Formation of object-discrimination learning sets by Mongolian gerbils (Meriones unguiculates).

1969 ◽  
Vol 69 (3) ◽  
pp. 519-521 ◽  
Author(s):  
Elliott M. Blass ◽  
Robert A. Rollin
Keyword(s):  
Discrimination Learning ◽  
Mongolian Gerbils ◽  
Object Discrimination ◽  
Learning Sets

scholarly journals State Transitions During Discrimination Learning in the Gerbil Auditory Cortex Analyzed by Network Causality Metrics

2021 ◽  
Vol 15 ◽  
Author(s):  
Robert Kozma ◽  
Sanqing Hu ◽  
Yury Sokolov ◽  
Tim Wanger ◽  
Andreas L. Schulz ◽  
...  
Keyword(s):  
Auditory Cortex ◽  
Discrimination Learning ◽  
Structural Changes ◽  
State Transitions ◽  
Cognitive State ◽  
Mongolian Gerbils ◽  
Electrode Arrays ◽  
Network Graph ◽  
Cortical Networks ◽  
Avoidance Strategy

This work studies the evolution of cortical networks during the transition from escape strategy to avoidance strategy in auditory discrimination learning in Mongolian gerbils trained by the well-established two-way active avoidance learning paradigm. The animals were implanted with electrode arrays centered on the surface of the primary auditory cortex and electrocorticogram (ECoG) recordings were made during performance of an auditory Go/NoGo discrimination task. Our experiments confirm previous results on a sudden behavioral change from the initial naïve state to an avoidance strategy as learning progresses. We employed two causality metrics using Granger Causality (GC) and New Causality (NC) to quantify changes in the causality flow between ECoG channels as the animals switched to avoidance strategy. We found that the number of channel pairs with inverse causal interaction significantly increased after the animal acquired successful discrimination, which indicates structural changes in the cortical networks as a result of learning. A suitable graph-theoretical model is developed to interpret the findings in terms of cortical networks evolving during cognitive state transitions. Structural changes lead to changes in the dynamics of neural populations, which are described as phase transitions in the network graph model with small-world connections. Overall, our findings underscore the importance of functional reorganization in sensory cortical areas as a possible neural contributor to behavioral changes.

Effects of Frontal Cortex Lesions on Object Discrimination Learning by Monkeys

Nature ◽  
1962 ◽  
Vol 195 (4838) ◽  
pp. 310-311 ◽  
Author(s):  
JOHN OXBURY ◽  
LAWRENCE WEISKRANTZ
Keyword(s):  
Frontal Cortex ◽  
Discrimination Learning ◽  
Object Discrimination

One-trial object-discrimination learning in monkeys with frontal lesions.

1962 ◽  
Vol 55 (2) ◽  
pp. 178-181 ◽  
Author(s):  
Mortimer Mishkin ◽  
Elinor S. Prockop ◽  
H. Enger Rosvold
Keyword(s):  
Discrimination Learning ◽  
Object Discrimination ◽  
Frontal Lesions ◽  
Trial Object

Transfer of a Learned Relational Response in Monkeys and Children

1976 ◽  
Vol 42 (1) ◽  
pp. 303-318 ◽  
Author(s):  
Patrick K. Ackles ◽  
Robert R. Zimmermann
Keyword(s):  
Perceptual Learning ◽  
Discrimination Learning ◽  
Rhesus Monkeys ◽  
First Grade ◽  
Stimulus Similarity ◽  
Relational Responding ◽  
The Third ◽  
Learning Sets ◽  
Relational Response

Two experiments are reported, the first with 30 young test-wise rhesus monkeys and the second with 30 first grade children, on transfer of relational responding on a series of discrimination learning and transposition problems which varied in degree of stimulus similarity across problems. In the first, monkeys showed superior transfer and transposition when problems contained common stimulus elements and when the stimuli were highly discriminable. Transfer across problems which did not contain common stimulus elements in the first two problems resulted in the most errors and did not yield significant proportions of transposers. In the second, the children also showed enhanced transfer and transposition to the highly discriminable dimensions but there were significant reductions in errors and significant proportions of transposers to all stimulus combinations on the second problem. Ninety percent of the children did not make any errors in either phase of the third and fourth problems. The results were interpreted in terms of the acquisition of abstract or nonspecific perceptual learning sets.

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