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 s, such as odorant recognition and olfactory associative learning.

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

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

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

6 m deficits in complex cognitive function and associative learning.

7 orphism on motor facilitation and visuomotor associative learning.

8 he acquisition of new expected values during associative learning.

9 nucleus accumbens shell that are related to associative learning.

10 the acquisition of new expected value during associative learning.

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

12 ffect not predicted by theoretical models of associative learning.

13 rebellum during acquisition and retention of associative learning.

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

15 a model for psychiatric treatments based on associative learning.

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

17 mechanisms for coincidence detection during associative learning.

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

19 uli, replicating the logical requirement for associative learning.

20 esian and reinforcement learning theories of associative learning.

21 n postnatal development compared with simple associative learning.

22 inergic input neurons are required for taste associative learning.

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

24 encoding of task-relevant information during associative learning.

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

26 ioral actions and predictive sensory cues by associative learning.

27 te of biological circuit motifs that support associative learning.

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

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

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

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

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

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

34 ppropriately registered and retrieved during associative learning.

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

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

37 circuit basis of striatal motor control and associative learning.

38 deficits in habituation, working memory and associative learning.

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

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

41 these changes have important consequences in associative learning.

42 o enhance efficient sensory processing after associative learning.

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

44 mutants exhibit strongly impaired olfactory associative learning.

45 utual reward delivery in male rats can drive associative learning.

46 mine signaling as a key neural mechanism for associative learning.

47 ing in Drosophila, is critical for olfactory associative learning.

48 yed by Markel was unsuitable for testing for associative learning.

49 cortical networks are simply a byproduct of associative learning.

50 are often dissociated from more "low-level" associative learning.

51 rties of local cortical networks result from associative learning.

52 lum plays a crucial role in sensorimotor and associative learning.

53 apses, priming or inhibiting the circuit for associative learning.

54 can influence striatal circuits involved in associative learning.

55 ronmental variation, which we suggest favors associative learning.

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

57 aversive events and have been implicated in associative learning.

58 understanding how dopamine RPEs could drive associative learning.

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

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

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

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

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

64 We measured the associative learning ability of pheasant chicks, Phasian

65 ted additional reward to a partner unblocked associative learning about this cue.

66 An associative learning account of mirror neurons should no

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

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

69 oppositional control over reward-seeking and associative learning and are critically involved in rein

70 Cerebellar associative learning and basal ganglia-brainstem interac

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

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

73 anner, serving as a coincidence detector for associative learning and likely representing a downstrea

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

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

76 d eIF4B phosphorylation, whereas spatial and associative learning and memory performances were improv

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

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

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

80 Aminergic signaling modulates associative learning and memory.

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 lates the temporal coding of IEGs underlying associative learning and memory.

85 behavioral tagging, two major mechanisms of 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 Associative learning and the initial phase of motor skil

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

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

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

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

96 that executive functions very much build on associative learning, and argue that executive functions

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

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

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

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

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

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

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

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

105 ppm of NO and NO(2), respectively) affected associative learning behaviour of honey bees (Apis melli

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

107 suggest a general role of the cerebellum in associative learning beyond error correction.

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

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

110 to improve basic research in domains such as associative learning, but also to play an important role

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

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

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

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

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

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

117 demonstrate that the regulation of olfactory associative learning by serotonin is mediated by its dow

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

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

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

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

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

123 lity of worms to learn post-exposure through associative learning chemotaxis.

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

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

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

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

128 In associative learning, DG GCs, more so than LEC neurons,

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

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

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

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

133 the brain mediators of social influence and associative learning effects on pain.

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

135 We first formalize associative learning experiments using a low number of t

136 vel method for computational optimization of associative learning experiments.

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

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 bservers were motivated and paid to do, with associative learning facilitating orienting toward rewar

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

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

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

144 Associative learning has been found to occur in many bra

145 Although associative learning has been localized to specific brai

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

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

148 STATEMENT The specific content of pavlovian associative learning has been well studied in appetitive

149 Associative learning has long been considered a behavior

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

155 tiple phenotypes, including escape behavior, associative learning, immunity and longevity.

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

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

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

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

160 Olfactory associative learning in Drosophila is mediated by synapt

161 , is essential for training during olfactory associative learning in Drosophila larvae.

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

163 single-unit and population level), shows how associative learning in mice tunes cortical processing,

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

165 ing by association in plants, 2016) reported associative learning in pea plants.

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

167 n 2016 Gagliano et al. reported evidence for associative learning in plants (Gagliano et al., 2016).

168 In 2016 we reported evidence for associative learning in plants (Gagliano et al., 2016).

169 esults suggest that mutual rewards can drive associative learning in rats and is dependent on vicario

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

171 Associative learning in the cerebellum has previously fo

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

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

174 to separate activity patterns and facilitate associative learning in the presence of trial-to-trial v

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

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

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

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

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

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

181 Associative learning induces synaptic plasticity and mor

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

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

184 Associative learning is a fundamental form of behavioral

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

186 Associative learning is an essential brain process where

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

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

189 cumstances of use, and although this type of associative learning is dependent upon changes in gene e

190 Associative learning is driven by prediction errors.

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

192 cortex layer III (LEC III) supports temporal associative learning is still unknown.

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

194 Associative learning is the basis for cue-driven food se

195 Associative learning is thought to involve parallel and

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

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

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

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

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

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

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

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

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

205 We address this question in the context of associative learning of faces using a sensory preconditi

206 Associative learning of food cues that link location in

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

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

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

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

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

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

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

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

215 tors seem to have little influence on simple associative learning or on stimulus-driven responding.

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

217 We utilized an associative learning paradigm in 5 patients with traditi

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

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

220 Conditioned taste aversion (CTA) is an associative learning paradigm, wherein consumption of an

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

222 Several models of associative learning predict that stimulus processing ch

223 eling with fMRI, we show that during tactile associative learning, prior expectations modulate connec

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

225 Using an associative learning procedure, we manipulated the behav

226 Expectations and associative learning processes are important psychologic

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

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

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

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

231 projections may play a very specific role in associative learning processes.

232 phaly and deficits in motor coordination and associative learning, recapitulating the human phenotype

233 resent complex stimuli, principle neurons of associative learning regions receive combinatorial senso

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

235 lowest quartile) midlife episodic memory and associative learning (relative risk (RR) = 1.38, 95% con

236 We conclude that associative learning represents a universal adaptive mec

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

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

239 We show that alcohol-related associative learning requires ACSS2 in vivo.

240 Associative learning requires alterations in sparsely di

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

242 This challenge is well exemplified in associative learning research.

243 Mechanisms of acquisition include cue-target associative learning, reward learning, and sensitivity t

244 ing were nonsignificant (episodic memory and associative learning: RR = 1.19, 95% CI: 0.92, 1.54; sho

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

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

247 Nonassociative and associative learning rules simultaneously modify neural

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

249 ng excitability changes in the cerebellum in associative learning, such as in trace or delay eye-blin

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

251 at dopamine transients support sensory-based associative learning, suggest that the dopamine system s

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

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

254 erarchical Bayesian modeling with fMRI on an associative learning task in 28 male human participants

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

256 electrodes while subjects participated in an associative learning task requiring them to learn an ass

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

258 Participants performed a probabilistic associative learning task, and we employed a hierarchica

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

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

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

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

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

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

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

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

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

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

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

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

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 has a rich tradition of comp

275 Associative learning theory predicts that brain systems

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

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

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

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

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

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

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

283 al investigation and abnormal discrimination/associative learning, unlike the de novo mutations in un

284 Basal amygdala (BA) neurons guide associative learning via acquisition of responses to sti

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

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

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

295 Thus, associative learning with versus without prior knowledge

296 mushroom body function as parallel units of associative learning, with different learning rates, mem

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