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Both humans and non-human animals regularly encounter decisions involving risk and uncertainty. This paper provides an overview of our research program examining risky decisions in which the odds and outcomes are learned through experience in people and pigeons. We summarize the results of 15 experiments across 8 publications, with a total of over 1300 participants. We highlight 4 key findings from this research: (1) people choose differently when the odds and outcomes are learned through experience compared to when they are described; (2) when making decisions from experience, people overweight values at or near the ends of the distribution of experienced values (i.e., the best and the worst, termed the “extreme-outcome rule”), which leads to more risk seeking for relative gains than for relative losses; (3) people show biases in self-reported memory whereby they are more likely to report an extreme outcome than an equally-often experienced non-extreme outcome, and they judge these extreme outcomes as having occurred more often; and (4) under certain circumstances pigeons show similar patterns of risky choice as humans, but the underlying processes may not be identical. This line of research has stimulated other research in the field of judgement and decision making, illustrating how investigations from a comparative perspective can lead in surprising directions.

Recent research on the effects of fear on timing has focused on two accounts proposed by Scalar Expectancy Theory for why the durations of fear stimuli are overestimated in comparison to the durations of neutral stimuli. One possibility is that fear serves as an arouser that increases the speed of a hypothetical internal clock. The other possibility is that fear increases attention to time, which results in organisms' beginning to time fear-evoking stimuli sooner than they do neutral stimuli. In Experiment 1, we asked which of these two possibilities was the underlying mechanism of temporal overestimation of fear cues by presenting emotion-evoking pictures (fear-evoking vs. neutral) across multiple duration ranges in the temporal bisection task. Larger effects of fear were observed at the longest duration range in comparison to the shortest duration range, supporting the arousal hypothesis. Penney et al. 1998 and Penney et al., 2000 memory-mixing hypothesis proposes that overestimation is only possible in preparations that allow for recalled reference memories for stimulus durations to be mixed across conditions. Therefore, in Experiment 2, we manipulated whether or not fear and neutral cues were presented within the same session, a condition that may be necessary for memory mixing to occur. Fear cues were overestimated relative to neutral cues within the session in which fear and neutral cues were both presented, but no effect of emotion was observed between the two sessions in which fear and neutral cues were presented separately.

Exposure to a to-be-tested stimulus produces a reduction in generalization to that stimulus from another similar conditioned stimulus (e.g. Bennett et al., 1994; Symonds and Hall, 1997). Generally, this effect has been interpreted as the result of a loss of effectiveness of the common elements of the stimulus to be conditioned (e.g., latent inhibition). However, Sanjuan et al. (2006) questioned this interpretation after finding that exposing rats to either the test stimulus or to its elements had different effects when the amount of exposure to the common elements was equated. Only exposure to the test stimulus reduced generalization. In the study presented here, this effect was assessed in human participants using a videogame method and colors as stimuli. Generalization after exposure to the test stimulus, or to its elements was assessed. Results show that with people, as in rats, pre-exposure to the test stimulus leads to a greater reduction in generalization than to the elements. Therefore, latent inhibition cannot be the only mechanism responsible for this perceptual learning effect. Results are discussed in terms of current associative theories addressing perceptual-learning phenomenon.

Following Jerry Hogan, I argue that questions of function and evolution, and questions of mechanism should be seen as logically distinct. Evolution is concerned with a historical reconstruction of traits, while the actual underlying mechanisms are the domain of cognitive neuroscience and psychology. Functional and evolutionary considerations may be used to generate hypotheses regarding the underlying mechanisms. But these hypotheses may be false and should always be tested empirically. Many researchers still hold that common descent implies cognitive closeness. Studies on birds suggest that evolutionary convergence may be the rule rather than the exception in animal cognition. Neurocognitive differences between classes of individuals are often thought to be the result of adaptive specialisation. In the case of learning and memory, however, empirical results are more consistent with a 'general process' interpretation, without qualitative differences between different taxa. Evolutionary psychology (EP) argues that the mind of modern humans was formed as a result of selection pressures in the Stone Age. The empirical data are often overinterpreted, and EP is mostly based upon an outdated view of evolutionary biology. In human speech and language, both neurogenetic homology and evolutionary convergence are involved regarding speech, but human language has a unique combinatorial complexity. This article is part of a Special Issue entitled: In Honor of Jerry Hogan.

Learning and memory are so obviously related that it is hard to see how the understanding of one could proceed without an understanding of the other. Yet, in psychology, they are studied by two different research communities. The concept of association, which is central both to the field of conditioning and to that of retrieval and forgetting, could be used to bridge the gap between the two concepts. However, the concept is quite different in the fields of learning and memory, a situation for which this article argues that the Rescorla-Wagner model is mainly to blame. By viewing Pavlovian conditioning as the outcome of a predictive process but using the traditional associative language developed in memory studies to describe this process, it has introduced an unnecessary confusion between memory and prediction within the field of learning. This confusion needs to be acknowledged so that the concepts of associations and predictions can again be differentiated. This would allow for better integration of the fields of learning and memory. 154

Self-grooming is a common behavioural strategy used by various animals to reduce parasite loads. We experimentally tested the adaptive significance of self-grooming model in a sample of Slovak participants. Propensity to self-grooming was activated by visual presence of parasites with verbal information about health risks caused by parasites suggesting that the programmed grooming model works in humans. People who think of themselves as more vulnerable to disease transmission reported higher frequency of self-grooming suggesting that there is a link between the immune system and parasite avoidance behaviour. Considering that the emotion of disgust plays a role in activation of parasite avoidance behaviour, we suggested that knowledge of disgusting stimuli (parasites) would be better retained than knowledge of non-disgusting (hormones), and, thus, non-life-threatening stimuli. As expected, knowledge on parasites tested immediately after the experiment was significantly better than knowledge on hormones suggesting that survival-relevant information is better retained than survival-irrelevant data. However, scores on memory tests did not seem to be influenced by the individual's immune system. Overall, this study showed that self-grooming in humans is functional when disease threat is salient. Human memory systems are tuned to information relevant to survival providing further evidence that human cognition is shaped by natural selection.

International audience; Pavlovian conditioning is the reference paradigm for the study of associative learning based on the programmed relation of two stimuli, the conditioned stimulus (CS) and the unconditioned stimulus (US). Some authors believe that learning the CS-US interval is a co-requisite of or a pre-requisite to learning the CS-US association. There is a substantial literature showing that the amygdala is a critical player in Pavlovian conditioning, with both aversive and appetitive USs. We review a sparse but growing body of literature suggesting that the amygdala may also participate in processing the timing of the CS-US interval. We discuss whether the amygdala, in particular its central, basal and lateral nuclei, in concert with the network it belongs to, may play a role in learning the CS-US interval. We also suggest new and dedicated strategies that would result in better knowledge of the neural mechanisms underlying the learning of the CS-US time interval in isolation from the CS-US association.

The future actions, behaviors, and outcomes of objects, individuals, and processes can often be anticipated, and some of these anticipations have been hypothesized to result from momentum-like effects. Five types of momentum-like effects (representational momentum, operational momentum, attentional momentum, behavioral momentum, psychological momentum) are briefly described. Potential similarities involving properties of momentum-like effects (continuation, coherence, role of chance or guessing, role of sensory processing, imperviousness to practice or error feedback, shifts in memory for position, effects of changes in velocity, rapid occurrence, effects of retention interval, attachment to an object rather than an abstract frame of reference, nonrigid transformation) are described, and potential constraints on a future theory of momentum-like effects (dynamic representation, nature of extrapolation, sensitivity to environmental contingencies, bridging gaps between stimulus and response, increasing adaptiveness to the environment, serving as a heuristic for perception and action, insensitivity to stimulus format, importance of subjective consequences, role of knowledge and belief, automaticity of occurrence, properties of functional architecture) are discussed. The similarity and ubiquity of momentum-like effects suggests such effects might result from a single or small number of mechanisms that operate over different dimensions, modalities, and time-scales and provide a fundamental adaptation for perception and action.

Laboratory studies of scatter hoarding birds have become a model system for spatial memory studies. Considering that such birds are known to have a good spatial memory, recovery success in lab studies seems low. In parids (titmice and chickadees) typically ranging between 25 and 60% if five seeds are cached in 50-128 available caching sites. Since these birds store many thousands of food items in nature in one autumn one might expect that they should easily retrieve five seeds in a laboratory where they know the environment with its caching sites in detail. We designed a laboratory set up to be as similar as possible with previous studies and trained wild caught marsh tits Poecile palustris to store and retrieve in this set up. Our results agree closely with earlier studies, of the first ten looks around 40% were correct when the birds had stored five seeds in 100 available sites both 5 and 24h after storing. The cumulative success curve suggests high success during the first 15 looks where after it declines. Humans performed much better, in the first five looks most subjects were 100% correct. We discuss possible reasons for why the birds were not doing better.

While previous research has investigated the ability of animals to learn the spatial and temporal contingencies of biologically significant events (known as time-place learning), this ability has not been studied in humans. Children ranging from 5 to 10 years old were tested on a modified interval time-place learning task using a touchscreen computer. Results demonstrate the children were able to quickly learn both the timing and the sequence of this task. Despite a lack of anticipation on baseline trials, the children continued to follow the spatio-temporal contingencies in probe sessions where these contingencies were removed. Performance on the probe sessions provide strong evidence that the children had learned the spatio-temporal contingencies. Future research is needed to determine what age-related changes in iTPL occur. Furthermore, it is argued that this procedure can be used to extend interval timing in research in children, including, but not limited to, investigation of scalar timing with longer durations than have previously been investigated.

This experiment was conducted to study the effect of changes in the retention interval (RI) on spontaneous recovery within an acquisition-test interference task. College students learned a reversal conditional discrimination to solve a task involving conflicting phases across two training phases. When the test was conducted immediately after training, participants' performance revealed recency, behaving according to the information received during the last phase. Performance after retention interval averaged the information received across phases, regardless of the length of the RI (1.5, 3, 24 or 48 h). These results are not in agreement with traditional theories of spontaneous recovery as they predict a recency to primacy shift effect of the RI. An interpretation of spontaneous recovery based on a temporal weighting rule (TWR) is discussed.

The goal was to identify training conditions under which temporal intervals that are signaled by different stimuli are memorized (i.e., the temporal behavior is readily shown to be under stimulus control). Undergraduate students were trained on three signaled temporal discriminations using a peak procedure. The intervals were trained in either blocks of trials or with trials intermixed within the session, and then they were given a transfer test with intermixed trials. There were two levels of stimulus discriminability, defined by the similarity of the stimuli. Most participants memorized the intervals when the discriminations were intermixed within the session, or were easy, but not when the discriminations occurred in blocks and were difficult. In the transfer tests, those participants trained in the difficult discrimination that occurred in blocks of trials typically continued to perform as they did during the last-trained interval, regardless of the stimulus presented. These results are better explained by a memory retrieval than a memory storage account.

Scientists and equestrians continually seek to achieve a clearer understanding of equine learning behaviour and its implications for training. Behavioural and learning processes in the horse are likely to influence not only equine athletic success but also the usefulness of the horse as a domesticated species. However given the status and commercial importance of the animal, equine learning behaviour has received only limited investigation. Indeed most experimental studies on equine cognitive function to date have addressed behaviour, learning and conceptualization processes at a moderately basic cognitive level compared to studies in other species. It is however, likely that the horses with the greatest ability to learn and form/understand concepts are those, which are better equipped to succeed in terms of the human-horse relationship and the contemporary training environment. Within equitation generally, interpretation of the behavioural processes and training of the desired responses in the horse are normally attempted using negative reinforcement strategies. On the other hand, experimental designs to actually induce and/or measure equine learning rely almost exclusively on primary positive reinforcement regimes. Employing two such different approaches may complicate interpretation and lead to difficulties in identifying problematic or undesirable behaviours in the horse. The visual system provides the horse with direct access to immediate environmental stimuli that affect behaviour but vision in the horse is of yet not fully investigated or understood. Further investigations of the equine visual system will benefit our understanding of equine perception, cognitive function and the subsequent link with learning and training. More detailed comparative investigations of feral or free-ranging and domestic horses may provide useful evidence of attention, stress and motivational issues affecting behavioural and learning processes in the horse. The challenge for scientists is, as always, to design and commission experiments that will investigate and provide insight into these processes in a manner that withstands scientific scrutiny.

Some models of performance assume that behavior depends on environmental quantities (for example, rates of reinforcement) that are defined over intervals of fixed duration. Although such window models may serve as useful approximations, they are incompatible with well-known properties of behavior (for instance, sensitivity to delay). Window models with variable window length, however, are more difficult to refute. This article examines some implications of the assumption of random window length. Variable windows are shown to produce continuous forgetting and temporal discounting functions, to display properties analogous to parallel aggregation, and to make reasonable predictions about steady-state relations between reinforcement and responding. Issues of interpretation nonetheless suggest that alternatives to window models should be developed.

The effect of a concurrent memory task on prospective time estimates by human participants was investigated in two experiments. The objective was to isolate task effects from those of participant timing strategy (self-paced counting) and number of contextual changes during the temporal stimulus. Accordingly, self-paced counting was suppressed by requiring participants to perform a word-reading task during the temporal stimuli, while number of stimulus changes presented during temporal stimuli was controlled. Presence versus absence of the concurrent memory task was manipulated in Experiment 1, and instruction to focus on timing or to focus on memory was manipulated in Experiment 2. There was no significant effect of presence versus absence of the concurrent memory task on time estimates; however, time estimates were shorter when participants were instructed to focus on memory versus timing. In both experiments, time estimates were positively correlated with participants' estimates of the number of words presented during the interval, even though number of words presented was invariant. These findings were generally consistent with resource-allocation attentional accounts of concurrent task effects; however, support for a contextual-change model of timing was also obtained.

Recent studies have pursued the nature of inhibition observed in retrieval-induced forgetting (RIF) tasks. In a RIF paradigm, participants are trained on category-exemplar pairs in Phase 1. Then, some exemplars from select categories (Rp+ items) receive further practice in Phase 2. At test, impaired recall for non-practiced exemplars of the practiced categories (Rp- items) is observed relative to exemplars from non-practiced categories (Nrp items). This difference constitutes RIF. Prior reports of spontaneous recovery from RIF indicate that RIF represents a lapse rather than a loss of memory. Empirical analogs and theoretical considerations suggest that RIF should also be reversible through a change of context between Phase 2 and testing (i.e., renewal). We conducted two experiments using human participants to evaluate the context dependency of RIF. In both experiments, Phases 1 and 2 occurred in distinctly different contexts with subsequent testing occurring in either the Phase 1 context or the Phase 2 context. RIF was observed in both experiments. Experiment 1 additionally found that the magnitude of RIF was not reduced by testing in the Phase 1 context relative to testing in the Phase 2 context. Experiment 2 further tested context dependency of RIF by (1) increasing the dissimilarity between the two contexts and (2) inserting a retention interval between Phase 2 and test for half of the participants in each test context condition. The data again indicated no effect of the context manipulation. Thus, no renewal from RIF was observed in either experiment; moreover, these null findings were supported by Bayesian analyses. These results are compared with analogous inhibitory processes in the animal memory literature that typically show both physical and temporal context dependency.

Although research has consistently demonstrated that accuracy on a variety of memory tasks decreases as delay increases, relatively little research has been conducted to quantify this relationship across development in humans or directly compare rates of forgetting between humans and monkeys. This study utilized a delayed matching-to-sample (DMTS) task to compare the relative contributions of proactive interference and attention on the rate of forgetting in monkeys and children. The performance of 1125 children from four to fourteen years of age and 10 adult rhesus monkeys was compared. For this DMTS task, a shape was displayed on the center one of three press-plates. After a delay, the subjects were required to match the original shape with one of three choice shapes to receive a banana-flavored food pellet for monkeys, or a nickel for children. A modified power function provided an excellent fit for the data for monkeys and children. The forgetting rates in children decreased with age, and the forgetting rates for monkeys were most comparable to those of younger children. The data also suggest that proactive interference did not significantly contribute to the forgetting rates for monkeys or younger children. Further, the monkeys appeared to attend to the task at a level similar to that of younger children as evidenced by the similarities in response latencies. The results from this study indicate that the rate of forgetting in monkeys, as well as the mechanisms underlying this rate, appears to share more similarities with that of younger children than of older children.

The aim of this study was to examine the effect of emotion on the long-term memory for duration. On day 1, participants learned a temporal task in a high-arousing or neutral control condition that was followed by a 15-min interference task. Then, 24 h later, on day 2, they were given a test. In this recall test, they judged whether or not comparison durations were similar to the previously learned standard duration. The results showed that temporal discrimination was more accurate in the emotional than in the neutral condition. Emotion thus strengthened memory traces of time by increasing their resistance against interference effects.

When searching for a hidden goal, search patterns are often defined according to one of two main search strategies: an absolute strategy, which usually involves searching at a fixed learned distance and direction from a particular reference point, or a relational strategy, which involves searching at a point that maintains the relationship between two or more other points. Past research has shown that humans tend to prefer a relational strategy whereas most non-humans prefer an absolute strategy. However, recent research (Hartley et al., 2004) used a simulated 3D environment to demonstrate that proximity to a boundary affects strategy. In particular, when searching close to an edge, human participants were more likely to use an absolute strategy whereas when searching at a central location, participants were more likely to use a relational strategy. The current studies extend the findings of Hartley et al. Experiment 1 showed that adult humans use different strategies based on the goal's proximity to the edge of a search space, and that strategies differed between males and females. Experiment 2 suggested that children also use different strategies based on the goal's proximity to a boundary, and that some goal locations may be harder to learn than others. Taken together, our results show that search strategies are flexible and context-specific.

Although ignorance and uncertainty are usually unwelcome feelings, they have unintuitive advantages for both human and non-human animals, which we review here. We begin with the perils of too much information: expertise and knowledge can come with illusions (and delusions) of knowing. We then describe how withholding information can counteract these perils: providing people with less information enables them to judge more precisely what they know and do not know, which in turn enhances long-term memory. Data are presented from a new experiment that illustrates how knowing what we do not know can result in helpful choices and enhanced learning. We conclude by showing that ignorance can be a virtue, as long as it is recognized and rectified.

Computer simulation of performance on "normal" and "episodic" temporal generalization tasks was used to examine the relations between the theoretical parameters of models which fit temporal generalization data ("timing sensitivity" and "threshold"), and the d' (detectability) and beta (decision criterion) measures of signal-detection theory. In general, changes in timing sensitivity altered d', whereas threshold changes affected beta, supporting the assertion that the two sorts of variables ("sensitivity/detectability" and "threshold/criterion") were psychologically equivalent. Cases where temporal generalization gradients were apparently contaminated by "random responding" could be treated by changes in beta, but cases in which temporal generalization gradients were not peaked at the standard posed severe problems for a simple signal-detection account, although existing models of temporal generalization performance could deal with them.

This experiment investigated the effects of visual flicker on subjective time in humans using a temporal bisection task. A 200-800 ms duration range and 400-1600 ms duration range were presented. Each duration range was presented separately in three different conditions: (1) filled stimuli were presented in both the training and the testing phases, (2) flickering stimuli were presented in the training phase and filled stimuli were presented in the testing phase, and (3) filled stimuli were presented in the training phase and flickering stimuli were presented in the testing phase. Psychophysical functions displacements and bisection point values suggested that flicker increased the speed of the clock; however the direction of the displacement and bisection point changes depended on the phase of the task in which the flicker was presented. This result agrees with the specific storage in either working or reference memory components of Scalar Expectancy Theory of the increased number of pulses from the clock. Weber fractions and difference limens suggested that flicker did not affect subjects' temporal sensitivity.

In the framework of animal conditioning and human associative learning, primacy and recency effects on acquired stimulus control of behavior refer to the superior influence of first-learned and last-learned associations, respectively. Most contemporary associative models of learning anticipate unwavering recency effects and claim support from numerous published studies. But, for pragmatic reasons, almost all of these studies were conducted under select conditions that favored recency effects. When these conditions are not met, recency effects are far from ubiquitous. We review the literature on primacy and recency effects regarding extinction and latent inhibition (i.e., interference between outcomes), with special emphasis on the impact of certain post-training manipulations and test conditions on conditioned responding. Evidence for recency-to-primacy shifts and for memory integration is examined in light of contemporary models of learning.

Participants completed a category-learning task in which they needed to discover which of three stimulus dimensions (shape, color or size) was relevant. After meeting a learning criterion (nine of 10 consecutive correct responses), participants continued making categorization choices and response latencies associated with these trials were examined. In both Experiments 1 and 2, people responded reliably faster when correct responses matched the previous responses with respect to irrelevant dimension values. Thus, they demonstrated a form of incidental short-term memory analogous to that we previously reported in studies of rats. In Experiment 2, participants' explicit memory for irrelevant dimension values was assessed after category learning was complete. The results indicated that people were unaware of the irrelevant dimension values encountered on trials preceding surprise probe trials. This indicates that memory for the irrelevant dimension values was implicit (i.e. unconscious). The findings are discussed with respect to both human and non-human studies of hippocampus-independent memory and implicit memory.

A fundamental question is whether people have available one category learning system, or many. Most multiple systems advocates postulate one explicit and one implicit system. Although there is much agreement about the nature of the explicit system, there is less agreement about the nature of the implicit system. In this article, we review a dual systems theory of category learning called competition between verbal and implicit systems (COVIS) developed by Ashby et al. (1998). The explicit system dominates the learning of verbalizable, rule-based category structures and is mediated by frontal brain areas such as the anterior cingulate, prefrontal cortex (PFC), and head of the caudate nucleus. The implicit system, which uses procedural learning, dominates the learning of non-verbalizable, information-integration category structures, and is mediated by the tail of the caudate nucleus and a dopamine-mediated reward signal. We review nine studies that test six a priori predictions from COVIS, each of which is supported by the data.