The impact of environmental and social factors on learning abilities: a meta-analysis

Since the 1950s, researchers have examined how differences in the social and asocial environment affect learning in rats, mice, and, more recently, a variety of other species. Despite this large body of research, little has been done to synthesize these findings and to examine if social and asocial environmental factors have consistent effects on cognitive abilities, and if so, what aspects of these factors have greater or lesser impact. Here, we conducted a systematic review and meta-analysis examining how different external environmental features, including the social environment, impact learning (both speed of acquisition and performance). Using 531 mean-differences from 176 published articles across 27 species (with studies on rats and mice being most prominent) we conducted phylogenetically corrected mixed-effects models that reveal: (i) an average absolute effect size |d| = 0.55 and directional effect size d = 0.34; (ii) interventions manipulating the asocial environment result in larger effects than social interventions alone; and (iii) the length of the intervention is a significant predictor of effect size, with longer interventions resulting in larger effects. Additionally, much of the variation in effect size remained unexplained, possibly suggesting that species differ widely in how they are affected by environmental interventions due to varying ecological and evolutionary histories. Overall our results suggest that social and asocial environmental factors do significantly affect learning, but these effects are highly variable and perhaps not always as predicted. Most notably, the type (social or asocial) and length of interventions are important in determining the strength of the effect.

The Role of the Rodent Lateral Orbitofrontal Cortex in Simple Pavlovian Cue-Outcome Learning Depends on Training Experience

The orbitofrontal cortex (OFC) is a critical structure in the flexible control of value-based behaviors. OFC dysfunction is typically only detected when task or environmental contingencies change, against a backdrop of apparently intact initial acquisition and behavior. While intact acquisition following OFC lesions in simple Pavlovian cue-outcome conditioning is often predicted by models of OFC function, this predicted null effect has not been thoroughly investigated. Here, we test the effects of lesions and temporary muscimol inactivation of the rodent lateral OFC on the acquisition of a simple single cue-outcome relationship. Surprisingly, pretraining lesions significantly enhanced acquisition after overtraining, whereas post-training lesions and inactivation significantly impaired acquisition. This impaired acquisition to the cue reflects a disruption of behavioral control and not learning since the cue could also act as an effective blocking stimulus in an associative blocking procedure. These findings suggest that even simple cue-outcome representations acquired in the absence of OFC function are impoverished. Therefore, while OFC function is often associated with flexible behavioral control in complex environments, it is also involved in very simple Pavlovian acquisition where complex cue-outcome relationships are irrelevant to task performance.

The effect of angiotensin AT1A inactivation on innate and learned fear responses in mice and its relationship to blood pressure

Angiotensin AT₁ receptors are implicated in behavioral and physiological processes associated with fear and stress. However, the precise role of AT₁ receptors in modulating fear-related behavior and its relation to their physiological effects remains unclear. Here, we examined innate and learned fear responses and their relationship to cardiovascular arousal in AT_1A receptor knockout (AT_1A^-/-) mice. Using synchronized video and blood pressure telemetry, we found that, in a novel test environment, AT_1A^-/- mice showed reduced neophobia but a similar rise in blood pressure, as compared to AT_1A^+/+ mice. In response to a discrete threat, footshock, both flight behavior and cardiovascular arousal were decreased in AT_1A^-/- mice. Reduced flight behavior was also observed in AT_1A^-/- mice in the elevated T-maze test. During fear conditioning, the immediate freezing response to the first shock, but not the rate of freezing acquisition was decreased in AT_1A^-/- mice. Likewise, AT_1A^-/- mice showed reduced freezing and pressor responses to the first re-exposure, but normal rate of freezing extinction over subsequent trials. Similarly, in the elevated T-maze, the rates of avoidance acquisition and escape learning remained unchanged in AT_1A^-/- mice. Finally, after re-exposure, AT_1A^-/- mice displayed altered c-Fos expression, compared to AT_1A^+/+ mice, in the hypothalamus and periaqueductal gray but not in fear-related limbic-cortical areas, nor in medullary nuclei that convey visceral afferent information. We conclude that AT_1A receptor knockout reduces innate fear responses, without affecting learning efficiency in mice. These effects are dissociable from cardiovascular effects and likely reflect altered neurotransmission in hypothalamic-midbrain defense regions.

The redundancy effect in human causal learning: No evidence for changes in selective attention

Several recent papers have reported a difference in associative learning for two kinds of redundant cues, such that a blocked cue (e.g., X in A+ AX+) apparently forms a stronger association with the outcome than an uncorrelated cue (e.g., Y in BY+ CY-). This difference is referred to as the redundancy effect, and is of interest because it is contrary to the predictions of a number of popular learning models. One way of reconciling these models with the redundancy effect is to assume that the amount of attention paid to redundant cues changes as a result of experience, and that these changes in attention influence subsequent learning. Here, we present two experiments designed to evaluate this idea, in which we measured overt attention using an eye tracker while participants completed a learning task that elicited the redundancy effect. In both experiments, gaze duration was longer for uncorrelated cues than for blocked cues, but this difference disappeared when we divided gaze durations by trial durations. In Experiment 2, we failed to observe any difference in gaze duration when blocked and uncorrelated cues were subsequently presented together. While the observed difference in gaze duration for the two types of redundant cue may contribute to differences in learning during initial training, we suggest that the principal causes of the redundancy effect are likely to lie elsewhere.

Facets of Pavlovian and operant extinction

Research on extinction is of fundamental importance in both Pavlovian and operant approaches to the experimental analysis of learning. Although these approaches are often motivated by different empirical and theoretical questions, extinction has emerged as a research area in which common themes unite the two approaches. In this review, we focus on some common considerations in the analysis of Pavlovian and operant extinction. These include methodological challenges and interpretational issues in analyzing behavior during and after extinction. We consider the different roles that theory has played in the development of research on extinction in these preparations and conclude with some attention to applications of extinction.

Extinction reveals that primary sensory cortex predicts reinforcement outcome

Primary sensory cortices are traditionally regarded as stimulus analysers. However, studies of associative learning-induced plasticity in the primary auditory cortex (A1) indicate involvement in learning, memory and other cognitive processes. For example, the area of representation of a tone becomes larger for stronger auditory memories and the magnitude of area gain is proportional to the degree that a tone becomes behaviorally important. Here, we used extinction to investigate whether 'behavioral importance' specifically reflects a sound's ability to predict reinforcement (reward or punishment) vs. to predict any significant change in the meaning of a sound. If the former, then extinction should reverse area gains as the signal no longer predicts reinforcement. Rats (n = 11) were trained to bar-press to a signal tone (5.0 kHz) for water-rewards, to induce signal-specific area gains in A1. After subsequent withdrawal of reward, A1 was mapped to determine representational areas. Signal-specific area gains, estimated from a previously established brain-behavior quantitative function, were reversed, supporting the 'reinforcement prediction' hypothesis. Area loss was specific to the signal tone vs. test tones, further indicating that withdrawal of reinforcement, rather than unreinforced tone presentation per se, was responsible for area loss. Importantly, the amount of area loss was correlated with the amount of extinction (r = 0.82, P < 0.01). These findings show that primary sensory cortical representation can encode behavioral importance as a signal's value to predict reinforcement, and that the number of cells tuned to a stimulus can dictate its ability to command behavior.

A Cognitive Model for Generalization during Sequential Learning

Traditional artificial neural network models of learning suffer fromcatastrophic interference. They are commonly trained to perform only one specific task, and, when trained on a new task, they forget the original task completely. It has been shown that the foundational neurocomputational principles embodied by the Leabra cognitive modeling framework, specifically fast lateral inhibition and a local synaptic plasticity model that incorporates both correlational and error-based components, are sufficient to largely overcome this limitation during the sequential learning of multiple motor skills. Evidence has also provided that Leabra is able to generalize the subsequences of motor skills, when doing so is appropriate. In this paper, we provide a detailed analysis of the extent of generalization possible with Leabra during sequential learning of multiple tasks. For comparison, we measure the generalization exhibited by the backpropagation of error learning algorithm. Furthermore, we demonstrate the applicability of sequential learning to a pair of movement tasks using a simulated robotic arm.

Pro-cognitive and antipsychotic efficacy of the alpha7 nicotinic partial agonist SSR180711 in pharmacological and neurodevelopmental latent inhibition models of schizophrenia

Schizophrenia symptoms can be segregated into positive, negative and cognitive, which exhibit differential sensitivity to drug treatments. Accumulating evidence points to efficacy of alpha7 nicotinic receptor (nAChR) agonists for cognitive deficits in schizophrenia but their activity against positive symptoms is thought to be minimal. The present study examined potential pro-cognitive and antipsychotic activity of the novel selective alpha7 nAChR partial agonist SSR180711 using the latent inhibition (LI) model. LI is the reduced efficacy of a previously non-reinforced stimulus to gain behavioral control when paired with reinforcement, compared with a novel stimulus. Here, no-drug controls displayed LI if non-reinforced pre-exposure to a tone was followed by weak but not strong conditioning (2 vs 5 tone-shock pairings). MK801 (0.05 mg/kg, i.p.) -treated rats as well as rats neonatally treated with nitric oxide synthase inhibitor L-NoArg (10 mg/kg, s.c.) on postnatal days 4-5, persisted in displaying LI with strong conditioning, whereas amphetamine (1 mg/kg) -treated rats failed to show LI with weak conditioning. SSR180711 (0.3, 1, 3 mg/kg, i.p.) was able to alleviate abnormally persistent LI produced by acute MK801 and neonatal L-NoArg; these models are believed to model cognitive aspects of schizophrenia and activity here was consistent with previous findings with alpha7-nAChR agonists. In addition, unexpectedly, SSR180711 (1, 3 mg/kg, i.p.) potentiated LI with strong conditioning in no-drug controls and reversed amphetamine-induced LI disruption, two effects considered predictive of activity against positive symptoms of schizophrenia. These findings suggest that SSR180711 may be beneficial not only for the treatment of cognitive symptoms in schizophrenia, as reported multiple times previously, but also positive symptoms.

Learning-related human brain activations reflecting individual finances

A basic tenet of microeconomics suggests that the subjective value of financial gains decreases with increasing assets of individuals ("marginal utility"). Using concepts from learning theory and microeconomics, we assessed the capacity of financial rewards to elicit behavioral and neuronal changes during reward-predictive learning in participants with different financial backgrounds. Behavioral learning speed during both acquisition and extinction correlated negatively with the assets of the participants, irrespective of education and age. Correspondingly, response changes in midbrain and striatum measured with functional magnetic resonance imaging were slower during both acquisition and extinction with increasing assets and income of the participants. By contrast, asymptotic magnitudes of behavioral and neuronal responses after learning were unrelated to personal finances. The inverse relationship of behavioral and neuronal learning speed with personal finances is compatible with the general concept of decreasing marginal utility with increasing wealth.

There is a time and a place for everything: bidirectional modulations of latent inhibition by time-induced context differentiation

Latent inhibition (LI) is defined as poorer evidence of learning with a stimulus that previously was presented without consequence, as compared with a novel or previously attended stimulus. The present article reviews the evidence, mostly from three-stage conditioned taste aversion studies (preexposure, conditioning, and test), that LI can be either attenuated or enhanced depending on the length of the retention interval between conditioning and test and where that interval was spent. Time-induced reduction in LI is observed when the interval context is the same as that of the preexposure, conditioning, and test stages. Super-LI is obtained when a long retention interval is spent in a context that is different from that of the other stages. The differential modulations of LI appear to be the result of the strengthening of primacy effects (i.e., first training disproportionately stronger than subsequent training) by long-interval different contexts, thereby producing super-LI, and the reversal of this effect by long-interval same contexts, thereby producing attenuated LI. The bidirectional effects of time/ context modulations on LI, unaccounted for by current learning theories, are explained, in part, by a time-induced context differentiation process. Implications for theories of LI, learning, and, memory are discussed.

The visual search analogue of latent inhibition: implications for theories of irrelevant stimulus processing in normal and schizophrenic groups

Latent inhibition (LI) is a robust phenomenon that is demonstrated when a previously inconsequential stimulus is less effective in a new learning situation than a novel stimulus. Despite LI's simplicity, there is considerable disagreement as to its theoretical basis. Attentional theories claim that unattended stimulus preexposures reduce stimulus associability. Alternatively, it has been asserted that associability is unaffected and that LI is a result of competition/retrieval processes. The present article reviews a series of visual search studies, some with normal subjects, both undifferentiated and divided into low and high schizotypals, and others with pathologies that entail dysfunctional attention, such as schizophrenia, Parkinson's disease, and anxiety. The visual search conditions were designed to model those of traditional LI experiments, while tapping attentional processes independently of the learning scores that index LI. A variety of evidence from these and other studies is used to support the involvement of attentional and retrieval processes in LI. A model of the mechanism of action of these processes in LI is presented, together with its application to schizophrenia.

Delayed Recall of Fear Extinction in Rats With Lesions of Ventral Medial Prefrontal Cortex

Extinction of auditory fear conditioning is thought to form a new memory. We previously found that rats with vmPFC lesions could extinguish fear to the tone within a session, but showed no recall of extinction 24 h later. One interpretation is that the vmPFC is the sole storage site of extinction memory. However, it is also possible that lesioned rats were unable to retrieve extinction memory stored in other structures. To determine if a latent extinction memory could be retrieved with additional training, we repeated the experiment but added an additional 5 d of extinction reminder trials. Replicating our previous findings, vmPFC-lesioned rats extinguished normally on day 1, but showed no recall of extinction on day 2. Over the next 5 d, however, lesioned rats showed significant savings in their rate of re-extinction. Thus, the vmPFC is not the only site where extinction memory is stored. Nevertheless, lesioned rats receiving only two extinction trials per day required twice as many days to initiate extinction as controls. Although recall of extinction is possible without the vmPFC, it is significantly delayed. We suggest that the vmPFC accelerates extinction by permitting access to recently learned extinction trials, thereby maximizing behavioral flexibility.