scholarly journals Two Strains of Lymnaea stagnalis and the Progeny from Their Mating Display Differential Memory-Forming Ability on Associative Learning Tasks

2017 ◽  
Vol 11 ◽  
Author(s):  
Hiroshi Sunada ◽  
Yuki Totani ◽  
Ryota Nakamura ◽  
Manabu Sakakibara ◽  
Ken Lukowiak ◽  
...  
Keyword(s):  
Associative Learning ◽  
Lymnaea Stagnalis ◽  
Learning Tasks ◽  
Mating Display

The effects of continuous versus partial reinforcement schedules on associative learning, memory and extinction in Lymnaea stagnalis

2002 ◽  
Vol 205 (8) ◽  
pp. 1171-1178 ◽  
Author(s):  
Susan Sangha ◽  
Chloe McComb ◽  
Andi Scheibenstock ◽  
Christine Johannes ◽  
Ken Lukowiak
Keyword(s):  
Associative Learning ◽  
Operant Conditioning ◽  
Lymnaea Stagnalis ◽  
Partial Reinforcement ◽  
Long Term Memory ◽  
Memory Retention ◽  
Reinforcement Schedules ◽  
Conditioning Procedure ◽  
Term Memory

SUMMARY A continuous schedule of reinforcement (CR) in an operant conditioning procedure results in the acquisition of associative learning and the formation of long-term memory. A 50 % partial reinforcement (PR) schedule does not result in learning. The sequence of PR—CR training has different and significant effects on memory retention and resistance to extinction. A CR/PR schedule results in a longer-lasting memory than a PR/CR schedule. Moreover,the memory produced by the CR/PR schedule is resistant to extinction training. In contrast, extinction occurs following the PR/CR schedule.

scholarly journals Evidential diversity increases generalisation in predictive learning

2019 ◽  
Vol 72 (11) ◽  
pp. 2647-2657 ◽  
Author(s):  
Jessica C Lee ◽  
Peter F Lovibond ◽  
Brett K Hayes
Keyword(s):  
Associative Learning ◽  
Diverse Group ◽  
Diverse Range ◽  
Predictive Learning ◽  
Learning Tasks ◽  
Diversity Principle ◽  
Diversity Effects

In property induction tasks, encountering a diverse range of instances (e.g., hippos and hamsters) with a given property usually increases our willingness to generalise that property to a novel instance, relative to non-diverse evidence (e.g., hippos and rhinos). Although generalisation in property induction and predictive learning tasks share conceptual similarities, it is unknown whether this diversity principle applies to generalisation of a predictive association. We tested this hypothesis in two predictive learning experiments using differential training where one category of stimuli (e.g., fruits) predicted an outcome and another category (e.g., vegetables) predicted no outcome. We compared generalisation between a Non-Diverse group who were presented with non-diverse evidence in both positive (predicted the outcome) and negative (predicted no outcome) categories, and two groups who received the same training as the Non-Diverse group but with a more diverse range of exemplars in the positive (Diverse+ group) or negative (Diverse– group) category. Diversity effects were found for both positive and negative categories, in that learning about a diverse range of exemplars increased generalisation of a predictive association to novel exemplars from that same category. The results suggest that diversity, a key principle describing how we reason inductively, also applies to generalisation in associative learning tasks.

scholarly journals Interneuronal mechanisms underlying a learning-induced switch in a sensory response that anticipates changes in behavioural outcomes

2020 ◽  
Author(s):  
Zsolt Pirger ◽  
Zita László ◽  
Souvik Naskar ◽  
Michael O’Shea ◽  
Paul R. Benjamin ◽  
...  
Keyword(s):  
Associative Learning ◽  
Lymnaea Stagnalis ◽  
Neural Mechanism ◽  
Behavioural Response ◽  
Sensory Response ◽  
Neuronal Mechanisms ◽  
The Us ◽  
Innate Behaviour ◽  
Aversive Classical Conditioning ◽  
Withdrawal Response

ABSTRACTHow an animal responds to a particular sensory stimulus will to a great extent depend on prior experience associated with that stimulus. For instance, aversive associative learning may lead to a change in the predicted outcomes, which suppresses the behavioural response to an otherwise rewarding stimulus. However, the neuronal mechanisms of how aversive learning can result in the suppression of even a vitally important innate behaviour is not well understood. Here we used the model system of Lymnaea stagnalis to address the question of how an anticipated aversive outcome can alter the behavioural response to a previously effective feeding stimulus. We found that aversive classical conditioning with sucrose as the CS (conditioned stimulus) and strong touch as the aversive US (unconditioned stimulus) reverses the decision so that the same salient feeding stimulus inhibits feeding, rather than activating it. Key to the understanding of the neural mechanism underlying this switch in the behavioural response is the PlB (pleural buccal) extrinsic interneuron of the feeding network whose modulatory effects on the feeding circuit inhibit feeding. After associative aversive training, PlB is excited by sucrose to reverse its effects on the feeding response. Aversive associative learning induces a persistent change in the electrical properties of PlB that is both sufficient and necessary for the switch in the behavioural output. In addition, the strong touch used as the US during the associative training protocol can also serve as a sensitizing stimulus to lead to an enhanced defensive withdrawal response to a mild touch stimulus. This non-associative effect of the strong touch is probably based on the facilitated excitatory output of a key identified interneuron of the defensive withdrawal network, PeD12.

scholarly journals Unexpected changes in learned task contingencies trigger sharp wave ripples in the primate hippocampus during virtual navigation

2020 ◽  
Author(s):  
Mary McIntosh ◽  
Benjamin Corrigan ◽  
Roberto Gulli ◽  
Guillaume Doucet ◽  
Julio Martinez-Trujillo ◽  
...  
Keyword(s):  
Associative Learning ◽  
Memory Consolidation ◽  
Event Related Potentials ◽  
Field Potentials ◽  
Virtual Navigation ◽  
Temporal Lobes ◽  
Sharp Wave ◽  
Learning Tasks ◽  
Related Potentials ◽  
3D Virtual Environment

Abstract The hippocampi and mesial temporal lobes play a central role in episodic memory and associative learning. It is unclear how unexpected experience influences learning. Hippocampal sharp wave ripples (SWR) are an electrical biomarker of memory consolidation. We tracked when and where SWR occur during 2 tasks. Local field potentials were recorded in the hippocampi, entorhinal cortices and amygdalae of non-human primates (NHP; n=3) performing reversal and associative learning tasks in a 3D virtual environment. Our results show hippocampal SWR occurred when learned task contingencies were unexpectedly altered. Surprise rewards and reward denial were associated with SWR rates 9.8x and 8.0x greater than expected rewards. The highest density of SWR occurred in zones where errors were made. SWR were preceded by event-related potentials in the amygdala but not entorhinal cortex. Our results suggest that SWR generation in primates may prioritize behaviourally relevant experience for commitment to memory to allow flexible learning.

scholarly journals Verbal and novel multisensory associative learning in adults

F1000Research ◽  
2013 ◽  
Vol 2 ◽  
pp. 34 ◽  
Author(s):  
Joanne M Fifer ◽  
Ayla Barutchu ◽  
Mohit N Shivdasani ◽  
Sheila G Crewther
Keyword(s):  
Associative Learning ◽  
Verbal Learning ◽  
Reaction Times ◽  
The Novel ◽  
Associate Learning ◽  
Learning Tasks ◽  
Multisensory Enhancement ◽  
Error Learning ◽  
Visual Shape ◽  
Adult Volunteers

To date, few studies have focused on the behavioural differences between the learning of multisensory auditory-visual and intra-modal associations. More specifically, the relative benefits of novel auditory-visual and verbal-visual associations for learning have not been directly compared. In Experiment 1, 20 adult volunteers completed three paired associate learning tasks: non-verbal novel auditory-visual (novel-AV), verbal-visual (verbal-AV; using pseudowords), and visual-visual (shape-VV). Participants were directed to make a motor response to matching novel and arbitrarily related stimulus pairs. Feedback was provided to facilitate trial and error learning. The results of Signal Detection Theory analyses suggested a multisensory enhancement of learning, with significantly higher discriminability measures (d-prime) in both the novel-AV and verbal-AV tasks than the shape-VV task. Motor reaction times were also significantly faster during the verbal-AV task than during the non-verbal learning tasks.  Experiment 2 (n = 12) used a forced-choice discrimination paradigm to assess whether a difference in unisensory stimulus discriminability could account for the learning trends in Experiment 1. Participants were significantly slower at discriminating unisensory pseudowords than the novel sounds and visual shapes, which was notable given that these stimuli produced superior learning. Together the findings suggest that verbal information has an added enhancing effect on multisensory associative learning in adults

scholarly journals The Soma of RPeD1 Must Be Present for Long-Term Memory Formation of Associative Learning in Lymnaea

2002 ◽  
Vol 88 (4) ◽  
pp. 1584-1591 ◽  
Author(s):  
Andi Scheibenstock ◽  
Darin Krygier ◽  
Zara Haque ◽  
Naweed Syed ◽  
Ken Lukowiak
Keyword(s):  
Associative Learning ◽  
Lymnaea Stagnalis ◽  
Memory Formation ◽  
Long Term Memory ◽  
Pond Snail ◽  
Term Memory ◽  
Identified Neuron ◽  
Respiratory Behavior ◽  
A Site

The cellular basis of long-term memory (LTM) storage is not completely known. We have developed a preparation where we are able to specify that a single identified neuron, Right Pedal Dorsal 1 (RPeD1), is a site of LTM formation of associative learning in the pond snail, Lymnaea stagnalis. We demonstrated this by ablating the soma of the neuron but leaving behind its functional primary neurite, as evidenced by electrophysiological and behavioral analyses. The soma-less RPeD1 neurite continues to be a necessary participant in the mediation of aerial respiratory behavior, associative learning, and intermediate-term memory (ITM); however, LTM cannot be formed. However, if RPeD1's soma is ablated after LTM consolidation has occurred, LTM can still be accessed. Thus the soma of RPeD1 is a site of LTM formation.

Differential Neuroethological Effects of Aversive and Appetitive Reinforcing Stimuli on Associative Learning in Lymnaea stagnalis

1996 ◽  
Vol 13 (6) ◽  
pp. 803-812 ◽  
Author(s):  
Satoshi Kojima ◽  
Mari Yamanaka ◽  
Yutaka Fujito ◽  
Etsuro Ito
Keyword(s):  
Associative Learning ◽  
Lymnaea Stagnalis ◽  
Reinforcing Stimuli
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