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PubMed1997

Conditional oculomotor learning: population vectors in the supplementary eye field.

We have shown previously that the activity levels and preferred directions of supplementary eye field neurons change as monkeys learn to associate nonspatial visual information with a saccade (or the spatial target of that saccade). The present report describes changes in neuronal population vectors (PV) during such learning. PVs based on neuronal activity shortly before and after saccades predicted movement direction poorly in the earliest stage of learning, but as monkeys mastered novel stimulus-response mappings, PV accuracy and magnitude increased significantly.

Analysis of Variance↗
PubMed1997

Increased beta adrenoceptor activation overcomes conditioned olfactory learning deficits induced by serotonin depletion.

It was hypothesized that 5-HT2 receptors in the olfactory bulb prime the bulbar response to a beta adrenoceptor mediated unconditioned stimulus (UCS) during odor preference learning in 1-week-old rat pups. The ability of 4 mg/kg of isoproterenol + stroking and 6 mg/kg of isoproterenol + no stroking to induce normal odor preference learning in pups depleted of bulbar 5-HT in the present study supports the hypothesis. The inverted-U curve relation between UCS strength and learning also appears to occur within the bulb.

Adrenergic beta-Agonists↗
PubMed1999

Primary CA1 and conditionally immortal MHP36 cell grafts restore conditional discrimination learning and recall in marmosets after excitotoxic lesions of the hippocampal CA1 field.

Common marmosets (Callithrix jacchus, n = 18) were trained to discriminate between rewarded and non-rewarded objects (simple discriminations, SDs) and to make conditional discriminations (CDs) when presented sequentially with two different pairs of identical objects signifying reward either in the right or left food well of the Wisconsin General Test Apparatus. After bilateral N-methyl-D-aspartate (0.12 M) lesions through the cornu ammonis-1 (CA1) field (7 microl in five sites), marmosets showed profound impairment in recall of CDs but not SDs, and were assigned to lesion only, lesion plus CA1 grafts and lesion plus Maudsley hippocampal cell line, clone 36 (MHP36) grafts groups matched for lesion-induced impairment. Cell suspension grafts (4 microl, 15-25 000 cells/microl) of cells dissected from the CA1 region of foetal brain at embryonic day 94-96, or of conditionally immortalized MHP36 cells, derived from the H-2Kb-tsA58 transgenic mouse neuroepithelium and labelled with [3H]thymidine, were infused at the lesion sites. The lesion plus MHP36 grafts group was injected five times per week with cyclosporin A (10 mg/kg) throughout testing. Lesion, grafted and intact control marmosets (n = 4-5/group) were tested on recall of SDs and CDs learned before lesioning and on acquisition of four new CDs over a 6-month period. Lesioned animals were highly impaired in recall and acquisition of CD tasks, but recall of SDs was not significantly disrupted. Both grafted groups of marmosets showed improvement to control level in recall of CDs. They were significantly slower in learning the first new CD task, but mastered the remaining tasks as efficiently as controls and were substantially superior to the lesion-only group. Visualized by Nissl staining, foetal grafts formed clumps of pyramidal-like cells within the denervated CA1 field, or jutted into the lateral ventricles. MHP36 cells, identified by beta-galactosidase staining and autoradiography, showed neuronal and astrocytic morphology, and were distributed evenly throughout the CA1 region. The results indicate that MHP36 cell grafts are as functionally effective as foetal grafts and appear to integrate into the host brain in a structurally appropriate manner, showing the capacity to differentiate into both mature neurons and glia, and to develop morphologies appropriate to the site of migration. These findings, which parallel the facilitative effects of foetal and MHP36 grafts in rats with ischaemic CA1 damage, offer encouragement for the development of conditionally immortal neuroepithelial stem cell lines for grafting in conditions of severe amnesia and hippocampal damage following recovery from cardiac arrest or other global ischaemic episodes.

Animals↗
PubMed2005

Category representation for classification and feature inference.

This research's purpose was to contrast the representations resulting from learning of the same categories by either classifying instances or inferring instance features. Prior inference learning research, particularly T. Yamauchi and A. B. Markman (1998), has suggested that feature inference learning fosters prototype representation, whereas classification learning encourages exemplar representation. Experiment 1 supported this hypothesis. Averaged and individual participant data from transfer after inference training were better fit by a prototype than by an exemplar model. However, Experiment 2, with contrasting inference learning conditions, indicated that the prototype model was mimicking a set of label-based bidirectional rules, as determined by the inference learning task demands in Experiment 1. Only the set of rules model accounted for all the inference learning conditions in these experiments.

Humans↗
PubMed1976

[The role of uncertainty in the conditioned-reflex learning behavior for selected cardiovascular functions].

As a contribution to quantitative analysis of exogenous stress action, the role of probability learning (probability stress, probability affirmation) for selected cardio-vascular functions was studied in 25 albino rats and 8 dogs. It has been shown in the rats learning with probability stress that a dependence exists between stress probability, on the one hand, and conditional-reflectory processes and systolic blood pressure rise, on the other, that is, the pathogenic action of probability stress increases from a probability of p = 1.0 to p = 0.5. An analogous picture was found with the probability affirmation being applied in dogs. While a probability affirmation with p = 1.0 promoted adaptational processes, a value of p = 0.5 led to experimental neurosis, tachycardia and ECG alterations. The results obtained are discussed in context with the information entropy and information theory of emotions.

Animals↗
PubMed1996

Odors as cues for the recall of words unrelated to odor.

The effectiveness of an ambient odor as a retrieval cue for words unrelated to odor was investigated. After incidental learning of 40 adjectives, 40 participants were tested for recall during three unannounced recall phases (15 min., 48 hr., and 5 days). Participants in two control conditions learned with no odor present and either had no odor present during any recall phase or only during recall after 5 days. Participants in two conditions learned with an odor present and either had the odor present during recall only after 5 days or during recall both after 15 min. and after 5 days. Analyses indicated that, while participants in the control conditions recalled significantly less during each succeeding recall phase, recall by participants in the two experimental conditions did not decrease significantly. Recall by participants in the two experimental conditions was significantly higher during recall after 5 days (when the odor was reintroduced) than either control group. The addition of a salient cue during learning and retrieval facilitated recall more than the presence of constant environmental cues.

Adult↗
PubMed2004

Prefrontal-hippocampal dynamics involved in learning regularities across episodes.

Using functional magnetic resonance imaging, the neural correlates of context-specific memories and invariant memories about regularities across episodes were investigated. Volunteers had to learn conjunctions between objects and positions. In an invariant learning condition, positions were held constant, enabling subjects to learn regularities across trials. By contrast, in a context-specific condition object-position conjunctions were trial unique. Performance increase in the invariant learning condition was paralleled by a learning-related increase of inferior frontal gyrus activation and ventral striatal activation and a decrease of hippocampus activation. Conversely, in the context-specific condition hippocampal activation was constant across trials. We argue that the learning-related hippocampal activation pattern might be due to reduced relational binding requirements once regularities are extracted. Furthermore, we propose that the learning-related prefrontal modulation reflects the requirement to extract and maintain regularities across trials and the adjustment of object-position conjunctions on the basis of the extracted knowledge. Finally, our data suggest that the ventral striatum encodes the increased predictability of spatial features as a function of learning. Taken together, these results indicate a transition of the relative roles of distinct brain regions during learning regularities across multiple episodes: regularity learning is characterized by a shift from a hippocampal to a prefrontal-striatal brain system.

Adult↗
PubMed2002

Sensitization, conditioning, and learning: can they help us understand somatization and disability?

This paper reviews those features of non-associative and associative forms of learning, as elaborated in the experimental literature, that might contribute to experienced and reported discomfort in the workplace. Emphasis is given to sensitization, while noting that some models of habituation (e.g. the opponent process model) also produce sensitization-like effects as a by-product that could contribute to persistent complaints. Also noted are ways in which these non-associative processes may enhance associative learning of workplace-avoidance behaviors that are exceptionally persistent - even in the absence of further somatic discomfort.

Conditioning, Psychological↗
PubMed1997

Recollective and automatic uses of memory.

Three cued-recall experiments examined the effects of learning conditions and set size on recollective and automatic uses of memory. Words were studied under different conditions and had either small or large preexisting associative sets. Results based on the process-dissociation procedure showed that learning conditions and set size influenced recollective uses of memory, whereas only set size influenced automatic uses. Other results indicated that process-dissociation and direct-indirect test procedures produce similar results. The findings suggest that the relative contributions of recently acquired information and preexisting information depend on how memory is being used. Recollective uses of memory are affected by the nature of recent study and by what such study activates in long-term memory. In contrast, automatic uses of memory are more affected by what the test cue automatically activates than by what has been learned during recent study.

Automatism↗
PubMed1989

[The participation of the amygdaloid complex in the conditioned reflex learning of dogs].

Electric stimulation (50 Hz) of baso-lateral amygdala aided to differentiated inhibition during stimulation of the same structure with the 5-Hz current. The rate od development of positive and inhibitory conditioning, its quantitative characteristics, the degree of differentiated inhibition in response to the amygdala stimulation were higher than in case of acoustic stimuli. The comparison of velocity and dynamics of the process of activation of two structures related to different levels of neural integration: the limbic and the striatal (caudate nucleus) ones, shows that the activation of neural elements of the limbic structure much faster acquires a signal significance than in case of the caudate nucleus.

Amygdala↗
PubMed2006

Dissociation of conditioned and unconditioned factors in the running-induced feeding suppression.

In adult rats, running wheel introduction induces a 7 to 10 day feeding suppression, either due to a learned conditioned taste avoidance or to the direct unconditioned effects of wheel running. The three experiments investigated the effects of wheel introduction on familiar (rat chow) and novel (24% sucrose solution) food consumption (Experiment 1), and then explored how alternate-day wheel access affected sucrose consumption when it was novel (Experiment 2) or familiar (Experiment 3). When paired with wheel introduction the consumption of a novel sucrose solution was completely suppressed for an extended period, whether the rats had continuous or alternate-day wheel access. In contrast, familiar food consumption was suppressed, for a limited period, only on wheel days. When rats were pre-exposed to the sucrose, consumption was suppressed only on wheel days. The results suggest that in addition to the direct unconditioned effects of wheel running on feeding, learning factors may influence the feeding suppression observed and thus wheel introduction supports a learned conditioned taste avoidance.

Analysis of Variance↗
PubMed1976

Transfer as a result of synthetic and analytic reading instruction.

Fifty EMR children and an equal number of nonretarded children were paired on the basis of WISC vocabulary scores. Pairs were then randomly assigned to one of two conditions (synthetic or analytic). Children in the analytic condition learned to read words printed in a contrived alphabet by a whole-word method, and children in the synthetic condition learned the same words by a parts-to-whole method. At the end of each of three learning sessions, children identified transfer words, including some which were consistent with those taught in phoneme-grapheme relationships and some that were inconsistent. The synthetic method promoted identification of both consistent and inconsistent transfer words for both retarded and nonretarded children.

Child↗
PubMed1988

Effects of instructional set on amnesic recognition memory performance.

Tests that tapped memory for spatial location, temporal order, frequency of occurrence, and category membership were administered to a group of alcoholic Korsakoff patients, a group of mixed amnesic patients with primarily temporal lobe pathology, and a group of normal subjects. The four tests were administered with incidental as well as intentional learning conditions. All groups performed better in the intentional than the incidental condition of the category recognition test. None of the groups performed better in the intentional than the incidental conditions on any of the other tests. The data were interpreted as implying that amnesic patients do not benefit from intentional learning conditions in tests of memory for contextual stimuli.

Alcohol Amnestic Disorder↗