scholarly journals Emphasizing the ‘positive’ in positive reinforcement: Using non-binary rewarding for training monkeys on cognitive tasks

2017 ◽  
Author(s):  
Benjamin Fischer ◽  
Detlef Wegener
Keyword(s):  
Positive Reinforcement ◽  
Task Difficulty ◽  
Model System ◽  
Cognitive Tasks ◽  
Alternative Scheme ◽  
Brain Functions ◽  
Neuronal Mechanisms ◽  
Speed Up ◽  
Higher Brain Functions ◽  
Or Task

AbstractNon-human primates constitute an indispensable model system for studying higher brain functions at the neurophysiological level. They can be trained on highly demanding cognitive tasks, and studies involving these animals elucidated the neuronal mechanisms of various cognitive and executive functions, such as visual attention, working memory, and decision-making. The training of behavioral tasks used to study these processes builds on reinforcement learning and involves many discrete stages. It may takes several months, but frequently lasts a year or longer. The training is usually based on applying a liquid reward as the reinforcer to strengthen the desired behavior, and absence of the reward if the animal’s response was wrong. We here propose an alternative, non-binary rewarding scheme that aims to minimize unrewarded behavior. We show the potential of this alternative scheme to significantly speed up the training of an animal at various stages, without trade-off in accessible task difficulty or task performance.

scholarly journals Emphasizing the “positive” in positive reinforcement: using nonbinary rewarding for training monkeys on cognitive tasks

2018 ◽  
Vol 120 (1) ◽  
pp. 115-128 ◽  
Author(s):  
Benjamin Fischer ◽  
Detlef Wegener
Keyword(s):  
Visual Attention ◽  
Positive Reinforcement ◽  
Reaction Times ◽  
Error Rates ◽  
Cognitive Tasks ◽  
Fixed Amount ◽  
Optimal Behavior ◽  
Brain Functions ◽  
Neuronal Mechanisms ◽  
Using Data

Nonhuman primates constitute an indispensable model system for studying higher brain functions at the neurophysiological level. Studies involving these animals elucidated the neuronal mechanisms of various cognitive and executive functions, such as visual attention, working memory, and decision-making. Positive reinforcement training (PRT) constitutes the gold standard for training animals on the cognitive tasks employed in these studies. In the laboratory, PRT is usually based on application of a liquid reward as the reinforcer to strengthen the desired behavior and absence of the reward if the animal’s response is wrong. By trial and error, the monkey may adapt its behavior and successfully reduce the number of error trials, and eventually learn even very sophisticated tasks. However, progress and success of the training strongly depend on reasonable error rates. If errors get too frequent, they may cause a drop in the animal’s motivation to cooperate or its adaptation to high error rates and poor overall performance. We introduce in this report an alternative training regime to minimize errors and base the critical information for learning on graded rewarding. For every new task rule, the feedback to the animal is provided by different amounts of reward to distinguish the desired, optimal behavior from less optimal behavior. We applied this regime in different situations during training of visual attention tasks and analyzed behavioral performance and reaction times to evaluate its effectiveness. For both simple and complex behaviors, graded rewarding was found to constitute a powerful technique allowing for effective training without trade-off in accessible task difficulty or task performance. NEW & NOTEWORTHY Laboratory training of monkeys usually builds on providing a fixed amount of reward for the desired behavior, and no reward otherwise. We present a nonbinary, graded reward schedule to emphasize the positive, desired behavior and to keep errors on a moderate level. Using data from typical training situations, we demonstrate that graded rewards help to effectively guide the animal by success rather than errors and provide a powerful new tool for positive reinforcement training.

scholarly journals Emergence Of Consciousness And Qualia From A Complex Brain

Folia Medica ◽  
2014 ◽  
Vol 56 (4) ◽  
pp. 289-296
Author(s):  
Jakob Korf
Keyword(s):  
System Theory ◽  
General System ◽  
Resolution Power ◽  
Brain Functions ◽  
Scientific Exploration ◽  
Brain Changes ◽  
Higher Brain Functions ◽  
The Brain

Abstract Qualia are private conscious experiences of which the associated feelings can be reported to other people. Whether qualia are amenable to scientific exploration has often been questioned, which is challenged by the present article. The following arguments are given: 1. the configuration of the brain changes continuously and irreversibly, because of genetic and environmental influences and interhuman communication; 2. qualia and consciousness are processes, rather than states; 3. private feelings, including those associated with qualia, should be positioned in the context of a personal brain as being developed during life; 4. consciousness and qualia should be understood in the context of general system theory, thus concluding that isolated, in vitro, properties of neurons and other brain constituents might marginally contribute to the understanding of higher brain functions, mind or qualia; 5. current in vivo approaches have too little resolution power - in terms of space and time - to delineate individual and subjective brain processes. When subtle personalized properties of the nervous system can be assessed in vivo or in vitro, qualia can scientifically be investigated. We discuss some approaches to overcome these barriers.

scholarly journals The Gliocentric Brain

2018 ◽  
Vol 19 (10) ◽  
pp. 3033 ◽  
Author(s):  
James Robertson
Keyword(s):  
Neural Networks ◽  
Great Majority ◽  
Memory Storage ◽  
Neural Cells ◽  
Strict Adherence ◽  
Brain Functions ◽  
The Past ◽  
Mechanisms Of Memory ◽  
Higher Brain Functions ◽  
Abnormal Brain

The Neuron Doctrine, the cornerstone of research on normal and abnormal brain functions for over a century, has failed to discern the basis of complex cognitive functions. The location and mechanisms of memory storage and recall, consciousness, and learning, remain enigmatic. The purpose of this article is to critically review the Neuron Doctrine in light of empirical data over the past three decades. Similarly, the central role of the synapse and associated neural networks, as well as ancillary hypotheses, such as gamma synchrony and cortical minicolumns, are critically examined. It is concluded that each is fundamentally flawed and that, over the past three decades, the study of non-neuronal cells, particularly astrocytes, has shown that virtually all functions ascribed to neurons are largely the result of direct or indirect actions of glia continuously interacting with neurons and neural networks. Recognition of non-neural cells in higher brain functions is extremely important. The strict adherence of purely neurocentric ideas, deeply ingrained in the great majority of neuroscientists, remains a detriment to understanding normal and abnormal brain functions. By broadening brain information processing beyond neurons, progress in understanding higher level brain functions, as well as neurodegenerative and neurodevelopmental disorders, will progress beyond the impasse that has been evident for decades.

The Role of the Hippocampus in Trace Conditioning: Temporal Discontinuity or Task Difficulty?

2001 ◽  
Vol 76 (3) ◽  
pp. 447-461 ◽  
Author(s):  
Anna V. Beylin ◽  
Chetan C. Gandhi ◽  
Gwendolyn E. Wood ◽  
Andrew C. Talk ◽  
Louis D. Matzel ◽  
...  
Keyword(s):  
Task Difficulty ◽  
Trace Conditioning ◽  
Temporal Discontinuity ◽  
Or Task

scholarly journals Cognitive profile and disorders affecting higher brain functions in paediatric patients with neurofibromatosis type 1

2019 ◽  
Vol 34 (6) ◽  
pp. 353-359
Author(s):  
E. Vaucheret Paz ◽  
A. López Ballent ◽  
C. Puga ◽  
M.J. García Basalo ◽  
F. Baliarda ◽  
...  
Keyword(s):  
Neurofibromatosis Type 1 ◽  
Neurofibromatosis Type ◽  
Cognitive Profile ◽  
Brain Functions ◽  
Paediatric Patients ◽  
Higher Brain Functions

Higher Brain Functions

2008 ◽  
pp. 651-666
Author(s):  
Rachel Casas ◽  
Daniel Tranel
Keyword(s):  
Brain Functions ◽  
Higher Brain Functions

scholarly journals The necessity of studying higher brain functions from a first-person frame of reference

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 173
Author(s):  
Kunjumon I. Vadakkan
Keyword(s):  
Gold Standard ◽  
Frame Of Reference ◽  
First Person ◽  
Brain Functions ◽  
Third Person ◽  
Experimental Approaches ◽  
Engineered Systems ◽  
Almost All ◽  
Higher Brain Functions

Almost all higher brain functions are first-person properties and anyone seeking to study them faces significant difficulties. Since a third-person experimenter cannot access first-person properties, current investigations are limited to examining the latter by using third-person observations that are carried out at various levels. This limits the current studies to correlational experiments using third-person observed findings. In order to initiate a study of explanations for the first-person properties, experimental approaches should be undertaken from the first-person frame of reference. But, there is a huge barrier. I discuss my opinion for crossing this barrier using a three-stage approach – theoretical, computational and experimental – in that order. These stages will naturally lead to the gold standard of understanding the mechanism by replicating it in engineered systems. The hurdles and incentives of undertaking this approach are discussed.

scholarly journals Trust your Abilities More than the Stereotype: Effect of Gender-stereotype Threat and Task Difficulty on Word Production, Clustering, and Switching in Letter Fluency

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Sri Wulandari Wulandari ◽  
Donny Hendrawan
Keyword(s):  
Stereotype Threat ◽  
Cognitive Processes ◽  
Educational Level ◽  
Task Difficulty ◽  
Gender Stereotype ◽  
Cognitive Tasks ◽  
Actual Performance ◽  
Men And Women ◽  
Undergraduate Men ◽  
And Task

Gender-stereotype threat consistently accounts for underperformance phenomena experienced by women on male-stereotyped cognitive tasks. However, only a few studies have examined how the threat is affecting performance on female-stereotyped cognitive tasks, such as letter fluency. The present study examined whether variations in the cues to activate stereotype threat and the level of task difficulty would affect the letter fluency performance of undergraduate men and women (<em>n</em> = 168) and the underlying cognitive processes of this performance (i.e., switching, clustering). The results indicated participants held beliefs about women&rsquo;s superiority in this task. However, threat-activation cues did not affect production of correct words, errors, clustering, or switching in men and women. Task difficulty affected the number of correct words, yet it did not interact with the stereotype threat-activation cues. Finally, participants&rsquo; actual performance was related to their self-rating perception about their ability instead of the stereotyping they perceived. The effect of self-efficacy, educational level, and individuals&rsquo; susceptibilities should be taken into account when studying the effects of stereotype threat.

Sign in / Sign up

Export Citation Format

Share Document