Examinando por Autor "Rosas, Juan M."

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Discrimination Reversal Facilitates Contextual Conditioning in Rats’ Appetitive conditioning
(Psicológica, 2018) Alcalá Martín, José A.; González, Gabriel; Aristizabal, José A.; Callejas-Aguilera, José E.; Rosas, Juan M.
Two experiments were conducted with the goal of exploring the effect of experiencing associative interference upon concurrent learning about conditioned stimuli and contexts in rats’ appetitive conditioning. During the first training phase, two groups of rats received a conditioned stimulus (CS1) followed by food, whereas another conditioned stimulus (CS2) was presented alone. During a second training phase, discrimination was reversed in group R, while it remained the same in group D. A new conditioned stimulus (CS3) was concurrently trained followed by food during this second Phase (Experiment 1). Reversal discrimination did not facilitate concurrent conditioning of the new stimulus, but there was a trend towards facilitation of contextual conditioning, measured by magazine entries in the absence of stimuli, that was confirmed in Experiment 2. These results suggest that the interference treatment may facilitate context conditioning under circumstances and with boundaries that are yet to be established.
Discrimination Reversal Facilitates Subsequent Acquisition of Temporal Discriminations in Rats’ Appetitive Conditioning
(Journal of Experimental Psychology: Animal Learning and Cognition, 2019) Alcalá Martín, José A.; Callejas-Aguilera, José E.; Lamoureux, Jeffrey; Rosas, Juan M.
Three experiments with rats assessed the effects of introducing predictive ambiguity by reversing a Pavlovianly trained discrimination on subsequent context and temporal conditioning. The experience of discrimination reversal did not facilitate context conditioning when the food was presented on a variable time schedule (Experiment 1a). However, in Experiment 1b, discrimination reversal enhanced subsequent learning of a fixed temporal interval associated with unsignaled food presentation in comparison with consistent training. In Experiment 2, temporal discrimination after reversal and consistent training was compared with a naïve control. The experience of discrimination facilitated subsequent temporal conditioning with respect to the naïve control, and discrimination reversal enhanced temporal conditioning even further. In Experiment 3, reversal enhanced learning of the fixed temporal interval, regardless of whether it was relatively short or long (i.e., 30 s or 60 s). Results are discussed in terms of current associative theories of human and nonhuman conditioning and attention.
Experiencing extinction with a non-target cue facilitates reversal of a target conditioned inhibitor in human predictive learning
(Behavioural Processes, 2019) González, Gabriel; Alcalá Martín, José A.; Callejas-Aguilera, José E.; Rosas, Juan M.
Three experiments tested the effect of experiencing extinction on learning about a differential conditioned inhibitor that was trained as an excitor. A human predictive learning task was used in which participants had to evaluate the probability of different colored fertilizers (Cues) leading plants to flourish or not (Outcome). Experiment 1 found that presenting the target cue without outcome while other cues were followed by the outcome made the target cue a conditioned inhibitor, passing both, retardation (Experiment 1a) and summation (Experiment 1b) tests of conditioned inhibition. Subsequent extinction of a different cue facilitated reversing the relationship between the conditioned inhibitor and the outcome regardless of whether the situation could be solved by using simple rules (Experiment 2) or not (Experiment 3). Results are discussed in terms of attentional theories that suggest extinction produces a nonspecific increase in attention that facilitates learning.
Reversal training facilitates acquisition of new learning in a Morris water maze
(Learning & Behavior, 2020) Alcalá Martín, José A.; Callejas-Aguilera, José E.; Nelson, Byron; Rosas, Juan M.
Two experiments determined the effect of interference training on subsequent spatial learning in a Morris water maze. Rats first learned that a platform was located in a quadrant marked by landmarks A and B. Different groups of rats either continued or reversed that training. In the reversal condition the platform was opposite to the initially trained quadrant. On test, a new cue, C, was added and the platform was located in the new AC quadrant. Rats that had received the reversal training learned the location of the new platform faster than rats trained with the same platform throughout. In Experiment 2, phase 1 training was conducted by placing the rats on the platforms to ensure that they were located. Experimental rats received a reversal of the platform position in phase 2. A control group received training with both platforms present, and thus had experience with each. When the platform was then located in the new AC quadrant the rats that received reversal training learned the new location faster than those without reversal training. Results are discussed in terms of the effect of interference on the arousal of general attention.