Relevant bibliographies by topics / Reversal shift learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Reversal shift learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Reversal shift learning"

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Rogers, R. D., T. C. Andrews, P. M. Grasby, D. J. Brooks, and T. W. Robbins. "Contrasting Cortical and Subcortical Activations Produced by Attentional-Set Shifting and Reversal Learning in Humans." Journal of Cognitive Neuroscience 12, no. 1 (January 2000): 142–62. http://dx.doi.org/10.1162/089892900561931.

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Much evidence suggests that lesions of the prefrontal cortex (PFC) produce marked impairments in the ability of subjects to shift cognitive set, as exemplified by performance of the Wisconsin Card Sorting Test (WCST). However, studies with humans and experimental primates have suggested that damage to different regions of PFC induce dissociable impairments in two forms of shift learning implicit in the WCST (that is, extradimensional (ED) shift learning and reversal shift learning), with similar deficits also being apparent after damage to basal ganglia structures, especially the caudate nucleus. In this study, we used the same visual discrimination learning paradigm over multidimensional stimuli, and the H215O positron emission tomography (PET) technique, to examine regional cerebral blood flow (rCBF) changes associated with these subcomponent processes of the WCST. In three conditions, subjects were scanned while acquiring visual discriminations involving either (i) the same stimulus dimension as preceding discriminations (intradimensional (ID) shifts); (ii) different stimulus dimensions from previous discriminations (ED shifts) or (iii) reversed stimulus-reward contingencies (reversal shifts). Additionally, subjects were scanned while responding to already learnt discriminations (‘performance baseline’). ED shift learning, relative to ID shift learning, produced activations in prefrontal regions, including, left anterior PFC and right dorsolateral PFC (BA 10 and 9/46). By contrast, reversal learning, relative to ID shift learning, produced activations of the left caudate nucleus. Additionally, compared to reversal and ID shift learning, ED shift learning was associated with relative deactivations in occipito-temporal pathways (for example, BA 17 and 37). These results confirm that, in the context of visual discrimination learning over multidimensional stimuli, the control of an acquired attentional bias or 'set', and the control of previously acquired stimulus-reinforcement associations, activate distinct cortical and subcortical neural stations. Moreover, we propose that the PFC may contribute to the control of attentional-set by modulating attentional processes mediated by occipito-temporal pathways.
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Anderson, Nathaniel D., Eric W. Holmes, Gary S. Dell, and Erica L. Middleton. "Reversal shift in phonotactic learning during language production: Evidence for incremental learning." Journal of Memory and Language 106 (June 2019): 135–49. http://dx.doi.org/10.1016/j.jml.2019.03.002.

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Lawrence, A. D., B. J. Sahakian, R. D. Rogers, J. R. Hodges, and T. W. Robbins. "Discrimination, reversal, and shift learning in Huntington’s disease: mechanisms of impaired response selection." Neuropsychologia 37, no. 12 (November 1999): 1359–74. http://dx.doi.org/10.1016/s0028-3932(99)00035-4.

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Potter, Guy G., Douglas R. McQuoid, Martha E. Payne, Warren D. Taylor, and David C. Steffens. "Association of attentional shift and reversal learning to functional deficits in geriatric depression." International Journal of Geriatric Psychiatry 27, no. 11 (January 24, 2012): 1172–79. http://dx.doi.org/10.1002/gps.3764.

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Schechtman, Eitan, Maria Imelda Noblejas, Aviv D. Mizrahi, Omer Dauber, and Hagai Bergman. "Pallidal spiking activity reflects learning dynamics and predicts performance." Proceedings of the National Academy of Sciences 113, no. 41 (September 26, 2016): E6281—E6289. http://dx.doi.org/10.1073/pnas.1612392113.

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The basal ganglia (BG) network has been divided into interacting actor and critic components, modulating the probabilities of different state–action combinations through learning. Most models of learning and decision making in the BG focus on the roles of the striatum and its dopaminergic inputs, commonly overlooking the complexities and interactions of BG downstream nuclei. In this study, we aimed to reveal the learning-related activity of the external segment of the globus pallidus (GPe), a downstream structure whose computational role has remained relatively unexplored. Recording from monkeys engaged in a deterministic three-choice reversal learning task, we found that changes in GPe discharge rates predicted subsequent behavioral shifts on a trial-by-trial basis. Furthermore, the activity following the shift encoded whether it resulted in reward or not. The frequent changes in stimulus–outcome contingencies (i.e., reversals) allowed us to examine the learning-related neural activity and show that GPe discharge rates closely matched across-trial learning dynamics. Additionally, firing rates exhibited a linear decrease in sequences of correct responses, possibly reflecting a gradual shift from goal-directed execution to automaticity. Thus, modulations in GPe spiking activity are highest for attention-demanding aspects of behavior (i.e., switching choices) and decrease as attentional demands decline (i.e., as performance becomes automatic). These findings are contrasted with results from striatal tonically active neurons, which show none of these task-related modulations. Our results demonstrate that GPe, commonly studied in motor contexts, takes part in cognitive functions, in which movement plays a marginal role.
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UMETANI, Tadao, Satoshi KITAO, and Yoshio NARUKAWA. "Effects of Cue Verbalization on Discrimination Reversal Shift Learning in Normal and Moderately Retarded Children." Japanese Journal of Special Education 24, no. 3 (1986): 27–32. http://dx.doi.org/10.6033/tokkyou.24.27_2.

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KITAO, Satoshi, Tadao UMETANI, and Akiyoshi KATADA. "Effects of Overtraining on Discrimination Reversal-shift Learning in Children with Moderate and Mild Mental Retardation." Japanese Journal of Special Education 34, no. 1 (1996): 1–8. http://dx.doi.org/10.6033/tokkyou.34.1_1.

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Kinoshita, Masanari, Hirohiko Ohta, and Shozo Matano. "Age Change in Learning Ability of Japanese Monkeys (Macaca Fuscata) Measured by the Transfer Index." Psychological Reports 80, no. 2 (April 1997): 467–73. http://dx.doi.org/10.2466/pr0.1997.80.2.467.

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To examine the developmental change in learning 26 Japanese monkeys at five ages, 1, 2, 3, 5, and over 7 years old, were given two sorts of discrimination-reversal problems differing in prereversal acquisition, one at 67% and the other at 80%. Transfer Index was estimated. With a shift in acquisition from 67% to 80%, the Transfer Indexes were maintained in the 1-, 2-, and 3-yr. groups but declined in the 5-yr. and the adult groups. The results suggest some critical point in learning by Japanese monkeys.
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Boomhower, Steven R., and M. Christopher Newland. "Effects of adolescent exposure to methylmercury and d-amphetamine on reversal learning and an extradimensional shift in male mice." Experimental and Clinical Psychopharmacology 25, no. 2 (April 2017): 64–73. http://dx.doi.org/10.1037/pha0000107.

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Sun, Miao-Kun, Wei-Qin Zhao, Thomas J. Nelson, and Daniel L. Alkon. "Theta Rhythm of Hippocampal CA1 Neuron Activity: Gating by GABAergic Synaptic Depolarization." Journal of Neurophysiology 85, no. 1 (January 1, 2001): 269–79. http://dx.doi.org/10.1152/jn.2001.85.1.269.

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Information processing and memory consolidation during exploratory behavior require synchronized activity known as hippocampal theta (θ) rhythm. While it is well established that the θ activity depends on cholinergic inputs from the medial septum/vertical limb of the diagonal band nucleus (MS/DBv) and θ discharges of GABAergic interneurons, and can be induced with cholinergic receptor agonists, it is not clear how the increased excitation of pyramidal cells could occur with increased discharges of GABAergic interneurons during θ waves. Here, we show that the characteristic θ activity in adult rat hippocampal CA1 pyramidal cells is associated with GABAergic postsynaptic depolarization and a shift of the reversal potential from Cl−toward HCO3−(whose ionic gradient is regulated by carbonic anhydrase). The θ activity was abolished by GABAAreceptor antagonists and carbonic anhydrase inhibitors, but largely unaffected by blocking glutamate receptors. Carbonic anhydrase inhibition also impaired spatial learning in a watermaze without affecting other sensory/locomotor behaviors. Thus HCO3−-mediated signaling, as regulated by carbonic anhydrase, through reversed polarity of GABAergic postsynaptic responses is implicated in both θ and memory consolidation in rat spatial maze learning. We suggest that this mechanism may be important for the phase forward shift of the place cell discharges for each θ cycle during the animal's traversal of the place field for that cell.
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Dissertations / Theses on the topic "Reversal shift learning"

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Ramos, Diana Catalina Serrano. "Manutenção de respostas de observação por classes de estímulos formadas por reversões repetidas de discriminações simples simultâneas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-22112013-123707/.

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Estudos demonstram que estímulos discriminativos de maiores probabilidades de reforço mantêm respostas de observação. Por sua vez, estímulos que compartilham funções discriminativas podem compor uma classe funcional de estímulos. Em vista disso, esta pesquisa investigou se estímulos que compartilhavam funções discriminativas, ao formar classes funcionais, passariam a reforçar respostas de observação. Dez adultos foram expostos a um treino discriminativo simples simultâneo com dois conjuntos de quatro estímulos cada. Na sequência, de modo a estabelecer classes funcionais, foram realizadas quatro reversões de contingências com tentativas de teste (sonda). Durante todo o procedimento, os participantes usaram um equipamento de rastreamento ocular para mensurar suas respostas de observação. Os resultados mostraram que oito participantes aprenderam as discriminações; sete participantes mostraram formação de classes funcionais com pelo menos um dos conjuntos usados; e, para um participante, não houve formação de classes. A avaliação das respostas de observação mostrou que, para quatro participantes, estímulos que compuseram em classes funcionais passaram a manter correspondentemente respostas de observação, sugerindo que, ao se estabelecerem como classes de estímulos discriminativos, os estímulos passaram a exercer funções reforçadoras condicionadas para respostas de observação. Dessa forma, classes de estímulos discriminativos constituem-se, também, como classes de reforçadores condicionados
Studies have demonstrated that discriminative stimuli paired with high probabilities of reinforcement maintain observing responses in a higher rate than those stimuli paired with low probabilities of reinforcement or extinction. On the other hand, stimuli that share discriminative functions may become a functional stimulus-class. Considering this, the present research evaluated whether stimuli that share discriminative functions by becoming a functional class would also acquire a reinforcing function for observing responses. Ten adults were submitted to a simple simultaneous discriminative training with two sets of four stimuli each. Then, to establish functional classes, four contingency reversals with test trials were conducted. Throughout the procedure, participants observing responses were measured with an eye-tracker device. Eight participants learned the discriminations. Seven participants showed evidence of functional class formation for at least one of the sets used, and one participant showed no evidence of functional class formation. Observing measures showed that the stimulus-set that became functional classes for four participants also maintained their observing responses. These data suggest that, when a set of stimuli becomes a discriminative stimulus-class, the stimuli in the set acquire conditioned reinforcement functions for observing responses. This evidence suggests that discriminative stimulus-classes are classes of conditioned reinforcers
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Book chapters on the topic "Reversal shift learning"

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Feraria, Paulette Joyce. "Flip and Retrofit University Lecture Theatre Into Caribbean Classrooms." In Innovative Trends in Flipped Teaching and Adaptive Learning, 38–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch003.

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Caribbean students and teachers in training in a university setting explored teaching and learning in a new dialogic wall-less classroom space in their dual roles as teachers and learners in flipped classroom assessment spaces. This chapter explores how placing university course delivery and assessment within a television teaching-learning studio registered a shift from the usual top-down classroom practice (teach-learn-test) towards synchronous teacher and student inquiry, innovation, experiment, and assessment. Flipping print-rich classrooms into performance-rich classrooms and regular classrooms and lecture theatres into a television learning studio resulted in teacher-student and secondary students role reversals as teachers and learners, symbiotic learning and the strengthening of teacher pedagogy. The findings are indicating that the flipped classroom is a cognitive space that can be retrofitted into teacher- and student-created media spaces for sustainable practice in teacher education and assessment that support alternative pathways to teaching and learning.
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Conference papers on the topic "Reversal shift learning"

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Schmittmann, Verena D., and Maartje E. J. Raijmakers. "Development of reversal shift learning. An individual differences analysis." In 2007 IEEE 6th International Conference on Development and Learning. IEEE, 2007. http://dx.doi.org/10.1109/devlrn.2007.4354076.

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Sheldon, John W., Francisco Alhanati, and Jared Schoepp. "ESP Mechanical Shaft Seals: Trials and Tribulations of Lab Testing." In SPE Gulf Coast Section Electric Submersible Pumps Symposium. SPE, 2021. http://dx.doi.org/10.2118/204494-ms.

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Abstract Mechanical Shaft Seals (MSSs) are critical sub-components in Electric Submersible Pump (ESP) Seal Chamber Sections (SCSs), as they are the primary barriers used to isolate wellbore fluids from the motor oil. However, several ESP operators have observed relatively high MSS failure rates in certain applications, resulting in significant impacts on overall ESP system reliability and operational costs. In some cases, during teardowns, wellbore fluids were found in the lower chambers of the SCS, without any signs of damage to the MSSs or the bags/bellows in the SCS. Thus, to improve the run-life of ESP systems in their applications, operators identified the need to better understand the main influential factors affecting leakage rates through the MSS, including factors associated with the MSS characteristics and its operational conditions. To accomplish this, a test apparatus was built to allow the testing of MSSs in a wide range of operational conditions. This paper summarizes the technical challenges and key learnings that arose from building and commissioning such a test apparatus, as well as conducting several tests on multiple MSSs of a single design. Through commissioning of the test apparatus and subsequent testing, several limitations of the apparatus were identified and corrected through upgrades. Many of these upgrades were related to ensuring reasonably accurate measurement of the leakage rate through the MSSs, in both directions. Unexpected behaviours of the MSS were also observed during some tests. One example is the interesting phenomenon of reverse-pumping where, under certain conditions, leakage occurs in the opposite direction of the applied differential pressure. Finally, questions arose about the importance of certain aspects of quality control for MSSs and/or SCS assembly procedures. The above effort to build and commission a MSS testing apparatus has resulted in unique insight into shaft seal behaviour and continues to shine light on gaps in the industry understanding of factors affecting leakage through MSSs. It certainly provides evidence that there are many ‘unknown unknowns’ about MSS performance under challenging downhole operating conditions, and that the effort is worth continuing to support better MSS design/selection, and SCS assembly, as part of improving ESP system reliability.
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