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Psychology, Department of

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  1. Figures [Download]

    Title: Figures
    Creator: McMillan, Neil
    Description: Animals make surprising anticipatory and perseverative errors when faced with a midsession reversal of reinforcer contingencies on a choice task with highly predictable stimulus-time relationships. In the current study, we asked whether pigeons would anticipate changes in reinforcement when the reinforcer contingencies for each stimulus were not fixed in time. We compared the responses of pigeons on a simultaneous choice task when the initially correct stimulus was randomized or alternated across sessions. Pigeons showed more errors overall compared to the typical results of a standard midsession reversal procedure and they did not show the typical anticipatory errors prior to the contingency reversal. Probe tests that manipulated the spacing between trials also suggested that timing of the session exerted little control of pigeons’ behavior. The temporal structure of the experimental session thus appears to be an important determinant for animals’ use of time in midsession reversal procedures.
    Subjects: reversal learning, interval timing, choice, pigeons
  2. Figures for the Manuscript titled as 'Superior Cognitive Mapping through Single-landmark-related Learning than through Boundary-related Learning' [Download]

    Title: Figures for the Manuscript titled as 'Superior Cognitive Mapping through Single-landmark-related Learning than through Boundary-related Learning'
    Creator: Ruojing Zhou
    Description: Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we propose that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map; furthermore the fewer reference points to specify individual locations, the more accurate a cognitive map of these locations will be. We then demonstrate that participants have more accurate representations of vectors between two locations and of configurations among three locations when locations are individually encoded in terms of a single landmark than when locations are encoded in terms of a boundary. Previous findings show that learning locations relative to a boundary involves stronger place learning and higher hippocampal activation whereas learning relative to a single landmark involves stronger response learning and higher striatal activation. Recognizing this, we provide evidence challenging the cognitive map theory but favouring our proposal.
    Subjects: Cognitive psychology, Spatial memory, Cognitive map, Place learning , Response learning, Landmark, Boundary
  3. Journal Articles (Psychology)

    Title: Journal Articles (Psychology)
    Creator:
    Subjects: