ライフサイエンスコーパス: associative learning

1 rs (model-free adaptation processes, such as associative learning).

2 (BLA) plays a central role in such forms of associative learning.

3 mechanisms for coincidence detection during associative learning.

4 tal cortex (VMF), a brain region critical to associative learning.

5 ronmental variation, which we suggest favors associative learning.

6 uli, replicating the logical requirement for associative learning.

7 esian and reinforcement learning theories of associative learning.

8 n postnatal development compared with simple associative learning.

9 inergic input neurons are required for taste associative learning.

10 orrelates of the described PAC1-R effects on associative learning.

11 encoding of task-relevant information during associative learning.

12 layed by top-down connections rather than by associative learning.

13 ioral actions and predictive sensory cues by associative learning.

14 the mushroom body (MB) is the major site of associative learning.

15 aversive events and have been implicated in associative learning.

16 ects of drugs of abuse as well as supporting associative learning.

17 est that motor-visual neurons originate from associative learning.

18 eval, similarity-based partial matching, and associative learning.

19 nd negative states and events, beyond simple associative learning.

20 d in the control of adaptive behavior, e.g., associative learning.

21 itry may underlie age-related differences in associative learning.

22 ppropriately registered and retrieved during associative learning.

23 , brain regions critical for emotion-related associative learning.

24 rk of a mathematical neural network model of associative learning.

25 circuit basis of striatal motor control and associative learning.

26 deficits in habituation, working memory and associative learning.

27 understanding how dopamine RPEs could drive associative learning.

28 ye-Hall model (PKH)--an influential model of associative learning.

29 d in motor control, sensory integration, and associative learning.

30 these changes have important consequences in associative learning.

31 o enhance efficient sensory processing after associative learning.

32 ptor signaling is thought to be required for associative learning.

33 mutants exhibit strongly impaired olfactory associative learning.

34 onditioning is a well characterized model of associative learning.

35 both individual and aggregate error terms in associative learning.

36 the sensory perception process necessary for associative learning.

37 TRPV channel osm-9, which is dispensable for associative learning.

38 using reward prediction error information in associative learning.

39 plicate the PFC and D(1)R-expressing MSNs in associative learning.

40 of the amygdala (LA) underlies this form of associative learning.

41 s, but they usually have little to say about associative learning.

42 the stimulus discrimination indicated intact associative learning.

43 ellular basis of choice behavior, reward and associative learning.

44 s between the thalamus and cerebellum during associative learning.

45 ity and health status; and can contribute to associative learning.

46 s novelty for future neuroimaging studies of associative learning.

47 model and most other contemporary models of associative learning.

48 ignal that instructs synaptic plasticity and associative learning.

49 sting conditions for odor recognition during associative learning.

50 el cortex, as well as diminished spatial and associative learning.

51 ne-induced synaptic plasticity, and drug-cue associative learning.

52 e computationally more complex than "simple" associative learning.

53 m deficits in complex cognitive function and associative learning.

54 orphism on motor facilitation and visuomotor associative learning.

55 he acquisition of new expected values during associative learning.

56 nucleus accumbens shell that are related to associative learning.

57 the acquisition of new expected value during associative learning.

58 y cortex (GC) of alert rats before and after associative learning.

59 ffect not predicted by theoretical models of associative learning.

60 can influence striatal circuits involved in associative learning.

61 rebellum during acquisition and retention of associative learning.

62 es behavior through both associative and non-associative learning.

63 a model for psychiatric treatments based on associative learning.

64 visual and episodic memory and visuospatial associative learning (-0.140 standard deviations per ris

65 Prediction errors are critical for associative learning [1, 2].

66 s, including reinforcement processing during associative learning [1-12].

67 ion in primates has been shown to accelerate associative learning [12, 13].

68 An associative learning account of mirror neurons should no

69 Here, we discuss two aspects of the associative learning account that seem to have particula

70 ible sequence compression that are suited to associative learning across an animal's lifespan.

71 Cerebellar associative learning and basal ganglia-brainstem interac

72 on, VTA mTOR signaling regulates cocaine-cue associative learning and cocaine-induced synaptic plasti

73 vity in Adk(Deltabrain) mice restored normal associative learning and contextual memory and attenuate

74 n essential memory trace for a basic form of associative learning and memory - classical conditioning

75 tructure of the fornices was correlated with associative learning and memory across both patient and

76 patients and models, and underlies olfactory associative learning and memory deficits.

77 revealed severe impairments of fear-related associative learning and memory formation.

78 ditioning study demonstrated that contextual associative learning and memory in inducible transgenic

79 ing animals outperform wild-type controls in associative learning and memory tests.

80 We compare the properties of associative learning and memory to the properties of lon

81 ific changes within the brain as a result of associative learning and memory.

82 l knockout mice (FKO) exhibit impairments in associative learning and memory.

83 Synaptogenesis plays a central role in associative learning and memory.

84 etion of Kcnab2 in mice leads to deficits in associative learning and memory.

85 RK2) to probe the impact of GIRK channels on associative learning and memory.

86 amine signals have repeatedly been linked to associative learning and motivational processes.

87 SC1 mice showed intact performance in simple associative learning and normal responses in consumption

88 lt gerbils progressed through the process of associative learning and perceptual improvement.

89 hat mirror neurons originate in sensorimotor associative learning and that their function is determin

90 esity may be linked to impaired reward-based associative learning and that this impairment may be spe

91 iscrimination task with reversal to evaluate associative learning and the cognitive control/flexibili

92 Associative learning and the initial phase of motor skil

93 hat mirror neurons originate in sensorimotor associative learning and therefore a new approach is nee

94 ensory perceptual learning, (2) sensorimotor associative learning, and (3) motor skill learning.

95 was remarkable for lowered anxiety, impaired associative learning, and abnormal social interaction.

96 nter-temporal choice and cognitive control), associative learning, and affective and social aspects.

97 ce of n-cofilin for postsynaptic plasticity, associative learning, and anxiety.

98 oscillations play a key role in perception, associative learning, and conscious awareness and have b

99 implicated in long-term synaptic plasticity, associative learning, and drug addiction.

100 However, visuospatial short-term memory, associative learning, and implicit long-term memory func

101 ditional feeding practices, familiarization, associative learning, and observational learning affect

102 h perspective captures a different aspect of associative learning, and their synthesis offers insight

103 ational-decision approach is superior to the associative-learning approach of Cook et al. at explaini

104 Consequently, alternative expressions of associative learning are rarely considered.

105 ed behaviors in animals, including olfactory associative learning, arousal, and temperature-preferenc

106 This is relevant to exaptation versus associative learning as the underlying mechanism generat

107 ression of GluA1 subunits in CeA accelerated associative learning, as shown by reduced minimum time o

108 Our results reveal a marked difference in associative learning between normal-weight and obese wom

109 These results suggest that, during associative learning, BG output is initially permissive,

110 ere not only manifests important features of associative learning but also provides general insights

111 quence of events characterizing this type of associative learning but not during the acquisition proc

112 ring it with estradiol are not indicative of associative learning, but due to the unconditioned expre

113 ve been observed in limbic brain areas after associative learning, but little is known about the exci

114 Here we show that associative learning, but not passive odor exposure, pot

115 Context-associative learning, but not single context or uncondit

116 n of a memory trace occurs through classical associative learning, but which memory trace is eligible

117 of learning: nonassociative habituation and associative learning by pairing with a starvation uncond

118 Phasic dopamine signaling participates in associative learning by reinforcing associations between

119 sing evidence that individual experience and associative learning can affect processes such as ovipos

120 strate that the circuitry mediating "simple" associative learning can also replicate the various non-

121 Although forms of associative learning can be found at all ages, cortical

122 ly, we show that how memory retention during associative learning can be prolonged in networks of neu

123 These observations illustrate how associative learning can incorporate recent experience i

124 Rewarding stimuli in associative learning can transform the irregularly and i

125 erwise neutral stimuli imbued with value via associative learning capture attention powerfully and pe

126 n observation, as well as reduced visuomotor associative learning, compared to Val homozygotes.

127 dopamine release, behavioral hyperactivity, associative learning deficits, and a paradoxical inversi

128 in state and activity.SIGNIFICANCE STATEMENT Associative learning depends on brain state and is impai

129 ultiple actions of STDP, including a role in associative learning, despite potential temporal dissoci

130 ns, and that the mechanisms underlying trace associative learning differ when items in the memory are

131 nstration of modulation of mirror neurons by associative learning does not imply absence of genetic a

132 However, whether associative learning during sleep can alter later waking

133 i.e., sensory acuity) relies on differential associative learning, during which animals are forced to

134 d in rats by a single, hippocampus-dependent associative learning experience and pharmacologic inhibi

135 However, in two associative learning experiments and a perceptual decisi

136 contingency- and context-sensitive nature of associative learning explains the full range of mirror n

137 tional or not) and also some support for the associative learning explanation (exposure to aspiration

138 strate that changes in sensory cortex during associative learning extend to the coordination of neuro

139 urthermore, these results suggest that trace associative learning facilitates neocortical synaptic mo

140 f opioid-induced context-reward association (associative learning) for the acquisition of reward-rela

141 On the contrary, an associative learning framework for cognitive development

142 ts the behavioral results on the basis of an associative learning framework.

143 suitable phenotypic variation would prevent associative learning from evolving in cell signalling, m

144 orm complementary roles in supporting normal associative learning, functions that are impaired after

145 Associative learning has been found to occur in many bra

146 Although associative learning has been localized to specific brai

147 The acquisition of this type of associative learning has been related to many cortical,

148 al association areas whose role in olfactory associative learning has been well characterized.

149 ila, in which the role of the PKA pathway in associative learning has been well established.

150 n between similar odors through differential associative learning has not been analyzed in detail.

151 ications following forebrain-dependent trace associative learning has not been closely examined.

152 r, placebo hypoalgesia, although mediated by associative learning, has been shown to be resistant to

153 Two important ideas about associative learning have emerged in recent decades: (1)

154 hanisms within single cells that could allow associative learning have received little attention.

155 Contrary to established accounts of associative learning, however, interference from competi

156 aste-reward circuit, appetitive and aversive associative learning improves spike-timing precision, su

157 g, and it restores normal synapse number and associative learning in a Drosophila FXS model.

158 Thorase in DAT(+) neurons expressed greater associative learning in a fear conditioning paradigm.

159 ance of iridescent stimuli in foraging-based associative learning in bumblebees.

160 onstrate that neuroplastins are required for associative learning in conditioning paradigms, e.g., tw

161 Studies of odor-shock associative learning in Drosophila have established the

162 Mushroom bodies are a well-known site for associative learning in insects.

163 ward and punishment are potent modulators of associative learning in instrumental and classical condi

164 results may reflect an emergent property of associative learning in neural circuits.

165 the intricate relation between genetics and associative learning in order to further understand the

166 lated transcription coactivator 1 (CRTC1) by associative learning in physiological and neurodegenerat

167 n of social behavior, stress regulation, and associative learning in species ranging from nematodes t

168 Associative learning in the cerebellum has previously fo

169 ns are forged by domain-general processes of associative learning in the course of individual develop

170 r how these biological signals might support associative learning in the mammalian brain in these and

171 plasticity mechanisms can coordinate hetero-associative learning in unison.

172 edictive coding" models posit a key role for associative learning in visual cognition, viewing percep

173 ns, which could bias salience processing and associative learning in youth with CD/CU+.

174 neurons that were strongly activated during associative learning, in this case, context-independent

175 naptic mechanisms involved in other forms of associative learning, including extinction, that update

176 rimary olfactory cortex of mice suffices for associative learning independent of any odor stimulation

177 Accordingly, context-associative learning induces differential CRTC1-dependen

178 Associative learning induces synaptic plasticity and mor

179 ussed: Genetic predispositions interact with associative learning, infants show predispositions to im

180 Operant conditioning is a type of associative learning involving different and complex sen

181 Associative learning is a fundamental form of behavioral

182 These results suggest that associative learning is accompanied by a reduction of po

183 Associative learning is an essential brain process where

184 Our results show that associative learning is an essential component of plant

185 This newly extended technique that induces associative learning is called "A-DecNef," and it may be

186 Associative learning is driven by prediction errors.

187 ing actually serve as error signals to drive associative learning is more tenuous.

188 tral tenet of Rescorla and Wagner's model of associative learning is that the reinforcement value of

189 Associative learning is thought to involve parallel and

190 mushroom body output, its potential role in associative learning is unknown.

191 tective mechanism in mothers, which promotes associative learning long after the offspring have left

192 Mirror neuron-based associative learning may be understood according to asso

193 Rapid object associative learning may occur in PFC, whereas HPC may g

194 rgue, is a positive, generative thesis about associative learning mechanisms and how they might give

195 s which match more closely with synaptic and associative learning mechanisms ascribed to the hippocam

196 many cognitive functions such as attention, associative learning, memory, and sensory selection.

197 rategy is computationally distinguished from associative learning methods that rely on direct observa

198 isition of S-C and S-R associations using an associative learning model and then used trial-by-trial

199 sults reveal that predictions from classical associative learning models do not always hold for stres

200 tion error (RPE), a fundamental parameter in associative learning models.

201 ession of CeA AMPA receptors facilitates the associative learning of context-drug reward, an importan

202 ical components of the circuits that control associative learning of eyeblinks and other defensive re

203 attributed to pervasive nicotine-reinforced associative learning of incentive cues that is highly re

204 ve enough sensorimotor experience to support associative learning of mirror neurons ("wealth of the s

205 dback termed "DecNef" [9], we tested whether associative learning of orientation and color can be cre

206 omega-3 deficiency on olfactory and tactile associative learning of the economically highly valued h

207 gesting that early visual cortex can support associative learning of this type.

208 These results suggest that long-term associative learning of two different visual features su

209 However, there is no clear evidence that associative learning of visual features occurs in early

210 la and striatum have both been implicated in associative learning, only the striatum's contribution h

211 f behavioral flexibility but not measures of associative learning or memory.

212 s from the retrosplenial cortex (RSC) during associative learning over days using chronic two-photon

213 Using an associative learning paradigm in C. elegans, we investig

214 t these internal correlations reflect a true associative learning paradigm, because they show rapid d

215 Using an olfactory associative learning paradigm, we found that these circu

216 The results suggest that during associative learning, PFC networks shift their resources

217 dala (CeA) has been implicated in a range of associative learning phenomena often attributed to chang

218 Kamin blocking is an associative learning phenomenon seen where prior associa

219 Several models of associative learning predict that stimulus processing ch

220 mple and plausible chemical solutions to the associative learning problem, the simplest of which uses

221 We used an associative learning procedure in which we "tag" a neutr

222 Using an associative learning procedure, we manipulated the behav

223 Expectations and associative learning processes are important psychologic

224 findings argue that selective attention and associative learning processes mediated by anatomically

225 ting the interaction between homeostatic and associative learning processes remain undefined.

226 is that schizophrenia risk CNVs impact basic associative learning processes, abnormalities of which h

227 al. argue that mirror neurons originate from associative learning processes, without evolutionary inf

228 c environmental stimulus is produced through associative learning processes.

229 How associative learning reconfigures neural circuits in pri

230 Melrose, and Stern (2003) found higher-order associative, learning-related activation in the striatum

231 We conclude that associative learning represents a universal adaptive mec

232 Some forms of associative learning require only a single experience to

233 of the four Dlg paralogs showed that simple associative learning required Dlg4, whereas Dlg2 and Dlg

234 Associative learning requires alterations in sparsely di

235 We find that associative learning requires the cGMP-dependent kinase

236 Our results favor an associative learning rule that combines cached values wi

237 ocus on the types of time representation and associative learning rule used.

238 Nonassociative and associative learning rules simultaneously modify neural

239 Recognition memory, spatial working memory, associative learning, shifts of attentional sets, and re

240 on, or reward quality--each a determinant of associative learning--significantly transformed olfactor

241 Taste associative learning, similar to olfactory learning, req

242 e, we demonstrate impairment in reward-based associative learning specific to food in obese women.

243 cerebellar neurons are capable of supporting associative learning-specific plasticity in vivo in very

244 Given the power of associative learning, such constraints may be rare.

245 The authors here show that olfactory associative learning systematically regulates gradients

246 his process, we introduced ambiguity into an associative learning task by presenting aversive outcome

247 Retrograde amnesia after an associative learning task can be induced by ablation of

248 conditioning (EBC) is a forebrain-dependent associative learning task in which a stimulus-free time

249 Trace eyeblink conditioning (EBC) is an associative learning task in which a stimulus-free trace

250 mbus terrestris) in an ecologically relevant associative learning task under controlled laboratory co

251 Using an odor-guided associative learning task, we found that adolescent rats

252 n different temporal patterns of light in an associative learning task.

253 as they performed the same conditional motor associative learning task.

254 ty across the medial temporal lobe during an associative learning task.

255 primates (Macaca mulatta) performing a motor associative learning task.

256 l cortex improves monkeys' performance on an associative learning task.

257 We studied the role of MBONs in several associative learning tasks and in sleep regulation, reve

258 object recognition, spatial orientation, and associative learning tasks), we decided to study in beha

259 that is predicted to occur during cerebellar associative learning tasks.

260 y, have been shown to change their tuning in associative learning tasks.

261 nt predict aversive events through a form of associative learning termed fear conditioning.

262 Habituation is a form of non-associative learning that enables animals to reduce thei

263 have broad implications for how to override associative learning that has become maladaptive and off

264 d indicate that V1 itself is a substrate for associative learning that may inform the timing of visua

265 multisite recording at successive stages of associative learning, that the coherence of firing patte

266 While associative learning - the ability to detect correlated

267 the combination between non-associative and associative learning, the modelling approach allows us t

268 Consistent with a popular theory of associative learning, the Pearce-Hall (1980) model, the

269 glia (BG) appear to play a prominent role in associative learning, the process of pairing external st

270 ons of the amygdala with well known roles in associative learning--the central nucleus (CEA) and the

271 ere that if mirror neurons develop purely by associative learning, then they cannot by themselves exp

272 tive learning may be understood according to associative learning theories, in addition to sensorimot

273 de, extinction has moved beyond the realm of associative learning theory and behavioral experimentati

274 Associative learning theory predicts that brain systems

275 From the traditional perspective of associative learning theory, the hypothesis linking modi

276 eraction can be understood in the context of associative learning theory.

277 how generalizations naturally emerge during associative learning through a partnership between putat

278 brain's motor systems, or rather depends on associative learning, through repeated cooccurrence of v

279 or neurons make predictions that differ from associative learning: Through Hebbian Learning, mirror n

280 etic variants might interact with visuomotor associative learning to configure the system to respond

281 Here we explore the potential for repeated associative learning to shape and engender synesthetic e

282 effect of the unconditioned stimulus during associative learning to the axons of Drosophila mushroom

283 We demonstrate that adding Hebbian (associative) learning to a model network for reach plann

284 haracterized several mechanisms critical for associative learning under normative conditions.

285 Initial associative learning was accompanied by a profound reduc

286 izophrenia CNVs impact on specific phases of associative learning we combined human genetics with exp

287 Using extracellular recording during associative learning, we found that inhibitory neurons i

288 Because ASIC1A has been suggested to promote associative learning, we hypothesized that disrupting AS

289 stinguish from the classical Hebbian type of associative learning where presynaptic glutamate release

290 Our results demonstrate that, unlike associative learning, which involves inputs from two sen

291 (STDP) serves as a key cellular correlate of associative learning, which is facilitated by elevated a

292 One such deficit is the loss of effective associative learning, which is readily assessed via eye-

293 enhanced fear generalization or a deficit in associative learning, which may in turn represent a cent

294 Such information is essential for associative learning, which relies on comparisons betwee

295 sociative knowledge by studying visual-motor associative learning with functional magnetic resonance

296 cortex, these sensory inputs are combined by associative learning with olfactory and visual inputs fo

297 demonstrate that the loss of HDAC2 improves associative learning, with no effect in nonassociative l

298 phases differ in aversive but not appetitive associative learning, with solitarious locusts showing a

299 dala bdnf expression and TrkB activation for associative learning within aversive contexts has been e

300 tributions to the theoretic understanding of associative learning, yet they still struggle when the t