Serial and simultaneous feature positive discriminations in a human Skinner box

Pavlovian occasion setting in human fear and appetitive conditioning: Effects of trait anxiety and trait depression

Contexts and discrete stimuli often hierarchically influence the association between a stimulus and outcome. This phenomenon, called occasion setting, is central to modulation-based Pavlovian learning. We conducted two experiments with humans in fear and appetitive conditioning paradigms, training stimuli in differential conditioning, feature-positive discriminations, and feature-negative discriminations. We also investigated the effects of trait anxiety and trait depression on these forms of learning. Results from both experiments showed that participants were able to successfully learn which stimuli predicted the electric shock and monetary reward outcomes. Additionally, as hypothesized, the stimuli trained as occasion setters had little-to-no effect on simple reinforced or non-reinforced stimuli, suggesting the former were indeed occasion setters. Lastly, in fear conditioning, trait anxiety was associated with increases in fear of occasion setter/conditional stimulus compounds; in appetitive conditioning, trait depression was associated with lower expectations of monetary reward for the trained negative occasion setting compound and transfer of the negative occasion setter to the simple reinforced stimulus. These results suggest that clinically anxious individuals may have enhanced fear of occasion setting compounds, and clinically depressed individuals may expect less reward with compounds involving the negative occasion setter.

Occasion setting

Occasion setting refers to the ability of 1 stimulus, an occasion setter, to modulate the efficacy of the association between another, conditioned stimulus (CS) and an unconditioned stimulus (US) or reinforcer. Occasion setters and simple CSs are readily distinguished. For example, occasion setters are relatively immune to extinction and counterconditioning, and their combination and transfer functions differ substantially from those of simple CSs. Similarly, the acquisition of occasion setting is favored when stimuli are separated by longer intervals, by empty trace intervals, and are of different modalities, whereas the opposite conditions typically favor the acquisition of simple associations. Furthermore, the simple conditioning and occasion setting properties of a single stimulus can be independent, for example, that stimulus may simultaneously predict the occurrence of a reinforcer and indicate that another stimulus will not be reinforced. Many behavioral phenomena that are intractable to simple associative analysis are better understood within an occasion setting framework. Besides capturing the distinction between direct and modulatory control common to many arenas in neuroscience, occasion setting provides a model for the hierarchical organization of memory for events and event relations, and for contextual control more broadly. Although early lesion studies further differentiated between occasion setting and simple conditioning functions, little is known about the neurobiology of occasion setting. Modern techniques for precise manipulation and monitoring of neuronal activity in multiple brain regions are ideally suited for disentangling contributions of simple conditioning and occasion setting in associative learning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Reinstatement after human feature-positive discrimination learning

In two experiments, using an online conditioned suppression task, we investigated the possibility of reinstatement of extinguished feature-target compound presentations after sequential feature-positive discrimination training in humans. Furthermore, given a hierarchical account of Pavlovian modulation (e.g., Bonardi, 1998; Bonardi and Jennings, 2009), we predicted A-US reinstatement to be stronger than US-only reinstatement. In Experiment 1, participants learned a sequential feature-positive discrimination (X→A⁺|A^-), which was subsequently extinguished (X→A^-). During the following reinstatement phase, group US-only received US-only presentations (not signalled), group A-US received A-US presentations, and the Control group received exposure to the context, but no CSs or USs, for an equal amount of time. Reinstatement of differential X→A/A responding was observed in the US-only group but not in the Control or A-US groups. Although differential X→A/A responding was not significant in group A-US, responding to the X→A compound was significantly stronger compared to that in group US-only. Hence, it could be the case the group A-US showed stronger reinstatement, but that differential responding was abolished due to excitation gained by A. Experiment 2 was set up to circumvent the acquired excitation of A by testing transfer of the feature after A-US reinstatement to a different target, B. Participants acquired two discriminations, X→A/A and Y→B/B, of which X→A was then extinguished. Subsequently, group A-US received reinforced presentations of A during a reinstatement phase while group Control received exposure to the context. Final testing of the novel X→B compound was hypothesized to show higher responding in group A-US than in group Control, but findings of this approach were limited due to acquired equivalence and/or perceptual factors causing a secondary extinction effect. We conclude to have obtained clear evidence in favour of reinstatement of differential responding after human Feature-Positive discrimination training and subsequent compound extinction, but no evidence in favour of A-US presentations being a stronger trigger for reinstatement than are US-only presentations.

"Wesley says": a children's response inhibition playground training game yields preliminary evidence of transfer effects

Recent studies suggest that the response inhibition ability of children can be modified through training. Based on the notion of embodied cognition, we investigated transfer effects of a 7-day training program using a game named "Wesley says" in 8- to 12-year-old children (n = 15). The game consists of providing commands for performing simple body actions, the actual execution of which is conditional upon the preceding verbal expression "Wesley says." Training effects were assessed with a computer-based visual go/no-go task and the Stroop color-word interference task. Relative to a control group playing other games mainly involving physical exercise (n = 15), the trained group showed a performance improvement on the go/no-go task, but not on the Stroop task. These results suggest the potential of an easy-to-use and ecologically valid training game to improve the inhibition capacity of children on related response inhibition tasks but not on tasks measuring other aspects of inhibition, such as interference control.

Context and occasion setting in Drosophila visual learning

In a permanently changing environment, it is by no means an easy task to distinguish potentially important events from negligible ones. Yet, to survive, every animal has to continuously face that challenge. How does the brain accomplish this feat? Building on previous work in Drosophila melanogaster visual learning, we have developed an experimental methodology in which combinations of visual stimuli (colors and patterns) can be arranged such that the same stimuli can either be directly predictive, indirectly predictive, or nonpredictive of punishment. Varying this relationship, we found that wild-type flies can establish different memory templates for the same contextual color cues. The colors can either leave no trace in the pattern memory template, leading to context-independent pattern memory (context generalization), or be learned as a higher-order cue indicating the nature of the pattern-heat contingency leading to context-dependent memory (occasion setting) or serve as a conditioned stimulus predicting the punishment directly (simple conditioning). In transgenic flies with compromised mushroom-body function, the sensitivity to these subtle variations is altered. Our methodology constitutes a new concept for designing learning experiments. Our findings suggest that the insect mushroom bodies stabilize visual memories against context changes and are not required for cognition-like higher-order learning.