Studies in spatial learning. I. Orientation and the short-cut.

Abstract

This is what Carnap (i) has called a 'bilateral reduction sentence.' Sentences of this form are, he argues, essential for the introduction or definition of disposition predicates'.*A matrix is an expression which contains a free variable. When a value js specified for this variable, and the name of this value is substituted for the variable, the matrix becomes a sentence. Note that it is the matrix "x expects food at location L" which is being introduced, and not the matrix "x is an expectation." We do* riot introduce, and need not introduce, the latter matrix. Carnap illustrates this point by shbwing^hat in physics we need never introduce the matrix "ft is an electric charge." All that we need for experimental purposes, he argues, is the matrix "•« has an electric charge." In the remaining sections of this paper whenever we refer to our definition of 'expectation' we are ellipticaliy referring to a conditioned definition containing the matrix "te expects food at location L," and not one containing the matrix "x is an expectation." Finally, it should be pointed out that what Definition I states is that the truth-value of the matrix "x expects food at location L" is considered identical to that of the matrix "x runs down path P," whenever the conditions stated by the antecedent are fulfilled.

Hipocampo y conocimiento espacial en ratas

“…First, the presence of multiple extramaze cues in the experimental room enabled the rats to use an allocentric or locale strategy. It is believed that when this strategy is used, the animals establish a map of the maze and its surroundings in such a way that each point of the charted space is determined by its relationship to characteristic landmarks in the environment (1,28). Second, the animals could also learn to find the goal by acquiring an egocentric response tendency based on body orientation, e.g., always turn right at the central platform (12,24).…”

Unlearning in health care

“…24 We can learn by association (classical conditioning), 25 by consequences (operant conditioning), 26 and through intellectual thought (cognitive learning theories, for example insight, modelling, and latent learning). [27][28][29] We can learn new behaviours, manual skills, self-awareness, and interpersonal skills. 30 In addition, we know many of the factors that facilitate learning (approximation, reinforcement, feedback, chunking, motivation, and clear goals) and some of those that hinder effective learning (for example ill defined goals and lack of feedback).…”

Hippocampal Replay Is Not a Simple Function of Experience

“…One of the key ideas underlying the concept of a cognitive map is that it should enable the planning of novel trajectories never experienced by the animal (Tolman et al, 1946; O'Keefe & Nadel, 1978). Rats can take correctly-directed paths involving trajectories that have never been experienced (Tolman et al, 1946; Matthews et al, 1995; Alvernhe et al, 2008).…”

“…Rats can take correctly-directed paths involving trajectories that have never been experienced (Tolman et al, 1946; Matthews et al, 1995; Alvernhe et al, 2008). The cognitive map has been hypothesized to entail a representation of the structure of the environment which enables rats to mentally traverse alternate paths, potentially including trajectories never actually experienced (Tolman, 1948; O'Keefe & Nadel, 1978; Gallistel, 1990; Samsonovich & Ascoli, 2005).…”