4 recherche sur le mot-clé 'Associative learning'

Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error / Lei ZHANG ; Fang LIU in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 15 Titre : Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error Type de document : Texte imprimé et/ou numérique Auteurs : Lei ZHANG, Auteur ; Fang LIU, Auteur Article en page(s) : 15 Langues : Anglais (eng) Mots-clés : Humans  Autistic Disorder/psychology/physiopathology/diagnosis  Cues  Male  Adult  Female  Probability Learning  Young Adult  Reinforcement, Psychology  Learning  Associative learning  Bayesian  Prediction errors  Predictive coding  Probabilistic learning  Reinforcement learning  reviewed and approved by the University Research Ethics Committee (UREC) at the  University of Reading (reference number: UREC 20/28). All participants provided  their written informed consent prior to their participation. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: According to recent models of autism, autistic individuals may find learning probabilistic cue-outcome associations more challenging than deterministic learning, though empirical evidence for this is mixed. Here we examined the mechanism of probabilistic learning more closely by comparing autistic and non-autistic adults on inferring a target cue from multiple cues or integrating multiple target cues and learning from associations with various predictive strengths. METHODS: 52 autistic and 52 non-autistic participants completed three tasks: (i) single-cue probabilistic learning, in which they had to infer a single target cue from multiple cues to learn cue-outcome associations; (ii) multi-cue probabilistic learning, in which they had to learn associations of various predictive strengths via integration of multiple cues; and (iii) reinforcement learning, which required learning the contingencies of two stimuli with a probabilistic reinforcement schedule. Accuracy on the two probabilistic learning tasks was modelled separately using a binomial mixed effects model whereas computational modelling was performed on the reinforcement learning data to obtain a model parameter on prediction error integration (i.e., learning rate). RESULTS: No group differences were found in the single-cue probabilistic learning task. Group differences were evident for the multi-cue probabilistic learning task for associations that are weakly predictive (between 40 and 60%) but not when they are strongly predictive (10-20% or 80-90%). Computational modelling on the reinforcement learning task revealed that, as a group, autistic individuals had a higher learning rate than non-autistic individuals. LIMITATIONS: Due to the online nature of the study, we could not confirm the diagnosis of our autistic sample. The autistic participants were likely to have typical intelligence, and so our findings may not be generalisable to the entire autistic population. The learning tasks are constrained by a relatively small number of trials, and so it is unclear whether group differences will still be seen when given more trials. CONCLUSIONS: Autistic adults showed similar performance as non-autistic adults in learning associations by inferring a single cue or integrating multiple cues when the predictive strength was strong. However, non-autistic adults outperformed autistic adults when the predictive strength was weak, but only in the later phase. Autistic individuals were also more likely to incorporate prediction errors during decision making, which may explain their atypical performance on the weakly predictive associations. Our findings have implications for understanding differences in social cognition, which is often noisy and weakly predictive, among autistic individuals. En ligne : https://dx.doi.org/10.1186/s13229-025-00651-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error [Texte imprimé et/ou numérique] / Lei ZHANG, Auteur ; Fang LIU, Auteur . - 15. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 15 Mots-clés : Humans  Autistic Disorder/psychology/physiopathology/diagnosis  Cues  Male  Adult  Female  Probability Learning  Young Adult  Reinforcement, Psychology  Learning  Associative learning  Bayesian  Prediction errors  Predictive coding  Probabilistic learning  Reinforcement learning  reviewed and approved by the University Research Ethics Committee (UREC) at the  University of Reading (reference number: UREC 20/28). All participants provided  their written informed consent prior to their participation. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: According to recent models of autism, autistic individuals may find learning probabilistic cue-outcome associations more challenging than deterministic learning, though empirical evidence for this is mixed. Here we examined the mechanism of probabilistic learning more closely by comparing autistic and non-autistic adults on inferring a target cue from multiple cues or integrating multiple target cues and learning from associations with various predictive strengths. METHODS: 52 autistic and 52 non-autistic participants completed three tasks: (i) single-cue probabilistic learning, in which they had to infer a single target cue from multiple cues to learn cue-outcome associations; (ii) multi-cue probabilistic learning, in which they had to learn associations of various predictive strengths via integration of multiple cues; and (iii) reinforcement learning, which required learning the contingencies of two stimuli with a probabilistic reinforcement schedule. Accuracy on the two probabilistic learning tasks was modelled separately using a binomial mixed effects model whereas computational modelling was performed on the reinforcement learning data to obtain a model parameter on prediction error integration (i.e., learning rate). RESULTS: No group differences were found in the single-cue probabilistic learning task. Group differences were evident for the multi-cue probabilistic learning task for associations that are weakly predictive (between 40 and 60%) but not when they are strongly predictive (10-20% or 80-90%). Computational modelling on the reinforcement learning task revealed that, as a group, autistic individuals had a higher learning rate than non-autistic individuals. LIMITATIONS: Due to the online nature of the study, we could not confirm the diagnosis of our autistic sample. The autistic participants were likely to have typical intelligence, and so our findings may not be generalisable to the entire autistic population. The learning tasks are constrained by a relatively small number of trials, and so it is unclear whether group differences will still be seen when given more trials. CONCLUSIONS: Autistic adults showed similar performance as non-autistic adults in learning associations by inferring a single cue or integrating multiple cues when the predictive strength was strong. However, non-autistic adults outperformed autistic adults when the predictive strength was weak, but only in the later phase. Autistic individuals were also more likely to incorporate prediction errors during decision making, which may explain their atypical performance on the weakly predictive associations. Our findings have implications for understanding differences in social cognition, which is often noisy and weakly predictive, among autistic individuals. En ligne : https://dx.doi.org/10.1186/s13229-025-00651-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Reduced conditioned fear response in mice that lack Dlx1 and show subtype-specific loss of interneurons / R. MAO in Journal of Neurodevelopmental Disorders, 1-3 (September 2009)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 1-3 (September 2009) . - p.224-36 Titre : Reduced conditioned fear response in mice that lack Dlx1 and show subtype-specific loss of interneurons Type de document : Texte imprimé et/ou numérique Auteurs : R. MAO, Auteur ; Damon T. PAGE, Auteur ; I. MERZLYAK, Auteur ; C. KIM, Auteur ; L. H. TECOTT, Auteur ; P. H. JANAK, Auteur ; J. L. RUBENSTEIN, Auteur ; M. SUR, Auteur Article en page(s) : p.224-36 Langues : Anglais (eng) Mots-clés : Associative learning  Behavior  Calretinin  Fear conditioning  GABAergic  Hyperactivity  Inhibitory  Interneuron  Neuropsychiatric disease  Prepulse inhibition Index. décimale : PER Périodiques Résumé : UNLABELLED: The inhibitory GABAergic system has been implicated in multiple neuropsychiatric diseases such as schizophrenia and autism. The Dlx homeobox transcription factor family is essential for development and function of GABAergic interneurons. Mice lacking the Dlx1 gene have postnatal subtype-specific loss of interneurons and reduced IPSCs in their cortex and hippocampus. To ascertain consequences of these changes in the GABAergic system, we performed a battery of behavioral assays on the Dlx1 mutant mice, including zero maze, open field, locomotor activity, food intake, rotarod, tail suspension, fear conditioning assays (context and trace), prepulse inhibition, and working memory related tasks (spontaneous alteration task and spatial working memory task). Dlx1 mutant mice displayed elevated activity levels in open field, locomotor activity, and tail suspension tests. These mice also showed deficits in contextual and trace fear conditioning, and possibly in prepulse inhibition. Their learning deficits were not global, as the mutant mice did not differ from the wild-type controls in tests of working memory. Our findings demonstrate a critical role for the Dlx1 gene, and likely the subclasses of interneurons that are affected by the lack of this gene, in behavioral inhibition and associative fear learning. These observations support the involvement of particular components of the GABAergic system in specific behavioral phenotypes related to complex neuropsychiatric diseases. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s11689-009-9025-8) contains supplementary material, which is available to authorized users. En ligne : http://dx.doi.org/10.1007/s11689-009-9025-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=341 [article] Reduced conditioned fear response in mice that lack Dlx1 and show subtype-specific loss of interneurons [Texte imprimé et/ou numérique] / R. MAO, Auteur ; Damon T. PAGE, Auteur ; I. MERZLYAK, Auteur ; C. KIM, Auteur ; L. H. TECOTT, Auteur ; P. H. JANAK, Auteur ; J. L. RUBENSTEIN, Auteur ; M. SUR, Auteur . - p.224-36. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 1-3 (September 2009) . - p.224-36 Mots-clés : Associative learning  Behavior  Calretinin  Fear conditioning  GABAergic  Hyperactivity  Inhibitory  Interneuron  Neuropsychiatric disease  Prepulse inhibition Index. décimale : PER Périodiques Résumé : UNLABELLED: The inhibitory GABAergic system has been implicated in multiple neuropsychiatric diseases such as schizophrenia and autism. The Dlx homeobox transcription factor family is essential for development and function of GABAergic interneurons. Mice lacking the Dlx1 gene have postnatal subtype-specific loss of interneurons and reduced IPSCs in their cortex and hippocampus. To ascertain consequences of these changes in the GABAergic system, we performed a battery of behavioral assays on the Dlx1 mutant mice, including zero maze, open field, locomotor activity, food intake, rotarod, tail suspension, fear conditioning assays (context and trace), prepulse inhibition, and working memory related tasks (spontaneous alteration task and spatial working memory task). Dlx1 mutant mice displayed elevated activity levels in open field, locomotor activity, and tail suspension tests. These mice also showed deficits in contextual and trace fear conditioning, and possibly in prepulse inhibition. Their learning deficits were not global, as the mutant mice did not differ from the wild-type controls in tests of working memory. Our findings demonstrate a critical role for the Dlx1 gene, and likely the subclasses of interneurons that are affected by the lack of this gene, in behavioral inhibition and associative fear learning. These observations support the involvement of particular components of the GABAergic system in specific behavioral phenotypes related to complex neuropsychiatric diseases. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s11689-009-9025-8) contains supplementary material, which is available to authorized users. En ligne : http://dx.doi.org/10.1007/s11689-009-9025-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=341

Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder / Patrick S. POWELL in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Titre : Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.137-146 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.137-146. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Eyeblink Conditioning: A Non-invasive Biomarker for Neurodevelopmental Disorders / Bethany C. REEB-SUTHERLAND in Journal of Autism and Developmental Disorders, 45-2 (February 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.376-394 Titre : Eyeblink Conditioning: A Non-invasive Biomarker for Neurodevelopmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Bethany C. REEB-SUTHERLAND, Auteur ; Nathan A. FOX, Auteur Article en page(s) : p.376-394 Langues : Anglais (eng) Mots-clés : Eyeblink conditioning  Neurodevelopmental disorders  Autism spectrum disorder  Associative learning  Cerebellum Index. décimale : PER Périodiques Résumé : Eyeblink conditioning (EBC) is a classical conditioning paradigm typically used to study the underlying neural processes of learning and memory. EBC has a well-defined neural circuitry, is non-invasive, and can be employed in human infants shortly after birth making it an ideal tool to use in both developing and special populations. In addition, abnormalities in the cerebellum, a region of the brain highly involved in EBC, have been implicated in a number of neurodevelopmental disorders including autism spectrum disorders (ASDs). In the current paper, we review studies that have employed EBC as a biomarker for several neurodevelopmental disorders including fetal alcohol syndrome, Down syndrome, fragile X syndrome, attention deficit/hyperactivity disorder, dyslexia, specific language impairment, and schizophrenia. In addition, we discuss the benefits of using such a tool in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1905-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Eyeblink Conditioning: A Non-invasive Biomarker for Neurodevelopmental Disorders [Texte imprimé et/ou numérique] / Bethany C. REEB-SUTHERLAND, Auteur ; Nathan A. FOX, Auteur . - p.376-394. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.376-394 Mots-clés : Eyeblink conditioning  Neurodevelopmental disorders  Autism spectrum disorder  Associative learning  Cerebellum Index. décimale : PER Périodiques Résumé : Eyeblink conditioning (EBC) is a classical conditioning paradigm typically used to study the underlying neural processes of learning and memory. EBC has a well-defined neural circuitry, is non-invasive, and can be employed in human infants shortly after birth making it an ideal tool to use in both developing and special populations. In addition, abnormalities in the cerebellum, a region of the brain highly involved in EBC, have been implicated in a number of neurodevelopmental disorders including autism spectrum disorders (ASDs). In the current paper, we review studies that have employed EBC as a biomarker for several neurodevelopmental disorders including fetal alcohol syndrome, Down syndrome, fragile X syndrome, attention deficit/hyperactivity disorder, dyslexia, specific language impairment, and schizophrenia. In addition, we discuss the benefits of using such a tool in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1905-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258