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reversal learning task TASK
Unreviewed

"Reversal learning involves the adaptation of behavior according to changes in stimulus–reward contingencies [...] [Reversal learning]is exemplified by visual discrimination tasks where subjects must learn to respond according to the opposite, previously irrelevant, stimulus–reward pairing." - (Clark, Cools, & Robbins 2004)

Definition contributed by Anonymous
reversal learning task has been asserted to measure the following CONCEPTS
as measured by the contrast:





Phenotypes associated with reversal learning task

Disorders

No associations have been added.

Traits

No associations have been added.

Behaviors

No associations have been added.


IMPLEMENTATIONS of reversal learning task
No implementations have been added.
EXTERNAL DATASETS for reversal learning task
No implementations have been added.
CONDITIONS

Experimental conditions are the subsets of an experiment that define the relevant experimental manipulation.

CONTRASTS

You must specify conditions before you can define contrasts.

gains minus losses(edit)

In the Cognitive Atlas, we define a contrast as any function over experimental conditions. The simplest contrast is the indicator value for a specific condition; more complex contrasts include linear or nonlinear functions of the indicator across different experimental conditions.

INDICATORS
accuracy
gains
response time

An indicator is a specific quantitative or qualitative variable that is recorded for analysis. These may include behavioral variables (such as response time, accuracy, or other measures of performance) or physiological variables (including genetics, psychophysiology, or brain imaging data).

Term BIBLIOGRAPHY

Reward-related reversal learning after surgical excisions in orbito-frontal or dorsolateral prefrontal cortex in humans.
Hornak J, O'Doherty J, Bramham J, Rolls ET, Morris RG, Bullock PR, Polkey CE
Journal of cognitive neuroscience (J Cogn Neurosci)
2004 Apr
The neuropsychology of ventral prefrontal cortex: decision-making and reversal learning.
Clark L, Cools R, Robbins TW
Brain and cognition (Brain Cogn)
2004 Jun