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Two forms of account have been proposed for how animals form integrated memories for patterns of stimulation: the elemental account holds that the elements that make up the pattern become directly linked to one another, whereas the configural account holds that these elements become bound together through their capacity to activate a separate, shared configural memory. The hippocampus and perirhinal cortex have been linked to both elemental and configural processes. Here, we assessed the role of the rat hippocampus and perirhinal cortex in these distinct ways of processing patterns of sensory stimulation involving auditory, visual context and temporal information. Using selective lesions and inactivation techniques we identified a specific role for the hippocampus in the retrieval of configural memories but not of those that could be encoded elementally; we also identified a role for the rat perirhinal cortex in visual contextual learning. These results, using a novel combination of behavioural assays, provide clear support for the view that patterns of stimulation can be encoded either elementally or configurally, and that disruption of hippocampal function leaves rats reliant on elemental processes.

Schedule of exposure to similar stimuli contributes to the degree of perceptual learning over and above the amount of exposure in a variety of species and stimuli. In an event-related functional MRI study, investigating schedule and stimulus effects in perceptual learning, we found that intermixed presentation (A, B, A, B ...) resulted in better subsequent discrimination than blocked presentation (C, C ... D, D ...) for face and checkerboard stimuli, despite being matched for the number of exposures. Exposure schedule resulted in differential activation in the same early visual regions in both types of stimuli. There was evidence of material-specific activation in the fusiform face area for faces but not for checkerboards, suggesting that material-specific mechanisms are recruited alongside more material-independent mechanisms in perceptual learning.

It has recently been argued that rats engage in causal reasoning and they do so in a way that is consistent with Bayes net theories (Blaisdell, Sawa, Leising & Waldmann, 2006). This argument was based upon the finding that the tendency of cues to elicit approach to a food-well was reduced when their presentation was contingent on lever pressing. There is, however, an alternative interpretation of the critical experimental findings that is based on the simple principle of response competition: wherein lever pressing interferes with the tendency to approach the food well. Here the authors replicated Experiments 1 and 2a of Blaisdell et al. (2006) and found reciprocal patterns of lever pressing and food well approach during the critical cues. These results lend direct support for an interpretation in terms of response competition while providing evidence contrary to Bayes net theories, and are readily interpreted within the theoretical framework provided by traditional associative learning theory., (PsycINFO Database Record (c) 2009 APA, all rights reserved.)

One connectionist analysis of the acquired equivalence/distinctiveness of cues assumes that when similar compounds (e.g., AX and BX) are paired with the same outcome (e.g., food, +; or no food, -), their components come to activate the same configural unit (ABX). When these compounds are paired with different outcomes, their components will come to address different units. Here, rats received appetitive training with eight compounds (e.g., AX+, BX+, CX-, DX-, AY+, BY-, CY-, DY+) that should generate the following configural units: ABX, CDX, ADY, and BCY. In Experiment 1, rats then received aversive conditioning to A, which should activate and revalue representations ABX and ADY. Subsequently, compounds that provided dual activation (i.e., BX and DY) of one of the revalued configural units (ABX and ADY) were shown to elicit greater fear than those compounds that provided a single source of activation to each unit (i.e., DX and BY). Experiment 2 confirmed and extended these findings. These results provide support for the connectionist analysis outlined above and are consistent with the application of this approach to the acquired equivalence/distinctiveness of cues., (PsycINFO Database Record (c) 2009 APA, all rights reserved)

Compromised working memory is considered a core deficit of schizophrenia and a potential endophenotype for the liability to develop schizophrenia. In keeping with this suggestion, working memory has also been found to be disrupted in people with high levels of schizotypy. However, it is unclear whether this disruption is linked to positive, negative, or disorganized symptoms/characteristics. This issue is the focus of the present investigation. The relationship between multidimensional schizotypy and working memory performance was investigated in 289 participants. Working memory was measured using an n-back task with three conditions; 0-back, 1-back, and 2-back. Covarying for the effect of shared variance between the schizotypy dimensions, we found reduced working memory performance in participants who displayed high levels of positive schizotypy and, to some extent, in participants with low levels of negative schizotypy. The results are discussed in terms of Baddeley's (1986) model of working memory and potential underlying neurological mechanisms.

Introduction: Previous research suggests that latent inhibition is reduced in patients with acute schizophrenia and in healthy participants with high levels of schizotypic characteristics. Other evidence indicates the disruption of a related effect (learned irrelevance) in patients with acute schizophrenia., Method: This study used a recently developed latent inhibition procedure, that avoids methodological limitations of previous studies, and a related learned irrelevance procedure to assess the relationship between these phenomena and schizotypic characteristics in undergraduate participants., Results: Participants preexposed to a letter (S) learnt the predictive relationship between that letter and another letter (X) slower than the relationship between a novel letter and X (a latent inhibition effect). Experiment 1 found reduced latent inhibition in the high schizotypy group after 10, but not 20 preexposures. In Experiment 2, participants preexposed to both S and X learnt a subsequent relationship between them slower than the relationship between a novel letter and X (a learned irrelevance effect). This effect was abolished in participants with high levels of schizotypy., Conclusions: These results are both the first demonstration of abolished learned irrelevance and of a significant reduction in latent inhibition without employing an explicit masking task in participants with high levels of positive schizotypy.

Human participants received unsupervised exposure to difficult-to-discriminate chequerboard stimuli (e.g., AX and BX), before learning a discrimination between them. Experiment 1 demonstrated that prior exposure enhanced later discrimination and that intermixed exposure (AX, BX, AX, BX ...) resulted in better subsequent discrimination than did blocked exposure (CY, CY ... DY, DY ...). Experiment 2 showed that simultaneous exposure to two similar stimuli (AX-BX, BX-AX ...) facilitated the later acquisition of a successive discrimination, more than successive exposure (AX-AX, BX-BX ...). These results parallel those observed by Mundy, Honey, and Dwyer (2007) who used pictures of human faces as stimuli and establish the generality of the fact that simultaneous exposure produces a particularly marked perceptual learning effect.

In two experiments, rats first received preexposure to a rectangular arena in which the geometrically equivalent corner pairs (G1 and G2) were coincident with different luminance characteristics (C1 and C2, respectively). In Experiment 1, rats were then placed in a uniform gray rectangular arena where food was located in one geometrically equivalent pair of corners (G1), but not another (G2). Finally, rats were tested in a square arena with C1 and C2 and preferred to search in C1 rather than C2. In Experiment 2, following preexposure to G1C1 and G2C2, rats received pairings of C1 with food and C2 with no food in a square arena. During testing, rats preferred to search in G1 rather than G2 in a gray rectangular arena. These results demonstrate that reciprocal within-compound associations develop between geometric and luminance information and thereby challenge the view that there is a dedicated geometric module that is impenetrable to information that is not geometric., (Copyright 2009 APA, all rights reserved.)

Three experiments examined the way in which exclusive-or (XOR) problems are solved by rats. All rats first received food-rewarded positive and negative patterning problems with two stimulus sets: either A+, B+, AB- and C-, D-, CD+, or A-, B-, AB + and C+, D +, and CD-. Subsequently, rats received revaluation trials in which A was paired with shock and C was not, prior to generalization test trials with B, D, AB, and CD (Experiments 1 & 2); or received A-->shock trials prior to tests with B and CD (Experiment 3). There was greater generalized fear to B than to either D (Experiments 1 & 2) or AB (Experiment 2) and CD (Experiments 2 & 3). These results are inconsistent with configural, connectionist models, but are consistent with an alternative connectionist model that can represent the logical structure of XOR problems., ((c) 2008 APA, all rights reserved.)

The accuracy with which previously unfamiliar faces are recognised is increased by the presentation of a stereotype-congruent occupation label [Klatzky, R. L., Martin, G. L., & Kane, R. A. (1982a). Semantic interpretation effects on memory for faces. Memory & Cognition, 10, 195-206; Klatzky, R. L., Martin, G. L., & Kane, R. A. (1982b). Influence of social-category activation on processing of visual information. Social Cognition, 1, 95-109]. For example, providing the label 'criminal' both during encoding and test improves recognition for previously unfamiliar faces that look like the stereotypical criminal. Experiments 1 and 2 both replicate this effect and show that the label exerts its influence during the encoding of stereotypical faces and has little influence at test. These findings indicate that semantic information that is congruent with novel stereotypical faces facilitates their encoding.

In 2 experiments we examined the ability of rats to form configural memories of what auditory stimulus (X or Y) was presented where (Context A or B) and when (morning or afternoon). In both experiments, rats received morning presentations of X in Context A and Y in Context B and afternoon presentations of X in B and Y in A. Subsequently, at midday the rats were exposed to trials where X was paired with footshock whereas Y was not. We then assessed the degree of contextual fear in A and B in the morning and the afternoon. In the morning, rats showed more fear in A than in B, and in the afternoon they showed more fear in B than in A. These results indicate that rats can form configural memories that represent what (X or Y) was presented, where (A or B), and when (morning or afternoon).

In the present study, the authors examined the role of the medial prefrontal cortex in acquired equivalence and distinctiveness of cues. Rats were placed in 4 experimental contexts (A, B, C, and D) where they received presentations of 2 auditory stimuli (X and Y). In Contexts A and B, X was paired with food and Y was not, whereas in Contexts C and D, Y was paired with food and X was not. Rats that received sham lesions and those with lesions of the medial prefrontal cortex acquired this configural discrimination equally readily. Rats then received many pellets in A but not in C. After this training, sham-lesion rats exhibited more magazine activity in B than in D (an acquired distinctiveness/acquired equivalence effect), whereas those with medial prefrontal cortex lesions did not. These results indicate that the medial prefrontal cortex is involved in the process by which experience with stimuli influences the degree of generalization between them.

We examined the involvement of the hippocampus in short-term changes in exploratory behaviour in an open field (Experiment 1) and experimental contexts (Experiment 2). In Experiment 1, rats with excitotoxic lesions of the hippocampus were more likely to revisit recently visited zones within the open field than were control rats. Similarly, in Experiment 2 rats with hippocampal lesions showed greater exploration of a context that they had recently explored than a context that they had less recently explored. This short-term sensitization effect was not evident in control rats. These findings are consistent with the suggestion that the recent presentation of a stimulus has two opposing effects on behaviour, sensitization, and habituation, and that hippocampal lesions disrupt the short-term process responsible for habituation, but not that responsible for sensitization.

Rats received habituation to either 2 compound flavors (AX and BY; the activation group) or a compound and an element alone (AX and Y; the habituation group). They also received additional presentations of Y alone either after (Experiment 1) or intermixed (Experiment 2) with habituation. In the habituation group, A had undergone habituation whereas B had not; in the activation group, both A and B had undergone habituation, but presenting Y alone should result in associative activation of B and that, according to G. Hall (2003), should increase B's efficacy. A supplementary experiment demonstrated that the presentation of Y does activate a representation of B. In both experiments, an aversion was established to AB, and subsequently the habituation group showed a greater aversion to B than to A. However, in neither experiment was there any indication that the activation group showed a greater aversion to B than to A. These results are inconsistent with the suggestion that the associative activation of a stimulus representation in the absence of the stimulus reverses the effects of habituation training., ((c) 2007 APA, all rights reserved)

Human participants received unsupervised exposure to difficult-to-discriminate stimuli (e.g., A and A'), created with a morphing procedure from photographs of faces, before learning a discrimination between them. Experiments 1 and 2 demonstrated that prior exposure enhanced later discrimination and that intermixed exposure (A, A', A, A'...) resulted in better subsequent discrimination than blocked exposure (B, B, ...B', B'...). Experiments 3 and 4 showed that simultaneous exposure to 2 similar stimuli facilitated the later acquisition of both a simultaneous and a successive discrimination, and this effect was observed even though simultaneous exposure to 2 stimuli fostered the development of an excitatory association between them (Experiment 5). The findings of Experiments 1 and 2 revealed a perceptual learning effect with pictures of faces, and the findings of Experiments 3-5 are difficult to reconcile with associative analyses of perceptual learning., ((c) 2007 APA, all rights reserved)

Dual-process models of recognition memory in animals propose that recognition memory is supported by two independent processes that reflect the operation of distinct brain structures: a familiarity process that operates independently of the hippocampus and a context-dependent (episodic) memory process that is dependent on the hippocampus. A novel variant of an object recognition procedure was used to examine this proposal. Healthy rats showed a preference for exploring a novel object rather than a familiar object: a familiarity-dependent recognition effect. They also showed a preference for exploring a familiar object that was presented in a different spatiotemporal context rather than a familiar object that was presented either in a different spatial or temporal context: a context-dependent form of recognition that is sensitive to "what" object has been presented "where" and "when." Rats with excitotoxic hippocampal lesions showed the familiarity-dependent but not the context-dependent form of recognition. The results provide support for dual-process theories of recognition memory., (Copyright (c) 2007 APA, all rights reserved.)

In 2 experiments, humans received sequences of patterns that were similar (AX-->BX, AY-->BY, AZ-->BZ) or dissimilar (CX-->DY, CY-->DZ, CZ-->DX). The patterns were portrayed as bugs that could be eliminated with 2 insecticide sprays (red or blue). Either spray eliminated bugs with Features A and C, and participants learned by trial and error to use one spray (e.g., red) to eliminate bugs with Feature B and the other spray (e.g., blue) to eliminate those with Feature D. In Experiment 1, participants' spray choice for bugs with Feature A came to match that used to eliminate bugs with Feature B, but there was no such associative transfer between Features C and D. That is, similarity promoted associative transfer of responding between paired patterns when the features used to manipulate similarity (i.e., X, Y, and Z) were irrelevant. In Experiment 2, in which X, Y, and Z were relevant to the solution of configural discrimination, similarity hindered such associative transfer. These results complement those found in pigeons (R. A. Rescorla & D. J. Gillan, 1980) and indicate that similarity should not be accorded independent status as a principle of associative learning., ((c) 2007 APA, all rights reserved.)

In two experiments, observer rats saw a pretrained demonstrator rat of either the same or a different strain engaging in a discrimination task in which the presentation of a discriminative stimulus indicated whether performing a particular response (pulling a chain) would be reinforced. In both experiments an effect of demonstrator familiarity was found: Observers of a demonstrator from a different strain behaved in a manner that was consistent with the demonstrator whereas observers of a demonstrator from the same strain did not. These results suggest that an effect akin to latent inhibition operates in the social domain: Familiarity with the demonstrator retards the readiness with which observational learning proceeds.

In 2 experiments, rats received preexposure to 2 compound contexts: AB and CD for the congruent group and AC and BD for the incongruent group. Subsequently, all rats received a configural discrimination in which separate placement in contexts A or B indicated that presentations of stimulus X would be followed by food and presentations of Y would not, and separate placement in contexts C and D indicated that Y would be followed by food and X would not. In both experiments, rats in the congruent group acquired the conditional discrimination more rapidly than those in the incongruent group. These results are inconsistent with conventional associative accounts of either stimulus preexposure effects or configural learning and instead provide support for a connectionist account.

Perceptual learning in humans was examined in 2 experiments. In Experiment 1, participants received intermixed exposure to 2 similar compounds (AX, BX, AX, BX, . . .) and blocked exposure to a 2nd pair of similar compounds (CY, CY, . . . , DY, DY, . . .). Aversions established to AX and CY generalized less to BX than to DY. In Experiment 2, 1 pair of compounds was presented in a forward order (i.e., AX3BX), whereas the 2nd pair of compounds was presented in a backward order (i.e., DY-->CY). Aversions established to AX and CY generalized less to BX than to DY. These results indicate that inhibitory associations contribute to perceptual learning in humans and thereby establish a fundamental similarity between the mechanisms that underlie perceptual learning in humans and rats., (Copyright 2006 APA, all rights reserved).)

The ability of rats with ibotenate lesions of the entorhinal cortex to form memories for events was assessed by using a gustatory within-event learning procedure. Rats first received exposure to 2 events, AX and BY, each composed of a pair of flavors. Following this exposure period, Flavor X alone was paired with the delivery of lithium chloride. Lesioned and control rats showed a greater aversion to A than to B and to AX than to BX. These results challenge theories that suppose that the entorhinal cortex plays a general role in forming representations of patterns of stimulation., ((c) 2005 APA)

A novel automated procedure was used to study imitative learning in pigeons. In Experiments 1 and 2, observer pigeons witnessed a demonstrator pigeon successfully performing an instrumental discrimination in which different discriminative stimuli indicated which of 2 topographically distinct responses (R1 and R2) resulted in the delivery of seed. The observers were then presented with the discriminative stimuli and given access to the response panel. Observer pigeons' behavior during the discriminative stimuli was influenced by how the demonstrator had responded during these stimuli. In Experiment 3, observers witnessed demonstrator pigeons performing R1 for Outcome 1 and R2 for Outcome 2. Observers then received a procedure designed to devalue Outcome 1 relative to Outcome 2 and were subsequently less likely to perform R1 than R2. These results suggest that pigeons can learn both stimulus response and response-outcome associations by observation., (Copyright 2005 APA, all rights reserved).)

The results of a recent study have provided direct support for the suggestion that conditional learning in rats is best characterized by a 3-layer connectionist network (M. J. Allman, J. Ward-Robinson, & R. C. Honey, 2004). In the 2 experiments reported here, rats were used to investigate the nature of the changes that occur when a stimulus compound is presented, whose components activate hidden units associated with food and no food, and either food or no food is presented. The results of both experiments, while controlling for the possible contribution of associations between these hidden units (within-layer links), provide evidence that the distribution of associative change between units in the hidden layer that are activated by the stimulus compound and those in the output layer (between-layer links) are unequal. They also indicate that associative change is more marked on trials on which no food was presented than on trials on which food was presented., (Copyright 2005 APA, all rights reserved).)

In three experiments, humans received preexposure to two compound flavours (AX and BX: saline-lemon and sucrose-lemon) that were presented either in an intermixed (e.g., AX, BX,...BX, AX,...) or a blocked (e.g., AX, AX,...BX, BX...) fashion. Subsequently, AX was paired with an unpleasant bitter taste, and the discriminability of AX and BX was assessed using the accuracy of same/different judgements and by the extent to which any learned dislike of AX generalized to BX. When participants received feedback about the accuracy of their same/different judgements during preexposure those given intermixed preexposure were more accurate in making these judgements during the test than those given blocked preexposure (Experiments 1 and 2A), however, there was no evidence of any learned dislike in these experiments. In Experiment 2B, in which participants did not receive feedback about the accuracy of their judgements, there was no effect of the preexposure regime on same/different judgements, but there was a learned dislike of AX, and this generalized less to BX in participants given intermixed than in those given blocked preexposure. The beneficial effects of intermixed preexposure are consistent with results from other species (chicks and rats), but the differences created by the presence or absence of feedback place constraints on the analysis of these effects., (Copyright 2004 The Experimental Psychology Society)

In associative priming, rats are more likely to orient to a visual stimulus whose memory has not been recently activated (V1) than to one whose memory has been recently activated (V2). However, rats with excitotoxic hippocampal lesions are more likely to orient to the primed V2 than to the unprimed V1. This study investigated the influence of hippocampal lesions on nonassociative priming. Rats received presentations of 2 visual stimuli, V1 and V2, that had been presented more (V2, primed) or less (V1, unprimed) recently. Control rats oriented to V1 rather than to V2, whereas hippocampal rats oriented to V2 rather than to V1. These results parallel those observed in an associative priming procedure and thereby suggest that the role of the hippocampus in priming is general.

Three experiments with rats investigated how the associative strengths of the representations that underlie conditional learning change when they are conditioned in compound. The results of each experiment suggest that the representation whose associative strength is most discrepant from the asymptote supported by the outcome of the trial undergoes the greatest change in associative strength. These results parallel those from simple Pavlovian conditioning (e.g., R. A. Rescorla, 2000). are inconsistent with unique-cue and configural accounts of conditional learning, and support a connectionist analysis of learning in which a "winner-takes-all" rule applies to the hidden units that can be activated and acquire associative strength at a given point in time., ((c) 2004 APA, all rights reserved)

This study examined the influence of selective mammillothalamic tract lesions in rats on the acquisition of two kinds of contextual conditional discrimination: one involving two contexts (A and B) that differed in their visuo-spatial properties and another involving two contexts (C and D) that differed in temperature. In contexts A (and C) presentations of a tone were paired with food whereas presentations of a clicker were not; and in contexts B (and D) presentations of the clicker were paired with food whereas those of the tone were not. Mammillothalamic tract lesions disrupted initial acquisition of the conditional discrimination involving visual contexts (A and B), but not the formally equivalent discrimination involving thermal contexts (C and D). These results provide support for the suggestion that mammillothalamic tract lesions disrupt visuo-spatial encoding.

This study with rats examined the effects of excitotoxic lesions to the entorhinal cortex (EC) and hippocampus (HPC) on using extramaze and intramaze cues to navigate to a hidden platform in a water maze. HPC lesions resulted in a disruption to the use of extramaze cues, but not intramaze cues, whereas EC lesions had no effect on the use of these cues when they were encountered for the first time. However, prior navigation training in which 1 type of cue was relevant disrupted navigation with the other type in rats with EC lesions. Results show that the EC contributes to the processing of spatial information, but that this contribution is most apparent when there is a conflict between 2 sources of navigational cues in the water maze.

In two experiments, participants were presented with pictures of different foods (A, B, C, D, X,) and learned which combinations resulted in an allergic reaction in a fictitious patient, Mr X. In Problem 1, when A or B (but not C or D) was combined with food X an allergic reaction occurred, and when C or D (but not A or B) was combined with Y an allergic reaction occurred. In Experiment 1, participants also received Problem 2 in which A, B, C, and D interacted with foods V and W either in the same way as X and Y, respectively, or in a different way. Participants performed more proficiently in the former than in the latter condition. In Experiment 2, after training on Problem 1, participants judged whether or not novel combinations of foods (e.g., AB, CD, AD, CB) would cause an allergic reaction in Mr X. They were no more likely to indicate that AB or CD would cause an allergic reaction than AD or CB, but made their judgements more rapidly and with greater confidence on AB and CD trials than on AD and CB trials. These results (1) indicate that shared representations come to be addressed by the components of similar compounds (e.g., AX and BX) that have predicted the same outcome (an allergic reaction), and (2) are inconsistent with standard, associative theories of learning, but (3) are consistent with findings from nonhuman animals and with a connectionist interpretation of these findings.

Neural manipulations were used to examine the mechanisms that underlie the acquired equivalence and distinctiveness of cues in rats. Control rats and those with excitotoxic lesions of either the hippocampus (HPC) or entorhinal cortex (EC) acquired the following conditional discrimination: In Contexts A and B, Stimulus X-->food and Stimulus Y-->no food, and in Contexts C and D, Y-->food and X-->no food. Rats then received many food pellets in A but not in C. After this treatment, control rats showed more magazine activity in B than in D--an acquired equivalence-distinctiveness effect. This effect was also evident in HPC rats but not in EC rats. These results indicate that changes in stimulus distinctiveness are dissociable from the process of conditional learning.

Rats were placed in 4 contexts (A, B, C, D) where they received 2 auditory stimuli (X, Y); in A and B, presentations of X were paired with food and those of Y were not, and in C and D, Y was paired with food and X was not. Rats then received combinations of contexts that had provided congruent (AB, CD) or incongruent (AD, CB) information about X and Y's relationship to food. Responding was more variable during congruent than incongruent trials (Experiment 1) and was systematically increased and decreased during congruent (relative to incongruent) trials by the presentation of food or no food, respectively (Experiment 2). These results support a connectionist approach to acquired changes in stimulus distinctiveness.

Rats with neurotoxic lesions centered in the anterior thalamic nuclei were trained in two versions of a nonspatial, sensory preconditioning procedure. In both versions, two stimulus compounds (AX and BY) were first presented and then X, but not Y, was paired with an aversive unconditioned stimulus. This procedure resulted in greater conditioned responding to A than B. Anterior thalamic lesions had no apparent effect on these two examples of sensory preconditioning, nor did they affect fear conditioning or conditioned taste aversion. In contrast, the same lesions led to a severe deficit on a test of spatial memory. These results help to refine our understanding of the contribution of the anterior thalamic nuclei to spatial memory.

The prefrontal cortex in humans has been implicated in processes that underlie novelty detection and attention. This study examined the contribution of the rat medial prefrontal cortex to novelty detection using the targeting, or orienting, response (OR) as a behavioral index. Lesions to the medial prefrontal cortex (specifically the prelimbic and infralimbic cortices) influenced neither the OR to a novel visual stimulus from a localized light source (V1), nor the change in this OR over the course of a series of exposures to V1. However, after exposure to V1, the OR to a 2nd visual stimulus from the same source, V2, was more pronounced in control rats than in lesioned rats. These results suggest that the medial prefrontal cortex in the rat contributes to the process of novelty detection.

Learning about contextual cues is markedly disrupted in rats with hippocampal lesions. One analysis of this disruption is that it reflects a general failure to form associations between the elements of complex events. A straightforward prediction of this analysis is that sensory preconditioning will be disrupted by hippocampal lesions. This prediction was assessed by presenting rats with flavored solutions composed of 2 elements (A and X) before X was paired with an injection of the emetic, lithium chloride. A subsequent test revealed that rats were less willing to consume Solution A than they were to consume a control solution, B. This was true of rats with sham lesions and those with excitotoxic lesions of hippocampus. These findings fail to support the proposition that the hippocampus-dependent deficit in contextual conditioning is due to a general disruption to the process of associating the elements of complex events.

Novel behavioral assays were used to assess the role of the entorhinal cortex in modulating attention to components of stimulus compounds. In Stage 1, rats received discrimination training with compounds constructed from 3 dimensions (auditory, visual, and tactile); in each compound the combination of components from 2 dimensions (e.g., auditory and visual) were relevant to the solution of the discrimination, and the remaining dimension (e.g., tactile) was irrelevant. In Stage 2, rats received a different discrimination in which the relevant dimensions were either congruent (auditory and visual) or incongruent (auditory and tactile) with those that were relevant in Stage 1. Sham-operated rats acquired the congruent discrimination more rapidly than the incongruent discrimination--a finding indicative of a process of attentional modulation--whereas rats with excitotoxic lesions of the entorhinal cortex acquired both discriminations equally readily.

This study sought to characterize the effects of removing the nuclei of primary importance in relaying the thalamic head direction signal to the hippocampal formation (the anterior dorsal [AD] and lateral dorsal [LD] nuclei) on the performance of a variety of spatial and nonspatial tasks. The results indicate that combined excitotoxic lesions of the AD and LD nuclei produce marked deficits on a variety of spatial tasks. These tasks included T-maze alternation and the ability to locate a hidden platform set at a fixed distance and fixed direction from a beacon in a Morris water maze. Although object recognition appeared unaffected, marked impairments were found in the ability to detect when an object was placed in a novel position (object-in-place memory).

In 2 experiments, when rats were placed in 1 pair of contexts, A and B, 2 relationships were in force (X --> food and Y --> no food), and when they were placed in another pair of contexts, C and D, the complementary relationships were operative (Y --> food and X --> no food). In Experiment 1, rats then received a 2nd discrimination that was either contextually congruent (in A and B, Y --> food and X --> no food; in C and D, X --> food and Y --> no food) or contextually incongruent (in A and D, Y --> food and X --> no food; in C and B, X --> food and Y --> no food) with the 1st discrimination. In Experiment 2, the 1st discrimination, involving X and Y, was interleaved with a 2nd discrimination, involving V and W, that was again either congruent (in A and B, V --> food and W --> no food) or incongruent (in A and D, V --> food and W --> no food) with the 1st discrimination. The congruent discriminations were acquired more readily than were the incongruent discriminations.

A novel procedure is described in which the floor temperatures (warm and cool) in an operant chamber are used as contextual cues in 2 experiments with rats. Experiment 1 demonstrated that rats learn the relationship between these thermal contexts and auditory stimuli that have been paired with them. Experiment 2 showed that thermal contexts can serve a conditional function that (a) reflects the operation of a mechanism that is common to conventional, visual contexts and (b) is bound to these contexts' ability to retrieve the nature of the relationship between the auditory stimuli and food.

Recent results indicate that visual recognition memory (as assessed by habituation and dishabituation of the orienting response) is influenced by associative knowledge, and that this influence is mediated by the hippocampus. A standard, associative model of learning has been recently reported to provide a parsimonious explanation for these results.

The ability of auditory stimuli to modulate rats' tendency to orient to visual targets was assessed. In Experiment 1, trials where an auditory stimulus (A) signaled one visual array (X) were intermixed with unsignaled presentations of a second array (Y). Comparison of the orienting responses (ORs) to X and Y revealed that A produced a transient (unconditioned) and an emerging (conditioned) disruptive influence on the OR to X. In Experiments 2 and 3, trials where A signaled X were intermixed with others where another auditory stimulus (B) signaled Y. Stimulus A's ability to modulate the OR to X was then assessed by presenting A prior to test arrays containing both X and Y. Control rats were more likely to orient to Y than X (Experiments 2 and 3) and rats with excitotoxic lesions of the hippocampus were more likely to orient to X than Y (Experiment 3). These results show that auditory stimuli exert distinct modulatory influences on the OR to visual stimuli with which they are associated.

Neural and behavioural analyses have shown that the formation of filial preferences in young, precocial birds involves at least two separate processes. One process is an emerging predisposition to approach stimuli with the characteristics of the natural mother. The other (learning) process of filial imprinting results in chicks preferentially-approaching a stimulus to which they have been exposed and involves forming links between the components of the exposed stimulus. The neural substrate for the predisposition is different from that underlying imprinting, and different regions of the chick brain are involved in distinct aspects of learning about imprinting stimuli.

In 2 experiments, rats received discrimination training in which separate presentations of A and B signaled a common pair of relationships or associations (X-->food and Y-->no food), whereas presentations of C and D signaled a different pair of relationships (X-->no food and Y->food). To assess the nature of the associative structures acquired during this training, rats then received 2 types of reevaluation procedure: In Experiment 1, A was paired with shock and C was not. In Experiment 2, the relationships that A and B had previously signaled (X-->food and Y-->no food) were paired with shock, whereas those that C and D had signaled (Y-->food and X-->no food) were not. After both types of reevaluation treatment, rats showed greater generalized conditioned suppression in the presence of B than D. These results indicate that A, B, C, and D come to evoke memories of the relationship or associations that they have signaled.

Novel assays were used to assess inter alia whether the hippocampus is involved in detecting novelty per se or in an associative mismatch process. During training, rats received two audiovisual sequences (tone-left constant light and click-left flashing light). In both sham-operated control rats and those with excitotoxic hippocampal lesions, novel visual targets provoked an orienting response that habituated during training. Moreover, like sham-operated rats, rats with hippocampal lesions acquired associations between the elements of two audiovisual sequences. However, subsequent test trials in which the auditory stimuli preceding the visual targets were switched (click-left constant light and tone-left flashing light) provoked renewed orienting to the visual targets in sham-operated rats but not in hippocampal rats. These results support the view that hippocampal damage results in a failure to detect (or act on) mismatches that are generated when an auditory stimulus associatively evokes the memory of one visual stimulus and a different (familiar) visual stimulus is present in the environment.

In three experiments, hungry rats received appetitive training with four stimuli, A, B, X, and Y. In each Experiment, A and B were paired with one unconditioned stimulus (US; e.g. food pellets) whereas X and Y were paired with a second US (e.g. sucrose). Subsequently, rats responded more vigorously to combinations of stimuli associated with different USs (A-Y & X-B) than to combinations of stimuli associated with the same US (A-B & X-Y; Experiments 1, 2, & 3). This effect was observed when the stimuli were presented simultaneously and during the second elements of serial compounds (Experiments 2 & 3). Moreover, combining CSs associated with different USs resulted in a more marked CR than combining CSs that had each been paired with both US1 and US2 (Experiment 3). These results suggest that the sensory properties of appetitive reinforcers have an important influence on performance.

Rats received excitotoxic lesions of different subsystems within the hippocampal system--either the hippocampus proper (cornu ammonis and dentate gyrus; hippocampal lesions) or the entorhinal cortex-subicular region (entorhinal lesions). Subsequently, their activity in an operant chamber was monitored both before and after footshock had been delivered (Experiment 1). Rats with hippocampal lesions showed enhanced activity before the delivery of footshock and reduced freezing after the delivery of shock. Rats with entorhinal lesions showed control levels of activity before the delivery of footshock and control levels of freezing after the delivery of footshock. Both types of lesion impaired spatial learning in a water maze (Experiment 2). These results suggest that the deficits arising from damage to the hippocampal system in contextual and spatial learning have different origins.

Two experiments used chicks to investigate the role of stimulus comparison in perceptual learning. In Experiment 1, chicks received exposure to two views of a jungle fowl, SV (side view) and BV (back view), intermixed within a session (mixed exposure), exposure to SV in one session and BV in a different session (separate exposure), or no exposure to either view. All chicks then received a heat-reinforced discrimination with SV and BV serving as discriminanda. Chicks given mixed exposure acquired the discrimination more readily than did either those given separate exposure or those given no exposure. In Experiment 2, all chicks received mixed exposure to the two stimuli. For one group the interval between presentations of the stimuli was short (short-mixed), for the other group it was long (long-mixed). Subjects in the long-mixed condition acquired the heat-reinforced discrimination more rapidly than those in the short-mixed condition. These results suggest that the intermixed nature of stimulus exposure is an important determinant of the magnitude of perceptual learning effects.

Precocial chicks exposed to a stimulus subsequently approach that stimulus in preference to other, novel stimuli. Previous investigations of the neural basis of these imprinting preferences suggest that imprinting training results in the formation of two memories. The first memory is formed rapidly and is located in the intermediate and medial part of the hyperstriatum ventrale (IMHV) of the left hemisphere; the formation of the second, in another memory system, S', takes several hours and can be prevented by a lesion placed in the right IMHV soon after training. The results of the present study suggest that the functional characteristics of these memories differ. Although memories in both left IMHV and S' supported imprinting preferences (Experiments 1a and 2a), only memories in S' influenced the acquisition of a heat-reinforced discrimination in which imprinted objects served as discriminanda (Experiments 1b and 2b).

Newly hatched domestic chicks (Gallus gallus domesticus) that have received a period of exposure to a visual stimulus (V1) approach V1 in preference to a novel stimulus (V2). The learning process that underlies such changes in chicks' behavior is known as filial imprinting. Under natural conditions, and in laboratory studies, V1 is often accompanied by an auditory stimulus, the maternal call of a hen (A1). Experiments 1a and 1b demonstrated that simultaneous exposure to V1 and A1 potentiated chicks' preference for V1 in a test in which A1 was absent. Subsequent experiments revealed that additional exposure to A1 after (Experiment 2) or before (Experiment 3) exposure to the V1A1 compound reduced the preference for V1. These findings suggest that the potentiation of visual imprinting is a product of within-event learning that is undermined when one element of the compound is presented in isolation.

In two experiments an imprinting procedure was used to familiarize chicks with two stimuli, A and B, that subsequently served as the discriminanda in a simultaneous discrimination. On the first day of each experiment, subjects either received presentations of A and B that were intermixed within a session (mixed exposure) or presentations of A in one session and of B in another (separate exposure). For half of the subjects in each of the exposure conditions, A and B differed in both colour and form; for the remainder A and B differed in form alone. On the second day of the experiments, the chicks were placed into a cool test apparatus and given training in which approaching A was rewarded by the delivery of a stream of warm air, but approaching B was not. Acquisition of this discrimination was more rapid when A and B differed in two respects than when they differed in form alone. When A and B differed in both colour and form, the heat-reinforced discrimination was acquired more rapidly after separate exposure than after mixed exposure; but when A and B differed in form alone, discrimination learning was more rapid following mixed exposure than separate exposure. The latter finding, that the opportunity to compare stimuli differing in only one dimension facilitates subsequent discrimination learning, is consistent with earlier suggestions (Gibson, 1969) regarding the conditions that promote perceptual learning.