Pop Goes the Lung: Bilateral Pneumothoraces Due to Delayed Pneumatocele Rupture in Coronavirus Disease 2019 (COVID-19).

Worldwide medical and scientific communities are focusing on further understanding coronavirus disease 2019 (COVID-19) complications and its long-term impact on survivors. Pneumatocele cases are being reported more as a consequence of this virus and a cause of pneumothorax in certain patients. In this case vignette, we present a previously healthy male with COVID-19 symptoms who required hospitalization for hypoxia and who required readmission for bilateral pneumothorax from the delayed rupture of pneumatoceles.

The development and present status of the SOP model of associative learning.

The Sometimes Opponent Processes (SOP) model in its original form was especially calculated to address how expected unconditioned stimulus (US) and conditioned stimulus (CS) are rendered less effective than their novel counterparts in Pavlovian conditioning. Its several elaborations embracing the essential notion have extended the scope of the model to integrate a much greater number of phenomena of Pavlovian conditioning. Here, we trace the development of the model and add further thoughts about its extension and refinement.

A theoretical note in interpretation of the "redundancy effect" in associative learning.

In a recent series of papers, Pearce and colleagues (e.g., Pearce, Dopson, Haselgrove, & Esber, 2012) have demonstrated a so-called "redundancy effect" in Pavlovian conditioning, which is the finding of more conditioned responding to a redundant cue trained as part of a blocking procedure (A+AX+) than to a redundant cue trained as part of a simple discrimination procedure (BY+CY-).

A theoretical analysis of transfer of occasion setting: SOP with replaced elements.

The available data on occasion setting led Susan Brandon and Allan Wagner (Brandon and Wagner, 1998; Wagner and Brandon, 2001) to formulate what has come to be known as a replaced-elements conception (REM) of context-dependent cues within the SOP model (Wagner, 1981). In the present paper, we review the development of the theory, and show how, with a few congenial assumptions about shared cues, it can address some of the major regularities concerning when the transfer of occasion setting does or does not occur. Among the particular examples are the relatively unique transfers that have been reported to occur between separate serial discriminations and between targets that have been trained with the same versus different reinforcers.

Cue competition effects in human causal learning.

Five experiments involving human causal learning were conducted to compare the cue competition effects known as blocking and unovershadowing, in proactive and retroactive instantiations. Experiment 1 demonstrated reliable proactive blocking and unovershadowing but only retroactive unovershadowing. Experiment 2 replicated the same pattern and showed that the retroactive unovershadowing that was observed was interfered with by a secondary memory task that had no demonstrable effect on either proactive unovershadowing or blocking.

Discriminative conditioning with different CS-US intervals produces temporally differentiated conditioned responses in the two eyes of the rabbit (Oryctolagus cuniculus).

The conditioned eyeblink response (CR) in rabbits is lateralized to the eye targeted by the unconditioned stimulus (US). However, a contralateral component has been reported during concurrent discriminative conditioning of the two eyes. The authors investigated CRs produced by both eyes during conditioning with 2 different interstimulus intervals (ISIs) in which a short conditioned stimulus (CS) was paired with a US to the left eye and a long CS was paired with a US to the right eye.

Generality of the summation effect in human causal learning.

Considerable research has examined the contrasting predictions of the elemental and configural association theories proposed by Rescorla and Wagner (1972) and Pearce (1987), respectively. One simple method to distinguish between these approaches is the summation test, in which the associative strength attributed to a novel compound of two separately trained cues is examined. Under common assumptions, the configural view predicts that the strength of the compound will approximate to the average strength of its components, whereas the elemental approach predicts that the strength of the compound will be greater than the strength of either component.

Bilateral nature of the conditioned eyeblink response in the rabbit: behavioral characteristics and potential mechanisms.

In Pavlovian eyeblink conditioning, the conditioned response (CR) is highly lateralized to the eye to which the unconditioned stimulus (US) has been directed. However, the initial conditioning of one eye can facilitate subsequent conditioning of the other eye, a phenomenon known as the intereye transfer (IET) effect. Because a conditioned emotional response (CER), as well as the eyeblink CR, is acquired during eyeblink conditioning and influences the development of the CR, the CER acquired in initial training can plausibly account for the IET effect.

Evolution of an elemental theory of Pavlovian conditioning.

Kenneth Spence (1936, 1937) formalized a quantitative, elemental approach to association theory that has had a broad and dominating influence on learning theory for many years. A set of challenges to the basic approach has spurred the subsequent evolution of elemental theory in various ways. Four of the challenges and some resulting theoretical accommodations are described in the context of Pavlovian conditioning.

Some observations and remembrances of Kenneth W. Spence.

Kenneth W. Spence was among the most influential learning theorists of the 20th century. He was not only a pioneer in the genesis of computational models but an articulate systematist and scholar regarding the place of theory in psychology.

Configural and elemental processing in associative learning: commentary on Melchers, Shanks and Lachnit.

The paper by Melchers, Shanks, and Lachnit (2007) reviews the available evidence suggesting that there is flexible processing, such that some associative learning tasks can be solved either configurally or elementally. We find the evidence provocative but limited in its demonstrated generality and silent with respect to the theoretical mechanisms that might regulate the alleged flexibility of processing. Further research is invited to determine the scope of the variation involved and how best to account for it.

[Development of a computer program to simulate the predictions of the replaced elements model of Pavlovian conditioning].

Despite of the apparent simplicity of Pavlovian conditioning, research on its mechanisms has caused considerable debate, such as the dispute about whether the associated stimuli are coded in an "elementistic"(a compound stimuli is equivalent to the sum of its components) or a "configural" (a compound stimuli is a unique exemplar) fashion. This controversy is evident in the abundant research on the contrasting predictions of elementistic and the configural models. Recently, some mixed solutions have been proposed, which, although they have the advantages of both approaches, are difficult to evaluate due to their complexity.

Stimulus specificity in the habituation of the startle response in the rat.

A series of experiments evaluated whether the habituation of the startle response of the rat to tactile and auditory cues is stimulus specific. Experiment 1 showed stimulus specificity of a short-term habituation effect, whereby the startle to the second of a pair of stimuli was significantly less when the initial stimulus involved the same rather than the different modality. Experiments 2 and 3 focused on the more persistent decrement in startle that is a result of repeated stimulation, and demonstrated that such long-term habituation to the tactile and auditory stimuli contained a stimulus specific component in addition to a generalized component.

Oxaliplatin: practical guidelines for administration.

Colorectal cancer (CRC) accounts for about 11% of all new cancers in the United States and kills approximately 56,000 people each year. Although the use of antineoplastic agents has demonstrated palliation of symptoms, increased survival, and improved quality of life when compared with best supportive care, improved therapies still are needed. Oxaliplatin, released in August 2002, offers an effective expansion of the CRC treatment armamentarium.

Stimulus representation in SOP: II. An application to inhibition of delay.

The componential extension of SOP accounts for conditioned response (CR) timing in Pavlovian conditioning by assuming that learning accrues with relative independence to stimulus elements that are differentially occasioned during the duration of the conditioned stimulus (CS). SOP, using a competitive learning rule and the assumption that temporal learning emerges via resolution of what is equivalent to an "AX+BX-" discrimination, predicts a progressive increase in the latency of the CR over training, or what Pavlov refer to as "inhibition of delay." Other componential models, which use noncompetitive learning rules, do not predict inhibition of delay.

Stimulus representation in SOP: I. Theoretical rationalization and some implications.

THE SOP MODEL [INFORMATION PROCESSING IN ANIMALS: Memory Mechanisms, Erlbaum, Hillsdale, NJ, 1981, p. 5] is described in terms of its assumed stimulus representation, network characteristics, and rules for learning and performance. It is shown how several Pavlovian conditioning phenomena can be accounted on the basis of the model's presumed stimulus representation.

Context-sensitive elemental theory.

My theories of associative learning, like those of N. J. Mackintosh and almost all learning theorists, have employed elemental representations of the stimuli involved.