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A cognitive psychologist whose research includes concept learning and compositional generalization.^[ref]

Caroline Catmur studies action observation and sensorimotor learning. Her counter-mirror training study changed the pairing between seen actions and performed movements, then measured muscle-specific responses to observing an action. Changing the trained mapping changed the motor response pattern, supporting a contribution of experience to the observation-action relationship rather than establishing an unmodifiable reflex. ^[ref]

A family of models in which an instructive signal changes the influence of recently active inputs on cerebellar output. In a smooth-pursuit experiment, complex-spike duration predicted subsequent simple-spike depression and eye-movement learning; matching preceding simple-spike activity provided a control. This supports graded instruction during behaviour without proving an exact delta rule at every synapse.^[ref]

A brain structure with highly organized circuitry involved in motor control and learning, among other functions. Cerebellar error-driven learning models relate input expansion, Purkinje cells and instructive climbing fibers to adaptive control.

The chaffinch studied in classic song-learning experiments is Fringilla coelebs, a songbird. Its male song combines inherited organization with details acquired through learning.

In his 1958 experiments, W. H. Thorpe compared wild birds, juveniles isolated after time in the wild, and birds hand-reared in auditory isolation from the fifth day of life. The early-isolated birds produced much simpler songs; birds isolated only in their first autumn retained nearly normal patterns. Groups of early-isolated birds could develop elaborate but abnormal shared songs by hearing and copying one another.^[ref]

A playback apparatus called the Song Tutor presented artificial patterns assembled from chaffinch notes. Birds learned some patterns when their tonal qualities were sufficiently similar to normal song. These results distinguish inherited dispositions from the auditory experience needed for local song details. Learning was also concentrated in a sensitive period, principally within the first thirteen months in these experiments.^[ref]

A researcher who coauthored timed optogenetic inhibition of dopamine neurons in rats. The intervention tested whether brief reductions in activity could produce learning effects resembling negative reward-prediction errors.^[ref]

Learning a relation between a cue and an outcome. Prediction-error models explain why a new cue may acquire little value when an established cue already predicts the outcome, the phenomenon of blocking.

A family of psychological treatments using explicit formulations and structured cognitive and behavioral procedures. Treatment tests and modifies relevant learning, interpretations and behavior; its content depends on the problem and the evidence rather than on one universal technique.

A framework combining rapid learning with relatively separated episodic representations and slower learning with overlapping representations that extract shared structure. Hippocampal reinstatement supplies experience for interleaved cortical learning. The computational aim is to retain specific events while integrating new knowledge without destructive interference, not simply to duplicate short- and long-duration stores.^[ref]

Learning through which a cue signals an outcome’s absence or reduction relative to expectation. Summation and retardation tests can help distinguish inhibition from simple low excitatory strength.

A response expressed to a cue after learning. It need not be a literal copy of the response directly elicited by the outcome.

Cognitive and behavioral efforts to manage relevant demands or distress. A response that reduces distress immediately can nevertheless maintain a difficulty if it prevents useful learning or functioning.

A circuit involving cerebral cortex and striatum, often understood within larger loops through basal ganglia and thalamus. Different loops can contribute to learning and selecting actions; involvement of one component does not imply exclusivity of the whole function.

Learning word–referent mappings by integrating information across individually ambiguous encounters. Recurrent co-occurrence can favour a mapping even when no single encounter uniquely identifies it. A target-looking preference need not distinguish parallel associative accumulation from testing and revising a candidate hypothesis.^[ref]

A psychologist who coauthored the 1986 account of learning internal representations by backpropagation. The method adjusts connection weights in a multilayer artificial neural network using how those weights contribute to an output error. It explains how hidden units can acquire useful representations rather than requiring every intermediate feature to be specified by hand.^[ref]

David J. Sanderson studies animal learning and memory in animals. In mice lacking the GluA1 receptor subunit, his study compared short- and long-term spatial memory in animals using novelty preference. Impaired short-term performance together with preserved or enhanced longer-term performance supports distinguishing the processes sampled by different tasks, rather than treating every result as one general memory in animals score. ^[ref]

A researcher in facial expression who compared spontaneous expressions of blind and sighted athletes. Including people blind from birth tests whether visually observing other people’s faces is necessary for the expressions studied. Similarities across groups inform the role of visual learning without implying that social context never modifies emotional displays.^[ref]

A compound studied as a partial agonist at the glycine site of the NMDA receptor and as a possible facilitator of learning. An experimental adjunct to a learning session is not equivalent to a general anxiety suppressant.

Memory accessible to flexible report or use concerning facts and events. It includes semantic memory and episodic memory; it is distinguished from preserved performance-based learning such as procedural memory.

Persistent difficulty with mathematical learning in an appropriate developmental and educational assessment context. The label does not establish one identical cognitive deficit in every child or justify diagnosis from a single low test score.