scholarly journals Toward an integration of behavioural and cognitive psychologies through instructional technology

1991 ◽  
Vol 7 (1) ◽  
Author(s):  
Wesley C. Becker
Keyword(s):  
Instructional Technology ◽  
Discrimination Learning ◽  
Cognitive Processes ◽  
Teaching Strategies ◽  
Verbal Learning ◽  
Cognitive Structures ◽  
Stimulus Response ◽  
Operant Psychology ◽  
Action Sequences ◽  
Instructional Perspective

<span>The schism between operant behavioural and cognitive psychological views is examined with the aim of showing the potentials for their convergence when an instructional perspective is taken. As Lee (1988) points out, part of the problem lies in operant psychologists' use of stimulus-response language when they are really talking about condition-action sequences or means-to-ends. The inaccurate presentation of the operant position by cognitive psychologists is also part of the problem, and for the most part, neither reads the other's literature. With better communication, these problems could be overcome, although underlying philosophies of science might still differ.</span><p>An overtised-operant view of instruction on cognitive processes provides a further basis for closing the schism. Building from the behavioural processes of discrimination learning, chaining, verbal learning, etc., more complex cognitive structures can be described in terms of the more elemental structures from which they are built. Engelmann and Carnine's (1982) theory of instruction provides a key (through overt teaching strategies) in bridging the gap between basic operant principles and higher cognitive structures.</p><p>Operant psychology based interpretations of the changes that occur from being a novice to being an expert also are discussed to demonstrate additional commonalities between behavioural and cognitive positions.</p>

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

scholarly journals Multi-Domain Touchscreen-Based Cognitive Assessment of C57BL/6J Female Mice Shows Whole-Body Exposure to 56Fe Particle Space Radiation in Maturity Improves Discrimination Learning Yet Impairs Stimulus-Response Rule-Based Habit Learning

2021 ◽  
Vol 15 ◽  
Author(s):  
Ivan Soler ◽  
Sanghee Yun ◽  
Ryan P. Reynolds ◽  
Cody W. Whoolery ◽  
Fionya H. Tran ◽  
...  
Keyword(s):  
Discrimination Learning ◽  
Space Radiation ◽  
Memory Systems ◽  
Whole Body ◽  
Cortical Function ◽  
Rule Based ◽  
Female Mice ◽  
Stimulus Response ◽  
Prefrontal Cortical ◽  
Response Rule

Astronauts during interplanetary missions will be exposed to galactic cosmic radiation, including charged particles like 56Fe. Most preclinical studies with mature, “astronaut-aged” rodents suggest space radiation diminishes performance in classical hippocampal- and prefrontal cortex-dependent tasks. However, a rodent cognitive touchscreen battery unexpectedly revealed 56Fe radiation improves the performance of C57BL/6J male mice in a hippocampal-dependent task (discrimination learning) without changing performance in a striatal-dependent task (rule-based learning). As there are conflicting results on whether the female rodent brain is preferentially injured by or resistant to charged particle exposure, and as the proportion of female vs. male astronauts is increasing, further study on how charged particles influence the touchscreen cognitive performance of female mice is warranted. We hypothesized that, similar to mature male mice, mature female C57BL/6J mice exposed to fractionated whole-body 56Fe irradiation (3 × 6.7cGy 56Fe over 5 days, 600 MeV/n) would improve performance vs. Sham conditions in touchscreen tasks relevant to hippocampal and prefrontal cortical function [e.g., location discrimination reversal (LDR) and extinction, respectively]. In LDR, 56Fe female mice more accurately discriminated two discrete conditioned stimuli relative to Sham mice, suggesting improved hippocampal function. However, 56Fe and Sham female mice acquired a new simple stimulus-response behavior and extinguished this acquired behavior at similar rates, suggesting similar prefrontal cortical function. Based on prior work on multiple memory systems, we next tested whether improved hippocampal-dependent function (discrimination learning) came at the expense of striatal stimulus-response rule-based habit learning (visuomotor conditional learning). Interestingly, 56Fe female mice took more days to reach criteria in this striatal-dependent rule-based test relative to Sham mice. Together, our data support the idea of competition between memory systems, as an 56Fe-induced decrease in striatal-based learning is associated with enhanced hippocampal-based learning. These data emphasize the power of using a touchscreen-based battery to advance our understanding of the effects of space radiation on mission critical cognitive function in females, and underscore the importance of preclinical space radiation risk studies measuring multiple cognitive processes, thereby preventing NASA’s risk assessments from being based on a single cognitive domain.

THE SOCIAL CONTEXT OF MODELING

1981 ◽  
Vol 9 (2) ◽  
pp. 129-137 ◽  
Author(s):  
Jon E. Walker
Keyword(s):  
Social Context ◽  
Cognitive Processes ◽  
Social Learning Theory ◽  
Social Communication ◽  
Social Situation ◽  
Specific Stimulus ◽  
Stimulus Response ◽  
Symbolic Representations ◽  
The Social ◽  
Modeling Behavior

Social learning theory assumes that modeled behavior serves as information which the observer acquires via symbolic representations rather than specific stimulus-response associations, it would appear, then, that this process should follow rules governing social communication. It is also to be expected that the social context and the characteristics of both the social situation and the model will affect modeling behavior. It is posited in this paper that such influences operate through three cognitive processes: attention-instigation, behavior discrimination, and information via model characteristics.

Effects of stimulus-response isolation on primate pattern discrimination learning.

1962 ◽  
Vol 55 (6) ◽  
pp. 935-938 ◽  
Author(s):  
Mary I. Otteson ◽  
Charles L. Sheridan ◽  
Donald R. Meyer
Keyword(s):  
Discrimination Learning ◽  
Pattern Discrimination ◽  
Stimulus Response

scholarly journals Multi-domain touchscreen-based cognitive assessment of C57BL/6J female mice shows whole body exposure to 56Fe particle space radiation in maturity improves discrimination learning yet impairs stimulus-response habit learning

2021 ◽  
Author(s):  
Ivan Soler ◽  
Sanghee Yun ◽  
Ryan P Raynolds ◽  
Cody W Whoolery ◽  
Fionya H Tran ◽  
...  
Keyword(s):  
Discrimination Learning ◽  
Charged Particles ◽  
Space Radiation ◽  
Memory Systems ◽  
Whole Body ◽  
Cortical Function ◽  
Rule Based ◽  
Female Mice ◽  
Stimulus Response ◽  
Prefrontal Cortical

Astronauts during interplanetary missions will be exposed to galactic cosmic radiation, including charged particles like 56Fe. Preclinical studies with mature rodents suggest space radiation diminishes performance in classical hippocampal- and prefrontal cortex-dependent tasks. However, a rodent cognitive touchscreen battery unexpectedly revealed 56Fe radiation improves the performance of C57BL/6J male mice in a hippocampal-dependent task (discrimination learning) without changing performance in a striatal-dependent task (rule-based learning). As other preclinical work suggests the female rodent brain may be relatively resistant to charged particle-induced injury, and as the proportion of female vs. male astronauts is increasing, further study on how charged particles influence the touchscreen cognitive performance of female mice is warranted. We hypothesized that similar to mature male mice, mature female C57BL/6J mice exposed to whole-body 56Fe irradiation (3 x 6.7cGy 56Fe over 5 days, 600MeV/n) would improve performance vs.Sham conditions in touchscreen tasks relevant to hippocampal and prefrontal cortical function (e.g. location discrimination [LD] reversal and extinction, respectively). In LD, 56Fe female mice more accurately discriminated two discrete conditioned stimuli relative to Sham mice, suggesting improved hippocampal function. However, 56Fe and Sham female mice acquired a new simple stimulus-response behavior and extinguished this acquired behavior at similar rates, suggesting similar prefrontal cortical function. Based on prior work on multiple memory systems, we next tested whether improved hippocampal-dependent function (discrimination learning) came at the expense of striatal rule-based learning (visuomotor conditional learning). Interestingly, 56Fe female mice took more days to reach criteria in this striatal-dependent rule-based test relative to Sham mice. Together, our data support the idea of competition between memory systems, as a 56Fe-induced decrease in striatal-based learning is associated with enhanced hippocampal-based learning. These data emphasize the power of using a touchscreen-based battery to advance our understanding of the effects of space radiation on mission-critical cognitive function in females, and underscore the importance of preclinical space radiation risk studies measuring multiple cognitive processes, thereby preventing NASA risk assessments from being based on a single cognitive domain.

scholarly journals Deterministic response strategies in trial-and-error learning

2018 ◽  
Author(s):  
Holger Mohr ◽  
Katharina Zwosta ◽  
Dimitrije Markovic ◽  
Sebastian Bitzer ◽  
Uta Wolfensteller ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Cognitive Processes ◽  
Learning Model ◽  
Trial And Error ◽  
Q Learning ◽  
Learning Efficiency ◽  
Stimulus Response ◽  
Initial Learning ◽  
Error Learning ◽  
High Level

Trial-and-error learning is a universal strategy for establishing which actions are beneficial or harmful in new environments. However, learning stimulus-response associations solely via trial-and-error is often suboptimal, as in many settings dependencies among stimuli and responses can be exploited to increase learning efficiency. Previous studies have shown that in settings featuring such dependencies, humans typically engage high-level cognitive processes and employ advanced learning strategies to improve their learning efficiency. Here we analyze in detail the initial learning phase of a sample of human subjects (N = 85) performing a trial-and-error learning task with deterministic feedback and hidden stimulus-response dependencies. Using computational modeling, we find that the standard Q-learning model cannot sufficiently explain human learning strategies in this setting. Instead, newly introduced deterministic response models, which are theoretically optimal and transform stimulus sequences unambiguously into response sequences, provide the best explanation for 50.6% of the subjects. Most of the remaining subjects either show a tendency towards generic optimal learning (21.2%) or at least partially exploit stimulus-response dependencies (22.3%), while a few subjects (5.9%) show no clear preference for any of the employed models. After the initial learning phase, asymptotic learning performance during the subsequent practice phase is best explained by the standard Q-learning model. Our results show that human learning strategies in trial-and-error learning go beyond merely associating stimuli and responses via incremental reinforcement. Specifically during initial learning, high-level cognitive processes support sophisticated learning strategies that increase learning efficiency while keeping memory demands and computational efforts bounded. The good asymptotic fit of the Q-learning model indicates that these cognitive processes are successively replaced by the formation of stimulus-response associations over the course of learning.

scholarly journals Neural representations of task context and temporal order during action sequence execution

2020 ◽  
Author(s):  
Danesh Shahnazian ◽  
Mehdi Senoussi ◽  
Ruth M. Krebs ◽  
Tom Verguts ◽  
Clay B. Holroyd
Keyword(s):  
Contextual Information ◽  
Empirical Studies ◽  
Neural Mechanism ◽  
Blood Oxygen Level Dependent ◽  
Temporal Information ◽  
Blood Oxygen Level ◽  
Action Sequence ◽  
Stimulus Response ◽  
Action Sequences ◽  
Data Driven Approach

AbstractSince routine action sequences can share a great deal of similarity in terms of their stimulus response mappings, their correct execution relies crucially on the ability to preserve contextual and temporal information (Lashley, 1951). However, there are few empirical studies on the neural mechanism and the brain areas maintaining such information. To address this gap in the literature, we recently recorded the blood-oxygen level dependent (BOLD) response in a newly developed coffee-tea making task (Holroyd et al., 2018). The task involves the execution of 4 action sequences that each feature 6 decision states. Here we report a reanalysis of this dataset using a data-driven approach, namely multivariate pattern analysis (MVPA), that examines context-dependent neural activity across several predefined regions of interest. Results highlight involvement of the inferior-temporal gyrus and lateral prefrontal cortex in maintaining temporal and contextual information for the execution of hierarchically-organized action sequences. Furthermore, temporal information seems to be more strongly encoded in areas over the left hemisphere.

scholarly journals Selective Influence and Sequential Operations: A Research Strategy for Visual Search

2019 ◽  
Author(s):  
Kaleb A. Lowe ◽  
Thomas R. Reppert ◽  
Jeffrey D Schall
Keyword(s):  
Visual Search ◽  
Cognitive Processes ◽  
Experimental Approach ◽  
Research Strategy ◽  
Response Mapping ◽  
Stimulus Response ◽  
Singleton Distractor ◽  
Visual Encoding ◽  
Processing Architectures ◽  
Selective Influence

ABSTRACTWe introduce conceptually and empirically a powerful but underutilized experimental approach to dissect the cognitive processes supporting performance of a visual search task with factorial manipulations of singleton-distractor identifiability and stimulus-response cue discriminability. We show that systems factorial technology can distinguish processing architectures from the performance of macaque monkeys. This demonstration offers new opportunities to distinguish neural mechanisms through selective manipulation of visual encoding, search selection, rule encoding, and stimulus-response mapping.

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