Social Learning in Noncolonial Insects?

Social-information use has generated great interest lately and has been shown to have important implications for the ecology and evolution of species. Learning about predators or predation risk from others may provide low-cost life-saving information and would be expected to have adaptive payoffs in any species where conspecifics are observable and behave differently under predation risk. Yet, social learning and social-information use in general have been largely restricted to vertebrates. Here, we show that crickets adapt their predator-avoidance behavior after having observed the behavior of knowledgeable others and maintain these behavioral changes lastingly after demonstrators are gone. These results point toward social learning, a contingency never shown before in noncolonial insects. We show that these long-lasting changes cannot instead be attributed to long re-emergence times, long-lasting effects of alarm pheromones, or residual odor cues. Our findings imply that social learning is likely much more phylogenetically widespread than currently acknowledged and that reliance on social information is determined by ecological rather than taxonomic constrains, and they question the generally held assumption that social learning is restricted to large-brained animals assumed to possess superior cognitive abilities.     

Is Task-Irrelevant Learning Really Task-Irrelevant?

In the present study we address the question of whether the learning of task-irrelevant stimuli found in the paradigm of task-irrelevant learning (TIPL) [1]–[9] is truly task irrelevant. To test the hypothesis that associations that are beneficial to task-performance may develop between the task-relevant and task-irrelevant stimuli, or the task-responses and the task-irrelevant stimuli, we designed a new procedure in which correlations between the presentation of task-irrelevant motion stimuli and the identity of task-targets or task-responses were manipulated. We found no evidence for associations developing between the learned (task-irrelevant) motion stimuli and the targets or responses to the letter identification task used during training. Furthermore, the conditions that had the greatest correlations between stimulus and response showed the least amount of TIPL. On the other hand, TIPL was found in conditions of greatest response uncertainty and with the greatest processing requirements for the task-relevant stimuli. This is in line with our previously published model that suggests that task-irrelevant stimuli benefit from the spill-over of learning signals that are released due to processing of task-relevant stimuli.     

Temporal Learning and List-Level Proportion Congruency: Conflict Adaptation or Learning When to Respond?

The current report presents a temporal learning account as a potential alternative to the conflict adaptation account of list-level proportion congruent effects in the Stroop paradigm. Specifically, retrieval of information about response times on previous trials influences a participant''s preparedness to respond at a similar time on following trials. First, an adaptation of the Parallel Episodic Processing (PEP) model is presented, and a list-level effect is produced with a temporal learning mechanism. Next, linear mixed effect model analyses show that temporal learning biases are present in list-level proportion congruent data. A non-conflict experiment is then presented in which a list-level effect is observed with a contrast, rather than congruency, manipulation. Analyses of the experimental and simulated data could not, however, provide a clear picture of whether temporal learning was the sole contributor to the list-level proportion congruent effect. These results do, however, demonstrate that caution is warranted when interpreting list-level proportion congruent effects.     

Incentive or Habit Learning in Amphibians?

Toads (Rhinella arenarum) received training with a novel incentive procedure involving access to solutions of different NaCl concentrations. In Experiment 1, instrumental behavior and weight variation data confirmed that such solutions yield incentive values ranging from appetitive (deionized water, DW, leading to weight gain), to neutral (300 mM slightly hypertonic solution, leading to no net weight gain or loss), and aversive (800 mM highly hypertonic solution leading to weight loss). In Experiment 2, a downshift from DW to a 300 mM solution or an upshift from a 300 mM solution to DW led to a gradual adjustment in instrumental behavior. In Experiment 3, extinction was similar after acquisition with access to only DW or with a random mixture of DW and 300 mM. In Experiment 4, a downshift from DW to 225, 212, or 200 mM solutions led again to gradual adjustments. These findings add to a growing body of comparative evidence suggesting that amphibians adjust to incentive shifts on the basis of habit formation and reorganization.     

Does Learning or Instinct Shape Habitat Selection?

Habitat selection is an important behavioural process widely studied for its population-level effects. Models of habitat selection are, however, often fit without a mechanistic consideration. Here, we investigated whether patterns in habitat selection result from instinct or learning for a population of grizzly bears (Ursus arctos) in Alberta, Canada. We found that habitat selection and relatedness were positively correlated in female bears during the fall season, with a trend in the spring, but not during any season for males. This suggests that habitat selection is a learned behaviour because males do not participate in parental care: a genetically predetermined behaviour (instinct) would have resulted in habitat selection and relatedness correlations for both sexes. Geographic distance and home range overlap among animals did not alter correlations indicating that dispersal and spatial autocorrelation had little effect on the observed trends. These results suggest that habitat selection in grizzly bears are partly learned from their mothers, which could have implications for the translocation of wildlife to novel environments.     

Does Perceptual Learning Suffer from Retrograde Interference?

In motor learning, training a task B can disrupt improvements of performance of a previously learned task A, indicating that learning needs consolidation. An influential study suggested that this is the case also for visual perceptual learning. Using the same paradigm, we failed to reproduce these results. Further experiments with bisection stimuli also showed no retrograde disruption from task B on task A. Hence, for the tasks tested here, perceptual learning does not suffer from retrograde interference.     

Language Acquisition: When Does the Learning Begin?

Language acquisition is quite sophisticated by four months of age. Two cues that babies use to discriminate their language from another are the stress patterns of words and visual cues inherent in language production.     

Genome edited animals: Learning from GM crops?

Genome editing of livestock is poised to become commercial reality, yet questions remain as to appropriate regulation, potential impact on the industry sector and public acceptability of products. This paper looks at how genome editing of livestock has attempted to learn some of the lessons from commercialisation of GM crops, and takes a systemic approach to explore some of the complexity and ambiguity in incorporating genome edited animals in a food production system. Current applications of genome editing are considered, viewed from the perspective of past technological applications. The question of what is genome editing, and can it be considered natural is examined. The implications of regulation on development of different sectors of livestock production systems are studied, with a particular focus on the veterinary sector. From an EU perspective, regulation of genome edited animals, although not necessarily the same as for GM crops, is advocated from a number of different perspectives. This paper aims to open up new avenues of research on genome edited animals, extending from the current primary focus on science and regulation, to engage with a wider-range of food system actors.     

Specific Learning Disorders—Natural History and Current Views

Each professional, whether pediatrician, neurologist, psychiatrist, psychologist or teacher, in evaluating behavioral, neuromuscular, and emotional factors with the tools of his discipline, can arrive independently at very similar views regarding etiology and diagnosis of learning and language disorders. Even though this is possible, it is essential to have the many disciplines work together. This manner of sharing information is not only supportive to the patient, but to the physician as well.The pediatrician''s role does not stop, however, with the diagnosis, but continues with the working through of problems that the child and parents present to one another.     

Hands-on or Video-based Learning with ANTicipation? A Comparative Approach to Identifying Student Motivation and Learning Enjoyment During a Lesson about Ants

The observation of living animals in school laboratories provides authentic views of biological research. Various studies stress the importance of primary experiences in biology classes. However, educational films may serve as an alternative in some cases. The aim of this study was to investigate student motivation before and after treatments, including (1) an educational film, (2) a hands-on activity with living animals accompanied by an educational film and (3) a hands-on activity with living animals. We investigated the influence of teaching method, gender and class level on student motivation and learning enjoyment. In all treatments, Temnothorax ants were addressed, which can be easily kept and observed. This paper is within the scope of a longitudinal project based on the concept of ‘ant research’ in class. Students (N = 140) from six classes (lower and intermediate secondary school levels) participated in the study. Student motivation was measured using a two-stage test design, including a standardised questionnaire on current motivation and a test on learning enjoyment. The findings of this study suggest that the younger students prefer hands-on activities, while students at an intermediate secondary school level are more interested in video-based learning. Since the combination of hands-on activity and video yielded the best results, the potential of using videos as facilitators for hands-on learning is discussed.     

Prediction Errors in Learning Drug Response from Gene Expression Data – Influence of Labeling,Sample Size,and Machine Learning Algorithm

Model-based prediction is dependent on many choices ranging from the sample collection and prediction endpoint to the choice of algorithm and its parameters. Here we studied the effects of such choices, exemplified by predicting sensitivity (as IC50) of cancer cell lines towards a variety of compounds. For this, we used three independent sample collections and applied several machine learning algorithms for predicting a variety of endpoints for drug response. We compared all possible models for combinations of sample collections, algorithm, drug, and labeling to an identically generated null model. The predictability of treatment effects varies among compounds, i.e. response could be predicted for some but not for all. The choice of sample collection plays a major role towards lowering the prediction error, as does sample size. However, we found that no algorithm was able to consistently outperform the other and there was no significant difference between regression and two- or three class predictors in this experimental setting. These results indicate that response-modeling projects should direct efforts mainly towards sample collection and data quality, rather than method adjustment.     

Focus on Quality: Investigating Residents’ Learning Climate Perceptions

Background

A department’s learning climate is known to contribute to the quality of postgraduate medical education and, as such, to the quality of patient care provided by residents. However, it is unclear how the learning climate is perceived over time.

Objectives

This study investigated whether the learning climate perceptions of residents changed over time.

Methods

The context for this study was residency training in the Netherlands. Between January 2012 and December 2014, residents from 223 training programs in 39 hospitals filled out the web-based Dutch Residency Educational Climate Test (D-RECT) to evaluate their clinical department’s learning climate. Residents had to fill out 35 validated questions using a five point Likert-scale. We analyzed data using generalized linear mixed (growth) models.

Results

Overall, 3982 D-RECT evaluations were available to investigate our aim. The overall mean D-RECT score was 3.9 (SD = 0.3). The growth model showed an increase in D-RECT scores over time (b = 0.03; 95% CI: 0.01–0.06; p < 0.05).

Conclusions

The observed increase in D-RECT scores implied that residents perceived an improvement in the learning climate over time. Future research could focus on factors that facilitate or hinder learning climate improvement, and investigate the roles that hospital governing committees play in safeguarding and improving the learning climate.     

Who Learns More? Cultural Differences in Implicit Sequence Learning

Background

It is well documented that East Asians differ from Westerners in conscious perception and attention. However, few studies have explored cultural differences in unconscious processes such as implicit learning.

Methodology/Principal Findings

The global-local Navon letters were adopted in the serial reaction time (SRT) task, during which Chinese and British participants were instructed to respond to global or local letters, to investigate whether culture influences what people acquire in implicit sequence learning. Our results showed that from the beginning British expressed a greater local bias in perception than Chinese, confirming a cultural difference in perception. Further, over extended exposure, the Chinese learned the target regularity better than the British when the targets were global, indicating a global advantage for Chinese in implicit learning. Moreover, Chinese participants acquired greater unconscious knowledge of an irrelevant regularity than British participants, indicating that the Chinese were more sensitive to contextual regularities than the British.

Conclusions/Significance

The results suggest that cultural biases can profoundly influence both what people consciously perceive and unconsciously learn.     

Infant Rule Learning: Advantage Language,or Advantage Speech?

Infants appear to learn abstract rule-like regularities (e.g., la la da follows an AAB pattern) more easily from speech than from a variety of other auditory and visual stimuli (Marcus et al., 2007). We test if that facilitation reflects a specialization to learn from speech alone, or from modality-independent communicative stimuli more generally, by measuring 7.5-month-old infants' ability to learn abstract rules from sign language-like gestures. Whereas infants appear to easily learn many different rules from speech, we found that with sign-like stimuli, and under circumstances comparable to those of Marcus et al. (1999), hearing infants were able to learn an ABB rule, but not an AAB rule. This is consistent with results of studies that demonstrate lower levels of infant rule learning from a variety of other non-speech stimuli, and we discuss implications for accounts of speech-facilitation.     

Labels Direct Infants’ Attention to Commonalities during Novel Category Learning

Recent studies have provided evidence that labeling can influence the outcome of infants’ visual categorization. However, what exactly happens during learning remains unclear. Using eye-tracking, we examined infants’ attention to object parts during learning. Our analysis of looking behaviors during learning provide insights going beyond merely observing the learning outcome. Both labeling and non-labeling phrases facilitated category formation in 12-month-olds but not 8-month-olds (Experiment 1). Non-linguistic sounds did not produce this effect (Experiment 2). Detailed analyses of infants’ looking patterns during learning revealed that only infants who heard labels exhibited a rapid focus on the object part successive exemplars had in common. Although other linguistic stimuli may also be beneficial for learning, it is therefore concluded that labels have a unique impact on categorization.     

Learning Biomarker Models for Progression Estimation of Alzheimer’s Disease

Being able to estimate a patient’s progress in the course of Alzheimer’s disease and predicting future progression based on a number of observed biomarker values is of great interest for patients, clinicians and researchers alike. In this work, an approach for disease progress estimation is presented. Based on a set of subjects that convert to a more severe disease stage during the study, models that describe typical trajectories of biomarker values in the course of disease are learned using quantile regression. A novel probabilistic method is then derived to estimate the current disease progress as well as the rate of progression of an individual by fitting acquired biomarkers to the models. A particular strength of the method is its ability to naturally handle missing data. This means, it is applicable even if individual biomarker measurements are missing for a subject without requiring a retraining of the model. The functionality of the presented method is demonstrated using synthetic and—employing cognitive scores and image-based biomarkers—real data from the ADNI study. Further, three possible applications for progress estimation are demonstrated to underline the versatility of the approach: classification, construction of a spatio-temporal disease progression atlas and prediction of future disease progression.     

Cerebellar Motor Learning: When Is Cortical Plasticity Not Enough?

Classical Marr-Albus theories of cerebellar learning employ only cortical sites of plasticity. However, tests of these theories using adaptive calibration of the vestibulo–ocular reflex (VOR) have indicated plasticity in both cerebellar cortex and the brainstem. To resolve this long-standing conflict, we attempted to identify the computational role of the brainstem site, by using an adaptive filter version of the cerebellar microcircuit to model VOR calibration for changes in the oculomotor plant. With only cortical plasticity, introducing a realistic delay in the retinal-slip error signal of 100 ms prevented learning at frequencies higher than 2.5 Hz, although the VOR itself is accurate up to at least 25 Hz. However, the introduction of an additional brainstem site of plasticity, driven by the correlation between cerebellar and vestibular inputs, overcame the 2.5 Hz limitation and allowed learning of accurate high-frequency gains. This “cortex-first” learning mechanism is consistent with a wide variety of evidence concerning the role of the flocculus in VOR calibration, and complements rather than replaces the previously proposed “brainstem-first” mechanism that operates when ocular tracking mechanisms are effective. These results (i) describe a process whereby information originally learnt in one area of the brain (cerebellar cortex) can be transferred and expressed in another (brainstem), and (ii) indicate for the first time why a brainstem site of plasticity is actually required by Marr-Albus type models when high-frequency gains must be learned in the presence of error delay.