Behaviorism, latent learning, and cognitive maps: needed revisions in introductory psychology textbooks

The cognitive map debate in insects: A historical perspective on what is at stake

Though well established in mammals, the cognitive map hypothesis has engendered a decades-long, ongoing debate in insect navigation studies involving many of the field's most prominent researchers. In this paper, I situate the debate within the broader context of 20th century animal behavior research and argue that the debate persists because competing research groups are guided by different constellations of epistemic aims, theoretical commitments, preferred animal subjects, and investigative practices. The expanded history of the cognitive map provided in this paper shows that more is at stake in the cognitive map debate than the truth value of propositions characterizing insect cognition. What is at stake is the future direction of an extraordinarily productive tradition of insect navigation research stretching back to Karl von Frisch. Disciplinary labels like ethology, comparative psychology, and behaviorism became less relevant at the turn of the 21st century, but as I show, the different ways of knowing animals associated with these disciplines continue to motivate debates about animal cognition. This examination of scientific disagreement surrounding the cognitive map hypothesis also has significant consequences for philosophers' use of cognitive map research as a case study.

Spatial inference without a cognitive map: the role of higher-order path integration

The cognitive map has been taken as the standard model for how agents infer the most efficient route to a goal location. Alternatively, path integration - maintaining a homing vector during navigation - constitutes a primitive and presumably less-flexible strategy than cognitive mapping because path integration relies primarily on vestibular stimuli and pace counting. The historical debate as to whether complex spatial navigation is ruled by associative learning or cognitive map mechanisms has been challenged by experimental difficulties in successfully neutralizing path integration. To our knowledge, there are only three studies that have succeeded in resolving this issue, all showing clear evidence of novel route taking, a behaviour outside the scope of traditional associative learning accounts. Nevertheless, there is no mechanistic explanation as to how animals perform novel route taking. We propose here a new model of spatial learning that combines path integration with higher-order associative learning, and demonstrate how it can account for novel route taking without a cognitive map, thus resolving this long-standing debate. We show how our higher-order path integration (HOPI) model can explain spatial inferences, such as novel detours and shortcuts. Our analysis suggests that a phylogenetically ancient, vector-based navigational strategy utilizing associative processes is powerful enough to support complex spatial inferences.

O que (não) há de “complexo” no comportamento? Behaviorismo radical, self, insight e linguagem

Resumo Uma crítica comum encontrada em manuais e livros didáticos de psicologia é que a análise do comportamento não seria capaz de explicar fenômenos psicológicos complexos. Estes seriam melhor abordados por explicações cognitivistas baseadas em mecanismos internos ao organismo. Este ensaio tem como objetivo avaliar a pertinência dessa crítica à luz de exemplos da literatura analítico-comportamental. A partir da análise de pesquisas que tratam de formação de self, insight e linguagem, argumenta-se que a “complexidade” foi importada para os laboratórios de análise do comportamento, assim como floresceu em diversas linhas de pesquisa de tradição behaviorista radical. Em adição, são discutidos cinco significados possíveis dados à “complexidade” extraídos da literatura consultada. Conclui-se que não há significado útil do termo e que, por essa razão, talvez seja pertinente abandoná-lo como critério de classificação de comportamentos. Como consequência, “comportamento complexo” seria simplesmente “comportamento” e nada mais.

Chronic Dietary Selenomethionine Exposure Induces Oxidative Stress, Dopaminergic Dysfunction, and Cognitive Impairment in Adult Zebrafish (Danio rerio)

The present study was designed to investigate the effects of chronic dietary exposure to selenium (Se) on zebrafish cognition and also to elucidate possible mechanism(s) by which Se exerts its neurotoxicity. To this end, adult zebrafish were exposed to different concentrations of dietary l-selenomethionine (control, 2.3, 9.7, 32.5, or 57.7 μg Se/g dry weight) for 30 days. Cognitive performance of fish was tested using a latent learning paradigm in a complex maze. In addition, we also evaluated oxidative stress biomarkers and the expression of genes involved in dopaminergic neurotransmission in the zebrafish brain. Fish treated with higher dietary Se doses (32.5 and 57.5 μg Se/g) exhibited impaired performance in the latent learning task. The impaired learning was associated with the induction of oxidative stress and altered mRNA expression of dopamine receptors, tyrosine hydroxylase, and dopamine transporter genes in the zebrafish brain. Collectively, our results illustrate that cognitive impairment in zebrafish could be associated with Se-induced oxidative stress and altered dopaminergic neurotransmission in the brain.

Moving Beyond Reinforcement and Response Strength

Behavior analysis has often simultaneously depended upon and denied an implicit, hypothetical process of reinforcement as response strengthening. I discuss what I see as problematic about the use of such an implicit, possibly inaccurate, and likely unfalsifiable theory and describe issues to consider with respect to an alternative view without response strengthening. In my take on such an approach, important events (i.e., "reinforcers") provide a means to measure learning about predictive relations in the environment by modulating (i.e., inducing) performance dependent upon what is predicted and the relevant motivational mode or behavioral system active at that time (i.e., organismic state). Important events might be phylogenetically important, or they might acquire importance by being useful as signals for guiding an organism to where, when, or how currently relevant events might be obtained (or avoided). Given the role of learning predictive relations in such an approach, it is suggested that a potentially useful first step is to work toward formal descriptions of the structure of the predictive relations embodied in common facets of operant behavior (e.g., response-reinforcer contingencies, conditioned reinforcement, and stimulus control). Ultimately, the success of such an approach will depend upon how well it integrates formal characterizations of predictive relations (and how they are learned without response strengthening) and the relevant concomitant changes in organismic state across time. I also consider how thinking about the relevant processes in such a way might improve both our basic science and our technology of behavior.

Time Does Not Help Orangutans Pongo abelii Solve Physical Problems

Many questions in animal intelligence and cognition research are challenging. One challenge is to identify mechanisms underlying reasoning in experiments. Here, we provide a way to design such tests in non-human animals. We know from research in skill acquisition in humans that reasoning and thinking can take time because some problems are processed in multiple steps before a solution is reached (e.g., during mental arithmetics). If animals are able to learn through similar processes their decision making can be time consuming, and most importantly improve if more time to process information is allowed. We tested if performance of two Sumatran orangutans (Pongo abelii) increased in a two-choice experiment when they were allowed extra time before making their decisions, compared to when they were forced to decide immediately. We found that the performance of the orangutans did not depend on the time they were allowed to process the information before making their decisions. This methodology provides a potential avenue for empirical tests of mechanisms underlying reasoning in non-human animals.

Evidence for social cooperation in rodents by automated maze

Social cooperation is defined as a joint action for mutual benefit that depends on the individual and the counterparts’ behaviors. To gain valid evidence for social cooperation behavior we conducted a series of experiments in our suggested fully automated non-conditioned maze and depicted three major findings: (i) During 18 days of training the rats showed a progressive social learning curve as well as latent social learning; (ii) Examining the perceptual communication between the cooperating partners, we found a correlation between the available perceptual modalities and the social cooperation performance; and (iii) Investigating contextual learning as a competing process to the social cooperation, we found that additional contextual cues impaired the social cooperation performance. In conclusion, our suggested automated cooperation maze is designed to further our understanding of social cooperation under normal conditions, such as decision-making, and to examine the neural basis of social cooperation. A variety of neuropsychiatric disorders are characterized by disruptions in social behavior and social cognition, including depression, autism spectrum disorders, obsessive-compulsive disorder, and schizophrenia. Thus, on the pathological end, our maze for social cooperation evaluation can contribute significantly to the investigation of a wide range of social cooperation impairments in a rodent model.

Dopamine receptors participate in acquisition and consolidation of latent learning of spatial information in zebrafish (Danio rerio)

There is growing appreciation that various aspects of learning and memory are strongly influenced by dopamine neurotransmission, and that zebrafish hold particular promise in the study of neurotransmitter systems. In this study, we sought to investigate the effect of dopamine receptors on acquisition and consolidation of memory in zebrafish using a latent learning paradigm. To this end, fish were subjected to a 30 min training trial each day for 16 days during which fish were allowed to freely explore a complex maze with the left or right path blocked and without the presence of a reward. During 16 days fish were treated with dopaminergic agonists (apomorphine, SKF-38393, and quinpirole) and antagonists (SCH-23390 and eticlopride) before or after training trials. To assess cognitive performance of fish, a subsequent probe trial was performed on day 17 while all paths leading to a reward chamber were open and the maze now contained stimulus fish as a reward. Pre- and post-training exposure to apomorphine, SKF-38393, and quinpirole significantly impaired learning and memory in fish. In contrast, fish exposed to eticlopride before and after training exhibited improved performance in a latent learning task. Administration of SCH-23390 before training did not affect zebrafish learning ability, but produced significant memory enhancement when given after training trials. Taken together, these findings are the first indications that D1 and D2 receptors are critically involved in acquisition and consolidation of latent learning in zebrafish, with a more prominent role for D2 receptors. The current study opens the door to future studies to investigate the involvement of dopamine receptors in various aspects of cognitive processes.

Failure to observe untested derived stimulus relations in extinction: implications for understanding stimulus-equivalence formation

Wilson and Hayes (1996) and Doughty, Kastner, and Bismark (2011) observed resurgence of past equivalence relations when newer equivalence relations were punished or extinguished, respectively. Their findings support the notion that deriving stimulus relations is a form of operant behavior. Although there is consensus regarding the operant nature of deriving untrained stimulus relations, the necessary and sufficient conditions that establish these relations remain unclear. For example, in the aforementioned work, the resurgent equivalence relations were tested earlier in each study. The present research investigated whether this resurgence of equivalence relations requires their initial testing. In Experiment 1, college students received arbitrary matching-to-sample training in Phase 1. After these baseline discriminations were established, equivalence testing was omitted. In Phase 2, four 4-member equivalence classes were established that were inconsistent with the Phase-1 training. These Phase-2 relations then were extinguished to test whether the equivalence relations consistent with Phase-1 training would occur. Unlike in earlier research, these untested relations did not occur reliably. This finding was replicated in Experiment 2, and additional tests of stimulus relatedness did not reveal any evidence of derived stimulus relations consistent with the Phase-1 training. The present research extends other findings suggesting that the equivalence-testing context helps establish these stimulus classes.

Social isolation induces deficit of latent learning performance in mice: a putative animal model of attention deficit/hyperactivity disorder

Social isolation of rodents (SI) elicits a variety of stress responses such as increased aggressiveness, hyper-locomotion, and reduced susceptibility to pentobarbital. To obtain a better understanding of the relevance of SI-induced behavioral abnormalities to psychiatric disorders, we examined the effect of SI on latent learning as an index of spatial attention, and discussed the availability of SI as an epigenetic model of attention deficit hyperactivity disorder (ADHD). Except in specially stated cases, 4-week-old male mice were housed in a group or socially isolated for 3-70 days before experiments. The animals socially isolated for 1 week or more exhibited spatial attention deficit in the water-finding test. Re-socialized rearing for 5 weeks after 1-week SI failed to attenuate the spatial attention deficit. The effect of SI on spatial attention showed no gender difference or correlation with increased aggressive behavior. Moreover, SI had no effect on cognitive performance elucidated in a modified Y-maze or an object recognition test, but it significantly impaired contextual and conditional fear memory elucidated in the fear-conditioning test. Drugs used for ADHD therapy, methylphenidate (1-10 mg/kg, i.p.) and caffeine (0.5-1 mg/kg, i.p.), improved SI-induced latent learning deficit in a manner reversible with cholinergic but not dopaminergic antagonists. Considering the behavioral features of SI mice together with their susceptibility to ADHD drugs, the present findings suggest that SI provides an epigenetic animal model of ADHD and that central cholinergic systems play a role in the effect of methylphenidate on SI-induced spatial attention deficit.