Serial learning in rats: A test of three hypotheses

Capaldi, E. J.; Miller, Ronald Mellado

doi:10.1016/s0023-9690(03)00043-2

Cited by 10 publications

(5 citation statements)

References 16 publications

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“…This confusion hypothesis takes two forms. Either rats confuse the ordinal position of Trial 2 with that of Trial 3 (Burns & Dunkman, 2000;Burns, Wiley, & Payne, 1986) or they are unable to distinguish between memories of events preceding Trial 2 from those preceding Trial 3-the sequential memory generalization hypothesis (Capaldi & Miller, 2004). Burns et al (1986) prevented the Trial 2 speed effect in the ordered RNR/RNN serial pattern task by instituting a longer (10-min) interval between the last two trials in each series.…”

Section: Discussionmentioning

confidence: 99%

Effects of forced-choice runway variations on rats’ T-maze serial pattern learning

Szelest

Cohen

2006

Learning & Behavior

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Section: Discussionmentioning

confidence: 99%

Effects of forced-choice runway variations on rats’ T-maze serial pattern learning

Szelest

Cohen

2006

Learning & Behavior

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“…The second topic is of serial or sequence learning, and how animals encode and correctly select sequences of stimuli or behaviors. The question here is whether standard associative processes can account for serial ordering, and which cues (e.g., position of stimuli, previous stimuli or responses) control behavior in these tasks (e.g., Burns, Dunkman, & Detloff, 1999;Capaldi, Alptekin, Miller, & Birmingham, 1997;Capaldi & Miller, 2004;Swartz, Chen, & Terrace, 2000;Treichler, Raghanti, & Van Tilburg, 2003). The third topic is concept formation, with the goal of determining how abstract concepts -virtually always the concept of same/different -are learned and used (e.g., Blaisdell & Cook, 2005;Gibson & Wasserman, 2003;Smith, Redford, Haas, Coutinho, & Couchman, 2008;Wasserman, Frank, & Young, 2002).…”

Section: Stimulus Controlmentioning

confidence: 99%

The Comparative Study of Learning from 1994-2013

Blaser¹,

Bellizzi²

2014

IJCP

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The study of learning has long held a central position in the field of comparative psychology. Here we present a survey of the past 20 years of comparative learning research, covering publications from 1994 to 2013. We selected seven journals with a strong focus on comparative learning, and identified five major topics of study represented by the publications in those journals: non-associative learning, associative learning, perceptual/object learning, social learning, and neural correlates of learning. Of these topics, associative learning was by far the most popular, comprising about 85% of the research in comparative learning. We therefore subdivided this topic into seven subcategories of research questions, which included causal reasoning, compound cue interactions, extinction, stimulus control, outcome learning and motivation, spatial learning, and temporal integration or timing. The number of publications addressing each topic or research question, as well as the number of citations received by these publications, was examined for the combined seven journals across the 20 year period of review. The subject of spatial learning has grown rapidly over the past 20 years, and has attracted robust interest by researchers both in and outside of the field of comparative psychology. Although much less popular in terms of publication number, recent growth was also identified for studies of causal reasoning, social learning, and perceptual or object learning.

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“…Wh ile a nu mb er o f th eo retical mo d els hav e b een d eveloped [3], the bu lk o f th e ev idence s uppo rts t he existence of two associative mechanis ms that can explain rodent serial-pattern learn ing -(1) the develop ment of stimulus-stimulus associations [4,5] or (2) the ordinal position of each element of the stimu lus series comes to function as a differential cue [6,7]. In a variat ion of the latter theoretical view, a series of reinfo rcement events is converted to a spatial array [8].…”

Section: Introductionmentioning

confidence: 99%

Modification of Serial Pattern Learning by Designer Tryptamine Exposure during Adolescence: Comparison with Damage to the Dorsal Hippocampus or Prefrontal Cortex

Compton¹,

Selinger²,

Westman³

et al. 2012

IJPBS

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Fo xy or Methoxy Fo xy (5-MeO-DIPT) is one of a series of new "club drugs" that within the past decade has gained in popularity among recreational users as an alternative to MDMA (Ecstasy). Unlike M DMA, not much is known about the neurobiological consequences of 5-MeO-DIPT use. Little is known about the effects of either co mpound on learning in a nonspatial appetitive task. In the present study, adolescent rats were given repeated injections of 10 mg/kg of 5-MeO-DIPT, MDMA, or a corresponding volume of isotonic saline. In serial learning tasks, depending on task demands, there is a gro wing body of evidence suggesting that multip le memo ry systems play a critical role, with each system playing a more o r less dominant role depending on the available stimu li and task demands. Therefore, for co mparison purposes, the drug-treated rats were co mpared with that of h ippocampus-or prefrontal cortex-lesioned rats. After adolescent drug exposure or lesions during adolescence, adult animals were trained All animals were trained for 30 days on a three-element, nonmonotonic pattern consisting of 21, 0, and 7 food pellets, respectively. Control rats were capable of d istinguishing among the elements of the series, as indexed by running times. As expected, the tracking performance of the lesioned rats was impaired. Performance in both the 5-MeO-DIPT-and the MDMA-treated rats improved with training but after 30 days was not markedly d ifferent than the lesioned animals. The results are discussed in terms of measured alterat ions in serotonin activity in the fo rebrain and the consequences of compro mised serotoninergic systems on the cognitive processes involved in appetitive serial learning tasks.

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Serial learning in rats: A test of three hypotheses

Cited by 10 publications

References 16 publications

Effects of forced-choice runway variations on rats’ T-maze serial pattern learning

Effects of forced-choice runway variations on rats’ T-maze serial pattern learning

The Comparative Study of Learning from 1994-2013

Modification of Serial Pattern Learning by Designer Tryptamine Exposure during Adolescence: Comparison with Damage to the Dorsal Hippocampus or Prefrontal Cortex

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