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PubMed2003

In utero cocaine, discriminative avoidance learning with low-salient stimuli and learning-related neuronal activity in rabbits (Oryctolagus cuniculus).

Daily injections of cocaine administered to pregnant rabbits (Oryctolagus cuniculus) throughout gestation were associated with neural and behavioral changes during development and in adulthood, including altered neuron structure and function in areas receiving dopaminergic projections and retarded Pavlovian eyeblink conditioning with low-salient conditional stimuli. Studies of discriminative avoidance learning have shown changes in learning-related cingulothalamic neuronal activity, but no behavioral learning impairment in cocaine-exposed offspring. Here, low-salient stimuli were used during discriminative avoidance conditioning. Impairments early in behavioral acquisition were found, as well as alterations of anterior cingulate and medial prefrontal cortical, medial dorsal thalamic, and amygdalar neuronal response profiles and learning-related neuronal activity. These results elucidate the neural processes, impaired by prenatal cocaine, that support conditioning with low-salient stimuli.

Animals↗

PubMed2005

Analysis of mean learning of normal participants on the Rey Auditory-Verbal Learning Test.

Analysis of the mean performance of 58 groups of normal adults and children on the free-recall trials of the Rey Auditory-Verbal Learning Test shows that the mean auditory-verbal learning of each group is described by the function R1 + Sln(t), where R1 is a measure of the mean immediate memory span, S is the slope of the mean logarithmic learning curve, and ln(t) is the natural logarithm of the trial number t. The analysis also shows that R1 varies with age and other demographic factors, whereas S is almost a constant, and it yields equations for estimating the effect of these factors on R1. Potential use of these findings for assessment of auditory-verbal memory and learning in comparative clinical studies is discussed.

Adolescent↗

PubMed1980

Conceptual rule learning in normal and learning disabled children.

Conceptual-rule learning performance of 36 normal and learning-disabled children, matched on CA, MA, and sex was compared with the use of a modified reception paradigm. Four types of rules (affirmation, conjunction, disjunction, conditional) and familiar and nonfamiliar shape attributes were used to test Bourne's stimulus-encoding hypothesis. Main findings indicated that when tested, learning-disabled children were deficient in all conceptual-rule tasks on an experimental paced, continuous-reinforcement schedule. Expected differences in rule complexity were found; however, disabled children's conceptual-rule response difficulties did not compare with normals. Manipulation of the attribute of shape familiarity produced only discernible saliency advantages in normal children. It was hypothesized that learning-diabled children were poor in problem solving because of a deficit in the comprehension of negative instances.

Child↗

PubMed1979

Aging in the rhesus monkey: effects on visual discrimination learning and reversal learning.

The behavior of aged rhesus monkeys (18 years and older) was compared to that of young monkeys (3 to 6 years old) to evaluate their relative abilities to learn a series of visual discrimination and discrimination reversal problems. Using a subject-paced, automated experimental procedure designed to optimize stimulus control and facilitate execution of choice responses, no consistent age-related differences were observed in the ability to learn new color and pattern discrimination problems of varying difficulty. However, a severe and consistent deficity on reversal learning did occur. A detailed analysis of this deficit revealed that not only did the aged monkeys take longer to extinguish the old habit and return to chance performance, but they continued to display a deficit in establishing accurate performance at above-chance levels as well. Since no reliable age differences were observed on the original discrimination learning problems, these data suggest that aging impairs mechanisms involved with response rigidity and/or susceptibility to intertrial proactive interference, more severely than those involved with the simple formation of new associations.

Aging↗

PubMed2006

Differential involvement of hippocampal calcineurin during learning and reversal learning in a Y-maze task.

The regulation and function of the calcium-dependent phosphatase calcineurin (CaN, protein phosphatase 2B) in learning and memory remain unclear, although recent work indicates that CaN may play a differential role in training and reversal training. To gain more insight into the involvement of CaN in these two types of learning, hippocampal CaN activity, protein levels, and expression patterns were studied in mice subjected to a reference memory version of the Y-maze task. We show that (1) training but not habituation induces a decrease in cytosolic CaN activity, (2) the recovery of cytosolic CaN activity is reversal training specific and does not reflect normal restoration of basal levels unrelated to subsequent learning, (3) cytosolic protein levels for the catalytic subunit of CaN (CaNA) are decreased at the early phase of training, but not at the early phase of reversal training, (4) CaNA immunoreactivity in the dorsal hippocampus is enhanced in the CA1 and CA3 area (but not in the dentate gyrus [DG] or subiculum [SUB]) only during reversal training. These findings indicate that memory formation is accompanied by reduced CaN activity, whereas adapting to changes in a familiar environment is accompanied by restored CaN activity. Moreover, reversal training selectively affects hippocampal CA3 and CA1 regions, suggesting a specific function of these hippocampal subregions in reversal learning.

Animals↗

PubMed1999

Effects of similarity and experience on discrimination learning: a nonassociative connectionist model of perceptual learning.

This article describes a novel connectionist model of perceptual learning (PL) that provides a mechanism for nonassociative differentiation (J. J. Gibson & E. J. Gibson, 1955). The model begins with the assumption that 2 processes--1 that decreases associability and 1 that increases discriminability--operate during preexposure (S. Channell & G. Hall, 1981). In contrast to other models (e.g., I. P. L. McLaren, H. Kaye, & N. J. Mackintosh, 1989), in the current model the mechanisms for these processes are compatible with a configural model of associative learning. A set of simulations demonstrates that the present model can account for critical PL phenomena such as exposure learning and effects of similarity on discrimination. It is also shown that the model can explain the paradoxical result that preexposure to stimuli can either facilitate or impair subsequent discrimination learning. Predictions made by the model are discussed in relation to extant theories of PL.

Animals↗

PubMed2006

Early discrimination reversal learning impairment and preserved spatial learning in a longitudinal study of Tg2576 APPsw mice.

To understand the relationship between amyloid-beta and cognitive decline in Alzheimer's disease, we evaluated cortical and hippocampal function in a transgenic mouse model of amyloid over-expression in Alzheimer's disease, the Tg2576 mouse. Tg2576 mice and their non-transgenic littermates were assessed at both 6 and 14 months of age in a battery of cognitive tests: attentional set-shifting, water maze spatial reference memory and T-maze working memory. Spatial reference memory was not affected by Tg status at either age. Working memory was only affected by age, with 6-month-old mice performing better than 14-month-old ones. Older mice were also significantly impaired on reversal learning and on the intra- and extra-dimensional shift in attentional set-shifting. A significant transgene effect was apparent in reversal learning, with Tg2576 mice requiring more trials to reach criterion at 6 months old. These data indicate that the effects of normal aging in C57B6xSJL F1 mice are most pronounced on putative frontal cortex-dependent tasks and that increasing Abeta load only affects discrimination reversal learning in our study.

Age Factors↗

PubMed1998

Restricted lesions to ventral prefrontal subareas block reversal learning but not visual discrimination learning in rats.

Previous studies have shown that extensive damage to the medial prefrontal cortex (mPFC) of rats causes reversal learning deficits. The mPFC of rats, however, consists of several subareas that are different from each other in both cytoarchitecture and neural connectivity, suggesting a functional dissociation among the mPFC subareas. In the present study, selective lesions of the mPFC of rats were made with a specially designed microknife whose intracranial placement could be controlled stereotaxically. Restricted lesions were made to each of the 3 parts of the mPFC: the anterior cingulate area (AC) (including the medial precentral area, PrCm), the prelimbic area (PL), and the infralimbic area (IL). One week after surgery, rats were trained in an aversively motivated visual discrimination task in a novel rotating T-maze. After reaching the acquisition criterion, rats were trained in a reversal task in the same maze. No difference was found in acquisition between control and mPFC lesioned rats. However, lesions of either the PL or the IL produced a marked deficit in the reversal task. This behavioral deficit was not found in rats with lesions of the AC. The results indicate that the mPFC of rats is not essential for discrimination learning, but that each of the 2 ventral subareas of the mPFC, PL, and IL, plays a critical role in reversal learning.

Animals↗

PubMed1984

Ontogenesis of learning: I. Variation in the rat's reflexive and learned responses to gustatory stimulation.

These experiments indicate that by Day 15 after birth, the processes that mediate a number of taste-controlled behaviors in the rat are functional. These include the sensory processes necessary to detect and respond reflexively to sucrose, the event-learning processes that reduce the rat's neophobic reaction to sucrose, and the integrative-learning processes that enable it to learn an aversion to sucrose when paired with lithium toxicosis, even when these events are separated by 1 hr. These capacities, however, did not emerge simultaneously. Those necessary to detect and respond reflexively to sucrose emerged prior to those that contribute to the learned control of taste-guided behaviors. It is argued that these age-related dissociations in behavioral capacities reflect a caudal-to-rostral maturational sequence of components of the ascending gustatory system that are thought to underlie these capacities.

Age Factors↗

PubMed2003

A comparative study of adults with and without self-reported learning disabilities in six English-speaking populations: what have we learned?

The purpose of this study was to compare adults with and without self-reported learning disabilities (SRLD and NSRLD) from six English-speaking populations including: English-speaking Canada, Great Britain, The Republic of Ireland, New Zealand, Northern Ireland, and the United States. These six populations were selected because they were all English-speaking populations, participated in the first administration of the International Adult Literacy Survey (IALS), and included the optional questions regarding the presence of a disability. In this study, we compared the groups on prevalence by population, percentage of each group by age and gender, awareness of learning disabilities and problems in school, document and quantitative literacy proficiency, educational attainment, reasons for dropping out of school, and employment, occupational and financial status. Findings were reported among these six populations within an historical perspective including differences in awareness and definition of learning disabilities, public policy, special education services, reading pedagogy, and teacher preparation. Recommendations are made for improving literacy and long-term outcomes for those with learning disabilities in all nations as well as future research directions.

Adolescent↗

PubMed1996

The neurosteroid pregnenolone sulfate reduces learning deficits induced by scopolamine and has promnestic effects in mice performing an appetitive learning task.

The effects of the neurosteroid pregnenolone sulfate (PS) on learning as well as on scopolamine-induced learning deficits were studied in Swiss mice using an appetitively reinforced Go-No Go visual discrimination task. Subcutaneous (SC) administration of scopolamine (0.3-3 mg/kg) after the first session of training dose-dependently impairs learning during the following sessions in this task. Moreover, intracerebroventricular (ICV) administration of PS (0.01-10 nmol) dose-dependently blocks learning deficits induced by scopolamine (3 mg/kg), with the most potent effects at the dose of 0.5 nmol PS. In addition to antagonizing the amnestic effects of scopolamine, PS (0.5 nmol ICV) has a memory-enhancing effect, when administered alone after the first training session. Scopolamine (3 mg/kg SC) also produced substantial deficits on retrieval performance in the Go-No Go visual discrimination task, and caused motor disturbances, when administered 15 min before testing. PS (0.5 nmol ICV) also reduced scopolamine-induced deficits on retrieval but had no effect on scopolamine-induced motor impairments in the traction reflex test. Such a rapid effect of PS on memory processes may be mediated via NMDA and/or GABAA receptors.

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

Effects of a secondary task on "implicit" sequence learning: learning or performance?

Traditionally, implicit learning has been defined in terms of a lack of awareness of the process and products of learning. In the face of a number of conceptual and empirical difficulties with this definition, it has recently been suggested instead that the critical feature of implicit learning is that it proceeds without making any demands on attentional resources. As disconfirmatory evidence for this, we describe the results of two experiments which each used a sequential reaction time task. With a tone-counting secondary task, measures of sequence learning were significantly affected by whether training occurred under single- or dual-task conditions, regardless of whether testing took place under single- or dual-task conditions.

Adult↗

PubMed2001

Simultaneous learning of different regularities in sequence learning tasks: limits and characteristics.

Two experiments are reported which were designed to investigate the generality and the power of the mechanisms underlying sequence learning. In both experiments, participants reacted to systematic sequences of tones. They were informed that there was a tone systematicity. Participants were not told that the interval between a response to a tone and the onset of the subsequent tone (response-signal interval, RSI) also varied according to a fixed regularity. Experiment 1 showed that the unattended RSIs were learned when they were uniquely related to the tone sequence, but not when the relation was ambiguous. Experiment 2 showed that, on the basis of the traditional reaction time performance measure, participants who learned the RSIs by attending to their systematicity could not be distinguished from those in an incidental learning condition in which the RSI systematicity was unattended. However, a model-based analysis of the processes contributing to judgements about the event sequences suggested that the two groups had acquired qualitatively different knowledge.

Adult↗

PubMed1995

On associative motor learning by the cerebellar cortex: from Purkinje unit to network with variational learning rules.

This paper is an attempt to describe the ability of the cerebellar cortical network to coordinate movement on the basis of the continuous behavior of individual neural networks, the so-called "Purkinje units." The problem is considered from the point of view of a hierarchical network with two levels of organization: the level of Purkinje units including Purkinje, star and basket cells, and the level of granule cells and Golgi cells which is a network with a specific architecture. We suggest that the coordination of movements is based on a new class of learning rules between Purkinje units, called variational learning rules (VLR), which are mathematically deduced from the dynamics of a Purkinje unit. This network is driven by two functions H0 and H, defined for each Purkinje unit, which depend on external signals for this unit. Specifically, the proposed interpretation of the coordination of movement depends on three main features: (i) The definition of a unit of function, the Purkinje unit, made up of a Purkinje cell and closely associated cells and connections; (ii) a new learning rule called the "Variational Learning Rule" (VLR), operating at the level of the Purkinje units; (iii) the interpretation of the coordination of movements in terms of excitatory and inhibitory interactions between Purkinje units. An emergent property of the model is that Purkinje units occur in groups which act in opposition in the sense that when the output of one group increases, that of the other decreases.

Association Learning↗

PubMed1989

Learning ability in young rats with single and double lesions to the "general learning system".

Previous lesion studies suggest that the dorsal caudatoputamen (DCP), globus pallidus, ventrolateral thalamus (VLT), substantia nigra, ventral tegmental area, superior colliculus (SC), median raphe, and pontine reticular formation are components of the general learning system (GLS) of the rat brain. The current study attempted to determine whether bilateral lesions to two components of the GLS (DCP/VLT, DCP/SC or VLT/SC) would produce greater deterioration of learning ability than bilateral lesions to only one component (DCP, VLT or SC). In all combinations examined, a second lesion added to the first led to a significantly greater learning decrement on a series of spatial reversal problems than that associated with the first lesion alone. These results are compatible with the view that the foregoing structures are elements of the same functional system concerned either directly or indirectly with general learning ability.

Animals↗

PubMed2005

Learning by strategies and learning by drill--evidence from an fMRI study.

The present fMRI study investigates, first, whether learning new arithmetic operations is reflected by changing cerebral activation patterns, and second, whether different learning methods lead to differential modifications of brain activation. In a controlled design, subjects were trained over a week on two new complex arithmetic operations, one operation trained by the application of back-up strategies, i.e., a sequence of arithmetic operations, the other by drill, i.e., by learning the association between the operands and the result. In the following fMRI session, new untrained items, items trained by strategy and items trained by drill, were assessed using an event-related design. Untrained items as compared to trained showed large bilateral parietal activations, with the focus of activation along the right intraparietal sulcus. Further foci of activation were found in both inferior frontal gyri. The reverse contrast, trained vs. untrained, showed a more focused activation pattern with activation in both angular gyri. As suggested by the specific activation patterns, newly acquired expertise was implemented in previously existing networks of arithmetic processing and memory. Comparisons between drill and strategy conditions suggest that successful retrieval was associated with different brain activation patterns reflecting the underlying learning methods. While the drill condition more strongly activated medial parietal regions extending to the left angular gyrus, the strategy condition was associated to the activation of the precuneus which may be accounted for by visual imagery in memory retrieval.

Adult↗

PubMed2001

A pet study of human skill learning: changes in brain activity related to learning an orientation discrimination task.

Using 15O-water 3D positron emission tomography we investigated the effect of training in orientation discrimination upon cerebral activity in healthy human adults. When subjects are trained in this discrimination task, they learn the visuo-motor stimulus-response association required by the task and they increase their perceptual abilities in orientation discrimination. The present study was designed to investigate the rCBF modifications related to both these learning processes induced by training in orientation discrimination. PET data were acquired on two separate days (before and after training). Comparing the activation pattern related to orientation discrimination before and after the training period we observed activity decreases located in the left cerebellar cortex, in the right precentral gyrus and bilaterally in the fusiform gyri. The only region showing an activity increase was located in the body of the right caudate nucleus. These findings confirm the role of the neostriatum in skill learning and highlight the importance of mechanisms resulting in cortical and cerebellar neuronal activity decreases in this type of learning.

Adult↗