprentissage sollicite des ressources attentionnelles ? Cette thèse porte sur les interactionsentre l’attention et l’apprentissage ass

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29

Zhu, Shaojuan. "Associative memory as a Bayesian building block /." Full text open access at:, 2008. http://content.ohsu.edu/u?/etd,655.

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30

Forrest, Charlotte Louise. "An associative approach to task switching." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3730.

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This thesis explores the behaviour of participants taking an associative approach to a task-cueing paradigm. Task-cueing is usually intended to explore controlled processing of task-sets. But small stimulus sets plausibly afford associative learning via simple and conditional discriminations. In six experiments participants were presented with typical task-cueing trials: a cue (coloured shape) followed by a digit (or in Experiment 5 a symbol) requiring one of two responses. In the standard Tasks condition (Monsell Experiment and Experiments 1-3), the participant was instructed to perform eithe

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31

Ortz, Courtney. "Aging and Associative and Inductive Reasoning Processes in Discrimination Learning." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/266.

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The purpose of this study was to investigate how associative and inductive reasoning processes develop over trials in feature positive (FP) and feature negative (FN) discrimination learning. Younger and older adults completed initial and transfer tasks with either consistent or inconsistent transfer. Participants articulated a rule on every trial. The measure of discrimination learning was the number of trials it took participants to articulate the exact rule. In the initial task, older adults articulated the rule more slowly than younger adults in FP discrimination and took marginally more tr

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32

Groves, Candice B. T. "Associative and Error-Driven Learning in Younger and Older Adults." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1110.

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Previous research has consistently shown associative deficits in older adults learning and memory (Chalfonte & Johnson 1996; Naveh-Benjamin, 2000; Naveh-Benjamin, Hussain, & Bar-On 2003) that are related to decreases in hippocampal function (Driscoll et al., 2003; Mitchell, Johnson, Raye, & D’Esposito, 2000). However, older adults learn certain simple predictive relationships between events (Mutter & Williams, 2004) that involve basal ganglia dependent error-driven learning. The goal of the current study was to determine whether error-driven learning could reduce the age-related associative de

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33

Keysermann, Matthias Ulrich. "An incremental clustering and associative learning architecture for intelligent robotics." Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/2961.

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The ability to learn from the environment and memorise the acquired knowledge is essential for robots to become autonomous and versatile artificial companions. This thesis proposes a novel learning and memory architecture for robots, which performs associative learning and recall of sensory and actuator patterns. The approach avoids the inclusion of task-specific expert knowledge and can deal with any kind of multi-dimensional real-valued data, apart from being tolerant to noise and supporting incremental learning. The proposed architecture integrates two machine learning methods: a topology l

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34

Morrison, Glenn Everett. "The behavioural genetics of olfactory associative learning in Caenorhabditis elegans." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0016/NQ53654.pdf.

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35

Markarian, Audrey E. "The effect of associative learning on antlion feeding and behavior /." Connect to online version, 2007. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2007/211.pdf.

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36

Hale, Christopher R. "Effects of background knowledge on associative learning in causal domains." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/30252.

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37

Money, Sharon L. "Intentional and Incidental Associative-learning and the Emotional Stroop Test." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527583.

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38

den, Ouden H. E. M. "Prediction error dependent changes in brain connectivity during associative learning." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18760/.

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One of the fundaments of associative learning theories is that surprising events drive learning by signalling the need to update one’s beliefs. It has long been suggested that plasticity of connection strengths between neurons underlies the learning of predictive associations: Neural units encoding associated entities change their connectivity to encode the learned associative strength. Surprisingly, previous imaging studies have focused on correlations between regional brain activity and variables of learning models, but neglected how these variables changes in interregional connectivity. Dyn

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39

Yeates, Fayme. "Incidental sequence learning in humans : predictions of an associative account." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15725.

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This thesis aims to investigate how well associative learning can account for human sequence learning under incidental conditions. It seems that we can learn complex sequential information about events in our environment, for example language or music, incidentally, without being aware of it. Awareness is, however, a complex issue with arguments for (Dienes, 2012) and against (Shanks, 2005) the existence of implicit learning processes. A dual process account proposes that there exist two different learning systems, one based on conscious, controlled reasoning and rules, and the other based on

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40

Bowditch, William Antony. "Response inhibition and associative learning : training stimulus specific response inhibition." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24923.

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Response inhibition, which refers to the ability to cancel an already initiated motor response, is often considered to be a hallmark of Executive Control. The popular view conceptualises these control processes as deliberate and top-down. How- ever, what if you have cancelled the same response (say stopping at a pedestrian crossing) to a given stimulus (in this example the red do not cross pictogram) many times before? Does the resulting action cancellation remain an exclusively top down act of control, or does it become bottom-up with practise. Research suggests that repeatedly pairing a stim

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41

Vaughn, Kalif. "CRITERION LEARNING AND ASSOCIATIVE ASYMMETRY: INVESTIGATING THE ROLE OF MEDIATORS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1396614510.

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42

Qi, Cheng. "The Roles of DD2R in Drosophila Larval Olfactory Associative Learning." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573652278701753.

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43

Pitteri, Elisa. "Relevance of visual information for the associative learning in dogs." Doctoral thesis, Università degli studi di Padova, 2015. http://hdl.handle.net/11577/3423891.

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Despite some experiments have been carried out to investigate dog’s visual cognitive abilities and to study the mechanisms underlying how they promptly modify their behaviour while interacting with humans, it is still not clear to which features of the stimuli they mainly attend when solving a task. In addition to physical proprieties, there are different factors that modulate the saliency of a visual stimulus in dogs, such as the previous experience and training received. To investigate whether during the associative learning some aspects of visual information have different salience during

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44

Buehner, Marc. "Delay and knowledge mediation in human causal reasoning." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3418/.

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Contemporary theories of causal induction have focussed largely on the question of how evidence in the form of covariations between causes and effects is used to compute measures of causal strength. A very important precursor enabling such computations is that the reasoner notices that a cause and effect have co-occurred. Standard laboratory experiments have usually bypassed this problem by presenting participants directly with covariational information. As a result, relatively little is known about how humans identify causal relations in real time. What evidence exists, however, paints a rath

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45

Field, Andy. "Re-evaluating evaluative conditioning." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388648.

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46

Kwon, Hyung-Wook. "Learning and memory in the American cockroach, Periplaneta americana: New behavioral paradigms for associative learning." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280108.

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Although there is much information about insect associative learning, less is known about the underlying neural mechanisms. This is partly due to the lack of behavioral paradigms providing a suitable model for studying learning mechanisms at the level of individual neurons. This thesis describes the background to, and the demonstration of, two associative learning paradigms: visual associative learning and spatial learning. Both have been developed on the restrained cockroach so that later these methods can be employed in conjunction with electrophysiology. By projecting their antennae intermi

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47

Purdy, Trevor. "A Dynamic Vocabulary Speech Recognizer Using Real-Time, Associative-Based Learning." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/942.

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Conventional speech recognizers employ a training phase during which many of their parameters are configured - including vocabulary selection, feature selection, and decision mechanism tailoring to these selections. After this stage during normal operation, these traditional recognizers do not significantly alter any of these parameters. Conversely this work draws heavily on high level human thought patterns and speech perception to outline a set of precepts to eliminate this training phase and instead opt to perform all its tasks during the normal operation. A feature space model is dis

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Cantor, Anna. "Amphetamine sensitization disrupts certain aspects of associative learning about natural rewards." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27911.

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Repeated exposure to psychostimulant drugs induces numerous behavioral, and neuronal changes, which in animals is thought to model certain neural adaptations that may contribute to drug addiction. Chronic AMPH has repeatedly been shown to alter the acquisition and expression of associations between a conditioned stimulus (CS) and natural rewards. Although repeated psychostimulant exposure can interfere with associative learning about natural food rewards, the manner in which these treatments affect acquisition and expression of these associations remains unclear. The current study investigated

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Baetu, Irina. "Associative and inferential accounts of extinction and blocking in causal learning." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86641.

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The experiments reported here investigated the cognitive processes involved in causal reasoning. Participants were required to learn the causal relationships between various cues and an outcome by observing several trials informing them of their presence or absence. From this information they had to deduce whether each cue caused the outcome or prevented it from occurring. The contingency between cues and outcomes was either positive (the outcome was more likely in the presence of the cue), negative (the outcome was less likely in the presence of the cue), or zero. Two types of theory were tes

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50

Horne, Murray R. "Associative analysis of spatial learning in environments with a distinctive shape." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/55831/.

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The aim of this thesis was to evaluate the proposal by Miller and Shettleworth (2007) that learning about geometric cues in environments with a distinctive shape is governed by a competitive learning rule (e.g., Rescorla & Wagner, 1972). To do this, in all experiments, rats were trained to locate a hidden platform by reference to the shape of a swimming pool. Chapter 2 (Experiments 1 -4) assessed whether a landmark suspended above the platform would overshadow learning about geometric cues. No overshadowing was recorded, even when the salience of the geometric cues was reduced. These findings

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