Relevant bibliographies by topics / Reward (Psychology) Discrimination learning

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

Academic literature on the topic 'Reward (Psychology) Discrimination learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Reward (Psychology) Discrimination learning"

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Dickinson, Anthony, and Sanne de Wit. "The Interaction between Discriminative Stimuli and Outcomes during Instrumental Learning." Quarterly Journal of Experimental Psychology Section B 56, no. 1b (2003): 127–39. http://dx.doi.org/10.1080/02724990244000223.

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Rats were trained on a biconditional discrimination in which the delivery of a food pellet stimulus signalled that pressing on one of two levers would be reinforced, whereas the delivery of a sucrose solution stimulus signalled that the reward was contingent on pressing the other lever. The outcome was the same food type as the discriminative stimulus in the congruent group but the other food type in the incongruent group. Both responses were rewarded with the same outcome in the same group. All the three groups learned the discrimination at statistically indistinguishable rates. Prefeeding one of the outcomes selectively reduced the associated response thereby demonstrating that responding was mediated by a representation of the outcome. Moreover, the outcome of one trial controlled responding on the next trial in accord with the stimulus function of the food type. These results are discussed in relation to the associative structures mediating the discriminative control of instrumental performance.
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Metzger, Mary Ann. "Reward Context: Influence on Hypotheses during Learning Set Formation by Preschool Children." Psychological Reports 58, no. 3 (1986): 879–84. http://dx.doi.org/10.2466/pr0.1986.58.3.879.

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Previous studies have shown that, compared to separate reward, a reward sticker attached to the underside of the positive stimulus facilitates solution of discrimination problems by preschool children. It is established here that the context of reward also affects the formation of learning set over a series of discrimination problems and that the improvement is characterized by a reduced frequency (from 19% to 7%) of incorrect position-related hypotheses (error factors) and an increased frequency (from 34% to 65%) of object-related hypotheses.
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Capaldi, E. J., and Kimberly M. Birmingham. "Reward produced memories regulate memory-discrimination learning, extinction, and other forms of discrimination learning." Journal of Experimental Psychology: Animal Behavior Processes 24, no. 3 (1998): 254–64. http://dx.doi.org/10.1037/0097-7403.24.3.254.

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White, K. Geoffrey. "Psychophysics of Remembering: The Discrimination Hypothesis." Current Directions in Psychological Science 11, no. 4 (2002): 141–45. http://dx.doi.org/10.1111/1467-8721.00187.

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In a psychophysical approach to remembering, the events to be remembered are discriminated from other possibilities at the time of remembering, and not at the time of encoding or learning. The discrimination is specific to the retention interval at which remembering occurs, as shown by experiments demonstrating that discriminability and response bias are delay–specific. This article discusses a discrimination model for remembering that emphasizes the individual's history of learning about reward payoffs in similar experiences in the past. This model predicts the two characteristics of forgetting functions, initial discriminability and rate of forgetting.
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De Meyer, Hasse, Gail Tripp, Tom Beckers, and Saskia van der Oord. "Conditional Learning Deficits in Children with ADHD can be Reduced Through Reward Optimization and Response-Specific Reinforcement." Research on Child and Adolescent Psychopathology 49, no. 9 (2021): 1165–78. http://dx.doi.org/10.1007/s10802-021-00781-5.

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AbstractWhen children with ADHD are presented with behavioral choices, they struggle more than Typically Developing [TD] children to take into account contextual information necessary for making adaptive choices. The challenge presented by this type of behavioral decision making can be operationalized as a Conditional Discrimination Learning [CDL] task. We previously showed that CDL is impaired in children with ADHD. The present study explores whether this impairment can be remediated by increasing reward for correct responding or by reinforcing correct conditional choice behavior with situationally specific outcomes (Differential Outcomes). An arbitrary Delayed Matching-To-Sample [aDMTS] procedure was used, in which children had to learn to select the correct response given the sample stimulus presented (CDL). We compared children with ADHD (N = 45) and TD children (N = 49) on a baseline aDMTS task and sequentially adapted the aDMTS task so that correct choice behavior was rewarded with a more potent reinforcer (reward manipulation) or with sample-specific (and hence response-specific) reinforcers (Differential Outcomes manipulation). At baseline, children with ADHD performed significantly worse than TD children. Both manipulations (reward optimization and Differential Outcomes) improved performance in the ADHD group, resulting in a similar level of performance to the TD group. Increasing the reward value or the response-specificity of reinforcement enhances Conditional Discrimination Learning in children with ADHD. These behavioral techniques may be effective in promoting the learning of adaptive behavioral choices in children with ADHD.
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Hampton, Robert R. "Monkey Perirhinal Cortex is Critical for Visual Memory, but not for Visual Perception: Reexamination of the Behavioural Evidence from Monkeys." Quarterly Journal of Experimental Psychology Section B 58, no. 3-4b (2005): 283–99. http://dx.doi.org/10.1080/02724990444000195.

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Overdependence on discrimination learning paradigms to assess the function of perirhinal cortex has complicated understanding of the cognitive role of this structure. Impairments in discrimination learning can result from at least two distinct causes: (a) failure to accurately apprehend and represent the relevant stimuli, or (b) failure to form and remember associations between stimulus representations and reward. Thus, the results of discrimination learning experiments do not readily differentiate deficits in perception from deficits in learning and memory. Here I describe studies that do dissociate learning and memory from perception and show that perirhinal cortex damage impairs learning and/or memory, but not perception. Reanalysis and reconsideration of other published data call into further question the hypothesis that the monkey perirhinal cortex plays a critical role in visual perception.
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SWAINSON, R., D. SENGUPTA, T. SHETTY, et al. "Impaired dimensional selection but intact use of reward feedback during visual discrimination learning in Parkinson's disease." Neuropsychologia 44, no. 8 (2006): 1290–304. http://dx.doi.org/10.1016/j.neuropsychologia.2006.01.028.

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Melsbach, Gudrun, Martina Siemann, and Juan D. Delius. "Right or Wrong, Familiar or Novel in Pictorial List Discrimination Learning." Experimental Psychology 50, no. 4 (2003): 285–97. http://dx.doi.org/10.1026//1618-3169.50.4.285.

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Abstract. The interaction between nonassociative learning (presentation frequencies) and associative learning (reinforcement rates) in stimulus discrimination performance was investigated. Subjects were taught to discriminate lists of visual pattern pairs. When they chose the stimulus designated as right they were symbolically rewarded and when they chose the stimulus designated as wrong they were symbolically penalised. Subjects first learned one list and then another list. For a “right” group the pairs of the second list consisted of right stimuli from the first list and of novel wrong stimuli. For a “wrong” group it was the other way round. The right group transferred some discriminatory performance from the first to the second list while the control and wrong groups initially only performed near chance with the second list. When the first list involved wrong stimuli presented twice as frequently as right stimuli, the wrong group exhibited a better transfer than the right group. In a final experiment subjects learned lists which consisted of frequent right stimuli paired with scarce wrong stimuli and frequent wrong stimuli paired with scarce right stimuli. In later test trials these stimuli were shown in new combinations and additionally combined with novel stimuli. Subjects preferred to choose the most rewarded stimuli and to avoid the most penalised stimuli when the test pairs included at least one frequent stimulus. With scarce/scarce or scarce/novel stimulus combinations they performed less well or even chose randomly. A simple mathematical model that ascribes stimulus choices to a Cartesian combination of stimulus frequency and stimulus value succeeds in matching all these results with satisfactory precision.
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Capaldi, E. J., Suzan Alptekin, Daniel J. Miller, and Kimberly M. Birmingham. "Is Discriminative Responding in Reward Outcome Serial Learning Mediated by Item Memories or by Position Cues?" Learning and Motivation 28, no. 2 (1997): 153–69. http://dx.doi.org/10.1006/lmot.1996.0964.

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Malet-Karas, Aurore, Marion Noulhiane, and Valérie Doyère. "Dynamics of Spatio-Temporal Binding in Rats." Timing & Time Perception 7, no. 1 (2019): 27–47. http://dx.doi.org/10.1163/22134468-20181124.

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Time and space are commonly approached as two distinct dimensions, and rarely combined together in a single task, preventing a comparison of their interaction. In this project, using a version of a timing task with a spatial component, we investigate the learning of a spatio-temporal rule in animals. To do so, rats were placed in front of a five-hole nose-poke wall in a Peak Interval (PI) procedure to obtain a reward, with two spatio-temporal combination rules associated with different to-be-timed cues and lighting contexts. We report that, after successful learning of the discriminative task, a single Pavlovian session was sufficient for the animals to learn a new spatio-temporal association. This was seen as evidence for a beneficial transfer to the new spatio-temporal rule, as compared to control animals that did not experience the new spatio-temporal association during the Pavlovian session. The benefit was observed until nine days later. The results are discussed within the framework of adaptation to a change of a complex associative rule involving interval timing processes.
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Dissertations / Theses on the topic "Reward (Psychology) Discrimination learning"

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McGraw, Justin James. "Reward processing alterations for natural reward in alcohol-preferring (P) rats: Incentive contrast, reward discrimination, and alcohol consumption." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526310548842931.

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Oliver, Jason A. "Effects of Nicotine Withdrawal on Motivation, Reward Sensitivity and Reward-Learning." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5754.

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Research on addictive behavior has traditionally emphasized the role that primary reinforcing effects of drugs of abuse plays in the development and maintenance of dependence. However, contemporary behavioral economic theory and animal models of nicotine dependence suggest the need for greater attention to the impact that response to alternative rewards may have on smoking behavior. The present study sought to investigate the impact of nicotine withdrawal on self-report, behavioral and neural indices of motivation, immediate response to rewards and the capacity to learn and modify behavior in response to positive and negative feedback. Heavy smokers (n = 48) completed two laboratory sessions following overnight deprivation, during which they smoked either nicotinized or denicotinized cigarettes. At each session, they completed a reward prediction and feedback learning task while electro-encephalographic recordings were obtained, as well as resting state recordings which were used to extract global indices of motivational state. Results confirmed that nicotine withdrawal produced an avoidant motivational state. This effect was strongly related to numerous indices of smoking motivation. Exploratory analyses also revealed numerous moderators of these effects. Behavioral data from tasks provided some support for the impact of nicotine withdrawal on reward and feedback processing, though minimal impact was observed for neural indices. Together, results confirm the manifestation of a broad-spanning impact of nicotine withdrawal on motivational state, but effects on specific reward systems remains unknown. Future research should examine the impact of nicotine withdrawal on other reward-related constructs to better delineate these effects.
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Samson, Rachel D., Adam W. Lester, Leroy Duarte, Anu Venkatesh та Carol A. Barnes. "Emergence of β-Band Oscillations in the Aged Rat Amygdala during Discrimination Learning and Decision Making Tasks". SOC NEUROSCIENCE, 2017. http://hdl.handle.net/10150/626610.

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Older adults tend to use strategies that differ from those used by young adults to solve decision-making tasks. MRI experiments suggest that altered strategy use during aging can be accompanied by a change in extent of activation of a given brain region, inter-hemispheric bilateralization or added brain structures. It has been suggested that these changes reflect compensation for less effective networks to enable optimal performance. One way that communication can be influenced within and between brain networks is through oscillatory events that help structure and synchronize incoming and outgoing information. It is unknown how aging impacts local oscillatory activity within the basolateral complex of the amygdala (BLA). The present study recorded local field potentials (LFPs) and single units in old and young rats during the performance of tasks that involve discrimination learning and probabilistic decision making. Wefound task-and age-specific increases in power selectively within the beta range (15-30 Hz). The increased beta power occurred after lever presses, as old animals reached the goal location. Periods of high-power beta developed over training days in the aged rats, and was greatest in early trials of a session. beta Power was also greater after pressing for the large reward option. These data suggest that aging of BLA networks results in strengthened synchrony of beta oscillations when older animals are learning or deciding between rewards of different size. Whether this increased synchrony reflects the neural basis of a compensatory strategy change of old animals in reward-based decision-making tasks, remains to be verified.
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Ritter, Samuel. "Meta-reinforcement Learning with Episodic Recall| An Integrative Theory of Reward-Driven Learning." Thesis, Princeton University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420812.

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<p> Research on reward-driven learning has produced and substantiated theories of model-free and model-based reinforcement learning (RL), which respectively explain how humans and animals learn reflexive habits and build prospective plans. A highly developed line of work has unearthed the role of striatal dopamine in model-free learning, while the prefrontal cortex (PFC) appears to critically subserve model-based learning. The recent theory of meta-reinforcement learning (meta-RL) explained a wide array of findings by positing that the model-free dopaminergic reward prediction error trains the recurrent prefrontal network to execute arbitrary RL algorithms&mdash;including model-based RL&mdash;in its activations. </p><p> In parallel, a nascent understanding of a third reinforcement learning system is emerging: a non-parametric system that stores memory traces of individual experiences rather than aggregate statistics. Research on such <i>episodic learning</i> has revealed its unmistakeable traces in human behavior, developed theory to articulate algorithms underlying that behavior, and pursued the contention that the hippocampus is centrally involved. These developments lead to a set of open questions about (1) how the neural mechanisms of episodic learning relate to those underlying incremental model-free and model-based learning and (2) how the brain arbitrates among the contributions of this abundance of valuation strategies. </p><p> This thesis extends meta-RL to provide an account for episodic learning, incremental learning, and the coordination between them. In this theory of episodic meta-RL (EMRL), episodic memory reinstates activations in the prefrontal network based on contextual similarity, after passing them through a learned gating mechanism (Chapters 1 and 2). In simulation, EMRL can solve episodic contextual water maze navigation problems and episodic contextual bandit problems, including those with Omniglot class contexts and others with compositional structure (Chapter 3). Further, EMRL reproduces episodic model-based RL and its coordination with incremental model-based RL on the episodic two-step task (Vikbladh et al., 2017; Chapter 4). Chapter 5 discusses more biologically detailed extensions to EMRL, and Chapter 6 analyzes EMRL with respect to a set of recent empirical findings. Chapter 7 discusses EMRL in the context of various topics in neuroscience.</p><p>
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Chan, Chi-wan Tracey, and 陳緻韻. "Reward learning impairments in patients with first-episode schizophrenia-spectrum disorder." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209481.

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Reward learning refers to outcome-based learning that involves selecting optimal response choices from feedback which facilitate adaptive behavior. It is believed that reward learning paradigm represents a promising translational target in schizophrenia research. Previous studies generated relatively consistent evidence of rapid learning deficits but mixed findings on gradual learning deficits. Reward learning impairments were also associated with symptoms as well as antipsychotics treatment. The current study aimed to investigate the reward learning impairments and its longitudinal change in patients with first-episode schizophrenia spectrum disorder. A total of 34 patients and 36 healthy control participants were recruited. Patients and controls were matched in terms of age, sex, and education level. All participants were assessed twice: at baseline and after one year. For each assessment time point, data were collected on demographics, clinical and treatment characteristics. Participants were asked to complete a battery of cognitive assessments and two reward learning tasks: the Gain vs. loss-avoidance task and the Go-NoGo task. Patients and controls were compared in terms of cross-sectional reward learning performance at baseline and follow-up. Correlates of reward deficits were examined, and longitudinal analyses were conducted to investigate change of reward learning performance over time. At baseline, it was found that patients had significant rapid learning deficit in win-stay (learning from positive feedback) and gradual learning deficits in learning from both positive and negative feedback. Reward-driven learning impairments were more robust. At one-year follow-up, patients continued to have significant rapid learning deficit in win-stay and gradual learning deficits in learning from negative feedback. Longitudinal analyses demonstrated that patients had significant decrease in win-stay rate in training phase and significantly lower accuracy for punishment-driven stimuli across assessment time points. No deficits in representing expected reward value of stimuli or Go response bias were demonstrated. Correlations were found between different symptom domains (negative symptoms, positive symptoms) and reward learning impairments. Current findings regarding rapid and gradual learning deficits in patients with first-episode schizophrenia spectrum disorder were partially in keeping with that of previous studies. Discrepant findings across studies may be attributable to different sample characteristics in terms of illness chronicity and symptoms severity. The current study provided valuable information regarding the longitudinal change of reward learning deficits in early psychosis patients.<br>published_or_final_version<br>Psychiatry<br>Master<br>Master of Philosophy
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Cushman, Kristen L. "Age Differences in Reward Anticipation and Memory." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1220.

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Aging research on item- and associative-recognition memory has demonstrated that older adults are deficient in forming associations between two unrelated stimuli. Although older adult performance on tests of item-recognition is similar to younger adult performance, older adults perform worse than younger adults on tests of associative memory (Naveh-Benjamin, Hussain, Guez, & Bar-On, 2003). In addition to the idea that younger adult performance on associative-recognition tests is superior to that of older adults, research has shown that reward cues can enhance motivated learning and item memory performance of younger adults. In an fMRI study that examined the influence of reward anticipation on episodic memory formation, Adcock and colleagues (2006) examined memory performance in response to reward cues that preceded single stimuli and found that young adult participants remembered more stimuli associated with high value reward cues than those associated with low value reward cues. The aim of the current study was to examine whether reward cues that precede a stimulus pair might enhance an association between two stimuli and influence younger and older adult performance on tests of item- and associative-recognition. Our study confirms the idea that while older adult memory for individual items is intact, older adult memory for associations is impaired (Naveh-Benjamin et al., 2003). The results supported the idea that younger and older adult item-recognition is better for high versus low reward cues, but the reward cues had no influence on the associative-recognition of either age group. Therefore, the age-related associative deficit was not improved by reward cues that preceded each stimulus pair.
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Brackney, Ryan Vaidya Manish. "Interactions of equivalence and other behavioral relations simple successive discrimination training /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12087.

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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 trials to articulate the rule in FN discrimination than younger adults. Age differences were greater in FP discrimination than in FN discrimination learning because younger adults performed well in FP discrimination learning. In the transfer task, older adults articulated the FP rule more slowly than younger adults and both groups articulated the rule more quickly with consistent than inconsistent transfer. Older adults articulated the FN rule slower than older adults. The differences in trials to articulate the FN rule for the two groups were somewhat larger for inconsistent transfer than consistent transfer. Discrimination learning was explained in terms of associative and inductive reasoning processes reasonably well. The measure of associative processes was forgotten responses, whereas the measures of inductive reasoning processes were irrelevant cue shifts and perseverations. In FP discrimination learning in the initial task, older adults had a greater proportion of forgotten responses, irrelevant cue shifts, and marginally more perseverations than younger adults. Therefore, older adults had more difficulty with associative and inductive reasoning processes than younger adults in FP discrimination. In FN discrimination, older adults had a greater proportion of forgotten responses than younger adults. Older and younger adults had a similar number of irrelevant cue shifts and perseverations. Therefore, in FN discrimination older adults had more difficulty with associative processes than younger adults. Both groups had difficulty with inductive reasoning processes. In FP discrimination in the transfer task, older adults had a greater proportion of forgotten responses, irrelevant cue shifts, and perseverations than younger adults, and these proportions were similar in consistent and inconsistent transfer. Therefore, in FP discrimination older adults had more difficulty than younger adults with both associative and inductive reasoning processes. Both processes were similar with regards to consistent and inconsistent transfer. In FN discrimination, older adults had a greater proportion of forgotten responses than younger adults, and the proportion of forgotten responses was greater in inconsistent than in consistent transfer. Both groups made a similar number of irrelevant cue shifts, and there was a marginal difference in consistent and inconsistent transfer for this measure with a greater number in inconsistent transfer. Older adults had a greater proportion of perseverations than younger adults. However, there were no differences in the number of perseverations for consistent and inconsistent transfer. Thus, older adults had difficulty with associative and inductive reasoning processes. Younger adults' inductive reasoning skills improved. The associative and inductive reasoning processes in FN discrimination were not as efficient in inconsistent transfer as in consistent transfer.
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Brown, Morgan E. "Effects of Age, Task Type, and Information Load on Discrimination Learning." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1648.

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The feature positive effect (FPE) is a phenomenon in discrimination learning by which learning occurs more quickly when the presence (Feature positive; FP), rather than absence (Feature negative; FN) of a stimulus indicates a response should be made. Although the FPE has been extensively corroborated, a reversal, or feature negative effect (FNE), has been found when a target stimulus comes from a smaller set of stimuli (Fiedler, Eckert, & Poysiak, 1988). Age differences in FP and FN learning indicate that older adults perform more poorly than young adults on both FP and FN tasks, and are likely related to decline in working memory (WM) throughout adulthood (Mutter, Haggbloom, Plumlee, & Schrimer, 2006). This study used a successive discrimination task to compare young and older adults’ performance across FP and FN conditions under low (three of a set of four stimuli were presented) and high (three of a set of six stimuli were presented) information load (IL). Results from rule articulation, final incorrect and 12 consecutive trials correct did not support the hypotheses, but trend analyses provided partial support. Under low IL, YA demonstrated a FN response bias whereas OA showed no bias. Under high IL, YA and OA demonstrated equivalent performance whether the target stimulus was present or absent in the FP condition. In the FN condition OA performed better when the target stimulus was absent while YA showed no bias. These findings indicate FN task performance varies by age and this variation changes based on IL condition.
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Jones, Aaron A. Glenn Sigrid S. "Conditional discrimination and stimulus equivalence effects of suppressing derived symmetrical responses on the emergence of transitivity /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3658.

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Books on the topic "Reward (Psychology) Discrimination learning"

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Hagman, Joseph D. Cooperative learning: Effects of task, reward, and group size on individual achievement. U.S. Army Research Institute for the Behavioral and Social Sciences, 1986.

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Frustration theory: An analysis of dispositional learning and memory. Cambridge University Press, 1992.

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Glennon, Richard A. Drug discrimination: Applications to medicinal chemistry and drug studies. Wiley, 2011.

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Drug discrimination: Applications to medicinal chemistry and drug studies. Wiley, 2011.

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Böhm, Winfried. Pedagogía masculina - educación femenina? Organization of American States, 1993.

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Chang, Sheng-Chei. The effect of group reward on student motivation, interaction, emotion, and achievement in cooperative learning small groups. 1993.

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Intrinsic motivation, cooperative learning and perceived competence. 1989.

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Higa, Jennifer J. The effects of stimulus class on dimensional contrast. 1987.

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Kane, Keelan Darren. Symbolic mediation and preschoolers' performance on prudent decision-making tasks. 2005.

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Elizabeth, Sarah, and Spender Dale, eds. Learning to lose: Sexism and education. 2nd ed. Women's Press, 1988.

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Book chapters on the topic "Reward (Psychology) Discrimination learning"

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Viney, Deb. "The Disability Discrimination Act and Lifelong Learning? Students with Disabilities and Higher Education." In Disability and Psychology. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-12098-4_4.

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"Discrimination Learning Set and Transfer." In Comparative Psychology. Routledge, 1998. http://dx.doi.org/10.4324/9780203826492-79.

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Berridge, Kent C. "Reward learning: Reinforcement, incentives, and expectations." In Psychology of Learning and Motivation. Elsevier, 2000. http://dx.doi.org/10.1016/s0079-7421(00)80022-5.

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Wasserman, Edward A., and Leyre Castro. "Categorical Discrimination in Humans and Animals." In Psychology of Learning and Motivation. Elsevier, 2012. http://dx.doi.org/10.1016/b978-0-12-394393-4.00005-4.

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Fairbairn, Catharine E., and Brynne A. Velia. "Understanding social factors in alcohol reward and risk for problem drinking." In Psychology of Learning and Motivation. Elsevier, 2019. http://dx.doi.org/10.1016/bs.plm.2019.05.001.

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"A Criterion Setting Theory Of Discrimination Learning That Accounts For Anisotropies And Context Effects." In Fechner's Legacy in Psychology. BRILL, 2011. http://dx.doi.org/10.1163/ej.9789004192201.i-214.54.

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Shiner, Larry. "The Neuroscience and Psychology of Smell I." In Art Scents. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190089818.003.0006.

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Chapter 2 begins by exploring the biology of the human olfactory system, including the difference between orthonasal and retronasal smell, then surveys contemporary research on the characteristics of smell, as revealed by neuroimaging, that indicates its cognitive capacity for detection, discrimination, learning, and social communication. A special section on the “odor object” discusses debates within the current philosophy of perception on whether it is appropriate to speak of odors as “objects.” The sections on detection, discrimination, and learning show that current science indicates that humans have much sharper abilities in all these areas than is popularly believed. The topic of communication leads naturally to another brief interlude, “The Pheromone Myth.”
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West-Eberhard, Mary Jane. "Phenotypic Recombination Due to Learning." In Developmental Plasticity and Evolution. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195122343.003.0024.

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Learning, like consciousness, is something that everybody can recognize and no one can define without provoking controversy. Perhaps this is why some important books dedicate hundreds of pages to learning without defining it (e.g., Mackintosh, 1974; Marler and Terrace, 1984). In one unusually candid book, the indexed page that promised a definition of learning proved to be completely blank. That stimulated me to make my own definition, something that is easier for a person who is not an expert in the field: learning is a change in the nervous system manifested as altered behavior due to experience (based on discussions in Marler and Terrace, 1984; Bell, 1991; Mackintosh, 1974, 1983; Papaj, 1994). Most people, including most biologists, probably underestimate the importance of learning in the biology of nonhuman animals. But there have been important exceptions, for example, in the writings of Baldwin (1902), Hinde (1959), Partridge (1983), Roper (1983a,b), Slater (1983,1986), Shettleworth (1984), Davey (1989), Wcislo (1989), Real (1993, 1994), Dyer (1994), Morse (1980), Marler (1998), and others (see Marler and Terrace, 1984). Some form of learning, whether habituation, associative learning (Pavlovian conditioning, in which a reward or punishment is associated with some cue such a color, odor, or sound), aversive learning, or trial and error learning (operant conditioning, in which a rewarded behavior is repeated or a punished one stopped), seems to occur in all animal groups where there is enough versatility in movement to allow it to be recognized. The venerable animal psychology text by Maier and Schneirla (1935 [1964]) gives many interesting examples from a time when researchers sought to demonstrate learning in a wide variety of organisms. They found it even in protists. In more recent research in areas such as foraging behavior and kin recognition (e.g., see Heinrich, 1979; Fletcher and Michener, 1987), learning has proven to be important but is a sidelight to research more concerned with optimization and adaptation. So learning itself has not always received the attention it deserves as a phenomenon of general evolutionary interest.
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Thorsos, Nilsa J. "Language Loss." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch010.

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This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.
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Griep, Mark A., and Marjorie L. Mikasen. "Good News: Research and Medicinal Chemists Making a Difference." In ReAction! Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780195326925.003.0013.

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Stories of people doing their jobs well, treating each other with respect, and trying to make the world a better place are all examples of “good news.” Such stories don’t generate many website hits, nor do they bring people into the theaters. Instead, it seems readers and movie viewers would rather have the double pleasure of learning about bad behavior and its comeuppance. Five movies in this chapter overcome this problem; they are based on true stories. The advantage of such stories is the sympathy viewers feel as they appreciate the adversities the chemist has overcome to make their celebrated findings. For instance, in the documentary Me &amp; Isaac Newton, which explores the motivations of seven scientists, pharmaceutical chemist Gertrude Elion is warm and charming as she describes why she decided to become a chemist. When she later describes her struggles to enter graduate school and then get a job as a chemist, the viewer is struck by her matter-of-fact, water-under-the-bridge tone. This all happened before she understood there was a climate of active discrimination against women that had nothing to do with their drive or abilities. Still later, she says the ultimate reward for all her work comes when someone thanks her for having developed the drug that cured a loved one. The disadvantage of using true stories is the need to create dramatic tension. The important moments in people’s lives rarely coincide with obvious indications that “this is the moment when everything fell into place,” whereas a movie’s linear narrative has to make that point clear to the audience. Another problem for moviemakers is that most people just aren’t very curious about the origins of everyday things. This is a challenge because very few chemicals cause the imagination to soar (unless you are a chemist), which may explain why all five movies based on true stories are about medicinal chemistry, which can be seen as the external evidence of the chemist’s desire to do good things for other people. Fictional movie chemists are less likely to develop medicines. Like the chemistry professors in chapter 8, they tend to develop chemical products for more selfish reasons.
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Conference papers on the topic "Reward (Psychology) Discrimination learning"

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He, Xiangteng, Yuxin Peng, and Junjie Zhao. "StackDRL: Stacked Deep Reinforcement Learning for Fine-grained Visual Categorization." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/103.

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Fine-grained visual categorization (FGVC) is the discrimination of similar subcategories, whose main challenge is to localize the quite subtle visual distinctions between similar subcategories. There are two pivotal problems: discovering which region is discriminative and representative, and determining how many discriminative regions are necessary to achieve the best performance. Existing methods generally solve these two problems relying on the prior knowledge or experimental validation, which extremely restricts the usability and scalability of FGVC. To address the "which" and "how many" problems adaptively and intelligently, this paper proposes a stacked deep reinforcement learning approach (StackDRL). It adopts a two-stage learning architecture, which is driven by the semantic reward function. Two-stage learning localizes the object and its parts in sequence ("which"), and determines the number of discriminative regions adaptively ("how many"), which is quite appealing in FGVC. Semantic reward function drives StackDRL to fully learn the discriminative and conceptual visual information, via jointly combining the attention-based reward and category-based reward. Furthermore, unsupervised discriminative localization avoids the heavy labor consumption of labeling, and extremely strengthens the usability and scalability of our StackDRL approach. Comparing with ten state-of-the-art methods on CUB-200-2011 dataset, our StackDRL approach achieves the best categorization accuracy.
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Gao, Li, Hong Yang, Chuan Zhou, Jia Wu, Shirui Pan, and Yue Hu. "Active Discriminative Network Representation Learning." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/296.

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Most of current network representation models are learned in unsupervised fashions, which usually lack the capability of discrimination when applied to network analysis tasks, such as node classification. It is worth noting that label information is valuable for learning the discriminative network representations. However, labels of all training nodes are always difficult or expensive to obtain and manually labeling all nodes for training is inapplicable. Different sets of labeled nodes for model learning lead to different network representation results. In this paper, we propose a novel method, termed as ANRMAB, to learn the active discriminative network representations with a multi-armed bandit mechanism in active learning setting. Specifically, based on the networking data and the learned network representations, we design three active learning query strategies. By deriving an effective reward scheme that is closely related to the estimated performance measure of interest, ANRMAB uses a multi-armed bandit mechanism for adaptive decision making to select the most informative nodes for labeling. The updated labeled nodes are then used for further discriminative network representation learning. Experiments are conducted on three public data sets to verify the effectiveness of ANRMAB.
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