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Contextual Cues (contextual + cue)
Selected AbstractsHow children know the relevant properties for generalizing object namesDEVELOPMENTAL SCIENCE, Issue 2 2002Susan S. Jones Young children's novel word extensions indicate that their animal categories, like those of adults, are characterized by multiple similarities among instances; whereas their artifact categories, again like those of adults, are characterized more simply by commonalities among instances in shape. Three experiments shed light on the nature and development of a mechanism that enables children to organize novel lexical categories differently for different kinds of objects. Experiment 1 shows that, by adult judgments, animals and artifacts present different category organizations. Experiment 2 shows relations between both age and the number of nouns young children have acquired, and children's kind-specific generalizations of newly learned nouns. Experiment 3 is a training study in which even younger children show an ability to learn and then generalize highly abstract relations between different contextual cues and different category structures; and importantly, to learn more than one set of such relations at a time. Together, these three findings indicate one way in which children are able to rapidly and accurately form lexical categories that parallel those of adults in their language community. [source] Context-dependent prefrontal cortex regulation of cocaine self-administration and reinstatement behaviors in ratsEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 11 2006Nina C. Di Pietro Abstract Evidence of stimulus attribute-specificity within the prefrontal cortex (PFC) suggests that different prefrontal subregions may contribute to cocaine addiction in functionally distinct ways. Thus, the present study examined the effects of lidocaine-induced inactivation of two distinct PFC subregions, the prelimbic (PL) or dorsal agranular insular (AId) cortices, on drug-seeking and drug-taking behaviors under cocaine maintenance and reinstatement testing conditions in rats trained to self-administer 1 mg/kg cocaine under a second-order schedule of drug delivery. Throughout maintenance and reinstatement phases, rats were exposed to conditioned light cues and contextual odor or sound cues. Results showed that PL inactivation during maintenance test sessions significantly reduced drug-seeking and drug-taking behaviors, and disrupted patterns of responding in rats exposed to light,sound, but not light,odor, cues. Moreover, lidocaine-induced inactivation of the PL significantly attenuated drug-seeking behavior during cue-induced and cocaine prime-induced reinstatement in rats exposed to light,sound cues only. In contrast, AId inactivation significantly attenuated cue-induced reinstatement of drug-seeking behavior in rats exposed to light,odor cues only. Drug-seeking and drug-taking behaviors in these rats were not disrupted during maintenance and cocaine prime-induced reinstatement testing regardless of the type of contextual cues used. Together, these data suggest that PL and AId subregions play separate yet overlapping roles in regulating cocaine addiction in rats in ways that are dependent on the presence or absence of cocaine and on the types of contextual cues present in the cocaine self-administration environment. [source] Disrupting basolateral amygdala function impairs unconditioned freezing and avoidance in ratsEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 4 2001Almira Vazdarjanova Abstract Lesions of the lateral/basolateral amygdala nuclei (BLC) disrupt freezing behaviour in response to explicit or contextual cues (conditioned stimuli , CS) paired previously with footshock (unconditioned stimulus). This deficit in expression of defensive behaviour in response to conditioned stimuli is often interpreted as inability of lesioned rats to learn CS,US associations. However, findings of several studies indicate that BLC-lesioned rats can rapidly learn CS,US associations. Such findings suggest that lesioned rats can learn CS,US associations but are impaired in the expression of freezing behaviour. In the present study we report that both temporary inactivation (lidocaine) and permanent excitotoxic (NMDA) lesions of the BLC impair the unconditioned freezing and avoidance behaviours of rats in response to a novel fear-eliciting stimulus, a ball of cat hair. These findings suggest that the BLC influences the expression of freezing and avoidance behaviours, and/or that it potentiates rats' experience of fear. Along with prior evidence of spared memory for aversive learning after BLC lesions, these findings suggest that disrupted freezing to conditioned cues in BLC-lesioned rats does not necessarily reflect inability to form CS,US associations. [source] State-dependency in C. elegansGENES, BRAIN AND BEHAVIOR, Issue 5 2004J. C. Bettinger Memory and the expression of learned behaviors by an organism are often triggered by contextual cues that resemble those that were present when the initial learning occurred. In state-dependent learning, the cue eliciting a learned behavior is a neuroactive drug; behaviors initially learned during exposure to centrally acting compounds such as ethanol are subsequently recalled better if the drug stimulus is again present during testing. Although state-dependent learning is well documented in many vertebrate systems, the molecular mechanisms underlying state-dependent learning and other forms of contextual learning are not understood. Here we demonstrate and present a genetic analysis of state- dependent adaptation in Caenorhabditis elegans. C. elegans normally exhibits adaptation, or reduced behavioral response, to an olfactory stimulus after prior exposure to the stimulus. If the adaptation to the olfactory stimulus is acquired during ethanol administration, the adaptation is subsequently displayed only if the ethanol stimulus is again present. cat-1 and cat-2 mutant animals are defective in dopaminergic neuron signaling and are impaired in state dependency, indicating that dopamine functions in state-dependent adaptation in C. elegans. [source] On undesirable consequences of thinking: framing effects as a function of substantive processingJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 2 2007Eric R. Igou Abstract Three studies investigate the impact of effortful constructive processing on framing effects. The results replicated previous findings: Participants avoided the risky option when the scenario was framed in terms of gains, but preferred this option when the scenario was framed in terms of losses. Importantly, framing effects were most pronounced when conditions allowed for an effortful constructive processing style (i.e., substantive processing). This impact of decision frames varied when decision time served as an indicator for the elaboration extent (Study 1), and also when processing motivation (accountability; Study 2) and processing ability (decision time; Study 3) were manipulated. Moreover, effortful processing did not increase framing effects when contextual cues reduced the necessity for constructive thinking (Study 1). We suggest that decision frames may take on very different roles as a function of the ambiguity of the decision problem, and the degree and style of processing. Copyright © 2006 John Wiley & Sons, Ltd. [source] The malleable bicultural consumer: effects of cultural contexts on aesthetic judgmentsJOURNAL OF CONSUMER BEHAVIOUR, Issue 1 2010Veena Chattaraman Grounded in the cognitive framework of processing fluency, this study proposes further support for the experiential perspective in aesthetics by positing that aesthetic response to the same object may be malleable, depending on how the symbolic properties of the object interact with different cultural contexts which either facilitate or debilitate the processing experience of the perceiver. The study employed an Internet experiment to test the hypotheses among 105 female Hispanic college-aged students enrolled at a large midwestern university. The findings revealed that symbolic attributes of products interact with cultural contexts to affect aesthetic judgments of (Hispanic) consumers. Aesthetic judgments were more positive when evaluating culturally symbolic product attributes after exposure to congruent contextual cues that facilitate fluent processing. The study furnishes support for the impact of environment/context on consumer behavior and aesthetic judgment, thus establishing further support for the cognitive framework of conceptual fluency in explaining aesthetic response. The study also contributes to recent literature on "frame-switching" among bicultural consumers by suggesting that these consumers navigate between competing cultural frames in response to visual primes, with resultant shifts in aesthetic judgments. Important marketing insights emerge from these findings. Copyright © 2009 John Wiley & Sons, Ltd. [source] Practitioner Review: The assessment of language pragmaticsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 8 2002Catherine Adams Background: The assessment of pragmatics expressed in spoken language is a central issue in the evaluation of children with communication impairments and related disorders. A developmental approach to assessment has remained problematic due to the complex interaction of social, linguistic, cognitive and cultural influences on pragmatics. Method: A selective review and critique of current formal and informal testing methods and pragmatic analytic procedures. Results: Formal testing of pragmatics has limited potential to reveal the typical pragmatic abnormalities in interaction but has a significant role to play in the assessment of comprehension of pragmatic intent. Clinical assessment of pragmatics with the pre-school child should focus on elicitation of communicative intent via naturalistic methods as part of an overall assessment of social communication skills. Assessments for older children should include a comprehensive investigation of speech acts, conversational and narrative abilities, the understanding of implicature and intent as well as the child's ability to employ contextual cues to understanding. Practical recommendations are made regarding the choice of a core set of pragmatic assessments and elicitation techniques. The practitioner's attention is drawn to the lack of the usual safeguards of reliability and validity that have persisted in some language pragmatics assessments. Conclusions: A core set of pragmatic assessment tools can be identified from the proliferation of instruments in current use. Further research is required to establish clearer norms and ranges in the development of pragmatic ability, particularly with respect to the understanding of inference, topic management and coherence. [source] | ||||||||||||||||