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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Behaviorism01:28

Behaviorism

The field of behaviorism was pioneered by figures such as Ivan Pavlov, John B. Watson, and B.F. Skinner fundamentally shifted the focus of psychology to the observable and controllable aspects of human and animal behavior. This shift marked a critical evolution in the discipline, emphasizing scientific rigor and experimental methodology.
The core premise of behaviorism is its focus on observable behavior rather than internal thoughts or feelings. This approach argues that true scientific...
Reinforcement01:23

Reinforcement

Positive and negative reinforcement are key concepts in operant conditioning, a learning process where the consequences of a behavior affect the likelihood of that behavior being repeated.
Positive reinforcement occurs when a behavior is followed by the presentation of a rewarding stimulus, increasing the frequency of that behavior. For example:
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Primary and Secondary Reinforcers01:23

Primary and Secondary Reinforcers

In psychology, reinforcement is a key concept in behavior modification. B.F. Skinner demonstrated this with his experiments involving rats in what is known as a Skinner box. The rats learned to press a lever to receive food, a primary reinforcer that fulfilled their innate need for nourishment.
Effective reinforcers for humans vary depending on the individual and the context. Primary reinforcers, such as food, water, sleep, shelter, and pleasure, have inherent value and satisfy basic biological...

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Pavlovian Conditioned Approach Training in Rats
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Perceptual learning rules based on reinforcers and attention.

Pieter R Roelfsema1, Arjen van Ooyen, Takeo Watanabe

  • 1Department of Vision & Cognition, Netherlands Institute for Neurosciences, an institute of the Royal Netherlands Academy of Arts and Sciences (KNAW), Meibergdreef 47, 1105 BA, Amsterdam, The Netherlands. p.roelfsema@nin.knaw.nl

Trends in Cognitive Sciences
|January 12, 2010
PubMed
Summary

The brain learns relevant visual features through neuromodulatory and attentional feedback signals. These signals suppress irrelevant information while allowing learning of key features for behavior.

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Area of Science:

  • Neuroscience
  • Cognitive Science
  • Computational Neuroscience

Background:

  • The brain must learn to identify behaviorally relevant visual features.
  • Plasticity of visual representations is crucial for adaptive behavior.
  • Neuromodulatory and attentional signals are known to influence neural plasticity.

Purpose of the Study:

  • To propose a unified framework for how the brain learns relevant visual features.
  • To investigate the roles of neuromodulatory and attentional feedback in guiding visual plasticity.
  • To reconcile theories emphasizing neuromodulatory signals with those focusing on attentional feedback.

Main Methods:

  • Theoretical modeling of neural plasticity.
  • Hypothesizing the interaction between attentional feedback and neuromodulatory gating.
  • Integrating existing theories of learning and attention.

Main Results:

  • Attentional feedback selectively suppresses plasticity of irrelevant visual features.
  • Neuromodulatory signals globally gate plasticity, enabling learning.
  • Weak sensory signals, below perception threshold, may escape inhibitory attentional feedback.

Conclusions:

  • A unified framework explains visual learning by integrating neuromodulatory and attentional mechanisms.
  • Attentional feedback plays a critical role in refining visual representations for behavior.
  • The model accounts for how both global and selective learning processes operate.