Temporal contingency

Contingency, and more particularly temporal contingency, has often figured in thinking about the nature of learning. However, it has never been formally defined in such a way as to make it a measure that can be applied to most animal learning protocols. We use elementary information theory to define contingency in such a way as to make it a measurable property of almost any conditioning protocol. We discuss how making it a measurable construct enables the exploration of the role of different contingencies in the acquisition and performance of classically and operantly conditioned behavior

Nicotine, Tobacco Use, and the 55th Nebraska Symposium on Motivation

Tobacco use is a worldwide health problem. As so well stated by Mackay and Ericksen (2002), “No other consumer product is as dangerous, or kills as many people. Tobacco kills more than AIDS, legal drugs, illegal drugs, road accidents, murder, and suicide combined” (p. 36). Imagine the lives saved, and the amount of pain, emotional suffering, and fiscal burden alleviated, if we could devise approaches that helped current tobacco users quit and remain abstinent, and prevented new smokers from emerging. Although these idealistic goals are worth pursuing, improving cessation rates by only a small fraction, or making small gains in preventing people from experimenting with tobacco, would nevertheless translate into significant improvement in the health and well-being of countless thousands worldwide as well as financial savings to employers, government institutions, and the heath care system. Even such small, incremental steps require a concerted and coordinated effort by basic scientists, clinical researchers and practitioners, and policy makers to discover the basis of tobacco dependence and apply that knowledge to the implementation of prevention policies and smoking cessation aids. This year\u27s Nebraska Symposium on Motivation was devoted to research on the drug that is widely believed to form the basis of tobacco use and dependence, nicotine

A Bio-Logical Theory of Animal Learning

This article provides the foundation for a new predictive theory of animal learning that is based upon a simple logical model. The knowledge of experimental subjects at a given time is described using logical equations. These logical equations are then used to predict a subject’s response when presented with a known or a previously unknown situation. This new theory suc- cessfully anticipates phenomena that existing theories predict, as well as phenomena that they cannot. It provides a theoretical account for phenomena that are beyond the domain of existing models, such as extinction and the detection of novelty, from which “external inhibition” can be explained. Examples of the methods applied to make predictions are given using previously published results. The present theory proposes a new way to envision the minimal functions of the nervous system, and provides possible new insights into the way that brains ultimately create and use knowledge about the world

Agrammatic but numerate

A central question in cognitive neuroscience concerns the extent to which language enables other higher cognitive functions. In the case of mathematics, the resources of the language faculty, both lexical and syntactic, have been claimed to be important for exact calculation, and some functional brain imaging studies have shown that calculation is associated with activation of a network of left-hemisphere language regions, such as the angular gyrus and the banks of the intraparietal sulcus. We investigate the integrity of mathematical calculations in three men with large left-hemisphere perisylvian lesions. Despite severe grammatical impairment and some difficulty in processing phonological and orthographic number words, all basic computational procedures were intact across patients. All three patients solved mathematical problems involving recursiveness and structure-dependent operations (for example, in generating solutions to bracket equations). To our knowledge, these results demonstrate for the first time the remarkable independence of mathematical calculations from language grammar in the mature cognitive system

Spring School on Language, Music, and Cognition: Organizing Events in Time

The interdisciplinary spring school “Language, music, and cognition: Organizing events in time” was held from February 26 to March 2, 2018 at the Institute of Musicology of the University of Cologne. Language, speech, and music as events in time were explored from different perspectives including evolutionary biology, social cognition, developmental psychology, cognitive neuroscience of speech, language, and communication, as well as computational and biological approaches to language and music. There were 10 lectures, 4 workshops, and 1 student poster session. Overall, the spring school investigated language and music as neurocognitive systems and focused on a mechanistic approach exploring the neural substrates underlying musical, linguistic, social, and emotional processes and behaviors. In particular, researchers approached questions concerning cognitive processes, computational procedures, and neural mechanisms underlying the temporal organization of language and music, mainly from two perspectives: one was concerned with syntax or structural representations of language and music as neurocognitive systems (i.e., an intrapersonal perspective), while the other emphasized social interaction and emotions in their communicative function (i.e., an interpersonal perspective). The spring school not only acted as a platform for knowledge transfer and exchange but also generated a number of important research questions as challenges for future investigations

Integrating theories of self-control and motivation to advance endurance performance

Self-control is a burgeoning research topic within sport and motivational psychology. Following efforts to define and contextualize self-control, characteristics of self-control are considered that have important implications for sport performance. We describe and evaluate various theoretical perspectives on self-control, including limited resources, shifting priorities, and opportunity-costs. The research described includes sport-specific research but also studies that focus on general motivational principles that look beyond sport-specific phenomena. We propose that attentional, rather than limited resource, explanations of self-control have more value for athletic performance. Moreover, we integrate self-control ideas with descriptions of motivational phenomena to derive novel hypotheses concerning how self-control can be optimized during sport performance. We explain how minimizing desire-goal conflicts by fusing self-control processes and performance goals can delay aversive consequences of self-control that may impede performance. We also suggest that autonomous performance goals are an important motivational input that enhances the effectiveness of self-control processes by a) reducing the salience of the desire to reduce performance-related discomfort, b) increasing attentional resources towards optimal performance, and c) optimizing monitoring and modification of self-control processes. These extensions to knowledge help map out empirical agenda which may drive theoretical advances and deepen understanding of how to improve self-control during performance

Heterochrony in chimpanzee and bonobo spatial memory development

ObjectivesThe emergence of human‐unique cognitive abilities has been linked to our species’ extended juvenile period. Comparisons of cognitive development across species can provide new insights into the evolutionary mechanisms shaping cognition. This study examined the development of different components of spatial memory, cognitive mechanisms that support complex foraging, by comparing two species with similar life history that vary in wild ecology: bonobos (Pan paniscus) and chimpanzees (Pan troglodytes).Materials and methodsSpatial memory development was assessed using a cross‐sectional experimental design comparing apes ranging from infancy to adulthood. Study 1 tested 73 sanctuary‐living apes on a task examining recall of a single location after a 1‐week delay, compared to an earlier session. Study 2 tested their ability to recall multiple locations within a complex environment. Study 3 examined a subset of individuals from Study 2 on a motivational control task.ResultsIn Study 1, younger bonobos and chimpanzees of all ages exhibited improved performance in the test session compared to their initial learning experience. Older bonobos, in contrast, did not exhibit a memory boost in performance after the delay. In Study 2, older chimpanzees exhibited an improved ability to recall multiple locations, whereas bonobos did not exhibit any age‐related differences. In Study 3, both species were similarly motivated to search for food in the absence of memory demands.DiscussionThese results indicate that closely related species with similar life history characteristics can exhibit divergent patterns of cognitive development, and suggests a role of socioecological niche in shaping patterns of cognition in Pan.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/149316/1/ajpa23833_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/149316/2/ajpa23833.pd