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PubMed1981

A comparative study of culturally transmitted patterns of feeding habits in the chacma baboon Papio ursinus and the vervet monkey Cercopithecus aethiops.

Japanese workers have studied social acquisition patterns of new feeding habits in Macaca fuscata which they have termed precultural. The present study investigates the same phenomenon in the chacma baboon and the vervet monkey in their natural habitat. The questions addressed are: (1) How a new feeding habit enters a troop and by which age and sex category, also how it is propagated? (2) When individuals are permitted with a choice between palatable and unpalatable food, can they learn by demonstration only or do they have to pass through a direct learning process? (3) Can the results from the above questions be explained by social parameters such as the social structure of the individual species? It was found that juvenile baboons discover new food and that after the discovery propagation is instantaneous. In vervets discovery is random among the age classes and propagation is slow and takes place through certain 'pivot' individuals. Both species fail to learn about palatability by demonstration but have to go through a direct learning process. This contrasts strongly with the forest baboon Mandrillus sphinx that have been shown to learn by demonstration. Socially, baboon juveniles stay closer to each other than the adults who force them to live at the periphery of the troop. Vervets again forage without precise sub-group formation. The link between social and cultural propagation and social structure is discussed on the basis of these findings.

Animals↗

PubMed1993

Mnemogenic effects of injecting RA-octil, a CE-inhibitor derivate, systemically or into the basal forebrain.

The aim of this study was to investigate the effects of systemically or intracerebrally administered RA-octil, a derivative of the angiotensin converting enzyme (CE)-inhibitor ramipril, on memory and reinforcement and to compare its effectiveness with that of the neurokinin substance P (SP). In the first experiment systemic post-trial application of RA-octil and SP in the rat enhanced habituation, a learning task which does not require motivational treatments. Unlike SP, injection of RA-octil did not have reinforcing effects as measured with a conditioned place preference task. In the second experiment, a facilitation of inhibitory avoidance learning was obtained by injection of RA-octil or SP unilaterally into the basal forebrain immediately after the learning trial. In contrast, a 5 h delayed injection of RA-octil had no effects on learning. The results demonstrate memory-enhancing effects of RA-octil after systemic application as well as after injection into the basal forebrain. Furthermore, the mnemogenic effects of SP after central and peripheral administration were confirmed. Since RA-octil, although being structurally closely related to CE-inhibitors, does not affect plasma CE, yet exhibits mnemogenic effects, it is possible that "cognition-enhancing" actions of CE-inhibitors are dissociable from their action within the renin-angiotensin system.

Angiotensin-Converting Enzyme Inhibitors↗

PubMed2005

Retrieving rules for behavior from long-term memory.

Human behavior is often dictated by rules or prescribed guides for action. Little is currently known regarding how these rules are stored in long-term memory or retrieved and implemented. Here, we examined the roles of ventrolateral prefrontal cortex (VLPFC) and posterior middle temporal gyrus (postMTG) in rule use. We tested two hypotheses: first, that knowledge about actions associated with abstract visual symbols is stored in postMTG, and second, that VLPFC is involved in the controlled retrieval of rule meanings. Subjects viewed a series of road signs during event-related fMRI data collection. Three types of signs were intermixed: highly familiar signs, novel signs whose meaning was explained to subjects prior to scanning, and novel signs whose meaning was not explained. Subjects were asked to think about the meaning of each sign as it was presented during scanning and then to give its meaning in a post-scan test. Left postMTG was more active when subjects viewed signs whose meaning they knew than signs whose meaning they did not know, consistent with a role in storing rule meanings. This region was not modulated by experience, in that it was equally engaged by newly trained and well-learned signs. In contrast, right VLPFC was more active for newly trained signs than for either well-learned or incorrect ones, consistent with a role in controlled retrieval. Left VLPFC was reliably engaged while subjects attempted to interpret the signs but did not differ according to knowledge or experience. These data implicate postMTG in rule storage and VLPFC in rule retrieval.

Adult↗

PubMed2004

Prediction error during retrospective revaluation of causal associations in humans: fMRI evidence in favor of an associative model of learning.

Associative learning theory assumes that prediction error is a driving force in learning. A competing view, probabilistic contrast (PC) theory, is that learning and prediction error are unrelated. We tested a learning phenomenon that has proved troublesome for associative theory--retrospective revaluation--to evaluate these two models. We previously showed that activation in right lateral prefrontal cortex (PFC) provides a reliable signature for the presence of prediction error. Thus, if the associative view is correct, retrospective revaluation should be accompanied by right lateral PFC activation. PC theory would be supported by the absence of this activation. Right PFC and ventral striatal activation occurred during retrospective revaluation, supporting the associative account. Activations appeared to reflect the degree of revaluation, predicting later brain responses to revalued cues. Our results support a modified associative account of retrospective revaluation and demonstrate the potential of functional neuroimaging as a tool for evaluating competing learning models.

Adult↗

PubMed2003

Intra-hippocampal lidocaine injections impair acquisition of a place task and facilitate acquisition of a response task in rats.

While hippocampal lesions impair learning and memory in many tasks, such lesions also enhance learning and memory in other tasks. The present experiment examines the effects of inactivation of the hippocampus with lidocaine prior to learning, to find food in a place or response version of a four-arm plus-shaped maze. Rats received lidocaine injections 6 min prior to training. Rats were trained in a single session to a criterion of 9/10 correct responses. Compared to artificial cerebrospinal fluid (aCSF)-injected controls, rats with intra-hippocampal injections of lidocaine exhibited significantly retarded acquisition of place learning. In marked contrast, rats with intra-hippocampal injections of lidocaine exhibited significantly enhanced acquisition of response learning compared to their controls. In addition to showing that the hippocampus is important for learning the place task, these findings suggest that processing of information by the hippocampus interferes with learning a task dependent on a different neural system.

Anesthetics, Local↗

PubMed2004

Self-organization of an artificial neural network subjected to attention shift impairments and familiarity preference, characteristics studied in autism.

Autism is a developmental disorder with possibly multiple pathophysiologies. It has been theorized that cortical feature maps in individuals with autism are inadequate for forming abstract codes and representations. Cortical feature maps make it possible to classify stimuli, such as phonemes of speech, disregarding incidental detail. Hierarchies of such maps are instrumental in creating abstract codes and representations of objects and events. Self-Organizing Maps (SOMs) are artificial neural networks that offer insights into the development of cortical feature maps. Attentional impairment is prevalent in autism, but whether it is caused by attention-shift impairment or strong familiarity preference or negative response to novelty is a matter of debate. We model attention shift during self-organization by presenting a SOM with stimuli from two sources in four different modes, namely, novelty seeking (regarded as normal learning), attention-shift impairment (shifts are made with a low probability), familiarity preference (shifts made with a lower probability to the source that is the less familiar to the SOM of the two sources), and familiarity preference in conjunction with attention-shift impairment. The resulting feature maps from learning with novelty seeking and with attention-shift impairment are much the same except that learning with attention-shift impairment often yields maps with a somewhat better discrimination capacity than learning with novelty seeking. In contrast, the resulting maps from learning with strong familiarity preference are adapted to one of the sources at the expense of the other, and if one of the sources has a set of stimuli with smaller variability, the resulting maps are adapted to stimuli from that source. When familiarity preference is less pronounced, the resulting maps may become normal or fully restricted to one of the sources, and in that case, always the source with smaller variability if such a source is present. Such learning, in a system with many different maps, will result in very uneven capacities. Learning with familiarity preference in conjunction with attention-shift impairment surprisingly has higher probability for the development of normal maps than learning with familiarity preference alone.

Attention↗

PubMed2003

Dynamics of the evolution of learning algorithms by selection.

We study the evolution of artificial learning systems by means of selection. Genetic programming is used to generate populations of programs that implement algorithms used by neural network classifiers to learn a rule in a supervised learning scenario. In contrast to concentrating on final results, which would be the natural aim while designing good learning algorithms, we study the evolution process. Phenotypic and genotypic entropies, which describe the distribution of fitness and of symbols, respectively, are used to monitor the dynamics. We identify significant functional structures responsible for the improvements in the learning process. In particular, some combinations of variables and operators are useful in assessing performance in rule extraction and can thus implement annealing of the learning schedule. We also find combinations that can signal surprise, measured on a single example, by the difference between predicted and correct classification. When such favorable structures appear, they are disseminated on very short time scales throughout the population. Due to such abruptness they can be thought of as dynamical transitions. But foremost, we find a strict temporal order of such discoveries. Structures that measure performance are never useful before those for measuring surprise. Invasions of the population by such structures in the reverse order were never observed. Asymptotically, the generalization ability approaches Bayesian results.

Algorithms↗

PubMed2000

Learning categories composed of varying instances: the effect of classification, inference, and structural alignment.

The members of a natural category are not usually identical in their appearance, although at some level they can be described as having features in common. For example, birds have wings, but the actual appearance of their wings varies from one bird to another. To examine the effect of this feature variation on category acquisition, subjects in three experiments were asked to learn categories in which individual features were depicted with several different instances. The results of the experiments indicated that subjects had significant difficulty learning these categories when they were given a standard classification learning task. In contrast, subjects were able to acquire the same categories when they were given an inference learning task, in which they learned the categories by predicting a missing feature of a stimulus given the category label and information about the other features. Finally, subjects who were allowed to compare stimuli during learning were able to learn the categories. These results suggest that a common description of different instances emerges in the process of aligning stimuli.

Attention↗

PubMed1992

Matters of life and death in the songbird forebrain.

Male zebra finches learn a specific vocal pattern during a restricted period of development. They produce that song in stereotyped form throughout adulthood, and are unable to learn new song patterns. Development of the neural substrate for song learning and behavior is delayed relative to other brain regions, and neural song-control circuits undergo dramatic changes during the period of vocal learning due to both loss of neurons as well as incorporation of newly generated neurons. In contrast, canaries do learn new song patterns in adulthood and modify their vocal repertoires each breeding season. Adult canaries also maintain a large population of dividing cells in the ependymal zone of the telencephalon, and vast numbers of newly generated neurons migrate out to become incorporated into functional circuits and replace older neurons. We review the relationships between cellular and behavioral aspects of song learning in both zebra finches and canaries, as well as the role of gonadal hormones in regulating diverse aspects of the song-control system.

Animals↗

PubMedDate not supplied

Learned helplessness or learned inactivity after inescapable stress? Interpretation depends on coping styles.

Researches on uncontrollable events in the post-soviet states are overviewed. In our research, susceptibility to learned helplessness is studied in rats with active (KHA strain) versus passive (KLA strain) coping styles. Inescapable footshocks, but not escapable footshocks, applied to KHA rats induced escape failures, diminished locomotion and coping, reduced measures of anxiety, and resulted in dexamethasone nonsuppression of the brain-hypothalamus-pituitary-adrenal axis--all characteristic of learned helplessness. In contrast, KLA rats demonstrated the same responses upon exposure to both escapable and inescapable stresses. While learned helplessness occurred in KHA rats, it appears that KLA rats exposed to inescapable stress demonstrated learned inactivity based upon the nondifference between effects of escapable and inescapable shocks. Relationships between coping styles and social ranks are discussed. Our and other's results with genetically selected strains suggest active coping in dominant and subordinate subjects, and passive coping in subdominant animals confirm the importance of coping style and its relation to health under stress.

Adaptation, Psychological↗

PubMed2002

Defective somatic markers in sub-clinical psychopathy.

Damasio's somatic marker hypothesis is argued to be specifically applicable to psychopathy, though evidence has been meager until now. The principal evidence for the somatic marker hypothesis is based on findings in patients with orbitofrontal lesions, showing absent punishment learning on the Iowa gambling task. Interestingly, neuroimaging studies indicate orbitofrontal dysfunction in psychopathy also. Here we investigated the somatic marker hypothesis in subjects selected on low and high psychopathic behavioral characteristics from the outer extreme ranges of a large subject pool (n = 525). The low psychopathic subject group (n = 16) showed intact punishment learning, suggesting somatic markers came to guide their decisions in the course of the game. In contrast, such punishment learning was not observed in the high psychopathic subject group (n = 16), who mimicked the gambling behavior of orbitofrontal patients. These findings provide further evidence for the hypothesized link between psychopathy and orbitofrontal dysfunction.

Adult↗

PubMed2026

Multimodal alignment improves generalizability of genomic biomarker prediction in computational pathology.

Computational pathology models that use digitized histopathology whole-slide images have the potential to become a cost-effective and scalable alternative to molecular assays for the prediction of genomic biomarkers, a key task in precision oncology. However, as new genomic biomarkers are discovered or quantified, large, labeled datasets must be prospectively collected to train new models. To address this challenge, we developed multimodal alignment for biomarker learning and generalization (MARBLE), a multimodal contrastive pretraining strategy that integrates structured biomarker knowledge into representation learning of histopathology images. MARBLE aligns histopathology-derived representations with representations of genomic biomarkers generated by a large language model (LLM) and a protein language model (PLM). This biologically informed alignment enables data-efficient generalization to novel, out-of-distribution biomarkers. Using the MSK-IMPACT cohort of over 40,000 patients across multiple biomarker panel versions, we design experiments grounded in real-world data to demonstrate the value of our proposed approach.

CP: computational biology↗

PubMed1999

Learning enhances adult neurogenesis in the hippocampal formation.

Thousands of hippocampal neurons are born in adulthood, suggesting that new cells could be important for hippocampal function. To determine whether hippocampus-dependent learning affects adult-generated neurons, we examined the fate of new cells labeled with the thymidine analog bromodeoxyuridine following specific behavioral tasks. Here we report that the number of adult-generated neurons doubles in the rat dentate gyrus in response to training on associative learning tasks that require the hippocampus. In contrast, training on associative learning tasks that do not require the hippocampus did not alter the number of new cells. These findings indicate that adult-generated hippocampal neurons are specifically affected by, and potentially involved in, associative memory formation.

Animals↗

PubMed1985

Visual discrimination learning and interhemispheric transfer in the cat, as affected by 6-hydroxydopamine.

Learning and interhemispheric transfer of visual flux, pattern and form discriminations were studied in the cat after selected exposure of one suprasylvian cortex to 6-hydroxydopamine (6-OHDA). Biochemical assay using High Performance Liquid Chromatography (HPLC) two weeks after 6-OHDA revealed no discernible norepinephrine or dopamine in the treated cortex, but elevated concentrations of these transmitters in the cortex of the opposite hemisphere. Visual discriminations learned before treatment with 6-OHDA were retained at a high level using either the eye on the side of chemical lesion or the eye on the untreated side. An asymmetric deficit in learning new form discriminations was present, however, when the eye on the untreated side was used, in contrast to normal learning using the eye on the side of the hemisphere with depleted adrenergic nerve supply. Once learning was achieved using the lesioned hemisphere transfer of the engram was found to the untreated hemisphere. Thus, the unlesioned hemisphere was unable to learn normally using direct retinal input from the ipsilateral eye, but showed good capacity for learning using indirect visual input from the contralateral eye. This suggests a powerful influence of the callosum on the learning abilities of the two hemispheres, an influence proved by sectioning the callosum. Callosotomy resulted in a reversal of the discriminative capacities seen after 6-OHDA, i.e. the lesioned hemisphere was defective relative to the unlesioned hemisphere.

Animals↗

PubMed2002

Male and female C57BL/6 mice respond differently to diazepam challenge in avoidance learning tasks.

Benzodiazepines (BZ) impair learning and memory performance of animals. The goal of this study was to examine sex differences in the effects of diazepam on learning and memory of C57BL/6 mice in avoidance paradigms. Male and female C57BL/6 mice were tested in the one-way active avoidance, step-down passive avoidance, and foot-shock pain threshold tasks, following administration of vehicle or diazepam (1 mg/kg). No substantial sex or drug effects on the threshold of the pain response to shock were found. There were no significant differences in avoidance performance between vehicle-treated male and female mice while 1 mg/kg of diazepam produced opposite effects on performance of males and females in both tasks. Diazepam-treated females learned faster in the active avoidance task and showed stronger retention in the passive avoidance task. In contrast, diazepam impaired learning of males in the active avoidance task and had no effect on their performance in the passive avoidance task. Diazepam-induced impairment in males was not due to higher sensitivity to the sedative effect of diazepam as females were more sedated than males on the first trial of the passive avoidance task. Our data showed that sedative and amnesic effects of BZs are not tightly linked. This study also suggests that cognitive effects of BZs in rodents could be sex dependent and highlight the importance of using both sexes in studies on behavioral effects of psychoactive drugs.

Animals↗

PubMed1998

Neuronal activity in medial frontal cortex during learning of sequential procedures.

To study the role of medial frontal cortex in learning and memory of sequential procedures, we examined neuronal activity of the presupplementary motor area (pre-SMA) and supplementary motor area (SMA) while monkeys (n = 2) performed a sequential button press task, "2 x 5 task." In this paradigm, 2 of 16 (4 x 4 matrix) light-emitting diode buttons (called "set") were illuminated simultaneously and the monkey had to press them in a predetermined order. A total of five sets (called "hyperset") was presented in a fixed order for completion of a trial. We examined the neuronal activity of each cell using two kinds of hypersets: new hypersets that the monkey experienced for the first time for which he had to find the correct orders of button presses by trial-and-error and learned hypersets that the monkey had learned with extensive practice (n = 16 and 10 for each monkey). To investigate whether cells in medial frontal cortex are involved in the acquisition of new sequences or execution of well-learned procedures, we examined three to five new hypersets and three to five learned hypersets for each cell. Among 345 task-related cells, we found 78 cells that were more active during performance of new hypersets than learned hypersets (new-preferring cells) and 18 cells that were more active for learned hypersets (learned-preferring cells). Among new-preferring cells, 33 cells showed a learning-dependent decrease of cell activity: their activity was highest at the beginning of learning and decreased as the animal acquired the correct response for each set with increasing reliability. In contrast, 11 learned-preferring cells showed a learning-dependent increase of neuronal activity. We found a difference in the anatomic distribution of new-preferring cells. The proportion of new-preferring cells was greater in the rostral part of the medial frontal cortex, corresponding to the pre-SMA, than the posterior part, the SMA. There was some trend that learned-preferring cells were more abundant in the SMA. These results suggest that the pre-SMA, rather than SMA, is more involved in the acquisition of new sequential procedures.

Animals↗

PubMed2006

Training the perception of Hindi dental and retroflex stops by native speakers of American English and Japanese.

Perception of second language speech sounds is influenced by one's first language. For example, speakers of American English have difficulty perceiving dental versus retroflex stop consonants in Hindi although English has both dental and retroflex allophones of alveolar stops. Japanese, unlike English, has a contrast similar to Hindi, specifically, the Japanese /d/ versus the flapped /r/ which is sometimes produced as a retroflex. This study compared American and Japanese speakers' identification of the Hindi contrast in CV syllable contexts where C varied in voicing and aspiration. The study then evaluated the participants' increase in identifying the distinction after training with a computer-interactive program. Training sessions progressively increased in difficulty by decreasing the extent of vowel truncation in stimuli and by adding new speakers. Although all participants improved significantly, Japanese participants were more accurate than Americans in distinguishing the contrast on pretest, during training, and on posttest. Transfer was observed to three new consonantal contexts, a new vowel context, and a new speaker's productions. Some abstract aspect of the contrast was apparently learned during training. It is suggested that allophonic experience with dental and retroflex stops may be detrimental to perception of the new contrast.

Adult↗

PubMed1990

Acquiring color names via linguistic contrast: the influence of contrasting terms.

Linguistic contrast of the form "It's not X; it's Y" is often used by adults to correct children's naming errors. The present studies examined whether such linguistic contrast could help preschoolers learn a novel color name. In Experiment 1, a novel color term was contrasted only once with 1 or 2 familiar color names. Contrasting a new color term with children's own label for the stimulus color helped 5-year-olds learn the new term, but contrasting the new term with randomly chosen familiar color terms did not. For 4-year-olds, neither kind of contrast helped much. Experiments 2 and 3 showed that when the contrastive information was presented more than once, even 3- and 4-year-olds performed much like the 5-year-olds in Experiment 1. Together, these findings suggest that contrasting a new term with a child's own term facilitates the acquisition of the new term, perhaps because it gives the child specific information about how two terms are related in meaning.

Attention↗