The retrosplenial cortex as a possible "sensory integration" area: A neural network modeling approach of the differential outcomes effect in negative patterning

The Granular Retrosplenial Cortex Is Necessary in Male Rats for Object-Location Associative Learning and Memory, But Not Spatial Working Memory or Visual Discrimination and Reversal, in the Touchscreen Operant Chamber

The retrosplenial cortex (RSC) is a hub of diverse afferent and efferent projections thought to be involved in associative learning. RSC shows early pathology in mild cognitive impairment and Alzheimer's disease (AD), which impairs associative learning. To understand and develop therapies for diseases such as AD, animal models are essential. Given the importance of human RSC in object-location associative learning and the success of object-location associative paradigms in human studies and in the clinic, it would be of considerable value to establish a translational model of object-location learning for the rodent. For this reason, we sought to test the role of RSC in object-location learning in male rats using the object-location paired-associates learning (PAL) touchscreen task. First, increased cFos immunoreactivity was observed in granular RSC following PAL training when compared with extended pretraining controls. Following this, RSC lesions following PAL acquisition were used to explore the necessity of the RSC in object-location associative learning and memory and two tasks involving only one modality: trial-unique nonmatching-to-location for spatial working memory and pairwise visual discrimination/reversal. RSC lesions impaired both memory for learned paired-associates and learning of new object-location associations but did not affect performance in either the spatial or visual single-modality tasks. These findings provide evidence that RSC is necessary for object-location learning and less so for learning and memory involving the individual modalities therein.

Category relevance attenuates overshadowing in human predictive learning

In situations in which multiple predictors anticipate the presence or absence of an outcome, cues compete to anticipate the outcome, resulting in a loss of associative strength compared to control conditions without additional cues. Critically, there are multiple factors modulating the magnitude and direction of such competition, although in some scenarios the effect of these factors remains unexplored. We sought to assess whether the relative salience of the elements in a compound of cues modulates the magnitude of the overshadowing effect in human predictive learning. Two separable categories (i.e., colors and symbols) were used in a predictive learning task. In Experiment 1, different groups of participants were granted with different time of exposure to a compound of cues belonging to different categories (color and symbol) to evaluate potential differences in the magnitude of overshadowing. Furthermore, we used posttest questionnaires to assess whether participants used either only one or both categories during training, and assessed if this impacted the magnitude of overshadowing. In general, overshadowing was not modulated by the time of exposition, except in the case of very short time of exposition with prominent learning about the most salient category. In Experiment 2, the relative salience of a category was biased via prior experience either with a biconditional discrimination or attending only the relevant category (either color or symbol). The previously relevant category was less prone to overshadowing, but not the alternative one. Results are discussed in light of attentional and configural theories of associative learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Learning About Reward Identities and Time

We discuss three empirical findings that we think any theory attempting to integrate interval timing with associative learning concepts will need to address. These empirical phenomena all come from studies that combine peak timing procedures with reinforcer devaluation or conditional discrimination tasks commonly employed, respectively, in interval timing or associative learning research traditions. The three phenomena we discuss include: (1) the observation that disruptions in reward identity encoding have little to no impact on the encoding of reward time in the a peak procedure (Delamater., 1998), (2) the findings that organisms tend to average their time estimates when presented with a stimulus compound consisting of separately learned stimuli indicating short or long reward times but that such temporal averaging, itself, is sensitive to post-conditioning selective reward devaluation, and (3) that rats can learn a temporal patterning task in which two stimuli presented independently indicate one time to reward availability while their compound indicates another. We review our prior results and present new findings illustrating these three phenomena and we discuss the special challenges they pose for cascade theories of timing, for multiple-oscillator models, and for any approach that attempts to integrate interval timing and associative models. We close by illustrating some ways in which multi-layer connectionist network models might begin to address some of our key findings. We believe this will require an approach that includes separate mechanisms that code for reward identity and time, but that does so in a way that permits for integration between the two systems.

Hierarchical and configural control in conditional discrimination learning

Considerable discussion has concerned the role of context in conditional discrimination learning. Some authors have proposed that contexts might operate hierarchically on CS-US associations, whereas others have proposed that the context plus the CS might be processed configurally. In the present article, we report the results of two experiments that assessed the role of context on pigeons' conditional discrimination learning. In Experiment 1, we found that our pigeons' responding was inconsistent with hierarchical processing; instead, they may have either relied on local features or on configural compounds comprising the context and the discriminative stimulus presented on each trial. In Experiment 2, we precluded the possibility of using local features by requiring the pigeons to attend to both of the compounds that were simultaneously presented on each trial to solve the task. Methodological and theoretical issues are discussed in light of this work. (PsycInfo Database Record (c) 2022 APA, all rights reserved).