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PubMed2001

Dorsal/ventral hippocampus, fornix, and conditioned place preference.

Conditioned place preference (CPP) is a learning paradigm requiring formation of associations between reward and particular locations. White and McDonald (Behav Brain Res 1993;55:269-281) demonstrated that amygdala (AMG) lesions impair, while fornix (Fx) lesions enhance learning of this task. In the present experiments, we replicated the effects of AMG and Fx lesions, but we also found that complete hippocampal (HPC) lesions interfere with normal performance. Thus, the effects of Fx and HPC lesions on CPP are opposite. This is in contrast with spatial learning in the water maze. Because it has been demonstrated that damage of dorsal HPC interferes to a greater extent with spatial learning than damage of ventral HPC, we also tested animals with either dorsal or ventral HPC disruptions on CPP. Lesions limited to dorsal HPC were followed by impairment on this task. In contrast, lesions limited to ventral HPC resulted in enhanced learning. We argue that Fx and HPC lesions do not have interchangeable effects in all learning paradigms. To explain the complex pattern of results presently obtained, we propose a novel hypothesis regarding behavioral functions of HPC neural circuits. Implications regarding the interaction between memory systems are also considered.

Animals↗

PubMed1983

Host genetics and the behavioral sequelae to herpes encephalitis in mice.

The effects of intracerebral infection with herpes simplex virus on the subsequent behavior of two strains of mice were examined. Infected Nya:NYLAR mice were hyperactive and did not show any deficits in the acquisition or reversal of a spatial learning task. In contrast, infected Nya:(SW) mice were hypoactive and made more errors than controls during both phases of the learning tasks. These differences in the nature of the sequelae to infection were related to an overall higher virus titer in the brains of Nya:(SW) mice, an effect particularly marked in the cerebral hemispheres. The results suggest that herpes encephalitis may produce a variety of behavioral syndromes, depending in part on the genetic background of the host. The relevance of these findings to clinical disorders produced by viral infection is discussed.

Analysis of Variance↗

PubMed2005

Executive control of learning and memory in children with bilateral spastic cerebral palsy.

Executive control of learning and memory was examined in children with bilateral spastic cerebral palsy (SCP). We hypothesized that SCP-related brain damage would disrupt executive but not associative aspects of learning and memory. To test this hypothesis, the California Verbal Learning Test-Children's Version was administered to 16 children with bilateral SCP and 19 control children ranging from 6 to 18 years of age. Controlling for general verbal ability, the groups did not differ in initial learning and retention of information over time, suggesting that associative learning and memory processes subserved by medial temporal brain regions were relatively intact in children with SCP. In contrast, impairments in learning over repeated trials, strategic processing, and inhibition in the SCP group pointed to disruptions in prefrontally-mediated executive aspects of learning and memory. The inhibitory deficit was more pronounced in younger children with SCP, suggesting a developmental delay in this ability.

Adolescent↗

PubMed2003

Dissociating explicit and implicit category knowledge with fMRI.

Neuroimaging of healthy volunteers identified separate neural systems supporting the expression of category knowledge depending on whether the learning mode was intentional or incidental. The same visual category was learned either intentionally or implicitly by two separate groupsof participants. During a categorization test, functional magnetic resonance imaging (fMRI) was used to compare brain activity evoked by category members and nonmembers. After implicit learning, when participants had learned the category incidentally, decreased occipital activity was observed for novel categorical stimuli compared with noncategorical stimuli. In contrast, after intentional learning, novel categorical stimuli evoked increased activity in the hippocampus, right prefrontal cortex, left inferior temporal cortex, precuneus, and posterior cingulate. Even though the categorization test was identical in the two conditions, the differences in brain activity indicate differing representations of category knowledge depending on whether the category had been learned intentionally or implicitly.

Brain Mapping↗

PubMed1976

[Investigation of memory in experimental gerontology (author's transl)].

The possible transfer of learning performance by proteins and ribonucleic acids was studied. 140 male Sprague-Dawley rats aged 3 months and 68 aged 20 months were used. Proteins and ribonucleic acids were isolated from the brains of trained and untrained rats aged 3 months. The difference in learning performance was tested and the incorporation of the above-mentioned substances into the hippo-campus and the residual brain in the two age-groups was measured using radioactive labelled material. A specific transfer of learned information-contents on the molecular level was found only after transfer of proteins in both young and old rats; the results of the training are well correlated with those of the incorporation. The two age-groups differ especially with regard to the learning performance, expressed in the error number. In th older group the error number is significantly lower in contrast to the learning time, that is slightly shorter in the younger group. This can be explained by the differences between the incorporation of brain proteins of trained animals into animals of different age, as well as by the investigations of some authors, who distinguished between different modes of learning. The lower incorporation of labelled substance into the brains of old animals is remarkable; the conclusion is a lower turnover of these substances in the brain of old animals, especially of the ribonucleic-acids. Nevertheless the learning performance of complex information-contents is not impaired.

Aging↗

PubMed1991

Drawing to learn and win.

Many games developed for use in nursing education have been very specific in nature and useful for only certain content and purposes. In contrast, Draw-Learn-Win can be reproduced easily with different groups, settings, content, and supplies. Any number of students may play the game. Clinical sites, as well as classrooms, provide environments conducive to playing the game. In addition to use with students, Draw-Learn-Win can be easily adapted for use in teaching clients of all ages. Using the game with different groups in a variety of settings challenges the creativity of all involved.

Education, Nursing, Baccalaureate↗

PubMedDate not supplied

Plasticity of the human auditory cortex induced by discrimination learning of non-native, mora-timed contrasts of the Japanese language.

In this magnetoencephalographic (MEG) study, we examined with high temporal resolution the traces of learning in the speech-dominant left-hemispheric auditory cortex as a function of newly trained mora-timing. In Japanese, the "mora" is a temporal unit that divides words into almost isochronous segments (e.g., na-ka-mu-ra and to-o-kyo-o each comprises four mora). Changes in the brain responses of a group of German and Japanese subjects to differences in the mora structure of Japanese words were compared. German subjects performed a discrimination training in 10 sessions of 1.5 h each day. They learned to discriminate Japanese pairs of words (in a consonant, anni-ani; and a vowel, kiyo-kyo, condition), where the second word was shortened by one mora in eight steps of 15 msec each. A significant increase in learning performance, as reflected by behavioral measures, was observed, accompanied by a significant increase of the amplitude of the Mismatch Negativity Field (MMF). The German subjects' hit rate for detecting durational deviants increased by up to 35%. Reaction times and MMF latencies decreased significantly across training sessions. Japanese subjects showed a more sensitive MMF to smaller differences. Thus, even in young adults, perceptual learning of non-native mora-timing occurs rapidly and deeply. The enhanced behavioral and neurophysiological sensitivity found after training indicates a strong relationship between learning and (plastic) changes in the cortical substrate.

Adult↗

PubMed2005

Nutritional deficits during early development affect hippocampal structure and spatial memory later in life.

Development rates vary among individuals, often as a result of direct competition for food. Survival of young might depend on their learning abilities, but it remains unclear whether learning abilities are affected by nutrition during development. The authors demonstrated that compared with controls, 1-year-old Western scrub jays (Aphelocoma californica) that experienced nutritional deficits during early posthatching development had smaller hippocampi with fewer neurons and performed worse in a cache recovery task and in a spatial version of an associative learning task. In contrast, performance of nutritionally deprived birds was similar to that of controls in 2 color versions of an associative learning task. These findings suggest that nutritional deficits during early development have long-term consequences for hippocampal structure and spatial memory, which, in turn, are likely to have a strong impact on animals' future fitness.

Age Factors↗

PubMedDate not supplied

Associative learning in early vision.

Sensory discriminations often improve with practice (perceptual learning). Recent results show that practice does not necessarily lead to the best possible performance on the task. It was shown that learning a task (contrast discrimination) that has already reached saturation could be enabled by a contextual change in the stimulus (the addition of surrounding flankers) during practice. Psychophysical results with varying context show a behavior that is described by a network of local visual processors with horizontal recurrent interactions. We describe a mathematical learning rule for the modification of cortical synapses that is inspired by the experimental results and apply it to recurrent cortical networks that respond to external stimuli. The model predicts that repeated presentation of the same stimulus leads to saturation of synaptic modification, such that the strengths of recurrent connections depend on the configuration of the stimulus but not on its amplitude. When a new stimulus is introduced, the modification is rekindled until a new equilibrium is reached. This effect may explain the saturation of perceptual learning when practicing a certain task repeatedly. We present simulations of contrast discrimination in a simplified model of a cortical column in the primary visual cortex and show that performance of the model is reminiscent of context-dependent perceptual learning.

Computer Simulation↗

PubMed2004

Training mobility tasks after stroke with combined mental and physical practice: a feasibility study.

This study examines the potential of using mental practice (MP) to promote the learning of 2 mobility tasks in persons with stroke. Twelve patients were trained with MP to increase the loading of the affected limb while standing up from a chair and sitting down. Vertical forces were recorded using force plates under each foot and the chair. Changes in the loading of the affected limb and in task duration, immediately after 1 training session and 24 h later, served as outcomes. After training, the loading of the affected limb had increased (P < 0.001) during standing up (16.2%) and sitting down (17.9%), and the improvement remained significant 24 h later, indicating a learning effect. In contrast, the duration of the performance did not change with training. The results indicate that, in the early stage of learning with MP, changes in limb-loading strategies are a more sensitive measure of performance than is speed.

Adult↗

PubMed2004

Intention to learn influences the word frequency effect in recall but not in recognition memory.

Watkins, LeCompte, and Kim (2000) suggested that the recall advantage for rare words in mixed lists is due to a compensatory study strategy that favors the rare words. They found the advantage was reversed when rare and common words were studied under incidental learning conditions. The present study investigated the possibility that the rare-word advantage in recognition memory is also the result of a compensatory study strategy. Experiment 1 replicated the findings of Watkins et al. that the rare-word advantage in recall is eliminated under incidental learning conditions. In contrast, Experiment 2 showed that the rare-word advantage in recognition memory is maintained under both intentional and incidental learning conditions. Experiment 3 replicated the results of Experiments 1 and 2 using different stimuli and a different orienting task. Finally, Experiment 4 showed that the rare-word advantage in recognition is maintained with pure lists. These findings show that the rare-word advantage in recognition memory is not the result of a compensatory study strategy. Instead, rare words are encoded more distinctively than common words, irrespective of participants' intention to remember them.

Female↗

PubMed2004

Syntactic-semantic interface in the acquisition of verb morphology.

The purpose of this research was to show how the syntactic and semantic components of the tense-aspect system interact during the acquisition process. Our methodology involved: (1) identifying predicates, (2) finding the initial occurrence of their tense-aspect morphology, and (3) observing the emergence of contrasts. Six children learning Polish and six children learning English, found in the CHILDES archives, were investigated. The average starting age of the children learning English was 1;11, and 1;8 for the children learning Polish. In the first analysis, we traced the same 12 verbs in both languages, and in the second analysis, we contrasted the acquisition patterns for a set of telic versus atelic predicates. We tracked the verbs/predicates from the starting age to 4;11 or the child's final transcript. In English, progressive aspect is the marked form, and in Polish, perfective aspect is the marked form. This typological distinction has a significant effect of the acquisition patterns in the two languages. We argue that children acquire a multi-dimensional system having deictic relations as one of the basic dimensions. This process can be best understood within a functional theoretical framework having a well-defined syntactic-semantic interface.

Case-Control Studies↗

PubMed2001

Olfactory learning induces differential long-lasting changes in rat central olfactory pathways.

In the present work, we investigated lasting changes induced by olfactory learning at different levels of the olfactory pathways. For this, evoked field potentials induced by electrical stimulation of the olfactory bulb were recorded simultaneously in the anterior piriform cortex, the posterior piriform cortex, the lateral entorhinal cortex and the dentate gyrus. The amplitude of the evoked field potential's main component was measured in each site before, immediately after, and 20 days after completion of associative learning. Evoked field potential recordings were carried out under two experimental conditions in the same animals: awake and anesthetized. In the learning task, rats were trained to associate electrical stimulation of one olfactory bulb electrode with the delivery of sucrose (positive reward), and stimulation of a second olfactory bulb electrode with the delivery of quinine (negative reward). In this way, stimulation of the same olfactory bulb electrodes used for inducing field potentials served as a discriminative cue in the learning paradigm. The data showed that positively reinforced learning resulted in a lasting increase in evoked field potential amplitude restricted to posterior piriform cortex and lateral entorhinal cortex. In contrast, negatively reinforced learning was mainly accompanied by a decrease in evoked field potential amplitude in the dentate gyrus. Moreover, the expression of these learning-related changes occurred to be modulated by the animals arousal state. Indeed, the comparison between anesthetized versus awake animals showed that although globally similar, the changes were expressed earlier with respect to learning, under anesthesia than in the awake state. From these data we suggest that associative olfactory learning involves different neural circuits depending on the acquired value of the stimulus. Furthermore, they show the existence of a functional dissociation between anterior and posterior piriform cortex in mnesic processes, and stress the importance of the animal's arousal state on the expression of learning-induced plasticity.

Anesthetics↗

PubMedDate not supplied

[Effect of oxytocin and its antagonist microinjected into the hippocampus on the intravenous self-administration of heroin in rats].

The paper deals with the effect of oxytocin (OXT) and its antagonist--oxytocin antiserum (ANT) microinjected in the ventral hippocampus--on learning of heroin intravenous self-administration in rats. OXT weakened the processes of heroin self-administration, while ANT in contrast improved the learning. The results of the study and data analysis suggest that endogenous OXT in the ventral hippocampus is involved in the mechanisms of behavioural reactions.

Animals↗

PubMed1997

Stimulation of delta1- and delta2-opioid receptors produces amnesia in mice.

The effects of intracerebroventricular administration of delta1- and delta2-selective opioid receptor agonists on spontaneous alternation performance, elevated plus-maze behavior and passive avoidance learning including step-down and step-through types were examined in mice. Although the delta1-selective opioid receptor agonist, [D-Pen2,L-Pen5]enkephalin (DPLPE) (1-10 microg) or the delta2-selective opioid receptor agonist, [D-Ala2]deltorphin II (deltorphin) (1-10 microg) did not markedly affect spontaneous alternation performance or elevated plus-maze behavior, DPLPE (1, 3 and/or 10 microg) and deltorphin (3 and 10 microg) inhibited passive avoidance learning including step-down and step-through types. The delta1-selective opioid receptor antagonist, 7-benzylidenenaltrexone (3.5 ng), and the delta2-selective opioid receptor antagonist, naltriben (19 ng), significantly antagonized the inhibitory effects of DPLPE (3 microg) and deltorphin (3 microg) on passive avoidance learning, respectively. In contrast, DPLPE (3 microg) or deltorphin (3 microg) did not markedly influence behavioral responses induced by electroshocks during training of passive avoidance learning. Moreover, DPLPE (0.3-3 microg) or deltorphin (0.3-3 microg) failed to significantly affect the radiant heat-induced nociceptive responses. These results suggest that stimulation of delta1- and delta2-opioid receptors produces amnesia, depending on the learning tasks used.

Amnesia↗

PubMed2003

Distinct brain representations for early and late learned words.

Recently there has been a renewed interest in cognitive psychology on the effects of the age of word acquisition (AoA) on lexical processing. In particular, it is currently unclear whether AoA or word frequency are better predictors of word recognition. To date no study has investigated the neural bases of the AoA effect or attempted to dissociate it from word frequency. We report a visual and an auditory event-related fMRI experiment investigating the influence of AoA and word frequency on neural activity, and show that AoA modulates brain areas that are not influenced by word frequency. The precuneus was activated for early learned words across auditory and visual presentation modalities. Additional activity in the auditory cortex was observed specifically for the reading of early acquired words. Late learned words, in contrast, led to a selective activation increase in lateral inferior frontal areas. These findings support models that suggest that early and late learned words are represented differently in the brain. They further allow to specify the nature of the representational differences, namely that early learned words are represented in the brain in a more sensory manner than late learned words.

Adolescent↗

PubMed2005

Behavioural profiles of inbred mouse strains used as transgenic backgrounds. II: cognitive tests.

One of the characteristic manifestations of several neurodegenerative diseases is the progressive decline in cognitive ability. In order to determine the suitability of six mouse strains (129S2/Sv, BALB/c, C3H/He, C57BL/6j, CBA/Ca and DBA/2) as transgenic background strains, we investigated the performance on a variety of tasks designed to identify subtle changes in cognition. In addition, a test of exploratory behaviour was used to probe the level of underlying anxiety in these mouse strains, as anxiety can be a confounding factor on behavioural performance generally. The C3H/He mice exhibited the least anxiogenic behavioural profile spending most time on the open arms of the maze, in contrast to the 129S2/Sv mice which spent the least amount of time in this location and were the quickest to move into a closed arm. The C3H/He mouse strain failed to acquire a visual discrimination task and failed to demonstrate learning on a water maze spatial learning task, in contrast to the CBA/Ca, DBA/2 and C57BL/6j strains which demonstrated a degree of learning in both tasks. No significant strain differences were identified on the object recognition task. These data, taken together, suggest that care must be taken when choosing cognitive tasks to be used with particular mouse strains and that task sensitivity must be considered as a critical element to research protocols with regard to these mouse strains.

Analysis of Variance↗

PubMed1979

Learning capacity and memory of normal and Toxoplasma-infected laboratory rats and mice.

An experimental Toxoplasma-infection affects the learning performance and the memory of laboratory rats and mice. The investigations yielded the following results: 1. Maze experiments with rats showed that infection significantly reduces the learning performance of the infected animals. However, no significant differences were found between infected rats inoculated at varying times prior to training. In contrast to the learning capacity, memory does not seem to be impaired at all by infection. 2. Compared to rats, the learning capacity of mice is much more conspicuously retarded by a Toxoplasma-infection. In the memory test, the infected animals remained significantly below the performance level of the controls on all days, indicating that their memory was severely affected. 3. A significant correlation was established between the learning performance of the mice and the number of brain cysts. It is assumed that the cysts contribute to the impairment of learning ability. The fact that animals infected for a longer period usually show improved test performances further supports this assumption. This coincides with the decrease in brain cysts. Nevertheless, the clusters of necrosis developing together with the cysts in the nervous tissue might also cause learning retardation. 4. In mice, infection with an avirulent Toxoplasma-strain does not always take a wholly asymptomatic course. When observing the animals closely, a few of them could be seen to run in 'circles' with their heads bent to one side when moving and sitting, which might be interpreted as an impairment of the sense of balance. 5. Another effect of the Toxoplasma-infection in the animal species used is the significantly reduced activity observed on many days of training.

Animals↗