Spatial pattern learning in rats: Control by an iterative pattern.

Brown, Michael F.; Zeiler, Christine; John, Anica

doi:10.1037/0097-7403.27.4.407

Cited by 14 publications

(23 citation statements)

References 27 publications

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“…In this case, the measure was the one developed by Brown et al (2001) for the checkerboard pattern. This measure is the relative tendency to choose a pole as a function of its spatial relationship to the most recently chosen pole and whether the most recently chosen pole was baited or not.…”

Section: Resultsmentioning

confidence: 99%

“…Both exemplars form a checkerboard pattern, much like the white or black spaces on a chessboard. Brown et al (2001) found that rats learn to choose poles in conformity with this pattern and that their performance cannot be explained in terms of learning relatively simple response tendencies. Thus, they argued, rats learn at least some of the spatial relations among the poles forming a checkerboard pattern.…”

Section: Methodsmentioning

confidence: 99%

“…The square pattern is composed of relatively fewer elements. As Brown et al (2001) pointed out, the checkerboard pattern is potentially unbounded(iterative), whereas a square pattern is necessarily limited in spatial scope. Given the many differences between these two patterns, it should be informative to determine whether, as for the square pattern used in Experiment 1, there is an interaction between control by visual cues and control by a checkerboard pattern.…”

Section: Methodsmentioning

confidence: 99%

“…Experiment 2 was intended to be very similar in design to Experiment 1, with the major exception that the spatial pattern of baited poles was the checkerboard pattern used by Brown et al (2001). In a 5 3 5 matrix of poles, either the 12 even-numbered poles or the complementary set of 13 odd-numbered poles were baited on each trial.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, if rats learn the spatial pattern formed by the baited poles, discovery of one or more baited poles provides information about the location of the remaining baited poles. We have shown that several such spatial patterns can indeed control behavior (Brown, DiGello, Milewski, Wilson, & Kozak, 2000;Brown & Terrinoni, 1996;Brown, Zeiler, & John, 2001;DiGello, Brown, & Affuso, in press;Lebowitz & Brown, 1999).…”

mentioning

confidence: 99%

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No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

Brown

Yang

DiGian

2002

Animal Learning & Behavior

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Two experiments were conducted to examine the effects of redundant and relevant visual cues on spatial pattern learning. Rats searched for hidden food items on the tops of poles that formed a square (Experiment 1) or a checkerboard (Experiment 2) pattern. The experimental groups were trained with visual cues that specified the locations of the baited poles. All groups were tested without visual cues so that any overshadowing or facilitation of spatial pattern learning by visual cues could be detected. Spatial choices were controlled by the spatial pattern and by the visual cues in both experiments. However, there was no evidence of overshadowing or facilitation of spatial pattern learning by visual cues in either experiment. The results are consistent with the idea that the representation of the spatial pattern that guides choices is not controlled by the same learning processes as those that produce associations between visual cues and food locations.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

Brown

Yang

DiGian

2002

Animal Learning & Behavior

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Facilitation of learning spatial relations among locations by visual cues: generality across spatial configurations

2009

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Spatial pattern learning permits the learning of the location of objects in space relative to each other without reference to discrete visual landmarks or environmental geometry. In the present experiment, we investigated conditions that facilitate spatial pattern learning. Specifically, human participants searched in a real environment or interactive 3-D computer-generated virtual environment open-field search task for four hidden goal locations arranged in a diamond configuration located in a 5 x 5 matrix of raised bins. Participants were randomly assigned to one of three groups: Pattern Only, Landmark + Pattern, or Cues + Pattern. All participants experienced a Training phase followed by a Testing phase. Visual cues were coincident with the goal locations during Training only in the Cues + Pattern group whereas a single visual cue at a non-goal location maintained a consistent spatial relationship with the goal locations during Training only in the Landmark + Pattern group. All groups were then tested in the absence of visual cues. Results in both environments indicated that participants in all three groups learned the spatial configuration of goal locations. The presence of the visual cues during Training facilitated acquisition of the task for the Landmark + Pattern and Cues + Pattern groups compared to the Pattern Only group. During Testing the Landmark + Pattern and Cues + Pattern groups did not differ when their respective visual cues were removed. Furthermore, during Testing the performance of these two groups was superior to the Pattern Only group. Results generalize prior research to a different configuration of spatial locations, isolate spatial pattern learning as the process facilitated by visual cues, and indicate that the facilitation of learning spatial relations among locations by visual cues does not require coincident visual cues.

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Route selection by rats and humans in a navigational traveling salesman problem

Blaser

Ginchansky

2011

Anim Cogn

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Spatial cognition is typically examined in non-human animals from the perspective of learning and memory. For this reason, spatial tasks are often constrained by the time necessary for training or the capacity of the animal's short-term memory. A spatial task with limited learning and memory demands could allow for more efficient study of some aspects of spatial cognition. The traveling salesman problem (TSP), used to study human visuospatial problem solving, is a simple task with modifiable learning and memory requirements. In the current study, humans and rats were characterized in a navigational version of the TSP. Subjects visited each of 10 baited targets in any sequence from a set starting location. Unlike similar experiments, the roles of learning and memory were purposely minimized; all targets were perceptually available, no distracters were used, and each configuration was tested only once. The task yielded a variety of behavioral measures, including target revisits and omissions, route length, and frequency of transitions between each pair of targets. Both humans and rats consistently chose routes that were more efficient than chance, but less efficient than optimal, and generally less efficient than routes produced by the nearest-neighbor strategy. We conclude that the TSP is a useful and flexible task for the study of spatial cognition in human and non-human animals.

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Spatial pattern learning in rats: Control by an iterative pattern.

Cited by 14 publications

References 27 publications

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

Facilitation of learning spatial relations among locations by visual cues: generality across spatial configurations

Route selection by rats and humans in a navigational traveling salesman problem

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