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PubMedDate not supplied

Sound sequence discrimination learning motivated by reward requires dopaminergic D2 receptor activation in the rat auditory cortex.

We have previously reported that sound sequence discrimination learning requires cholinergic inputs to the auditory cortex (AC) in rats. In that study, reward was used for motivating discrimination behavior in rats. Therefore, dopaminergic inputs mediating reward signals may have an important role in the learning. We tested the possibility in the present study. Rats were trained to discriminate sequences of two sound components, and licking behavior in response to one of the two sequences was rewarded with water. To identify the dopaminergic inputs responsible for the learning, dopaminergic afferents to the AC were lesioned with local injection of 6-hydroxydopamine (6-OHDA). The injection attenuated sound sequence discrimination learning, while it had no effect on discrimination between the sound components of the sequence stimuli. Local injection of 6-OHDA into the nucleus accumbens attenuated sound discrimination learning. However, not only discrimination learning of sound sequence but also that of the sound components were impaired. SCH23390 (0.2 mg/kg, i.p.), a D1 receptor antagonist, had no effect on sound sequence discrimination learning, while it attenuated the licking behavior to unfamiliar stimuli. Haloperidol (0.5 mg/kg, i.p.), a D2 family antagonist, attenuated sound sequence discrimination learning, while it had no clear suppressive effect on discrimination of two different sound components and licking. These results suggest that D2 family receptors activated by dopaminergic inputs to the AC are required for sound sequence discrimination learning.

Acoustic Stimulation↗
PubMed2003

Origins of number sense. Large-number discrimination in human infants.

Four experiments investigated infants' sensitivity to large, approximate numerosities in auditory sequences. Prior studies provided evidence that 6-month-old infants discriminate large numerosities that differ by a ratio of 2.0, but not 1.5, when presented with arrays of visual forms in which many continuous variables are controlled. The present studies used a head-turn preference procedure to test for infants' numerosity discrimination with auditory sequences designed to control for element duration, sequence duration, interelement interval, and amount of acoustic energy. Six-month-old infants discriminated 16 from 8 sounds but failed to discriminate 12 from 8 sounds, providing evidence that the same 2.0 ratio limits numerosity discrimination in auditory-temporal sequences and visual-spatial arrays. Nine-month-old infants, in contrast, successfully discriminated 12 from 8 sounds, but not 10 from 8 sounds, providing evidence that numerosity discrimination increases in precision over development, prior to the emergence of language or symbolic counting.

Age Factors↗
PubMed1979

An experimental analysis of the effects of d-amphetamine and cocaine on the acquisition and performance of response chains in monkeys.

In one component of a multiple schedule of food presentation, monkeys acquired a different four-response chain each session by responding sequentially on three keys in the presence of four geometric forms (learning). In the other component, the four-response chain was the same each session (performance). Both d-amphetamine and cocaine, at the higher doses, disrupted the behavior in the learning component; the overall response rate decreased, the overall accuracy was impaired (i.e., percent errors increased), and there was less within-session error reduction. The performance component was generally less sensitive than the learning component to the disruptive effects of both drugs on rate and accuracy. After pre-feeding or during an extended session, the response rate decreased in both components, but accuracy was generally unaffected. When the four discriminative stimuli in both components were removed, the behavior was disrupted to a greater extent in the performance component. The disruptive effects of both drugs on behavior in the learning component were attenuated when the drugs were administered during the session after the response chain had been acquired. It was concluded that the greater sensitivity of the learning component to disruptive drug effects is related to the relatively weak stimulus control and/or the lower rate of reinforcement associated with that component.

Animals↗
PubMed2006

Part-list cuing of associative chains: tests of strategy disruption.

Three experiments assess the veracity of the strategy disruption explanation of part-list cuing impairment. Experiment 1 demonstrated no mnemonic detriment in recall as a result of significant disruption of the participants' self-selected forward associative seriation retrieval strategy. Experiment 2 replicated Experiment 1 while reducing overall performance levels in an attempt to reveal any possible detrimental effects. Experiment 3 ruled out 2 possible alternative explanations by demonstrating the typical part-list cuing impairment within this experimental context. It is concluded that the results challenge a strict version of the strategy disruption hypothesis.

Association Learning↗
PubMed1999

Order information in short-term memory and time estimation.

In previous experiments, the amount of interference between time production and visual or memory search tasks was shown not to be related to the level of difficulty of the search task per se, but instead to the amount of processing in short-term memory required in the search task. The first experiment of the present study verified whether the amount of interference between time production and a short-term memory task may be related to the level of difficulty of the short-term memory task. Two versions of a memory task, with and without processing of order information, were combined with a temporal interval production task in a concurrent processing condition. As is shown in a control reaction time task, processing order information increased the level of difficulty of the memory search task. In the concurrent processing condition, the interference between short-term memory processing and time production was stronger when the level of difficulty of the short-term memory search task was increased by requiring that order information be processed. The results of Experiment 2 showed that the amount of interference between a similar short-term memory task and time production seems not to be related to the amount of order information that must be maintained during the time production task. This dissociation between the effects of processing and the maintenance of order information is compatible with a similar dissociation, observed in previous experiments, between the effects of processing and those of maintaining item information in short-term memory on concurrent time production.

Adult↗
PubMed1984

Dose-response analysis of the behavioral effects of diazepam: I. Learning and memory.

A total of 120 healthy volunteers were randomly assigned to four treatments (placebo, 0.1, 0.2, and 0.3 mg/kg) and three testing times (7 AM, 1 PM and 7 PM). Immediate and delayed free recall of word lists revealed consistent decreases in performance as oral diazepam dose increased from 0.1, 0.2, to 0.3 mg/kg. Paradoxically, as the dose increased, the number of predrug list words recalled also increased. A serial number-learning task displayed a pattern of delayed improvement of acquisition as the dose increased. Response times in a semantic-categories task were prolonged as the dose increased. Parallel recovery functions were observed for all doses and tasks. Full recovery after a single administration of 0.1, 0.2, and 0.3 mg/kg doses was estimated to occur after 3.5, 4.5, and 5.5 h, respectively. Several analyses were consistent with the view that acquisition and not retrieval was impaired by diazepam. There were no circadian interactions with the effects of the drug.

Adolescent↗
PubMed1999

The effects of nicotine on learning and memory: a neuropsychological assessment in young and senescent Fischer 344 rats.

The effects of chronic nicotine on the behavioral performance of young (4 month) and old (24 month) Fischer-344 rats were assessed on four behavioral tasks: activity chamber. rotating rod, serial pattern learning, and Morris water maze paradigm. Old and young nicotine-treated rats received an intraperitoneal injection of nicotine (0.20 mg/kg) 15 min prior to all behavioral testing, and old and young saline-treated rats received saline injections 15 min prior to all behavioral testing. Nicotine improved motor coordination and increased the general activity levels of the old rats compared to old saline-treated rats. There were no significant differences in the behaviors of the young rats in these behavioral evaluations. In young rats, nicotine improved the acquisition of a serial pattern, suggesting an improvement in working memory or related processes. Nicotine was found to increase swim speed in a Morris water maze paradigm with a hidden platform; however, no beneficial effects of nicotine in reference memory were obtained for either age group. These results suggests that nicotine may not be as beneficial in attenuating age-related learning and memory deficits as once proposed.

Age Factors↗
PubMed2000

Neuropsychological profile of a large kindred with familial Alzheimer's disease caused by the E280A single presenilin-1 mutation.

It was hypothesized that subjective memory complaints represent the earliest sign of dementia in carriers of the presenilin-1 (PS1) mutation. A total of 122 subjects (44 males, 78 females) were included in this study. Forty of them were positive for the mutation in the PS1 gene (mutation positive, MP) whereas 82 showed negative results (mutation negative, MN). Subjects were active, functionally normal, even though some of them complained of memory difficulties. Two groups of neuropsychological instruments were administered: (a) The Consortium to Establish a Registry for Alzheimer's Disease (CERAD) neuropsychological test battery (Morris et al., 1989), and (b) some additional neuropsychological tests (Raven Test, Wechsler Memory Scale, Rey-Osterrieth Complex Figure, Boston Naming Test, Naming of Categories, Boston Diagnostic Aphasia Examination, Memory of Three Phrases, Knopman Test, Digit Symbol, and Visual "A" Cancellation Test). Performance in both groups was quite similar. In a secondary analysis, the MP group was subdivided into two subgroups: without and with memory complaints. When comparing both subgroups, a better performance in the first subgroup was found throughout the different subtests. Statistically significant differences were observed in the following test scores: Mini-Mental State Examination, Naming Test (Low Frequency), Memory of Words Test, Recall of Drawings, Wechsler Memory Scale (Logical Memory, Associative Learning, and Total Score), Rey-Osterrieth Complex Figure (Immediate Recall Condition), Boston Diagnostic Aphasia Examination (Complex Ideational Material Subtest), Memory of Three Phrases Test, Serial Verbal Learning (maximum score and Delayed Recall), Knopman Test (First Trial, Second Trial, and Recall after 5 Minutes), Digit Symbol, and Visual "A" Cancellation Test (Additions). Results supported the hypothesis that memory complaints represent the earliest symptom of familial Alzheimer's disease. In addition to the memory difficulties, other minor cognitive impairments were also found, particularly, mild anomia, concentration difficulties and defects in the understanding of complex verbal material.

Journal Article↗
PubMed1992

Skill learning in the elderly: diminished implicit and explicit memory for a motor sequence.

Explicit and implicit memory for a cognitive-motor sequence was studied in elderly and young adults. Implicit memory was examined in a serial reaction-time paradigm in which sequences of hand postures repeated cyclically, then shifted to random sequences. Two control groups received random sequences throughout. Movement times (MTs) across the first 4 blocks did not improve more in the elderly-repeated than in the elderly-random group. In contrast, the young-repeated group showed greater improvement in MT across these blocks than the young-random group. MT was less affected in the elderly than in the young by shifts between repeated and random sequences, indicating impaired implicit memory. Explicit memory, which was assessed by free recall and cued recall, also was impaired in the elderly. Diminished implicit memory in the elderly could not be explained solely by the possible intrusion of conscious recollection strategies.

Adult↗
PubMed2006

Implicit sequence learning without motor sequencing in young and old adults.

The ability to detect patterns and organize individual events into complex sequences is a fundamental cognitive skill that is often learned implicitly. The serial response time (SRT) task has been widely used to investigate implicit sequence learning, but it remains unclear whether people learn a perceptual or motor sequence in this task. This study reports three experiments that build on previous research by Goschke and colleagues using an auditory SRT task in which the stimulus-to-response mapping changes on every trial to eliminate spatio-motor sequencing. The current study extends earlier work in three ways. First, healthy young and older adults were tested rather than the neuropsychological patients used in previous research. Second, sequences of different structural complexity were investigated including first- and second-order repeating sequences as well as higher-order probabilistic sequences. Third, the potential role of explicit knowledge was examined using three separate tests of declarative knowledge. Results indicate that young and old adults are able to learn purely perceptual auditory sequences, but that explicit knowledge contributes to learning of repeating sequences by young adults.

Acoustic Stimulation↗
PubMed2000

Temporal, but not spatial, context modulates a masked prime's effect on temporal order judgment, but not on response latency.

Three experiments investigated a dissociation originally described by Neumann, Esselmann, and Klotz. Stimuli were geometric shapes, preceded by similar shapes that were masked by metacontrast. Each experiment consisted of three parts. In the reaction time (RT) part, participants saw an array of geometric shapes, one of which was marked by bars, and had to respond to the marked shape's position by pressing an appropriate button. A prime (a similar, but smaller stimulus) preceded either the marked or an unmarked stimulus. In the temporal order judgment (TOJ) part, the task was to judge the temporal order of the marked and the unmarked stimulus. In the detection part, detectability of the prime was tested. Although its detectability was zero or close to zero, the prime affected both RT and the apparent onset as measured by TOJ. The effect on RT was significantly larger than the effect on TOJ (Exp. 1). Increasing the spatial context (number of non-target stimuli in the display) did not affect this pattern (Exp. 2). By contrast, reducing the temporal context (range of stimulus onset asynchronies) abolished the prime's effect in the TOJ task, although the prime affected RT under identical conditions. It is concluded that partially different mechanisms mediate the prime's effect in the two tasks and that the effect of stimulus context on TOJ found in the Neumann et al. study was due to temporal, not spatial context.

Adult↗
PubMed2004

[Audiologic diagnosis in children. Applicability of different speech material].

The aim of our study was to establish bench-mark values for speech intelligibility in noise for children. We also considered which of the two dichotic discrimination tests, Feldmann's or Uttenweiler's, would be most suitable for use within this age group. We examined 102 children aged between 7 and 10 years (second year, primary school), with an average age of 8 years. After confirming normal hearing acuity (examination of the ear, tympanometry and audiogram), speech perception was tested. This was performed with and without noise using the Göttingen Audiometric Speech Test for Children II and the monosyllables of the Freiburger Speech Intelligibility Test. The percentage of word intelligibility was recorded. Furthermore, dichotic hearing was tested using a combination of Feldmann and Uttenweiler dichotic discrimination tests. We rated the percentage of correct word pair repetitions with the correct article. The results showed that the best method for testing speech perception in noise for this age group was the Göttingen Test II for Children. Speech perception below 70% for word intelligibility should be considered as pathologic. For testing dichotic hearing, Uttenweiler's dichotic discrimination test for children was most suitable. In this test values below 80% should be considered as pathologic.

Child↗
PubMed1990

Interference with visual short-term memory.

Working memory (Baddeley and Hitch 1974) incorporates the notion of a visuo-spatial sketch pad; a mechanism thought to be specialized for short-term storage of visuo-spatial material. However, the nature and characteristics of this hypothesized mechanism are as yet unclear. Two experiments are reported which examined selective interference in short-term visual memory. Experiment 1 contrasted recognition memory span for visual matrix patterns with that for visually presented letter sequences. These two span tasks were combined with concurrent arithmetic or a concurrent task which involved manipulation of visuo-spatial material. Results suggested that although there was a small, significant disruption by concurrent arithmetic of span for the matrix patterns, there was a substantially larger disruption of the letter span task. The converse was true for the secondary visuo-spatial task. Experiment 2 combined the span tasks with two established tasks developed by Brooks (1967). Span for matrix patterns was disrupted by a visuo-spatial task but not by a secondary verbal task. The converse was true for letter span. These results suggest that the impairment in short-term visual memory resulting from secondary arithmetic reflects a small general processing load, but that the selective interference due to mode of processing is by far the stronger effect. Results are interpreted as being entirely consistent with the notion of a specialized visuo-spatial mechanism in working memory.

Adult↗
PubMed1990

Problems brought about by "reading" a sequence of pictures.

The "reading" of a sequence of narrative pictures has been studied as a specific cognitive area. Sequences of pictures were presented to children between 3 and 7 1/2 years old in either the right or wrong order. We studied four problems: the child's difficulty in seeing the same character throughout different representations, the liking-up process of several pictures into one story, the correlation between the temporal order and the spatial disposition of pictures, and the child's tendency to consider the setting of pictures as a puzzle to solve. The characteristic difficulties observed seem to be related to the double status of the picture, which is both a physical and a symbolic object. We set out to reconstruct the path taken from the initial dilemma in which a child finds herself/himself, caught between the signifier and the signified, up until the point where, all contradictions resolved, she/he definitively acquires the principles of the way in which a sequence of pictures functions. Although more or less distinct stages concerning the acquisition of different rules inherent in a sequence of pictures can be observed, the existence of transitional periods favors a continuous progression.

Attention↗
PubMed2004

Total sleep deprivation increases the costs of shifting between simple cognitive tasks.

In two experiments we studied the effects of one night of total sleep deprivation on task-shift costs. In different conditions shifts were between types of judgment (extradimensional shifts) and between stimulus-response mappings (intradimensional shifts). In addition, with an alternating-runs procedure we used short and long response-to-stimulus intervals and also external precues to vary the opportunities for advance configuration of task sets. Under all conditions sleep deprivation increased shift costs derived from the 20% slowest reaction times, which were insensitive to the opportunities for advance configuration. Shift costs derived from the 20% fastest reaction times were increased only for extradimensional shifts. As indicated by congruency effects, the increase of shift costs after a night without sleep cannot be attributed to increased interference between competing task sets. The findings suggest that total sleep deprivation increases task-set instability and thus lapsing, in particular in conditions with long stimulus-to-response intervals and in shift trials. In addition total sleep deprivation seems to increase the duration of an exogenously controlled process involved in extradimensional shifts.

Adult↗