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Laura Petrosini

Publications and source records attributed to Laura Petrosini.

12 recordsLinked to original sources
PubMed2006

Cortical networks of procedural learning: evidence from cerebellar damage.

The lateral cerebellum plays a critical role in procedural learning that goes beyond the strict motor control functions attributed to it. Patients with cerebellar damage show marked impairment in the acquisition of procedures, as revealed by their performance on the serial reaction time task (SRTT). Here we present the case of a patient affected by ischemic damage involving the left cerebellum who showed a selective deficit in procedural learning while performing the SRTT with the left hand. The deficit recovered when the cortical excitability of an extensive network involving both cerebellar hemispheres and the dorsolateral prefrontal cortex (DLPFC) was decreased by low-frequency repetitive transcranial magnetic stimulation (rTMS). Although inhibition of the right DLPFC or a control fronto-parietal region did not modify the patient's performance, inhibition of the right (unaffected) cerebellum and the left DLPFC markedly improved task performance. These findings could be explained by the modulation of a set of inhibitory and excitatory connections between the lateral cerebellum and the contralateral prefrontal area induced by rTMS. The presence of left cerebellar damage is likely associated with a reduced excitatory drive from sub-cortical left cerebellar nuclei towards the right DLPFC, causing reduced excitability of the right DLPFC and, conversely, unbalanced activation of the left DLPFC. Inhibition of the left DLPFC would reduce the unbalancing of cortical activation, thus explaining the observed selective recovery of procedural memory.

Adult↗
PubMed2006

Implicit learning deficits in dyslexic adults: an fMRI study.

It is assumed that several neuropsychological impairments characterize the cognitive profile of individuals with developmental dyslexia (DD). Phonological and visual processing are often impaired as well as auditory processing, attention, and information processing speed. Although reports in the literature on implicit learning abilities are contradictory, recent neurological and physiological data suggest that these abilities are deficient in individuals with DD. To evaluate implicit learning we administered a classical version of the serial reaction time task (SRTT) related to sequence learning. Using functional magnetic resonance imaging we investigated brain activation patterns associated with implicit learning deficits in 14 adults with DD matched with 14 normal readers. SRTT results indicated the absence of implicit learning in the DD group and different activations between groups mainly in SMA, inferior parietal areas and cerebellar lobule 6. These results can be interpreted in the light of the different capacities for the two groups to build an internal model to guide movements. Further, they explain DD individuals' difficulty in domains not directly related to reading ability.

Adult↗
PubMed2006

NMDA receptor activity in learning spatial procedural strategies II. The influence of cerebellar lesions.

Experimental data support the involvement of cerebellar circuits in the acquisition of spatial procedural competences. Since the ability to acquire new procedural competences is lost when cerebellar regions are lesioned or when NMDA receptor activity is blocked, we analyzed whether the learning of explorative strategies is affected by blocking NMDA receptor activity in the presence of cerebellar lesions. To this aim, the NMDA receptor antagonist (CGS 19755, 7 mg/kg) was administered i.p. to un-lesioned rats, or rats subjected to total ablation of the cerebellum or to hemi-cerebellectomy. CGS 19755 and cerebellectomy both produced water maze behavior characterized by circling. Administration of CGS 19755 did not modify the Morris Water Maze (MWM) peripheral circling behavior of cerebellectomized animals. Circling was the dominant strategy of hemicerebellectomized animals in the absence of drugs. However, increasingly compulsive circling was observed under the action of CGS 19755. Circling was not observed if the drug-treated animals (un-lesioned or lesioned) had been previously trained. In conclusion, the NMDA antagonist caused severe impairment in the acquisition of spatial procedures, thus mimicking the consequences of cerebellar ablation on spatial procedural learning. Based on the present findings, we hypothesize that cerebellar NMDA receptor activity is involved in the acquisition of procedural spatial competence.

Analysis of Variance↗
PubMed2006

NMDA receptor activity in learning spatial procedural strategies I. The influence of hippocampal lesions.

To acquire knowledge about the environment two types of learning are necessary: declarative localizatory learning about where environmental cues and the subject are, and procedural learning about how to explore and move around the environment. Experimental data indicate that hippocampal regions are involved in spatial learning, playing a key role in building spatial cognitive maps. The contribution of hippocampal NMDA receptors to spatial functions is indicated by the disruption of place learning when NMDA long-term potentiation is blocked. Conversely, the hippocampal contribution to the acquisition of procedural strategies is still controversial. Inactivation of the hippocampus by antagonizing the activity of AMPA/kainate receptors results in impaired spatial procedural learning. However, in the presence of a blockade of NMDA long-term potentiation in hippocampal areas it is still possible to learn explorative strategies. To investigate the involvement of the hippocampal NMDA receptors in spatial procedural learning, an NMDA receptor antagonist (CGS 19755) was administered i.p. to unlesioned animals or to animals with total ablation of hippocampal structures that had been tested in the Morris water maze. The CGS administration induced peripheral circling in both unlesioned control animals and in rats with bilateral hippocampal ablation. Conversely, circling was not observed if the drug-treated animals (either unlesioned or lesioned) had been spatially trained before drug administration. These findings indicate that even in the absence of the hippocampal formation the NMDA receptor antagonist found a site of action to influence the acquisition of spatial procedures to search for the platform.

Analysis of Variance↗
PubMed2006

The NMDA receptor antagonist CGS 19755 disrupts recovery following cerebellar lesions.

PURPOSE: To test whether activation of NMDA receptors is required for the maintenance of the posture and motor behavior recovered from cerebellar lesions, an NMDA antagonist (CGS 19755) was systemically administered to totally or partially cerebellectomized rats. METHODS: Three groups of animals were tested: rats that had undergone a total cerebellectomy four months before drug administration; rats that had undergone a right hemicerebellectomy four months before drug administration; intact control animals. RESULTS: Under drug action in the control animals the postural pattern was slightly influenced, showing a light worsening, and motor skills requiring coordinated motor performance and subtle balance control were markedly worsened. Conversely, in the lesioned groups the cerebellar symptomatology dramatically worsened, and both groups of animals looked like they had just been operated, exhibiting the whole repertoire of postural and motor behaviors of cerebellar origin. In particular, limb hyperflexion, wide-based locomotion and the tendency to side falls were prevalent in the cerebellectomized animals, while tremor and body tilt were prevalent in the hemicerebellectomized group. CONCLUSION: The reappearance of severe postural and motor symptomatology has to be interpreted as a "decompensation" evoked by the NMDA-receptor antagonist, suggesting the involvement of NMDA receptors in the maintenance of compensation of disturbances of cerebellar origin.

Animals↗
PubMed2005

Environmental enrichment promotes improved spatial abilities and enhanced dendritic growth in the rat.

An enriched environment consists of a combination of enhanced social relations, physical exercise and interactions with non-social stimuli that leads to behavioral and neuronal modifications. In the present study, we analyzed the behavioral effects of environmental complexity on different facets of spatial function, and we assessed dendritic arborisation and spine density in a cortical area mainly involved in the spatial learning, as the parietal cortex. Wistar rat pups (21 days old) were housed in enriched conditions (10 animals in a large cage with toys and a running wheel), or standard condition (two animals in a standard cage, without objects). At the age of 3 months, both groups were tested in the radial maze task and Morris water maze (MWM). Morphological analyses on layer-III pyramidal neurons of parietal cortex were performed in selected animals belonging to both experimental groups. In the radial maze task, enriched animals exhibited high performance levels, by exploiting procedural competencies and working memory abilities. Furthermore, when the requirements of the context changed, they promptly reorganized their strategies by shifting from prevalently using spatial procedures to applying mnesic competencies. In the Morris water maze, enriched animals more quickly acquired tuned navigational strategies. Environmental enrichment provoked increased dendritic arborisation as well as increased density of dendritic spines in layer-III parietal pyramidal neurons.

Animals↗
PubMed2004

Interference of left and right cerebellar rTMS with procedural learning.

Increasing evidence suggests cerebellar involvement in procedural learning. To further analyze its role and to assess whether it has a lateralized influence, in the present study we used a repetitive transcranial magnetic stimulation interference approach in a group of normal subjects performing a serial reaction time task. We studied 36 normal volunteers: 13 subjects underwent repetitive transcranial magnetic stimulation on the left cerebellum and performed the task with the right (6 subjects) or left (7 subjects) hand; 10 subjects underwent repetitive transcranial magnetic stimulation on the right cerebellum and performed the task with the hand ipsilateral (5 subjects) or contralateral (5 subjects) to the stimulation; another 13 subjects served as controls and were not submitted to repetitive transcranial magnetic stimulation; 7 of them performed the task with the right hand and 6 with the left hand. The main results show that interference with the activity of the lateral cerebellum induces a significant decrease of procedural learning: Interference with the right cerebellar hemisphere activity induces a significant decrease in procedural learning regardless of the hand used to perform the serial reaction time task, whereas left cerebellar hemisphere activity seems more linked with procedural learning through the ipsilateral hand. In conclusion, the present study shows for the first time that a transient interference with the functions of the cerebellar cortex results in an impairment of procedural learning in normal subjects and it provides new evidences for interhemispheric differences in the lateral cerebellum.

Adolescent↗
PubMed2003

Automatic recognition of explorative strategies in the Morris water maze.

Notwithstanding the development of reliable tracking systems, the quantification methodology of the Morris water maze (MWM) has witnessed an operational mismatch between the indexes used to quantify MWM performance and the cognitive concepts derived from these indexes. Indeed, escape latency is the main, and often unique, performance measure used for the quantification of behavior. Aim of the present work was to overcome this limitation by presenting a methodology that allows for automatic categorical pattern recognition of the behavioral strategies performed in the MWM. By selecting few a priori and user-defined behavioral categories, many quantitative variables and regions of interest (ROIs), we used discriminant analysis (DA) to obtain 97.9% of correct automatic recognition of categories. The developed discriminant model (DM) also allowed to predict category membership of newly recorded swim paths with the same statistical efficacy (96%), and to identify the variables that better discriminate between adjacent categories. The combination of DA with a tracking system, a selection of many variables, different ROIs and qualitative categorization, reduces the gap between the measurement process and the categories used to describe a given behavior, and offers a methodology to computationally reproduce the human categorization of behaviors in the MWM.

Animals↗
PubMed2003

A new paradigm to analyze observational learning in rats.

A new paradigm of learning was developed through observational training in which rats repeatedly observed companion rats performing different spatial tasks. Observer animals were separately housed in small cages suspended over a water maze tank. They repeatedly observed companion actor rats performing spatial tasks differing according to the experimental requirements. After the observational training, observer animals were or not surgically hemicerebellectomized. This surgical ablation was performed to block any further acquisition of new behavioral strategies during actual performance of swimming task. When cerebellar symptomatology stabilized, observer animals were actually tested in the Morris Water Maze (MWM) task they had previously only observed. The observer rats displayed exploration abilities that closely matched the previously observed behaviors. The results obtained indicate that it is possible to learn complex behavioral strategies by observation using this new protocol. Furthermore, acquisition of the single facets that form the behavioral repertoire can be separately studied.

Animals↗
PubMed2003

Implicit learning deficit in children with developmental dyslexia.

Several neuropsychological deficits have been reported as characteristic of the cognitive profile of dyslexic children. Phonological and visual processing are often impaired as well as auditory processing, attention and information processing speed. We investigated whether implicit learning, is impaired in dyslexic children and adolescents. Tests of implicit and declarative learning were administered to 18 clinically defined dyslexics and 18 similar age controls. Dyslexics showed a reduced learning rate in the implicit but not in the declarative task, suggesting a specific deficit of implicit learning. Although alternative hypothesis cannot be ruled out, considering that implicit learning is a cognitive function primarily processed by the cerebellum and that recent neurological and physiological data suggest a cerebellar dysfunction in dyslexia, the present results suggest an impairment of cerebellar system in reading disabilities.

Analysis of Variance↗
PubMed2003

Watch how to do it! New advances in learning by observation.

Recent data demonstrate that the cerebellum contributes to the internal representation of action. This representation is used not only to generate motor actions, but also to understand and learn the actions and skills of others by imitation. The cerebellar networks appear to be indispensable for acquiring complex behaviors and procedures. The cerebellar role in the acquisition of procedural competencies is particularly evident in spatial information processing. The cerebellum allows acquiring by observation competencies in exploration behaviors as efficient as the competencies acquired by actually performing the same task. The specificity of the cerebellar role in the acquisition phases of learning by observation is demonstrated by the complete absence of spatial learning when the observational training is performed in presence of a cerebellar lesion. This datum is further corroborated by the evidence that, once acquired, spatial procedures can be efficiently performed even in the presence of cerebellar damage, in agreement with the neuroimaging findings of low cerebellar activation after prolonged practice. The finding that the cerebellum is involved in procedural acquisition and in observational learning allowed us to dissect a complex behavior into single behavioral units forming a complete procedural sequence, demonstrating that such behavioral units do exist and can be independently acquired.

Animals↗