Notes

Effort associated with kisspeptin in androgen-induced hypothalamic endoplasmic reticulum strain as well as saving influence within Polycystic ovary syndrome subjects.
We readily attribute the behavior of animals to contrast-like effects or reward prediction error, however, when similar behavior occurs in humans, we also should be prepared to explain it in terms of simpler learning mechanisms. (PsycInfo Database Record (c) 2020 APA, all rights reserved).The present study used simulations to examine whether Wagner's Standard Operating Procedures or Sometimes Opponent Processes (SOP) model explains various extinction phenomena. These included the so-called signature characteristics of extinction-renewal, reinstatement, and spontaneous recovery-as well as the effects on extinction of manipulations such as preexposure, the interval between extinction trials, the rate at which reinforcement ceases, and the presence of other stimuli. The simulations showed that SOP accounts for the effects of each of these manipulations. It does so for 2 reasons. First, the form of stimulus representation and rules for generating associative change mean that SOP can explain conditioning phenomena by appeal to changes in processing of both conditioned (CS) and unconditioned (US) stimuli, in contrast to other theories which confine changes in processing to either the CS (e.g., attentional theories) or the US (e.g., the Rescorla-Wagner model). Second, the processes that generate associative change in SOP are at least partially independent of those that generate performance. Hence, stimuli that differ in associative strength can extinguish at the same rate, and stimuli with equal associative strength can undergo different amounts of renewal, reinstatement or recovery. (PsycInfo Database Record (c) 2020 APA, all rights reserved).One of the most persisting assertions in Allan Wagner's view of conditioning is that the environment or context in which significant events occur can develop an association with these events, more or less in the same way as conditioned and unconditioned stimuli become associated with each other. He was drawn to this idea by evidence of contextual fear conditioning, contingency effects, some instances of context-specificity of long-term habituation, and latent inhibition. From a theoretical point of view, however, homologizing contexts to conditioned stimuli is not as simple as it seems, especially when quantitative theories are involved, as is the case of Wagner's work. It might be, for instance, that contexts cannot be represented merely as long-duration conditioned stimuli, in which case, no net contextual learning can occur due to the context being less correlated with reinforcement than with nonreinforcement. In this article, we use Wagner's sometimes-opponent-process model of conditioning to comment on the quantitative nature of this challenge. Also, based on an idea sketched by Mazur and Wagner, we describe a set of quantitative strategies that might be usefully considered to solve this dilemma within the general framework of Wagner's theory. (PsycInfo Database Record (c) 2020 APA, all rights reserved).This article briefly reviews 3 theories concerning elemental and configural approaches to stimulus representation in associative learning and presents a new context-dependent added-elements model (C-AEM). This model takes an elemental approach to stimulus representation where individual stimuli are represented by single units and stimulus compounds activate both those units and configurational units corresponding to each conjunction of 2 or more stimuli. Activity across these units is scaled such that each stimulus always contributes the same amount of activity to the system whether it is presented in isolation or in compound; the configurational units "borrow" activity from representational units for individual stimuli (and from each other). This scaling is affected by the extent to which stimuli interact with each other perceptually. Hence, the model is conceptually similar to Wagner's (2003) replaced elements model but lacks features that explicitly code for the absence of stimuli (i.e., inhibited elements). Simulations of the model are reported for a range of generalization and discrimination learning tasks, conflicting results from which have previously been taken to provide support for either configural or elemental theories of learning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).The model elaborated here adapts the influential pooled error term, first described by Wagner and Rescorla (Rescorla & Wagner, 1972; Wagner & Rescorla, 1972), to govern the formation of reciprocal associations between any pair of stimuli that are presented on a given trial. In the context of Pavlovian conditioning, these stimuli include various conditioned and unconditioned stimuli. This elaboration enables the model to deal with cue competition phenomena, including the relative validity effect, and evidence implicating separate error terms and attentional processes in association formation. The model also includes a performance rule, which provides a natural basis for (individual) variation in the strength and nature of conditioned behaviors that are observed in Pavlovian conditioning procedures. The new model thereby begins to address theoretical and empirical issues that were apparent when the Rescorla-Wagner model was first described, together with research inspired by the model over the ensuing 50 years. (PsycInfo Database Record (c) 2020 APA, all rights reserved).This is an introduction to the special issue "Wagner Tribute." Allan R. Stem Cells activator Wagner was the first editor in chief of this journal. It is difficult to quantitatively measure the impact that a single individual has on an entire discipline, but a brief consideration of Wagner's research output provides some insight into both the breadth of his interests and depth of his influence. Furthermore, in one way or another the many contributions to this special issue will highlight the powerful role that Wagner's empirical and theoretical work has played and continues to play in driving research into the nature of simple associative learning processes. (PsycInfo Database Record (c) 2020 APA, all rights reserved).To advance the research examining the sluggish cognitive tempo (SCT) construct, a key priority has been to develop assessment tools that are reliable and valid. The current study builds upon existing work by conducting the most thorough psychometric evaluation to date of the teacher-reported Child and Adolescent Behavior Inventory (CABI) SCT and attention-deficit/hyperactivity disorder inattention (ADHD-IN) modules in a large sample of elementary students. Participants were 7,613 students (Grades 2-5; 50.3% boys) attending 24 elementary schools in 3 school districts. Teachers (N = 398) provided ratings of SCT, ADHD-IN, academic impairment, and social impairment. An a priori 2-factor model with cross-loadings found the SCT items to demonstrate excellent structural validity with ADHD-IN items. The measurement properties of the SCT and ADHD-IN constructs were also invariant across sex and grade. SCT and ADHD-IN were both uniquely associated with academic and social impairment. Graded response item response theory analysis indicated that the SCT and ADHD-IN scales provided a high level of information and precision.
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