training information-integration category learning
TRANSCRIPT
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Training Information-Integration Category Learning
Brian J. Spiering
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Outline
1) Category-learning tasks
2) COVIS Model
3) Behavioral tests of COVIS Model
4) Conclusions
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Stimulus on a Single Category-Learning Trial
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Rule-Based Category Learning
Categorization rule is easy to describe
Effective learning requires:
• no distractions
• active and effortful processing of feedback
• the nature and timing of feedback is not critical
A
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Information-Integration Category Learning
Categorization rule is difficult to describe
Effective learning requires:
• consistent feedback immediately after response
• consistent mapping from category to response location
• no active feedback processing
A
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A Real-Life Information-Integration Task?
Does this mammogram show a tumor?
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A Real-Life Information-Integration Task?
Tumor!
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The Two Category Learning Systems of COVIS
• Logical-reasoning system- quickly learns explicit rules
• Procedural-learning system- slowly learns almost any similarity-based rule
• Simultaneously active in all tasks (at least initially)
(Ashby, Alfonso-Reese, Turken, & Waldron, Psychological Review, 1998)
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The COVIS Explicit System
• Logical reasoning system
• Uses working memory and executive attention
• Working memory & attentional switching component – FROST (Ashby, Ell, Valentin, & Casale, 2005, J. of Cognitive Neuroscience)
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The COVIS Explicit System
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The COVIS Procedural-Learning System
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Evidence Supporting COVIS
Single-cell recording studies Asaad, Rainer, & Miller, 2000; Hoshi, Shima, & Tanji, 1998; Merchant, Zainos, Hernadez, Salinas, & Romo, 1997; Romo, Merchant, Ruiz, Crespo, & Zainos, 1995; White & Wise, 1999
Animal lesion experimentsEacott & Gaffan, 1991; Gaffan & Eacott, 1995; Gaffan & Harrison, 1987; McDonald & White, 1993, 1994; Packard, Hirsch, & White, 1989; Packard & McGaugh, 1992; Roberts & Wallis, 2000
Neuropsychological patient studiesAshby, Noble, Filoteo, Waldron, & Ell, 2003; Brown & Marsden, 1988; Cools et al., 1984; Downes et al., 1989; Filoteo, Maddox, & Davis, 2001a, 2001b; Filoteo, Maddox, Ing, Zizak, & Song, in press; Filoteo, Maddox, Salmon, & Song, 2005; Janowsky, Shimamura, Kritchevsky, & Squire, 1989; Knowlton, Mangels, & Squire, 1996; Leng & Parkin, 1988; Snowden et al., 2001
Neuroimaging experimentsKonishi et al., 1999; Lombardi et al., 1999; Nomura et al., in press; Poldrack, et al., 2001; Rao et al., 1997; Rogers, Andrews, Grasby, Brooks, & Robbins, 2000; Seger & Cincotta, 2002; Volz et al., 1997
Traditional cognitive behavioral experimentsAshby & Ell, 2002; Ashby, Ell, & Waldron, 2003; Ashby, Maddox, & Bohil, 2002; Ashby, Queller, & Berretty, 1999; Ashby, Waldron, Lee, & Berkman, 2001; Maddox, Ashby, & Bohil, 2003; Maddox, Ashby, Ing, & Pickering, 2004; Maddox, Bohil, & Ing, in press; Waldron & Ashby, 2001; Zeithamova & Maddox, in press
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Spiering, B. J., & Ashby, F. G. (2008)
Response processes in information-integration category learning.
Neurobiology of Learning and Memory
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A
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Are consistent responses required for II category learning?
- Ashby, Ell, & Waldron (2003)
- Maddox, Bohil, & Ing (2004)
-Olson & Gettner (1999)
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Stimuli
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Single Trial for Control
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Single Trial for Random-Color
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Single Trial for Random-Letter
A BAB
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Method
Participants
Random-Color condition - 51
Random-Letter condition -18
Control condition - 20
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Accuracy-Based Results
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Responses
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Model-based Results
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Discussion
• Consistent response locations are not necessary for II category learning
• Consistent feature identity is sufficient
• Learning is fastest with consistent spatial and feature association
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What about Yes-No interference?
(Maddox et al., 2004)
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Method
Participants
Yes-No condition - 33
Random-Location condition - 69
Control condition - 20
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Single Trial for Yes-No
Yes No?
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Accuracy-Based Results
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Model-based Results
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Discussion
• Yes-No decisions are difficult in II category learning
• Yes-No decisions recruit PFC
II category learning does not “depend” on PFC
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Spiering, B. J., & Ashby, F. G. (2008)
Initial training with difficult items facilitates information-integration but not rule-based category
learning.
Psychological Science
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A
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Stimuli
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Stimuli
Hard
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Stimuli
Medium
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Stimuli
Easy
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Method
Participants
Hard-to-Easy condition - 26
Easy-to-Hard condition - 24
Random condition - 31
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Accuracy-Based Results
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Accuracy-Based Results
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Model-based Results
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Discussion
• Hard-to-Easy performed best at transfer
• Easy-to-Hard outperformed Random
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What about rule-based category learning?
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Stimuli
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Stimuli
Hard
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Stimuli
Medium
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Stimuli
Easy
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Method
Participants
Hard-to-Easy condition - 31
Easy-to-Hard condition - 31
Random condition - 31
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Accuracy-Based Results
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Accuracy-Based Results
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Model-based Results
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Discussion
Training procedure does not matter for RB category learning
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General Discussion
Cortical projection of procedural-learning system of COVIS
Competition between the systems of COVIS
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Acknowledgments
F. Greg Ashby