scholarly journals Influences of Prediction Errors in Establishment of Attentional Control Settings during Incidental Associative Learning

2019 ◽  
Vol 19 (10) ◽  
pp. 140c
Author(s):  
Sunghyun Kim ◽  
Melissa R. Beck
Keyword(s):  
Associative Learning ◽  
Attentional Control ◽  
Prediction Errors ◽  
Attentional Control Settings

Can Self-Schemas Serve as Top-Down Attentional Control Settings

2012 ◽  
Author(s):  
Charles L. Folk ◽  
Deborah Kendzierski ◽  
Brad Wyble
Keyword(s):  
Attentional Control ◽  
Top Down ◽  
Attentional Control Settings

The Associative Learning Prediction Error Feedback Loop as Reversible Driving Belt of the Bioenergetics of Longevity

2021 ◽  
Author(s):  
Matthew S Price
Keyword(s):  
Associative Learning ◽  
Prediction Error ◽  
Feedback Loop ◽  
Telomerase Activity ◽  
Behavioral Strategy ◽  
Prediction Errors ◽  
Error Feedback ◽  
Treatment Expectations ◽  
Telomere Shortening ◽  
Inhibitory Learning

Leukocyte telomere shortening is a useful biomarker of biological and cellular age that occurs at an accelerated rate in anxiety disorders and posttraumatic stress disorder (PTSD). Intriguingly, inhibitory learning — the systematic exposure to noxious stimuli that serves as a basis for many treatments for anxiety, phobia, and PTSD —reduces relative telomeres attrition rates and increases protective telomerase activity in a manner predictive of treatment response. How does inhibitory learning, a behavioral strategy, modulate organismal chromosomal activity? Inhibitory learning may induce repeated mismatch between treatment expectations, intrasession states, and eventual outcome. Nevertheless, inhibitory learning can incentivize repetition of the behavior. Thus, this paper aims to conceptualize inhibitory learning as involving a ‘prediction error feedback loop’, i.e., a series of self-perpetuating prediction errors — mismatches between expectations and outcomes — that enhances neural inhibitory regulation to effectuate extinction. Inhibitory learning is necessarily predicated upon an opposing process – excitatory learning – that may be conceptualized as a prediction error feedback loop that operates in reverse to inhibitory learning and enhances neural excitability as arousal. Together, excitatory and inhibitory learning may be elements of an associative learning prediction error feedback loop responsible for modulating neural bioenergetic rates, leading to changes in downstream cellular signaling that could explain reduced or increased rates of leukocyte telomere shortening and telomerase activity from each behavioral strategy, respectively.

scholarly journals Complex Attentional Control Settings

2010 ◽  
Vol 63 (12) ◽  
pp. 2297-2304 ◽  
Author(s):  
Stacey E. Parrott ◽  
Brian R. Levinthal ◽  
Steven L. Franconeri
Keyword(s):  
Attentional Control ◽  
Attentional Control Settings

scholarly journals An inability to set independent attentional control settings by hemifield

2015 ◽  
Vol 77 (8) ◽  
pp. 2640-2652 ◽  
Author(s):  
Mark W. Becker ◽  
Susan M. Ravizza ◽  
Chad Peltier
Keyword(s):  
Attentional Control ◽  
Attentional Control Settings

scholarly journals Mini-review: Prediction errors, attention and associative learning

2016 ◽  
Vol 131 ◽  
pp. 207-215 ◽  
Author(s):  
Peter C. Holland ◽  
Felipe L. Schiffino
Keyword(s):  
Associative Learning ◽  
Prediction Errors

scholarly journals Associative learning and animal cognition

2012 ◽  
Vol 367 (1603) ◽  
pp. 2733-2742 ◽  
Author(s):  
Anthony Dickinson
Keyword(s):  
Associative Learning ◽  
Practical Reasoning ◽  
Animal Cognition ◽  
Prediction Errors ◽  
Associative Processes ◽  
Directed Action ◽  
Processing Architectures ◽  
The Relationship ◽  
Theoretical Component

Associative learning plays a variety of roles in the study of animal cognition from a core theoretical component to a null hypothesis against which the contribution of cognitive processes is assessed. Two developments in contemporary associative learning have enhanced its relevance to animal cognition. The first concerns the role of associatively activated representations, whereas the second is the development of hybrid theories in which learning is determined by prediction errors, both directly and indirectly through associability processes. However, it remains unclear whether these developments allow associative theory to capture the psychological rationality of cognition. I argue that embodying associative processes within specific processing architectures provides mechanisms that can mediate psychological rationality and illustrate such embodiment by discussing the relationship between practical reasoning and the associative-cybernetic model of goal-directed action.

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