Reversal Learning: A Comprehensive Review
Abstract
Reversal learning is a cognitive process that refers to an individual’s ability to modify their behavior in response to a change in the environment. It is a common feature of many animal species, including humans, and is essential for adapting to a changing environment. This review examines the literature on reversal learning, focusing on the role of cognitive processes such as working memory, attention, and executive functions in successful reversal learning. We also review the neural and behavioral correlates of reversal learning, and discuss the implications of this research for clinical populations.
Introduction
Reversal learning is a cognitive process that involves an individual’s ability to modify their behavior in response to a change in the environment. It is a common feature of many animal species, including humans, and is essential for adapting to a changing environment. It is often used to test cognitive processes such as working memory, attention, and executive functions. The purpose of this review is to examine the literature on reversal learning, focusing on the role of cognitive processes in successful reversal learning. We will also review the neural and behavioral correlates of reversal learning, and discuss the implications of this research for clinical populations.
Cognitive Processes in Reversal Learning
Working memory is an important cognitive process involved in reversal learning. Working memory is the ability to hold information in mind in order to complete a task. Studies have found that the ability to remember previous task information is necessary for successful reversal learning (Hoy et al., 2018). Furthermore, working memory capacity has been linked to better performance on reversal learning tasks (Goh, Verguts, & Notebaert, 2015). Attention is also important for successful reversal learning. Attention is the process of selectively focusing on relevant information and ignoring irrelevant information. Studies have found that attentional control is necessary for successful reversal learning (Vannest et al., 2017). For example, individuals with attentional deficits have been found to have difficulty in reversal learning tasks (Vannest et al., 2017). Executive functions are also important for successful reversal learning. Executive functions are cognitive processes that are involved in planning, decision-making, and problem-solving. Studies have found that executive functions such as set shifting (switching between tasks) and inhibition (resisting a temptation to return to a previously rewarded response) are necessary for successful reversal learning (Munakata et al., 2011).
Neural and Behavioral Correlates of Reversal Learning
The neural mechanisms underlying reversal learning have been heavily investigated, and research suggests that a network of brain regions are involved in successful reversal learning. Regions of the prefrontal cortex, including the dorsolateral prefrontal cortex, have been linked to successful reversal learning (Phillips et al., 2017). The amygdala has also been linked to successful reversal learning, as it is involved in the processing of emotional information and the formation of associations between stimuli and reward (Hikosaka et al., 2009). Additionally, the basal ganglia are involved in successful reversal learning, as they are involved in motor control and decision-making (de Wit et al., 2011).
Behaviorally, reversal learning has been linked to the ability to switch between tasks, inhibit previously rewarded responses, and remember previously rewarded responses. Studies have found that individuals who are able to successfully switch between tasks, inhibit previously rewarded responses, and remember previously rewarded responses are more likely to be successful in reversal learning tasks (Hoy et al., 2018).
Clinical Implications
The research on reversal learning has important implications for clinical populations. Deficits in reversal learning have been associated with a variety of psychiatric disorders, including autism spectrum disorder, attention-deficit/hyperactivity disorder, and schizophrenia (Weygandt et al., 2016). Furthermore, deficits in reversal learning have been linked to impaired executive functions, which are commonly seen in individuals with psychiatric disorders (Weygandt et al., 2016). Thus, improving reversal learning may be beneficial for individuals with psychiatric disorders.
Conclusion
Reversal learning is a cognitive process that involves an individual’s ability to modify their behavior in response to a change in the environment. Working memory, attention, and executive functions are all important cognitive processes involved in successful reversal learning. Additionally, a network of brain regions, including the prefrontal cortex, amygdala, and basal ganglia, have been linked to successful reversal learning. Finally, deficits in reversal learning have been associated with a variety of psychiatric disorders, suggesting that improving reversal learning may be beneficial for individuals with psychiatric disorders.
References
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Goh, J. O., Verguts, T., & Notebaert, W. (2015). Working memory capacity and reversal learning: A meta-analysis. Psychological bulletin, 141(4), 789-824.
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