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At least 343 records · Page 19Linked to original sources
PubMed1999

Bilateral lesions of the interpositus nucleus completely prevent eyeblink conditioning in Purkinje cell-degeneration mutant mice.

The authors have previously demonstrated that Purkinje cell-degeneration (pcd) mutant mice are impaired in eyeblink conditioning (L. Chen et al., 1996a). The present study addresses the following 3 questions: (a) whether pcd mice perceive the conditioned and unconditioned stimuli as well as the wild-type mice, (b) whether pcd mice have a normal sensitization level, and (c) whether the residual learning in pcd mice is cerebellum-dependent. Results indicated that the pcd mice exhibited normal tone-induced responses in the cochlear nucleus and normal sensitivity to heat-induced pain. They showed a similar level of sensitization as the wild-type mice and were completely unable to learn conditioned eyeblinks after bilateral lesions aimed at the anterior interpositus nucleus. Thus, pcd mice are partially impaired in eyeblink conditioning because of a deficiency in learning mechanisms, and the residual learning in the pcd mice is mediated by the cerebellar nuclei.

Animals↗
PubMed1998

Dissociable processes for learning the surface structure and abstract structure of sensorimotor sequences.

A sensorimotor sequence may contain information structure at several different levels. In this study, we investigated the hypothesis that two dissociable processes are required for the learning of surface structure and abstract structure, respectively, of sensorimotor sequences. Surface structure is the simple serial order of the sequence elements, whereas abstract structure is defined by relationships between repeating sequence elements. Thus, sequences ABCBAC and DEFEDF have different surface structures but share a common abstract structure, 123213, and are therefore isomorphic. Our simulations of sequence learning performance in serial reaction time (SRT) tasks demonstrated that (1) an existing model of the primate fronto-striatal system is capable of learning surface structure but fails to learn abstract structure, which requires an additional capability, (2) surface and abstract structure can be learned independently by these independent processes, and (3) only abstract structure transfers to isomorphic sequences. We tested these predictions in human subjects. For a sequence with predictable surface and abstract structure, subjects in either explicit or implicit conditions learn the surface structure, but only explicit subjects learn and transfer the abstract structure. For sequences with only abstract structure, learning and transfer of this structure occurs only in the explicit group. These results are parallel to those from the simulations and support our dissociable process hypothesis. Based on the synthesis of the current simulation and empirical results with our previous neuropsychological findings, we propose a neuro-physiological basis for these dissociable processes: Surface structure can be learned by processes that operate under implicit conditions and rely on the fronto-striatal system, whereas learning abstract structure requires a more explicit activation of dissociable processes that rely on a distributed network that includes the left anterior cortex.

Computer Simulation↗
PubMed1990

Conditional discrimination of series containing either two or three rewarded trials.

Series of trials differing only in the number of rewarded trials (2R or 3R series) were used to test rats' ability to learn conditional numerical discriminations. Although the series were conditionally related to initially non-numerical situations, the rats successfully learned the discrimination. It is concluded that these discriminations can plausibly be conceptualized as conditional counting. A pair of transfer tests given after the discriminations were well established suggested that, under these conditions, numerical information will overshadow other non-numerical sources of discrimination made relevant by the transfer shifts.

Animals↗
PubMed1999

Purkinje local circuits with delays: mathematical conditions of stability for learning and retrieval.

Mathematical conditions of stability of learning and retrieval by a Purkinje local circuit, the Purkinje unit, are investigated in the case of delay between any two neurons. The model used takes into account anatomical and physiological constraints: (i) real connectivity; (ii) specific activatory and inhibitory synaptic properties; and (iii) anatomical hierarchical structure. The Purkinje unit is defined in terms of the topology and the geometry of the network, i.e. the anatomical connectivity and the distance between given granule cells and a Purkinje cell. The neurons are assumed to be linear. The network of Purkinje units is general with regard to the number of elements, cells and synapses. For this linear model of a Purkinje unit with delay, we have obtained the conditions of stability for learning and retrieval in two cases: (i) for a single Purkinje unit, the condition is an inequality between the synaptic efficacies which occur in the granule cells-Golgi cell loop; and (ii) for a two-unit system, i.e. two coupled Purkinje units, a strong condition independent of the delay is obtained. This condition includes the granule cell-Golgi cell loop of the two units. We show that the condition of stability for the two-unit system implies the stability of each of the units. This work allows us to define the Purkinje unit in terms of the stability of its function: the physiological process of learning and retrieving must be stable within the anatomical structure that supports this physiological process. It is thus shown that a parameter of a biological nature, the ratio r between the delays of propagation from one unit to another and inside the granule cell-Golgi cell loop, governs the behaviour of the two-unit system. Another result, obtained in the framework of our theory of the functional organization [Chauvet, G. A. (1993). Phil. Trans. R. Soc. Lond. B, 339, 425-444], shows that the association of two unstable units provides a stable unit for certain values of the delay. These results constitute a basis for an eventual interpretation of the coordination of movement by means of a network of non-linear Purkinje units.

Journal Article↗
PubMed2003

An analysis of response, direction, and place learning in an open field and T maze.

Rats were trained to locate food in a response, direction, or place problem on an open field located at 2 positions. In Experiment 1, both the response and direction groups solved the problem. The place group failed to solve the task in approximately 300 trials. Experiment 2 demonstrated that rats need distinguishable start points to solve a place problem when neither a response nor a direction solution is available. Findings from Experiment 3 suggest that a combination of path traveled and distinct cues help to differentiate start points. Experiment 4 replicated the findings using a T maze. These results suggest "place" solutions are difficult for rats. The data are discussed with respect to conditional learning and modern spatial mapping theory.

Analysis of Variance↗
PubMed2004

Natural reward-related learning in rats with neonatal ventral hippocampal lesions and prior cocaine exposure.

RATIONALE: Psychostimulant injections in rats have been shown to alter future performance in natural reward conditioning. These effects may represent a persistent impact of drugs on neurocircuits that interface cognitive and motivational processes, which may be further altered in neuropsychiatric conditions that entail increased addiction vulnerability. OBJECTIVE: This study investigated whether a rat model of schizophrenia with cocaine addiction vulnerability shows altered natural reward conditioning with or without prior cocaine exposure. METHODS: Adult rats with SHAM or neonatal ventral hippocampal lesions were given cocaine (15 mg/kg per day for 5 days) or saline injections, followed 7 days later by natural reward-conditioned learning. Over ten daily sessions, water-restricted rats were assessed for durations of head entries into a magazine during random water presentations, a conditioning stimulus phase predictive of the water reward, and an "inappropriate" phase when conditioning stimuli were absent and reward presentation would be delayed. RESULTS: Over repeated sessions, lesioned and SHAM rats showed similar reductions in total magazine entry durations, with similar increases in the allocations of entry times during the water presentation. However, lesioned rats, especially those exposed to cocaine, demonstrated reduced allocations of magazine entry times during the conditioning stimulus phase, and increased allocations during the inappropriate phase. CONCLUSIONS: Intact natural reward motivation accompanied by deficient learning of complex contingencies to guide efficient reward approach may represent a form of impulsivity as an addiction vulnerability trait marker in an animal model of schizophrenia.

Animals↗
PubMedDate not supplied

[The modulation of the pulse activity of neocortical neurons during a conditioned reflex].

Spontaneous and evoked activity of neurons in the sensorimotor cortex was recorded in cats with learned conditioned placing reaction before, during, and after the iontophoretic application of synaptically active substances. It was shown that apart from direct excitatory effect on the cortical neurons during its application, glutamate (Glu) exerted some modulatory influence on unit activity in subsequent 20 min. Noradrenaline suppressed the background and evoked activity through beta 1 adrenoreceptors. Activation of beta 2 adrenoreceptors by metaproterenol was accompanied by facilitation of the background and evoked activity during application and 10-20 min after. The joint application of Glu and metaproterenol improved facilitation of neuronal responses evoked by conditioned stimuli. Application of levodopa, like Glu, increased the background and evoked activity of many sensorimotor cortical neurons. The joint effect of Glu and levodopa was not substantially more intensive than the changes produced by the isolated application of any of these substances. A nonselective blocker of DA1 and DA2 receptors haloperidol either increased or did not change the background and evoked activity of some cortical neurons. In contrast to isolated application of Glu, simultaneous application of Glu and haloperidol to neocortex suppressed the neuronal responses associated with conditioned movements. The results suggest that the Glu-induced potentiation is substantially realized through molecular mechanisms common for Glu and dopamine, probably, through Gi-proteins. The conclusion is drawn that the adrenergic and dopaminergic inputs to neocortical neurons are involved in the Glu-mediated plastic changes in the cortex during conditioning.

Acoustic Stimulation↗
PubMed1992

Strategy guidance and memory aiding in learning a problem-solving skill.

Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance--communicating solution strategies for a problem domain and providing working memory support--in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided--none, variable template, fixed template, and procedural instruction--and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.

Computer Communication Networks↗
PubMed1986

Effects of early postnatal gonadal steroids on the successive conditional discrimination reversal learning in the rat.

In the present study the existence of sex differences in the acquisition, retraining and reversal of a successive conditional discrimination learning (Experiment 1) and the role of the early postnatal gonadal steroids on these discrimination tasks (Experiment 2) were investigated. In Experiment 1 two groups of experimentally naive rats (males and females) were exposed to a black-white successive conditional discrimination task in a T-maze. No sex differences were found in the acquisition or retraining. However, in the reversal phase females made fewer errors and reached the discrimination criterion (90% of correct choices) sooner than males. In Experiment 2, the absence of sex differences in the acquisition or retraining phases and the existence of sexual dimorphism in the reversal period were confirmed. In addition, female androgenization and male orchidectomy, on day one after birth, reversed the direction of the sex differences found in the successive conditional discrimination reversal learning.

Androgens↗
PubMed2005

The outcome specificity of learned predictiveness effects: parallels between human causal learning and animal conditioning.

Two experiments examined the outcome specificity of a learned predictiveness effect in human causal learning. Experiment 1 indicated that prior experience of a cue-outcome relation modulates learning about that cue with respect to a different outcome from the same affective class but not with respect to an outcome from a different affective class. Experiment 2 ruled out an interpretation of this effect in terms of context specificity. These results indicate that learned predictiveness effects in human causal learning index an associability that is specific to a particular class of outcomes. Moreover, they mirror demonstrations of the reinforcer specificity of analogous effects in animal conditioning, supporting the suggestion that, under some circumstances, human causal learning and animal conditioning reflect the operation of common associative mechanisms.

Adolescent↗
PubMed2001

[Formation of transcription factors AP-1 during learning in Helix].

An increase in the DNA-binding activity for the AP-1-family factors was shown to occur after food aversion conditioning. Learning experiments in vitro enhanced the DNA-binding activity. Effects of simultaneous action of serotonine and calcium on activation of transcriptional AP-1 factors was suppressed by inhibitor of calcium/calmodulin-dependent protein-kinases KN62 as well as by inhibitor of MAP-kinases PD98059. The co-operative induction of transcriptional AP-1 family factors activation by serotonine-induced and calcium-dependent regulatory systems may be one of the mechanisms of aversive conditioning in the CNS of the land snail.

Animals↗
PubMed1997

The development of anticipatory nausea in patients receiving adjuvant chemotherapy for breast cancer.

Previous research on anticipatory nausea in cancer patients has focused on its occurrence in the clinic before chemotherapy infusions. The present study is the first, to our knowledge, to examine the development of anticipatory nausea across eight chemotherapy infusions for three time periods (night before, morning of, and immediately prior to each infusion). Based on classical conditioning experiments conducted with animal subjects, we hypothesized that the severity of anticipatory nausea would increase as the time for scheduled infusions approached. Eighty-two women diagnosed with Stage I or II breast cancer were assessed for the intensity of anticipatory nausea at three time periods prior to eight scheduled infusions of outpatient adjuvant chemotherapy. Analyses indicated a significant interaction between number of infusions experienced and temporal proximity to the infusion, supporting the hypothesis. Changes in the severity of anticipatory nausea across infusions were consistent with conditioned learning predictions. These results contribute to a growing recognition of the importance of conditioning principles for understanding side effects of chemotherapy for cancer and may have implications for the management of side effects secondary to a variety of pharmacotherapies in clinical practice.

Antineoplastic Combined Chemotherapy Protocols↗
PubMed2004

Learning increases human electroencephalographic coherence during subsequent slow sleep oscillations.

Learning is assumed to induce specific changes in neuronal activity during sleep that serve the consolidation of newly acquired memories. To specify such changes, we measured electroencephalographic (EEG) coherence during performance on a declarative learning task (word pair associations) and subsequent sleep. Compared with a nonlearning control condition, learning performance was accompanied with a strong increase in coherence in several EEG frequency bands. During subsequent non-rapid eye movement sleep, coherence only marginally increased in a global analysis of EEG recordings. However, a striking and robust increase in learning-dependent coherence was found when analyses were performed time-locked to the occurrence of slow oscillations (<1 Hz). Specifically, the surface-positive half-waves of the slow oscillation resulting from widespread cortical depolarization were associated with distinctly enhanced coherence after learning in the slow-oscillatory, delta, slow-spindle, and gamma bands. The findings identify the depolarizing phase of the slow oscillations in humans as a time period particularly relevant for a reprocessing of memories in sleep.

Adult↗
PubMed1981

The effects of fading procedures on discrimination shifts.

Human discrimination learning is frequently characterized as a "two-link process" consisting of an instrumental response and a covert dimensional attention or mediation response. In subsequent conceptual shift problems, reversal shift facilitation is attributed to partial reinforcement of the covert response in the original problem. Unlike standard trial and error learning conditions, a fading design eliminated the partial reinforcement of covert responding and, consistent with the hypothesis, reduced reversal shift facilitation. Although fading procedures facilitate discrimination learning, they may retard subsequent trial and error learning, a cost that warrants further exploration. Trial and error conditions produced the expected reversal facilitation.

Color Perception↗