The Experts below are selected from a list of 5368584 Experts worldwide ranked by ideXlab platform
Arie J. Wester - One of the best experts on this subject based on the ideXlab platform.
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route Learning in amnesia a comparison of trial and error and errorless Learning in patients with the korsakoff syndrome
Clinical Rehabilitation, 2007Co-Authors: Roy P. C. Kessels, Eke Van Loon, Arie J. WesterAbstract:Objective: To examine the errorless Learning approach using a procedural memory task (i.e. Learning of actual routes) in patients with amnesia, as compared to Trial-and-Error Learning.Design: Counterbalanced self-controlled cases series.Setting: Psychiatric hospital (Korsakoff clinic).Subjects: A convenience sample of 10 patients with the Korsakoff amnestic syndrome.Intervention: All patients learned a route in four sessions on separate days using an errorless approach and a different route using Trial-and-Error.Main measures: Error rate was scored during route Learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)).Results: A significant Learning effect was found in the Trial-and-Error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and Trial-and-Error Learning of the routes. VLGT performance wa...
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route Learning in amnesia a comparison of trial and error and errorless Learning in patients with the korsakoff syndrome
Clinical Rehabilitation, 2007Co-Authors: Roy P. C. Kessels, Eke Van Loon, Arie J. WesterAbstract:OBJECTIVE: To examine the errorless Learning approach using a procedural memory task (i.e. Learning of actual routes) in patients with amnesia, as compared to Trial-and-Error Learning. DESIGN: Counterbalanced self-controlled cases series. SETTING: Psychiatric hospital (Korsakoff clinic). SUBJECTS: A convenience sample of 10 patients with the Korsakoff amnestic syndrome. INTERVENTION: All patients learned a route in four sessions on separate days using an errorless approach and a different route using Trial-and-Error. MAIN MEASURES: Error rate was scored during route Learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)). RESULTS: A significant Learning effect was found in the Trial-and-Error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and Trial-and-Error Learning of the routes. VLGT performance was significantly correlated with a Trial-and-Error advantage (P < 0.05); no significant correlation was found between the RBMT subtest and the Learning conditions. CONCLUSION: Errorless Learning was no more successful than Trial-and-Error Learning of a procedural spatial task in patients with the Korsakoff syndrome (severe amnesia).
Russell D. Gray - One of the best experts on this subject based on the ideXlab platform.
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an investigation into the cognition behind spontaneous string pulling in new caledonian crows
PLOS ONE, 2010Co-Authors: Alex H Taylor, Gavin R. Hunt, Jennifer C. Holzhaider, Felipe S Medina, Lindsay J Hearne, Russell D. GrayAbstract:The ability of some bird species to pull up meat hung on a string is a famous example of spontaneous animal problem solving. The “insight” hypothesis claims that this complex behaviour is based on cognitive abilities such as mental scenario building and imagination. An operant conditioning account, in contrast, would claim that this spontaneity is due to each action in string pulling being reinforced by the meat moving closer and remaining closer to the bird on the perch. We presented experienced and naive New Caledonian crows with a novel, visually restricted string-pulling problem that reduced the quality of visual feedback during string pulling. Experienced crows solved this problem with reduced efficiency and increased errors compared to their performance in standard string pulling. Naive crows either failed or solved the problem by trial and error Learning. However, when visual feedback was available via a mirror mounted next to the apparatus, two naive crows were able to perform at the same level as the experienced group. Our results raise the possibility that spontaneous string pulling in New Caledonian crows may not be based on insight but on operant conditioning mediated by a perceptual-motor feedback cycle.
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The development of pandanus tool manufacture in wild New Caledonian crows
Behaviour, 2010Co-Authors: Jennifer C. Holzhaider, Gavin R. Hunt, Russell D. GrayAbstract:New Caledonian crows have remarkably complex tool manufacturing abilities. Here we document the ontogeny of pandanus tool manufacture in wild NC crows. Our results show that the development of wide pandanus tool manufacture is a lengthy process comparable to the development of tool use in primates. Juveniles pass through four main stages of tool manufacture before they acquire adult-like proficiency. By 10 to 12 months of age most juveniles can manufacture tools with adult-like competency, but adult-like speed in manufacture and tool use is only reached in their second year. Whilst individual trial and error Learning appears to play a major role in juveniles' development of pandanus tool skills, this development takes place in an environment scaffolded by parental birds. Juveniles stay close to their parents for their first year and have ample opportunity to observe parental tool manufacture and use. Parents influence the juveniles' early Learning by leading them to Pandanus sp. trees where they provide discarded tools for early tool use. Exposure to parental tools might help juveniles form a mental template of functional tool design and, thus, facilitate the faithful transmission of local design traditions.
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spontaneous metatool use by new caledonian crows
Current Biology, 2007Co-Authors: Alex H Taylor, Gavin R. Hunt, Jennifer C. Holzhaider, Russell D. GrayAbstract:A crucial stage in hominin evolution was the development of metatool use -- the ability to use one tool on another [1, 2]. Although the great apes can solve metatool tasks [3, 4], monkeys have been less successful [5-7]. Here we provide experimental evidence that New Caledonian crows can spontaneously solve a demanding metatool task in which a short tool is used to extract a longer tool that can then be used to obtain meat. Six out of the seven crows initially attempted to extract the long tool with the short tool. Four successfully obtained meat on the first trial. The experiments revealed that the crows did not solve the metatool task by Trial-and-Error Learning during the task or through a previously learned rule. The sophisticated physical cognition shown appears to have been based on analogical reasoning. The ability to reason analogically may explain the exceptional tool-manufacturing skills of New Caledonian crows.
Catherine Haslam - One of the best experts on this subject based on the ideXlab platform.
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elaborative encoding through self generation enhances outcomes with errorless Learning findings from the skypekids memory study
Neuropsychological Rehabilitation, 2017Co-Authors: Catherine Haslam, Signy Wegener, Joseph Wagner, Tania MaloufAbstract:Errorless Learning has demonstrated efficacy in the treatment of memory impairment in adults and older adults with acquired brain injury. In the same population, use of elaborative encoding through supported self-generation in errorless paradigms has been shown to further enhance memory performance. However, the evidence base relevant to application of both standard and self-generation forms of errorless Learning in children is far weaker. We address this limitation in the present study to examine recall performance in children with brain injury (n = 16) who were taught novel age-appropriate science and social science facts through the medium of Skype. All participants were taught these facts under conditions of standard errorless Learning, errorless Learning with self-generation, and Trial-and-Error Learning after which memory was tested at 5-minute, 30-minute, 1-hour and 24-hour delays. Analysis revealed no main effect of time, with participants retaining most information acquired over the 24-hour testi...
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errorless Learning improves memory performance in children with acquired brain injury a controlled comparison of standard and self generation techniques
Neuropsychological Rehabilitation, 2012Co-Authors: Catherine Haslam, Claire Bazenpeters, Ingram WrightAbstract:The principle of errorless Learning has proven efficacy in helping adults and older adults with acquired memory impairment learn novel information. However, surprisingly few studies have investigated its efficacy in children. The present study addresses this omission in the literature, investigating the effectiveness of two forms of errorless Learning — the established method, in which the examiner provides responses during Learning, and a self-generation method, in which learners produce their own responses — each relative to the standard baseline of Trial-and-Error Learning, in young people with acquired brain injury (ABI, n = 15) and non-injured controls (n = 15). Participants learned different word lists in each condition and their memory was tested after distraction and, subsequently, after a 20-minute delay. Not surprisingly, controls performed better than the ABI group. However, while there was no effect of Learning condition for controls, in the ABI group memory performance was significantly bette...
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errorless Learning and spaced retrieval how do these methods fare in healthy and clinical populations
Journal of Clinical and Experimental Neuropsychology, 2011Co-Authors: Catherine Haslam, Kathryn I. Hodder, Philip J YatesAbstract:While errorless Learning and spaced retrieval have both proved effective in helping many patients with acquired brain injury (ABI) and dementia learn novel information, it is not clear which of these principles we should apply to target treatment most effectively. To address this issue we conducted a systematic comparison of these principles in three experiments, comparing their effectiveness in healthy controls (N = 60), patients with ABI (N = 30), and patients with dementia (N = 15). Participants were asked to learn face-name associations, and the relative effectiveness of the principles over and above Trial-and-Error Learning was investigated. The results were remarkably consistent across experiments: Both errorless Learning and spaced retrieval produced greater accuracy in name recall than did Trial-and-Error Learning, but recall under conditions of spaced retrieval was significantly better than that under errorless Learning. We discuss the implications of these findings and suggest that spaced retrieval may be the stronger memory rehabilitation principle when it comes to Learning face-name associations in people with mild to moderate memory impairment.
Roy P. C. Kessels - One of the best experts on this subject based on the ideXlab platform.
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Prevention is better than cure: effects of errors on memory performance during spatial Learning in healthy aging
Aging Clinical and Experimental Research, 2020Co-Authors: Inge Scheper, Inti A. Brazil, Ellen R. A. De Bruijn, Larissa Mulder-hanekamp, Roy P. C. KesselsAbstract:Background Healthy aging is accompanied by a decline in Learning ability and memory capacity. One widely-studied method to improve Learning outcome is by reducing the occurrence of errors during Learning (errorless Learning; EL). However, there is also evidence that committing errors during Learning (Trial-and-Error Learning; TEL) may benefit memory performance. We argue that these inconsistent findings could be driven by a lack of control over the error frequency in traditional EL and TEL paradigms. Aim This study employed a spatial Learning task to study EL and TEL and to determine the impact of error frequency on memory recall in healthy older adults (OA; N = 68) and young adults (YA; N = 60). Method Four groups of participants (YA-EL, YA-TEL, OA-EL, OA-TEL) were instructed to first place and memorize the locations of everyday objects in a chest of drawers presented on a computer screen, and in whom memory recall performance was later tested. In the TEL condition, the amount of errors made before the correct drawer was ‘found’ was predetermined, varying from 0 to 5. During the EL condition, every first attempt was correct (i.e., no errors were made). Results We found better overall performance in YA compared to OA and a beneficial effect of EL in both age groups. However, the amount of errors committed during Learning did not influence accuracy of memory recall. Conclusion Our results indicate that elimination of errors during Learning can benefit memory performance in both YA and OA compared to TEL.
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effects of errorless skill Learning in people with mild to moderate or severe dementia a randomized controlled pilot study
NeuroRehabilitation, 2009Co-Authors: Roy P. C. Kessels, Linda Olde M G HenskenAbstract:This pilot study examines whether Learning without errors is advantageous compared to Trial-and-Error Learning in people with dementia using a procedural task and a randomized case-control design. A sample of 60 people was recruited, consisting of 20 patients with severe dementia, 20 patients with mild-to-moderate dementia and 20 participants without dementia. The participants had to acquire a novel procedural problem-solving task with the help of cues (errorless Learning) or with cues only given in case an error was made (Trial-and-Error Learning). The number of steps completed without assistance immediately after errorless or Trial-and-Error Learning and after a delay of 1-3 days was recorded. Overall performance was better after errorless Learning compared to Trial-and-Error Learning (p=0.012), with effect sizes being largest in the mild-to-moderate dementia group after delayed testing (d=1.61). The effects of errorless Learning were larger after delayed testing. We conclude that errorless Learning of a procedural task results in a better performance than Learning with errors. This study is the first to use a controlled group design to show such a benefit in patients with dementia. These findings can be extended to the acquisition of tasks that are relevant for everyday-life functioning, having important implications for dementia care.
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route Learning in amnesia a comparison of trial and error and errorless Learning in patients with the korsakoff syndrome
Clinical Rehabilitation, 2007Co-Authors: Roy P. C. Kessels, Eke Van Loon, Arie J. WesterAbstract:Objective: To examine the errorless Learning approach using a procedural memory task (i.e. Learning of actual routes) in patients with amnesia, as compared to Trial-and-Error Learning.Design: Counterbalanced self-controlled cases series.Setting: Psychiatric hospital (Korsakoff clinic).Subjects: A convenience sample of 10 patients with the Korsakoff amnestic syndrome.Intervention: All patients learned a route in four sessions on separate days using an errorless approach and a different route using Trial-and-Error.Main measures: Error rate was scored during route Learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)).Results: A significant Learning effect was found in the Trial-and-Error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and Trial-and-Error Learning of the routes. VLGT performance wa...
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route Learning in amnesia a comparison of trial and error and errorless Learning in patients with the korsakoff syndrome
Clinical Rehabilitation, 2007Co-Authors: Roy P. C. Kessels, Eke Van Loon, Arie J. WesterAbstract:OBJECTIVE: To examine the errorless Learning approach using a procedural memory task (i.e. Learning of actual routes) in patients with amnesia, as compared to Trial-and-Error Learning. DESIGN: Counterbalanced self-controlled cases series. SETTING: Psychiatric hospital (Korsakoff clinic). SUBJECTS: A convenience sample of 10 patients with the Korsakoff amnestic syndrome. INTERVENTION: All patients learned a route in four sessions on separate days using an errorless approach and a different route using Trial-and-Error. MAIN MEASURES: Error rate was scored during route Learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)). RESULTS: A significant Learning effect was found in the Trial-and-Error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and Trial-and-Error Learning of the routes. VLGT performance was significantly correlated with a Trial-and-Error advantage (P < 0.05); no significant correlation was found between the RBMT subtest and the Learning conditions. CONCLUSION: Errorless Learning was no more successful than Trial-and-Error Learning of a procedural spatial task in patients with the Korsakoff syndrome (severe amnesia).
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effects of errorless and errorful face name associative Learning in moderate to severe dementia
Aging Clinical and Experimental Research, 2005Co-Authors: Carla Ruis, Roy P. C. KesselsAbstract:Background and aims: The prevention of errors during Learning has been found to be effective in overcoming memory problems in patients with amnesia compared with errorful or Trial-and-Error Learning, possibly as a result of intact implicit memory function. Although errorless Learning is a clinically promising technique used in cognitive training settings, to date only a few studies have examined errorless Learning in patients with dementia. Methods: The current study examined errorless and errorful Learning using a face-name associative memory task in a group of moderate to severe dementia patients suffering from probable Alzheimer’s disease (MMSE≤22; n = 10) using a fully counterbalanced within-subject design. Results: Errorless Learning had a significantly beneficial effect after two consecutive Learning trials (p=0.01). However, after an unfilled delay of 10 minutes, no significant differences in memory performance were found between errorless and errorful Learning. Furthermore, current effects were much smaller compared with previous findings in healthy adults and early-stage dementia patients. Conclusions: Although errorful Learning resulted in better performance in a face-name associative memory task in patients with dementia, this effect was only short-lived. Thus, the beneficial effects of errorless Learning are probably not due to intact implicit memory function, but may also be subserved by explicit memory, a memory system that is typically impaired in dementia. Also, the clinical applicability of errorless Learning in teaching patients with moderate to severe dementia face-name associations is limited.
Guillaume Viejo - One of the best experts on this subject based on the ideXlab platform.
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adaptive coordination of working memory and reinforcement Learning in non human primates performing a trial and error problem solving task
Behavioural Brain Research, 2017Co-Authors: Guillaume Viejo, Benoit Girard, Emmanuel Procyk, Mehdi KhamassiAbstract:Accumulating evidence suggest that human behavior in Trial-and-Error Learning tasks based on decisions between discrete actions may involve a combination of reinforcement Learning (RL) and working-memory (WM). While the understanding of brain activity at stake in this type of tasks often involve the comparison with non-human primate neurophysiological results, it is not clear whether monkeys use similar combined RL and WM processes to solve these tasks. Here we analyzed the behavior of five monkeys with computational models combining RL and WM. Our model-based analysis approach enables to not only fit trial-by-trial choices but also transient slowdowns in reaction times, indicative of WM use. We found that the behavior of the five monkeys was better explained in terms of a combination of RL and WM despite inter-individual differences. The same coordination dynamics we used in a previous study in humans best explained the behavior of some monkeys while the behavior of others showed the opposite pattern, revealing a possible different dynamics of WM process. We further analyzed different variants of the tested models to open a discussion on how the long pretraining in these tasks may have favored particular coordination dynamics between RL and WM. This points towards either inter-species differences or protocol differences which could be further tested in humans.
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coordination of adaptive working memory and reinforcement Learning systems explaining choice and reaction time in a human experiment
BMC Neuroscience, 2014Co-Authors: Guillaume Viejo, Benoit Girard, Mehdi Khamassi, Andrea BrovelliAbstract:Contemporary behavioral Learning theory provides a comprehensive description of how we and other animals learn, and places behavioral flexibility and automaticity at heart of adaptive behaviors. However, to our knowledge, the computations supporting the interactions between deliberative and habitual decision-making systems are still poorly understood. Previous functional magnetic resonance imaging (fMRI) results suggest that the dorsal striatum host complementary computations that may differentially support deliberative and habitual processes [1] in the form of a dynamical interplay rather than a serial recruitment of strategies. From the same instrumental task, we develop a dual-system computational model of the two systems that can predict both performance (i.e., participant choices) and modulations in reaction times during Learning. The instrumental task is a Trial-and-Error Learning task requiring participants to find the correct associations between color stimuli and finger responses. To model the habitual system, we use a simple Q-Learning algorithm (QL) [2] whose properties are fast responses, but slow convergence. For the deliberative (i.e goal-directed) system, we propose a new Bayesian Working Memory (BWM) which searches for information in the history of previous trials and stops as soon as the uncertainty on the action to perform decreases below a certain threshold. Last, we also propose a model for QL and BWM coordination. Currently, most models of system selection tend to control action selection concurrently, using either the deliberative or habitual model according to uncertainty criteria [3,4]. Only one model has investigated the relation between working memory and reinforcement Learning [5] without, however explicitly modeling the temporal aspect of memory manipulation. In our approach, we propose a model for QL and BWM coordination. QL and BWM are merged such that the expensive memory manipulation is under control of, among others, the level of convergence of the habitual Learning. Consequently, we also predict specific reaction times for each model that can be compared with the evolution of reaction times in instrumental Learning tasks. Models are optimized for each subject with the NSGA-2 multi-objective evolutionary algorithm. The first fitness function is the Bayesian Information Criterion for individual choices. The second fitness function is also a likelihood that maximizes the probability of performing reaction times similar to humans. We compare the ability of the new model to explain human behavior with the QL or BWM only, as well as with a combination of these models based on [4], which reveals that the proposed model is in general more accurate. To conclude, we suggest that a close combination of BWM and QL better explains both choices and reaction times for most participants.
