ORCID Profile
0000-0002-7620-4427
Current Organisations
University of Tübingen
,
Purdue University
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Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology) | Cognitive Science | Decision Making
Publisher: Springer Science and Business Media LLC
Date: 02-2009
DOI: 10.3758/BRM.41.1.29
Publisher: Public Library of Science (PLoS)
Date: 24-06-2013
Publisher: Royal Society of Chemistry (RSC)
Date: 2006
DOI: 10.1039/B517914A
Abstract: Advances in theory and algorithms for electronic structure calculations must be incorporated into program packages to enable them to become routinely used by the broader chemical community. This work reviews advances made over the past five years or so that constitute the major improvements contained in a new release of the Q-Chem quantum chemistry package, together with illustrative timings and applications. Specific developments discussed include fast methods for density functional theory calculations, linear scaling evaluation of energies, NMR chemical shifts and electric properties, fast auxiliary basis function methods for correlated energies and gradients, equation-of-motion coupled cluster methods for ground and excited states, geminal wavefunctions, embedding methods and techniques for exploring potential energy surfaces.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 09-2015
Publisher: American Psychological Association (APA)
Date: 2011
DOI: 10.1037/A0023391
Publisher: Springer Science and Business Media LLC
Date: 02-2009
DOI: 10.3758/LB.37.1.107
Publisher: Springer Science and Business Media LLC
Date: 05-2008
DOI: 10.3758/BRM.40.2.435
Abstract: A recent proposal for an elemental account of associative learning phenomena is the replaced-elements model (REM) put forward by Wagner (2003). Although the ideas underlying this model are comparatively simple, implementation of the model is rather complex. In this article, we present Rapid-REM, a MATLAB simulator of Wagner's model. Rapid-REM features a graphical user interface for manipulating all essential parameter values and for control of the simulation process, graphical visualization of the simulation course and the results, and the alternative possibility of simulating the replaced-elements model as it was originally proposed (Wagner & Brandon, 2001). Rapid-REM is available free of charge from www.staff.uni-marburg.de/(tilde)lachnit/Rapid-REM/. This simulator makes it easy to derive predictions for REM and evaluate them, and it will therefore facilitate insights into the mechanisms of associative learning.
Publisher: Elsevier BV
Date: 10-2010
DOI: 10.1016/J.BIOPSYCHO.2010.07.002
Abstract: Previous human discrimination learning experiments with eyeblink conditioning showed that an increase in the similarity between the to-be-discriminated stimuli had no effect on the rate of learning. This result was at variance with data from other experiments which had used different paradigms and different stimulus materials. We therefore compared human discrimination learning in eyeblink conditioning and contingency learning using carefully matched procedures. Participants learned two feature-negative discriminations, A+/AB- and CD+/CDE-. Convergent results were obtained in both paradigms. Adding a common cue did not affect response differentiation, i.e. the A+/AB- discrimination and the CD+/CDE- discriminations were equivalent. These results support the notion that learning in both paradigms is based on the same principles. However, the overall pattern of results cannot be easily accommodated within associative learning theories based on the Rescorla-Wagner Model or on Pearce's Configural Model. The application of these models to current and previous data is discussed.
Publisher: Springer Science and Business Media LLC
Date: 29-08-2012
DOI: 10.3758/S13420-012-0073-7
Abstract: Harris and Livesey. Learning & Behavior, 38, 1-26, (2010) described an elemental model of associative learning that implements a simple learning rule that produces results equivalent to those proposed by Rescorla and Wagner (1972), and additionally modifies in "real time" the strength of the associative connections between elements. The novel feature of this model is that stimulus elements interact by suppressively normalizing one another's activation. Because of the normalization process, element activity is a nonlinear function of sensory input strength, and the shape of the function changes depending on the number and saliences of all stimuli that are present. The model can solve a range of complex discriminations and account for related empirical findings that have been taken as evidence for configural learning processes. Here we evaluate the model's performance against the host of conditioning phenomena that are outlined in the companion article, and we present a freely available computer program for use by other researchers to simulate the model's behavior in a variety of conditioning paradigms.
Publisher: Springer Science and Business Media LLC
Date: 25-03-2019
DOI: 10.3758/S13421-019-00920-W
Abstract: The sensitivity of the blocking effect to outcome additivity pretraining has been used to argue that the phenomenon is the result of deductive inference, and to draw general conclusions about the nature of human causal learning. In two experiments, we manipulated participants' assumptions about the additivity of the outcome using pretraining before a typical blocking procedure. Ratings measuring causal judgments, confidence, and expected severity of the outcome were used concurrently to investigate how pretraining affected assumptions of outcome additivity and blocking. In Experiment 1, additive pretraining led to lower causal ratings and higher confidence ratings of the blocked cue, relative to control cues, consistent with the notion that additive pretraining encourages deductive reasoning. However, Experiments 1 and 2 showed that removing additivity assumptions through nonadditive pretraining had no impact on a statistically reliable blocking effect observed in a blocking procedure with no pretraining. We found no evidence that the blocking effect in the absence of pretraining was related to the participants' assumptions about the additivity of the outcome. Although additive pretraining may enhance blocking by encouraging deductive reasoning about the blocked cue, the evidence suggests that blocking in causal learning is not reliant on this reasoning and that humans do not readily engage in deduction merely because they possess the assumptions that permit its use.
Publisher: Springer Science and Business Media LLC
Date: 04-05-2021
DOI: 10.3758/S13423-021-01932-X
Abstract: Outcome predictability effects in associative learning paradigms describe better learning about outcomes with a history of greater predictability in a similar but unrelated task compared with outcomes with a history of unpredictability. Inspired by the similarities between this phenomenon and the effect of uncontrollability in learned helplessness paradigms, here, we investigate whether learning about unpredictability decreases outcome-specific motivation to learn. We used a modified version of the allergy task, in which participants first observe the foods eaten by a fictitious patient, followed by allergic reactions that he subsequently suffers, some of which are perfectly predictable and others unpredictable. We then implemented an active learning method in a second task in which participants could only learn about either the previously predictable or unpredictable outcomes on each trial. At the beginning of each trial, participants had to decide whether they wanted to learn about one outcome category or the other. Participants at the beginning of the second task chose to learn about the previously predictable outcomes first and to learn about the previously unpredictable outcomes in later trials. This showed that unpredictability affects future motivation to learn in other circumstances. Interestingly, we did not find any sign of outcome predictability effect at the end of the second phase, suggesting that participants compensate for biased outcome s ling when making overt choices in ways that they may not when learning about both outcome categories simultaneously.
Publisher: Frontiers Media SA
Date: 23-01-2018
Publisher: Frontiers Media SA
Date: 25-10-2016
Publisher: SAGE Publications
Date: 07-2017
DOI: 10.1080/17470218.2016.1184290
Abstract: Participants in two human goal-tracking experiments were simultaneously trained with negative patterning (NP) and positive patterning (PP) discriminations (A+, B+, AB–, C–, D–, CD+). Both elemental and configural models of associative learning predict a PP advantage, such that NP is solved less readily than PP. However, elemental models like the unique cue approach additionally predict responding in AB– trials to be initially stronger than that in A+ and B+ trials due to summation of associative strength. Both experiments revealed a PP advantage and a strong summation effect in AB– trials in the first half of the experiments, irrespective of whether the same US was used for both discriminations (Experiment 1) or two different USs (Experiment 2). We discuss that the correct predictions of the unique cue approach are based on its assumptions of non-normalized and context-independent stimulus processing rather than elemental processing per se.
Publisher: Public Library of Science (PLoS)
Date: 18-12-2020
DOI: 10.1371/JOURNAL.PONE.0243434
Abstract: In recent years, several studies of human predictive learning demonstrated better learning about outcomes that have previously been experienced as consistently predictable compared to outcomes previously experienced as less predictable, namely the outcome predictability effect . As this effect may have wide-reaching implications for current theories of associative learning, the present study aimed to examine the generality of the effect with a human goal-tracking paradigm, employing three different designs to manipulate the predictability of outcomes in an initial training phase. In contrast to the previous studies, learning in a subsequent phase, when every outcome was equally predictable by novel cues, was not reliably affected by the outcomes’ predictability in the first phase. This lack of an outcome predictability effect provides insights into the parameters of the effect and its underlying mechanisms.
Publisher: Frontiers Media SA
Date: 06-04-2021
DOI: 10.3389/FNHUM.2021.617943
Abstract: Ability to recall the timing of events is a crucial aspect of associative learning. Yet, traditional theories of associative learning have often overlooked the role of time in learning association and shaping the behavioral outcome. They address temporal learning as an independent and parallel process. Temporal Coding Hypothesis is an attempt to bringing together the associative and non-associative aspects of learning. This account proposes temporal maps, a representation that encodes several aspects of a learned association, but attach considerable importance to the temporal aspect. A temporal map helps an agent to make inferences about missing information by applying an integration mechanism over a common element present in independently acquired temporal maps. We review the empirical evidence demonstrating the construct of temporal maps and discuss the importance of this concept in clinical and behavioral interventions.
Publisher: Frontiers Media SA
Date: 27-12-2016
Publisher: Frontiers Media SA
Date: 05-04-2017
Publisher: Elsevier BV
Date: 02-2020
Publisher: Springer Science and Business Media LLC
Date: 19-02-2016
DOI: 10.3758/S13420-016-0212-7
Abstract: In two human predictive-learning experiments, we investigated the effects of extinction in multiple contexts on the rate of extinction and the strength of response recovery. In each experiment, participants initially received acquisition training with a target cue in one context, followed by extinction either in a different context (extinction in a single context) or in three different contexts (extinction in multiple contexts). The results of both experiments showed that conducting extinction in multiple contexts led to higher levels of responding during extinction than did extinction in a single context. Additionally, Experiment 2 showed that extinction in multiple contexts prevented ABC renewal but had no detectable impact on ABA renewal. Our results are discussed within the framework of contemporary learning theories of contextual control and extinction.
Publisher: Elsevier BV
Date: 02-2022
Publisher: Springer Science and Business Media LLC
Date: 05-2008
DOI: 10.3758/BRM.40.2.442
Abstract: Harris (2006) recently proposed a new elemental model of the processes involved in associative learning. Although Harris explicated all relevant mathematical and conceptual details of the model in his article, implementing a computer simulation of his model requires considerable programming expertise and work. We therefore present the Harris model simulator (HMS), a MATLAB simulator of Harris's model. HMS provides a graphical user interface for manipulating all essential parameter values and for controlling the simulation process, the graphical visualization of the simulation course, and the numerical results. HMS is available free of charge from www.staff.uni-marburg.de/(tilde)lachnit/harris/. HMS allows researchers to easily derive and evaluate predictions for the Harris model, and it will therefore facilitate insights into the mechanisms of associative learning.
Publisher: Hogrefe Publishing Group
Date: 12-2010
DOI: 10.1027/1618-3169/A000030
Abstract: In three experiments human participants received training in a causal judgment task. After learning which patterns were associated with an outcome, participants rated the likelihood of the outcome in the presence of a novel combination of the patterns. The first two experiments used two conditions in which two visual patterns were associated with the outcome. In one condition these patterns shared a common feature. The third experiment only used the common feature condition. According to an elemental theory ( Rescorla & Wagner, 1972 ) the response to the novel test pattern should have exceeded that made to the in idual training patterns, a summation effect, and this effect should have been reduced by the addition of a common feature. Summation was observed but since the common feature condition abolished, rather than merely reduced, summation the results were not consistent with the Rescorla-Wagner Model (RWM) nor with a configural alternative ( Pearce, 1994 ). Instead, it is necessary to consider models which allow the possibility of both elemental and configural strategies in causal learning. The Replaced Elements Model ( Wagner, 2003 ) is a development of the RWM which can best predict the patterns of summation and summation failure in these experiments.
Publisher: SAGE Publications
Date: 12-2011
DOI: 10.1080/17470218.2011.605153
Abstract: In human causal learning, positive patterning (PP) and negative patterning (NP) discriminations are often acquired at roughly the same rate, whereas PP is learned faster than NP in most experiments with nonhuman animals. One likely reason for this discrepancy is that most causal learning scenarios encourage participants to treat the presentation and omission of the relevant outcome as two events of comparable significance and likelihood. To investigate this, the current experiments compared PP and NP using a predictive learning paradigm based on a mock gambling task. In Experiment 1, one outcome (winning) was made more salient by being less frequent than the alternative outcome (losing). Under these circumstances, PP was learned faster than NP. In Experiment 2, subjects learned two PP and two NP discriminations, one involved win versus no change outcomes, the other involved lose versus no change outcomes. The subjects learned PP faster than NP, but only when discriminating win from no change. We argue that a difference in difficulty between PP and NP relies on a difference in the salience of the outcomes, consistent with the predictions of a relatively simple model of associative learning.
Publisher: Springer Science and Business Media LLC
Date: 11-2010
DOI: 10.3758/LB.38.4.367
Publisher: American Psychological Association (APA)
Date: 04-2019
DOI: 10.1037/XAN0000197
Abstract: A wealth of recent studies have demonstrated that predictive cues involved in a linearly solvable component discrimination gain associability in subsequent learning relative to nonpredictive cues. In contrast, contradictory findings have been reported about the fate of cues involved in learning biconditional discriminations in which the cues are relevant but none are in idually predictive of a specific outcome. In 3 experiments we examined the transfer of learning from component and biconditional discriminations in a within-subjects design. The results show a greater benefit in associability for cues that had previously served as predictive cues in a component discrimination than cues previously used in a biconditional discrimination. Further, new biconditional discriminations were learned faster when they were composed of cues that were previously trained in separate biconditional discriminations. Similarly, new component discriminations were learned faster when they were composed of cues that were previously trained in a separate component discriminations irrespective of whether they were previously predictive or previously nonpredictive. These results provide novel evidence that cue-specific learning of relational structure affects subsequent learning, suggesting changes in cue processing that go beyond simple changes in cue associability based on learned predictiveness. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Publisher: Elsevier BV
Date: 10-2020
Publisher: American Psychological Association (APA)
Date: 2019
DOI: 10.1037/XAN0000195
Abstract: Much empirical work and theoretical discussion in the associative learning literature has focused on when and how a cue changes in its associability. A series of new findings in human learning preparations (collectively referred to as the "outcome predictability" effect) appear to show that outcomes vary in their capacity to enter into novel associations as a product of their associative history. This effect is reminiscent of how cues change in associability as a consequence of their reinforcement history. We review the new findings within a broader associative literature that has previously investigated how conditioning can modify the effectiveness of outcome events to motivate new learning. A variety of explanations arising from this review are then critically considered. The article concludes by identifying novel questions brought into focus by the outcome predictability effect. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Publisher: American Psychological Association (APA)
Date: 10-2017
DOI: 10.1037/XAN0000150
Abstract: The Learned Predictiveness effect refers to the observation that learning about the relationship between a cue and an outcome is influenced by the predictive relevance of the cue for other outcomes. Similarly, the Outcome Predictability effect refers to a recent observation that the previous predictability of an outcome affects learning about this outcome in new situations, too. We hypothesize that both effects may be two manifestations of the same phenomenon and stimuli that have been involved in highly predictive relationships may be learned about faster when they are involved in new relationships regardless of their functional role in predictive learning as cues and outcomes. Four experiments manipulated both the relationships and the function of the stimuli. While we were able to replicate the standard effects, they did not survive a transfer to situations where the functional role of the stimuli changed, that is the outcome of the first phase becomes a cue in the second learning phase or the cue of the first phase becomes the outcome of the second phase. Furthermore, unlike learned predictiveness, there was little indication that the distribution of overt attention in the second phase was influenced by previous predictability. The results suggest that these 2 very similar effects are not manifestations of a more general phenomenon but rather independent from each other. (PsycINFO Database Record
Start Date: 2019
End Date: 2021
Funder: Australian Research Council
View Funded ActivityStart Date: 2014
End Date: 2017
Funder: German Research Foundation
View Funded ActivityStart Date: 2017
End Date: 2021
Funder: German Research Foundation
View Funded ActivityStart Date: 06-2019
End Date: 12-2023
Amount: $180,000.00
Funder: Australian Research Council
View Funded Activity