Interactions between the elements of an outcome in human associative learning.

When a cue is established as a reliable predictor of an outcome (A–O1), this cue will typically blocklearning between an additional cue and the same outcome if both cues are subsequently trained together(AB–O1). Three experiments sought to explore whether this effect extends to outcomes and wasinvestigated using the food allergist paradigm in human participants. In all 3 experiments, an outcomefacilitation effect was observed. That is, prior learning about an element of an outcome compound(A–O1) facilitated learning about a novel outcome when (A–O2) these outcomes were presented together(A–O1 O2) relative to a control stimulus that first received C–O3 trials prior to C–O1 O2 trials. InExperiment 2, however, participants were also presented with an additional set of control trials, whichwere presented during Stage II only and reliably predicted the outcome compounds. At test, participantsdisplayed more learning about these additional control trials relative to the blocked outcomes, thusdisplaying an outcome blocking effect alongside an outcome facilitation effect. In Experiment 3, aone-trial outcome blocking procedure was used to distinguish theoretical accounts of these findings. Thisprocedure revealed an outcome facilitation effect but not an outcome blocking effect. These results canbe understood in terms of an account derived from Wagner’s (1981) model. The implications of thesefindings are discussed

Trade-off between the tolerance of located and unlocated errors in nondegenerate quantum error-correcting codes

In a recent study [Rohde et al., quant-ph/0603130 (2006)] of several quantum error correcting protocols designed for tolerance against qubit loss, it was shown that these protocols have the undesirable effect of magnifying the effects of depolarization noise. This raises the question of which general properties of quantum error-correcting codes might explain such an apparent trade-off between tolerance to located and unlocated error types. We extend the counting argument behind the well-known quantum Hamming bound to derive a bound on the weights of combinations of located and unlocated errors which are correctable by nondegenerate quantum codes. Numerical results show that the bound gives an excellent prediction to which combinations of unlocated and located errors can be corrected with high probability by certain large degenerate codes. The numerical results are explained partly by showing that the generalized bound, like the original, is closely connected to the information-theoretic quantity the quantum coherent information. However, we also show that as a measure of the exact performance of quantum codes, our generalized Hamming bound is provably far from tight. © Rinton Press

Learned predictiveness training modulates biases towards using boundary or landmark cues during navigation

A number of navigational theories state that learning about landmark information should not interfere with learning about shape information provided by the boundary walls of an environment. A common test of such theories has been to assess whether landmark information will overshadow, or restrict, learning about shape information. Whilst a number of studies have shown that landmarks are not able to overshadow learning about shape information, some have shown that landmarks can, in fact, overshadow learning about shape information. Given the continued importance of theories that grant the shape information that is provided by the boundary of an environment a special status during learning, the experiments presented here were designed to assess whether the relative salience of shape and landmark information could account for the discrepant results of overshadowing studies. In Experiment 1, participants were first trained that either the landmarks within an arena (landmark-relevant), or the shape information provided by the boundary walls of an arena (shape-relevant), were relevant to finding a hidden goal. In a subsequent stage, when novel landmark and shape information were made relevant to finding the hidden goal, landmarks dominated behaviour for those given landmark-relevant training, whereas shape information dominated behaviour for those given shape-relevant training. Experiment 2, which was conducted without prior relevance training, revealed that the landmark cues, unconditionally, dominated behaviour in our task. The results of the present experiments, and the conflicting results from previous overshadowing experiments, are explained in terms of associative models that incorporate an attention variant

Thinking outside of the box: Transfer of shape-based reorientation across the boundary of an arena

The way in which human and non-human animals represent the shape of their environments remains a contentious issue. According to local theories of shape learning, organisms encode the local geometric features of the environment that signal a goal location. In contrast, global theories of shape learning suggest that organisms encode the overall shape of the environment. There is, however, a surprising lack of evidence to support this latter claim, despite the fact that common behaviours seem to require encoding of the global-shape of an environment. We tested one such behaviour in 5 experiments, in which human participants were trained to navigate to a hidden goal on one side of a virtual arena (e.g. the inside) before being required to find the same point on the alternative side (e.g. the outside). Participants navigated to the appropriate goal location, both when inside and outside the virtual arena, but only when the shape of the arena remained the same between training and test (Experiments 1a and 1b). When the arena shape was transformed between these stages, participants were lost (Experiments 2a and 2b). When training and testing was conducted on the outside of two different-shaped arenas that shared local geometric cues participants once again explored the appropriate goal location (Experiment 3). These results provide core evidence that humans encode a global representation of the overall shape of the environments in, or around, which they navigate

Blocking Spatial Navigation Across Environments that have a Different Shape

According to the geometric module hypothesis, organisms encode a global representation of the space in which they navigate, and this representation is not prone to interference from other cues. A number of studies, however, have shown that both human and non-human animals can navigate on the basis of local geometric cues provided by the shape of an environment. According to the model of spatial learning proposed by Miller and Shettleworth (2007, 2008), geometric cues compete for associative strength in the same manner as non-geometric cues do. The experiments reported here were designed to test if humans learn about local geometric cues in a manner consistent with the Miller-Shettleworth model. Experiment 1 replicated previous findings that humans transfer navigational behavior, based on local geometric cues, from a rectangle-shaped environment to a kite-shaped environment, and vice versa. In Experiments 2 and 3, it was observed that learning about non-geometric cues blocked, and were blocked by, learning about local geometric cues. The reciprocal blocking observed is consistent with associative theories of spatial learning; however, it is difficult to explain the observed effects with theories of global-shape encoding in their current form

Quantum states far from the energy eigenstates of any local Hamiltonian

What quantum states are possible energy eigenstates of a many-body Hamiltonian? Suppose the Hamiltonian is non-trivial, i.e., not a multiple of the identity, and L-local, in the sense of containing interaction terms involving at most L bodies, for some fixed L. We construct quantum states \psi which are ``far away'' from all the eigenstates E of any non-trivial L-local Hamiltonian, in the sense that |\psi-E| is greater than some constant lower bound, independent of the form of the Hamiltonian.Comment: 4 page

Learned changes in outcome associability

When a cue reliably predicts an outcome, the associability of that cue will change. Associative theories of learning propose this change will persist even when the same cue is paired with a different outcome. These theories, however, do not extend the same privilege to an outcome; an outcome’s learning history is deemed to have no bearing on subsequent new learning involving that outcome. Two experiments were conducted which sought to investigate this assumption inherent in these theories using a serial letter-prediction task. In both experiments participants were exposed, in Stage 1, to a predictable outcome (‘X’) and an unpredictable outcome (‘Z’). In Stage 2 participants were exposed to the same outcomes preceded by novel cues which were equally predictive of both outcomes. Both experiments revealed that participants’ learning toward the previously predictable outcome was more rapid in Stage 2 than the previously unpredicted outcome. The implications of these results for theories of associative learning are discussed