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Journal articles on the topic 'Learning reversal'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Shohamy, Daphna, Catherine E. Myers, Ramona O. Hopkins, Jake Sage, and Mark A. Gluck. "Distinct Hippocampal and Basal Ganglia Contributions to Probabilistic Learning and Reversal." Journal of Cognitive Neuroscience 21, no. 9 (2009): 1820–32. http://dx.doi.org/10.1162/jocn.2009.21138.

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The hippocampus and the basal ganglia are thought to play fundamental and distinct roles in learning and memory, supporting two dissociable memory systems. Interestingly, however, the hippocampus and the basal ganglia have each, separately, been implicated as necessary for reversal learning—the ability to adaptively change a response when previously learned stimulus–outcome contingencies are reversed. Here, we compared the contribution of the hippocampus and the basal ganglia to distinct aspects of learning and reversal. Amnesic subjects with selective hippocampal damage, Parkinson subjects wi

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2

Nashiro, Kaoru, Michiko Sakaki, Lin Nga, and Mara Mather. "Differential Brain Activity during Emotional versus Nonemotional Reversal Learning." Journal of Cognitive Neuroscience 24, no. 8 (2012): 1794–805. http://dx.doi.org/10.1162/jocn_a_00245.

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The ability to change an established stimulus–behavior association based on feedback is critical for adaptive social behaviors. This ability has been examined in reversal learning tasks, where participants first learn a stimulus–response association (e.g., select a particular object to get a reward) and then need to alter their response when reinforcement contingencies change. Although substantial evidence demonstrates that the OFC is a critical region for reversal learning, previous studies have not distinguished reversal learning for emotional associations from neutral associations. The curr

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3

Feldon, J., E. Ben-Horin, M. Zilca, and I. Weiner. "Amphetamine and reversal learning." Behavioural Brain Research 20, no. 1 (1986): 93–94. http://dx.doi.org/10.1016/0166-4328(86)90140-3.

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4

Hussain, Z., P. Bennett, and A. Sekuler. "Contrast-reversal abolishes perceptual learning." Journal of Vision 8, no. 6 (2010): 1135. http://dx.doi.org/10.1167/8.6.1135.

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5

Hussain, Z., A. B. Sekuler, and P. J. Bennett. "Contrast-reversal abolishes perceptual learning." Journal of Vision 9, no. 4 (2009): 20. http://dx.doi.org/10.1167/9.4.20.

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6

Mancini, Nino, Sia Hranova, Julia Weber, et al. "Reversal learning in Drosophila larvae." Learning & Memory 26, no. 11 (2019): 424–35. http://dx.doi.org/10.1101/lm.049510.119.

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7

van der Molen, Popko. "Reversal theory, learning and psychotherapy." British Journal of Guidance and Counselling 14, no. 2 (1986): 125–39. http://dx.doi.org/10.1080/03069888600760141.

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8

van der Molen, Popko P. "Reversal Theory, Learning and Psychotherapy." British Journal of Guidance & Counselling 14, no. 2 (1986): 125–39. http://dx.doi.org/10.1080/03069888608253504.

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9

Stephens, D. N., R. Weidmann, D. Quartermain, and M. Sarter. "Reversal learning in senescent rats." Behavioural Brain Research 17, no. 3 (1985): 193–202. http://dx.doi.org/10.1016/0166-4328(85)90043-9.

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10

Sanderson, Claire, and Paul D. Loprinzi. "Acute Exercise on Reversal Learning." OBM Neurobiology 3, no. 4 (2019): 1. http://dx.doi.org/10.21926/obm.neurobiol.1904043.

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11

Lucon-Xiccato, Tyrone, and Angelo Bisazza. "Discrimination reversal learning reveals greater female behavioural flexibility in guppies." Biology Letters 10, no. 6 (2014): 20140206. http://dx.doi.org/10.1098/rsbl.2014.0206.

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Behavioural flexibility allows an animal to adapt its behaviour in response to changes in the environment. Research conducted in primates, rodents and domestic fowl suggests greater behavioural persistence and reduced behavioural flexibility in males. We investigated sex differences in behavioural flexibility in fish by comparing male and female guppies ( Poecilia reticulata ) in a reversal learning task. Fish were first trained on a colour discrimination, which was learned equally rapidly by males and females. However, once the reward contingency was reversed, females were better at inhibitin

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12

McCarthy, Deirdre M., Genevieve A. Bell, Elisa N. Cannon, et al. "Reversal Learning Deficits Associated with Increased Frontal Cortical Brain-Derived Neurotrophic Factor Tyrosine Kinase B Signaling in a Prenatal Cocaine Exposure Mouse Model." Developmental Neuroscience 38, no. 5 (2016): 354–64. http://dx.doi.org/10.1159/000452739.

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Prenatal cocaine exposure remains a major public health concern because of its adverse impact on cognitive function in children and adults. We report that prenatal cocaine exposure produces significant deficits in reversal learning, a key component of cognitive flexibility, in a mouse model. We used an olfactory reversal learning paradigm and found that the prenatally cocaine-exposed mice showed a marked failure to learn the reversed paradigm. Because brain-derived neurotrophic factor (BDNF) is a key regulator of cognitive functions, and because prenatal cocaine exposure increases the expressi

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13

Schoenbaum, Geoffrey, Barry Setlow, Michael P. Saddoris, and Michela Gallagher. "Encoding Changes in Orbitofrontal Cortex in Reversal-Impaired Aged Rats." Journal of Neurophysiology 95, no. 3 (2006): 1509–17. http://dx.doi.org/10.1152/jn.01052.2005.

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Previous work in rats and primates has shown that normal aging can be associated with a decline in cognitive flexibility mediated by prefrontal circuits. For example, aged rats are impaired in rapid reversal learning, which in young rats depends critically on the orbitofrontal cortex. To assess whether aging-related reversal impairments reflect orbitofrontal dysfunction, we identified aged rats with reversal learning deficits and then recorded single units as these rats, along with unimpaired aged cohorts and young control rats, learned and reversed a series of odor discrimination problems. We

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14

Pérez Claudio, Eddie, Yoselyn Rodriguez-Cruz, Okan Can Arslan, et al. "Appetitive reversal learning differences of two honey bee subspecies with different foraging behaviors." PeerJ 6 (November 21, 2018): e5918. http://dx.doi.org/10.7717/peerj.5918.

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We aimed to examine mechanistically the observed foraging differences across two honey bee, Apis mellifera, subspecies using the proboscis extension response assay. Specifically, we compared differences in appetitive reversal learning ability between honey bee subspecies: Apis mellifera caucasica (Pollman), and Apis mellifera syriaca (Skorikov) in a “common garden” apiary. It was hypothesized that specific learning differences could explain previously observed foraging behavior differences of these subspecies: A.m. caucasica switches between different flower color morphs in response to reward

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15

Chittka, Biozentrum. "Sensorimotor learning in bumblebees: long-term retention and reversal training." Journal of Experimental Biology 201, no. 4 (1998): 515–24. http://dx.doi.org/10.1242/jeb.201.4.515.

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Bumblebees were trained in biologically realistic sensorimotor tasks to test how learnt information from more than a single task is organised in memory. Bees (Bombus impatiens and Bombus occidentalis) learned to collect sucrose solution from the arms of small T-mazes. The reward was offered in the right arm of a maze when the entrance was marked blue, and in the left arm when the entrance was yellow. Bees were trained on either one or both of these tasks until after they had reached saturation in terms of speed and accuracy. One group of bees (Bombus impatiens was evaluated for long-term reten

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16

Üngör, Metin, and Harald Lachnit. "Contextual control in discrimination reversal learning." Journal of Experimental Psychology: Animal Behavior Processes 32, no. 4 (2006): 441–53. http://dx.doi.org/10.1037/0097-7403.32.4.441.

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17

Bergstrom, Hadley C., Abby G. Lieberman, Carolyn Graybeal, Anna M. Lipkin, and Andrew Holmes. "Dorsolateral striatum engagement during reversal learning." Learning & Memory 27, no. 10 (2020): 418–22. http://dx.doi.org/10.1101/lm.051714.120.

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18

Komischke, B. "Successive Olfactory Reversal Learning in Honeybees." Learning & Memory 9, no. 3 (2002): 122–29. http://dx.doi.org/10.1101/lm.44602.

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19

Paret, Christian, and Florian Bublatzky. "Threat rapidly disrupts reward reversal learning." Behaviour Research and Therapy 131 (August 2020): 103636. http://dx.doi.org/10.1016/j.brat.2020.103636.

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20

Whitmer, Anson J., and Marie T. Banich. "Repetitive Thought and Reversal Learning Deficits." Cognitive Therapy and Research 36, no. 6 (2011): 714–21. http://dx.doi.org/10.1007/s10608-011-9409-4.

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21

Levy-Gigi, Einat, Oguz Kelemen, Mark A. Gluck, and Szabolcs Kéri. "Impaired context reversal learning, but not cue reversal learning, in patients with amnestic mild cognitive impairment." Neuropsychologia 49, no. 12 (2011): 3320–26. http://dx.doi.org/10.1016/j.neuropsychologia.2011.08.005.

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22

Rolls, E. T., H. D. Critchley, R. Mason, and E. A. Wakeman. "Orbitofrontal cortex neurons: role in olfactory and visual association learning." Journal of Neurophysiology 75, no. 5 (1996): 1970–81. http://dx.doi.org/10.1152/jn.1996.75.5.1970.

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1. The orbitofrontal cortex is implicated in the rapid learning of new associations between visual stimuli and primary reinforcers such as taste. It is also the site of convergence of information from olfactory, gustatory, and visual modalities. To investigate the neuronal mechanisms underlying the formation of odor-taste associations, we made recordings from olfactory neurons in the orbitofrontal cortex during the performance of an olfactory discrimination task and its reversal in macaques. 2. It was found that 68% of odor-responsive neurons modified their responses after the changes in the t

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23

Dickstein, D. P., E. C. Finger, M. A. Brotman, et al. "Impaired probabilistic reversal learning in youths with mood and anxiety disorders." Psychological Medicine 40, no. 7 (2009): 1089–100. http://dx.doi.org/10.1017/s0033291709991462.

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BackgroundFrom an affective neuroscience perspective, our understanding of psychiatric illness may be advanced by neuropsychological test paradigms probing emotional processes. Reversal learning is one such process, whereby subjects must first acquire stimulus/reward and stimulus/punishment associations through trial and error and then reverse them. We sought to determine the specificity of previously demonstrated reversal learning impairments in youths with bipolar disorder (BD) by now comparing BD youths to those with severe mood dysregulation (SMD), major depressive disorder (MDD), anxiety

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24

Bushnell, Philip J. "Styrene Impairs Serial Spatial Reversal Learning in Rats." Journal of the American College of Toxicology 13, no. 4 (1994): 279–300. http://dx.doi.org/10.3109/10915819409140600.

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To evaluate the effects of styrene exposure on learning, adult male Long-Evans rats learned repeated reversals of a spatial discrimination task. Styrene monomer (50% vol/vol in corn oil) was administered by gavage to groups of eight rats at 500 mg/kg/day, 5 days/week, for 8 weeks in Experiments (Exps) I and II (total dose = 20.0 g/kg) or for 1,3,5, or 8 weeks in Exp III (total dose = 2.5, 7.5, 12.5, or 20.0 g/kg). Control rats received corn oil vehicle for 8 weeks. Reversal training began 8 (Exp I), 10 (Exp II), or 32 (Exp III) weeks after termination of dosing. In Exp I, an instrumental (IN)

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25

Chaves, Lin M., William Hodos, and Onur Güntürkün. "Color-reversal learning: Effects after lesions of thalamic visual structures in pigeons." Visual Neuroscience 10, no. 6 (1993): 1099–107. http://dx.doi.org/10.1017/s0952523800010208.

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AbstractThe performance of pigeons on a color-reversal learning task was assessed after thalamic lesions disrupting the thalamofugal and tectofugal visual pathways. Successful performance of a simultaneous color discrimination was accomplished after surgery, and a series of reversals of the original discrimination followed during which the positive and negative consequences associated with the stimuli were interchanged. Shimizu and Hodos (1989) had reported that lesions of two laminae in the visual wulst (IHA and HD), both targets of the avian thalamofugal pathway, resulted in increased errors

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26

Tsuchida, Junko, Namiko Kubo, and Shozo Kojima. "Position reversal learning in aged Japanese macaques." Behavioural Brain Research 129, no. 1-2 (2002): 107–12. http://dx.doi.org/10.1016/s0166-4328(01)00336-9.

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27

Tait, David S., E. Alexander Chase, and Verity J. Brown. "Tacrine improves reversal learning in older rats." Neuropharmacology 73 (October 2013): 284–89. http://dx.doi.org/10.1016/j.neuropharm.2013.05.036.

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28

van der Plasse, Geoffrey, and Matthijs G. P. Feenstra. "Serial reversal learning and acute tryptophan depletion." Behavioural Brain Research 186, no. 1 (2008): 23–31. http://dx.doi.org/10.1016/j.bbr.2007.07.017.

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29

Costa, V. D., V. L. Tran, J. Turchi, and B. B. Averbeck. "Reversal Learning and Dopamine: A Bayesian Perspective." Journal of Neuroscience 35, no. 6 (2015): 2407–16. http://dx.doi.org/10.1523/jneurosci.1989-14.2015.

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30

Strang, Caroline G., and David F. Sherry. "Serial reversal learning in bumblebees (Bombus impatiens)." Animal Cognition 17, no. 3 (2013): 723–34. http://dx.doi.org/10.1007/s10071-013-0704-1.

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31

Nakagawa, Esho. "Reversal Learning in Concurrent Discriminations in Rats." Psychological Record 51, no. 2 (2001): 251–69. http://dx.doi.org/10.1007/bf03395398.

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32

Fagan, Anne M., and David S. Olton. "Learning sets, discrimination reversal, and hippocampal function." Behavioural Brain Research 21, no. 1 (1986): 13–20. http://dx.doi.org/10.1016/0166-4328(86)90055-0.

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33

Marotta, Jonathan J., Gerald P. Keith, and J. Douglas Crawford. "Task-Specific Sensorimotor Adaptation to Reversing Prisms." Journal of Neurophysiology 93, no. 2 (2005): 1104–10. http://dx.doi.org/10.1152/jn.00859.2004.

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We tested between three levels of visuospatial adaptation (global map, parallel feature modules, and parallel sensorimotor transformations) by training subjects to reach and grasp virtual objects viewed through a left-right reversing prism, with either visual location or orientation feedback. Even though spatial information about the global left-right reversal was present in every training session, subjects trained with location feedback reached to the correct location but with the wrong (reversed) grasp orientation. Subjects trained with orientation feedback showed the opposite pattern. These

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34

Sun, Wei, Yuanhua Wu, Dongxin Tang, Xiaoliang Li, and Lei An. "Melamine disrupts spatial reversal learning and learning strategy via inhibiting hippocampal BDNF-mediated neural activity." PLOS ONE 16, no. 1 (2021): e0245326. http://dx.doi.org/10.1371/journal.pone.0245326.

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Although several studies showed adverse neurotoxic effects of melamine on hippocampus (HPC)-dependent learning and reversal learning, the evidence for this mechanism is still unknown. We recently demonstrated that intra-hippocampal melamine injection affected the induction of long-term depression, which is associated with novelty acquisition and memory consolidation. Here, we infused melamine into the HPC of rats, and employed behavioral tests, immunoblotting, immunocytochemistry and electrophysiological methods to sought evidence for its effects on cognitive flexibility. Rats with intra-hippo

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35

Chaves, Lin M., and William Hodos. "Hyperstriatum ventrale in pigeons: Effects of lesions on color-discrimination and color-reversal learning." Visual Neuroscience 14, no. 6 (1997): 1029–41. http://dx.doi.org/10.1017/s0952523800011755.

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AbstractPrevious lesion studies of color-reversal learning in pigeons show that an impairment results when (1) the tectofugal visual pathway is damaged at either the thalamic level (nucleus rotundus) or the telencephalic level (ectostriatum), or (2) the thalamofugal visual pathway is damaged at the telencephalic level (the visual Wulst). An impairment does not result, however, when the thalamic source of thalamofugal input (n. opticus principalis thalami or OPT) to the visual Wulst is damaged. These results suggest that the visual Wulst plays a role in color-reversal learning as a consequence

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36

Aljadeff, Naama, and Arnon Lotem. "Task-dependent reversal learning dynamics challenge the reversal paradigm of measuring cognitive flexibility." Animal Behaviour 179 (September 2021): 183–97. http://dx.doi.org/10.1016/j.anbehav.2021.07.002.

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37

Sun, Mengyao, and Jie Zhang. "The near-surface velocity reversal and its detection via unsupervised machine learning." GEOPHYSICS 85, no. 3 (2020): U55—U63. http://dx.doi.org/10.1190/geo2019-0025.1.

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In land seismic data processing, picking the first arrivals and imaging the near-surface velocity structures are important tasks. However, in many areas, the near-surface weathering layer includes high-velocity reversals, causing the first arrivals to exhibit shingling effects, which are difficult for picking at the far offset. We have used an acoustic full-waveform modeling method in a multilayered half-space to simulate first arrivals with the velocity reversal. Numerical tests indicate that under certain conditions, shingling occurs if the seismic wave propagates through a thin velocity rev

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38

Yaple, Zachary A., and Rongjun Yu. "Fractionating adaptive learning: A meta-analysis of the reversal learning paradigm." Neuroscience & Biobehavioral Reviews 102 (July 2019): 85–94. http://dx.doi.org/10.1016/j.neubiorev.2019.04.006.

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39

Bonney, Kathryn R., and C. D. L. Wynne. "Quokkas ( Setonix brachyurus ) demonstrate tactile discrimination learning and serial-reversal learning." Journal of Comparative Psychology 116, no. 1 (2002): 51–54. http://dx.doi.org/10.1037/0735-7036.116.1.51.

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40

Beatty, Amanda, Emilie Berkhout, Luhur Bima, Menno Pradhan, and Daniel Suryadarma. "Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014." International Journal of Educational Development 85 (September 2021): 102436. http://dx.doi.org/10.1016/j.ijedudev.2021.102436.

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41

Ishikura, Tadao, and Kimihiro Inomata. "An Attempt to Distinguish between Two Reversal Processing Strategies for Learning Modeled Motor Skill." Perceptual and Motor Skills 86, no. 3 (1998): 1007–15. http://dx.doi.org/10.2466/pms.1998.86.3.1007.

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The first purpose was to examine the effects of reversal processing strategy of visual information on recognition and acquisition of a sequential gross movement task. The second purpose was to examine the relationship between a measure of reversal processing strategy and movements during eye fixation. 24 undergraduates were assigned into one of three conditions, a Reversal-emphasized condition in which subjects were instructed to recognize the movement correctly from a reversed angle, a Recognition-emphasized condition in which subjects were instructed to recognize the movement correctly, and

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42

Wischnewski, Miles, Mie L. Joergensen, Boukje Compen, and Dennis J. L. G. Schutter. "Frontal Beta Transcranial Alternating Current Stimulation Improves Reversal Learning." Cerebral Cortex 30, no. 5 (2020): 3286–95. http://dx.doi.org/10.1093/cercor/bhz309.

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Abstract Electroencephalogram (EEG) studies suggest an association between beta (13–30 Hz) power and reversal learning performance. In search for direct evidence concerning the involvement of beta oscillations in reversal learning, transcranial alternating current stimulation (tACS) was applied in a double-blind, sham-controlled and between-subjects design. Exogenous oscillatory currents were administered bilaterally to the frontal cortex at 20 Hz with an intensity of 1 mA peak-to-peak and the effects on reward-punishment based reversal learning were evaluated in hundred-and-eight healthy volu

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43

Roelle, Julian, Kirsten Berthold, and Stefan Fries. "Effects of Feedback on Learning Strategies in Learning Journals." International Journal of Cyber Behavior, Psychology and Learning 1, no. 2 (2011): 16–30. http://dx.doi.org/10.4018/ijcbpl.2011040102.

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Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a fee

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44

Smith, P., N. Benzina, F. Vorspan, L. Mallet, and K. N’Diaye. "Compulsivity and probabilistic reversal learning in OCD and cocaine addiction." European Psychiatry 30, S2 (2015): S110—S111. http://dx.doi.org/10.1016/j.eurpsy.2015.09.210.

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Compulsive behavior is a core symptom of both obsessive compulsive disorder (OCD) and cocaine addiction (CA). Across both pathologies, one can identify a priori goal-directed actions (purportedly anxiolytic checking or washing in OCD and pleasure-seeking drug use in addiction) that turn into rigid, ritualized and repetitive behaviors over which the patient loose control. One possible psychopathological mechanism underlying compulsivity is behavioral inflexibility, namely a deficit in the aptitude to dynamically adapt to novel contexts and changing reward rules. The probabilistic reversal learn

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45

Scarlet, J., V. Campese, and A. R. Delamater. "Sensory-specific associations in flavor-preference reversal learning." Learning & Behavior 37, no. 2 (2009): 179–87. http://dx.doi.org/10.3758/lb.37.2.179.

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46

Ramasamy, Mohana Dass. "Reversal Teaching Technique in Teaching and Learning Verbs." Journal of Indian Studies 12, no. 1 (2020): 31–45. http://dx.doi.org/10.22452/jis.vol12no1.3.

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47

Gullo, Matthew J., Chris J. Jackson, and Sharon Dawe. "Impulsivity and reversal learning in hazardous alcohol use." Personality and Individual Differences 48, no. 2 (2010): 123–27. http://dx.doi.org/10.1016/j.paid.2009.09.006.

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48

Bissonette, Gregory B., and Elizabeth M. Powell. "Reversal learning and attentional set-shifting in mice." Neuropharmacology 62, no. 3 (2012): 1168–74. http://dx.doi.org/10.1016/j.neuropharm.2011.03.011.

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49

Mohr, Holger, Uta Wolfensteller, and Hannes Ruge. "Large-scale coupling dynamics of instructed reversal learning." NeuroImage 167 (February 2018): 237–46. http://dx.doi.org/10.1016/j.neuroimage.2017.11.049.

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50

Dombrovski, Alexandre Y., Luke Clark, Greg J. Siegle, et al. "Reward/Punishment Reversal Learning in Older Suicide Attempters." American Journal of Psychiatry 167, no. 6 (2010): 699–707. http://dx.doi.org/10.1176/appi.ajp.2009.09030407.

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