Presentation and validation of “The Learning Game,” a tool to study associative learning in humans

Nelson, James B.; Navarro, Anton; Sanjuan, Maria del Carmen

doi:10.3758/s13428-014-0446-2

Cited by 13 publications

(22 citation statements)

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“…Participants played a video game (the game and all stimuli used here are thoroughly described in Nelson et al, 2014, and also described in the video located at: https://www.youtube.com/watch? v=Yl9Q8ThMN40).…”

Section: Discussionmentioning

confidence: 99%

“…At the end of response training, Phase 1 began. Participants underwent a context change to a different galaxy referred to as "Boutonia" (described and pictured in Nelson et al 2014) and received 13 conditioning trials where the illumination of a 20-sec flashing (3-Hz) sensor light, in a panel at the bottom of the screen, was paired with the appearance of an attacking spaceship. The spaceship arrived after the light had been flashing for 5 sec and remained on the screen for the remaining 15-sec of the light.…”

Section: Methodsmentioning

confidence: 99%

“…A second experiment was conducted using a different group of participants and a different space-based video game developed by Nelson et al (2014). Rather than a task involving suppression of responding, conditioning in this task is evidenced by an increase in behavior.…”

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confidence: 99%

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The effects of extinction-aroused attention on context conditioning

2018

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Two experiments assessed the effects of extinguishing a conditioned cue on subsequent context conditioning. Each experiment used a different video-game method where sensors predicted attacking spaceships and participants responded to the sensor in a way that prepared them for the upcoming attack. In Experiment 1 extinction of a cue which signaled a spaceship-attack outcome facilitated subsequent learning when the attack occurred unsignaled. In Experiment 2 extinction of a cue facilitated subsequent learning, regardless of whether the spaceship outcome was the same or different as used in the earlier training. In neither experiment did the extinction context become inhibitory. Results are discussed in terms of current associative theories of attention and conditioning.

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confidence: 99%

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The effects of extinction-aroused attention on context conditioning

2018

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“…, and 'The Learning Game' (Nelson, Navarro, & Sanjuan, 2014) The abstract structure shown in Figure 1 has four different implementations, one of which -the Jetpack game -is illustrated in Figure 2. In this implementation Mr. …”

Section: Apparatus the Experiments Was Run Online Using The Psychologmentioning

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Preprint Glautier (2017) Non-local influences on associative learning: new data and further model evaluation

Glautier¹

2017

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Previous work (Glautier, 2013) showed that the responses made by humans on trial n in simple associative learning tasks were influenced by events that took place on trial n − 1 and a simple extension of the Rescorla-Wagner Model (RWM Rescorla & Wagner, 1972), the Memory Environment Cue Array (MECA) model, was presented to account for those results. In the current work further evidence of non-local influences on responding during associative learning tasks is presented. The Rescorla-Wagner model and the MECA model are evaluated as models for the observed data using qualitative, Chapman & Robbins, 1990;Dickinson, Shanks, & Evenden, 1984;Lachnit, 1988).Equation 1 Two experiments are reported. These differ from standard associative learning experiments in that their designs are such that cues that were present on trial n − 1were actually informative about the outcome events on trial n. There is no mechanism in the standard Rescorla-Wagner model to take account of this non-local information.Therefore, if participants actually make use of non-local information, the the MECA model should provide a better model of participant behaviour than the Rescorla-Wagner model in these designs. Experiment 1In Glautier (2013) noisy learning curves were better described by the MECA model than by the Rescorla-Wagner model. The noise in those learning curves was attributed to the influence of trial n − 1 events on trial n responding. In the current experiment a more direct attempt was made to show how the events of trial n − 1 could exert an associative influence on the response observed on trial n. Experimental sequences were set-up so that whenever cue A appeared on trial n − 1 then the outcome occurred on trial n. It was predicted that likelihood of response would be greater on trials involving cue B, which was partially reinforced, if the previous trial had involved cue A. Method Procedures were approved by the University of Southampton ResearchGovernance Office and the School of Psychology's Ethics Committee.Participants. One hundred and seven participants took part. One hundred and six were high school students and one was a teacher who accompanied the students. Design and procedure. Participants were given a brief introduction to PEGS and the experiment before being asked to complete a consent form and navigate to the PEGS website. Participants were randomly allocated to one of the four game implementations and then experienced a series of 60 trials following the design summarised in Table 1. The trial sequence contained 15 B+ trials (B+ means cue B followed by reinforcement (+)). The B+ trials always occurred after an A-trial (A-

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“…, and 'The Learning Game' (Nelson, Navarro, & Sanjuan, 2014) PEGS was designed for the study of Pavlovian associations learned between cue events and outcomes. Participants see a series of trials.…”

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Preprint Glautier (2017) Revised Non-local influences on associative learning: new data and further model evaluation

Glautier¹

2017

Preprint

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Previous work (Glautier, 2013) showed that the responses made by humans on trial n in simple associative learning tasks were influenced by events that took place on trial n − 1 and a simple extension of the Rescorla-Wagner Model (RWM Rescorla & Wagner, 1972), the Memory Environment Cue Array (MECA) model, was presented to account for those results. In the current work further evidence of non-local influences on responding during associative learning tasks is presented. The Rescorla-Wagner model and the MECA model are evaluated as models for the observed data using qualitative, when the CS is presented and this is said to occur because the associations between the CS and the US representations allow excitation to spread from one representation to the other. Thus, presenting the CS excites the representation of the US and produces the observed CRs. Informally, the presence of the CS generates an expectancy of the US.The Rescorla-Wagner model principles are sufficiently general to have been successfully imported into new domains. Since its development as a model of Pavlovian conditioning in animals the Rescorla-Wagner model has been considered a viable candidate model in a variety of human learning tasks including predictive, causal, and Pavlovian learning (e.g. Chapman & Robbins, 1990;Dickinson, Shanks, & Evenden, 1984;Lachnit, 1988).Equation 1 The primary purpose of the current paper is to extend the work presented by There is no mechanism in the standard Rescorla-Wagner model to take account of this non-local information. Therefore, if participants actually make use of non-local information, the the MECA model should provide a better model of participant behaviour than the Rescorla-Wagner model in these designs. Experiment 1In Glautier (2013) noisy learning curves were better described by the MECA model than by the Rescorla-Wagner model. The noise in those learning curves was attributed to the influence of trial n − 1 events on trial n responding. In the current experiment a more direct attempt was made to show how the events of trial n − 1 could exert an associative influence on the response observed on trial n. Experimental sequences were set-up so that whenever cue A appeared on trial n − 1 then the outcome occurred on trial n. It was predicted that likelihood of response would be greater on trials involving cue B, which was partially reinforced, if the previous trial had involved cue A. NON-LOCAL INFLUENCES ON LEARNING 7 MethodProcedures were approved by the University of Southampton ResearchGovernance Office and the School of Psychology's Ethics Committee.Participants. One hundred and seven participants took part. One hundred and six were high school students and one was a teacher who accompanied the students.Recruitment took place at local colleges or during college trips to the University of Southampton for open days. The mean age of the participants was 17.1 years (minimum 16, maximum 39) and they included 20 males. Participants were tested in groups, in computer workstation suites, spread ove...

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Presentation and validation of “The Learning Game,” a tool to study associative learning in humans

Cited by 13 publications

References 19 publications

The effects of extinction-aroused attention on context conditioning

The effects of extinction-aroused attention on context conditioning

Preprint Glautier (2017) Non-local influences on associative learning: new data and further model evaluation

Preprint Glautier (2017) Revised Non-local influences on associative learning: new data and further model evaluation

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