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Rapid reshaping of human motor generalization.

People routinely learn how to manipulate new tools or make new movements. This learning requires the transformation of sensed movement error into updates of predictive neural control. Here, we demonstrate that the richness of motor training determines not only what we learn but how we learn. Human subjects made reaching movements while holding a robotic arm whose perturbing forces changed directions at the same rate, twice as fast, or four times as fast as the direction of movement, therefore exposing subjects to environments of increasing complexity across movement space. Subjects learned all three environments and learned the low- and medium-complexity environments equally well. We found that subjects lessened their movement-by-movement adaptation and narrowed the spatial extent of generalization to match the environmental complexity. This result demonstrated that people can rapidly reshape the transformation of sense into motor prediction to best learn a new movement task. We then modeled this adaptation using a neural network and found that, to mimic human behavior, the modeled neuronal tuning of movement space needed to narrow and reduce gain with increased environmental complexity. Prominent theories of neural computation have hypothesized that neuronal tuning of space, which determines generalization, should remained fixed during learning so that a combination of neuronal outputs can underlie adaptation simply and flexibly. Here, we challenge those theories with evidence that the neuronal tuning of movement space changed within minutes of training.

Adaptation, Physiological↗

The relationship between skill learning and repetition priming: experimental and computational analyses.

Skill learning and repetition priming are considered by some to be supported by separate memory systems. The authors examined the relationship between skill learning and priming in 3 experiments using a digit entering task, in which participants were presented with unique and repeated 5-digit strings with controlled sequential structure. Both skill learning and priming were observed across a wide range of skill levels. Performance reflected the effects of learning at 3 different levels of stimulus structure, calling into question a binary dichotomy between item-specific priming and general skill learning. Two computational models were developed which demonstrated that previous dissociations between skill learning and priming can occur within a single memory system. The experimental and computational results are interpreted as suggesting that skill learning and priming should be viewed as 2 aspects of a single incremental learning mechanism.

Adult↗

Using stimulus equivalence procedures to teach name-face matching to adults with brain injuries.

On pretests, 3 men with brain injuries matched dictated names of three therapists to written names, but did not match dictated or written names to photos, produce correct names in response to photos, locate offices given written names, or name therapists on sight. Match-to-sample training established conditional relations between dictated names and photos. Posttests showed the emergence of untrained conditional relations involving photos and written names, indicating development of three classes of equivalent stimuli (each containing a dictated name, photo, and written name). For 1 participant, conditional relations involving photos of office nameplates were also examined, but did not emerge pre- or posttraining. Two participants produced names orally when given photos and sorted written names and faces together after training; the 3rd participant was unavailable for these posttests. After training, 1 participant located and named all three therapists in their offices.

Adult↗

Stimulus specificity of concurrent recovery in the rabbit nictitating membrane response.

Three experiments demonstrated that, following the extinction of an established conditioned stimulus (CS; e.g., tone), the pairing of an orthogonal stimulus from another modality (e.g., light) with the unconditioned stimulus (US) results in strong recovery of responding to the extinguished CS. This recovery occurred to about an equal degree regardless of whether or not initial training contained unambiguous stimulus-reinforcer relationships--that is, consistent CS-US pairings--or some degree of ambiguity, including intramodal discrimination training, partial reinforcement, or even cross-modal discrimination training (tone vs. light). Experiments 1 and 2 demonstrated that this recovery of responding was largely specific to the extinguished CS, but moderate generalization to other stimuli from the same modality did appear. The results are discussed with reference to alternative mechanisms applicable to learning-dependent generalization between otherwise distinct CSs. These models assume that such generalization is mediated by either a shared response, shared reinforcer, shared context, or shared hidden units within a layered neural network. A specific layered network is proposed to explain the present results as well as other types of savings seen previously in conditioning of the rabbit nictitating membrane response.

Animals↗

On No-KR tests in motor learning, retention and transfer.

In this paper we examine the role of no-knowledge of results (KR) tests in motor learning, retention and transfer. A distinction is drawn between studies of KR and studies of other issues in motor learning that use a No-KR test. Arguments are presented against the currently received position that a No-KR test is an essential protocol to examine motor learning, although a No-KR test is most relevant in the few contexts where the outcome information is not naturally available. Perspectives are provided on the limited though proper role of No-KR tests in motor learning, retention and transfer and these are illustrated through experimental examples. It is proposed that the current restrictive interpretation of KR as only augmented outcome information is narrowing not only the context of KR research but also the study of motor learning in general.

Conditioning, Classical↗

Of mice and mazes: similarities between mice and rats on dry land but not water mazes.

Mice are impaired relative to rats in place and matching-to-place learning when tests are given in a swimming pool. The rat advantage may stem from a superior spatial ability or from adaptation to a niche that has prepared them for competency in the water. In the present study, mice (C57BL/6) were compared with rats (Long-Evans) in a number of dry-land spatial tasks given on a radial arm maze and in a place task given in a swimming pool. The performance of the mice matched that of the rats in all dry-land tasks, but was inferior to that of the rats in the swimming pool. The results provide further evidence for a species difference in swimming-pool performance but do not support the idea that there are necessary differences in spatial abilities between mice and rats. It is suggested that, if optimal place learning is required for neurobehavioral studies of mice, such performance is more likely to be obtained in dry-land tasks than in swimming-pool tasks. Nevertheless, the species differences warrant further study because they could provide important insights into species differences is spatial learning more generally.

Animals↗

Learning neural dynamics through instructive signals.

Rapid learning is essential for flexible behavior, but its basis in the brain remains unknown. Here we introduce the PRISM plasticity rule, a unifying mechanistic model of three well-established, fast-acting synaptic plasticity rules-in hippocampus, cerebellum and mushroom body-which relies exclusively on pre-synaptic activity and an "instructive signal" from another brain area. Using a multi-region network model we show that guiding PRISM plasticity with instructive signals enables the network to quickly learn extremely flexible nonlinear dynamics underlying behaviorally relevant computations, as well as to emulate unknown external system dynamics from real-time error signals, which we demonstrate with comprehensive simulations supported by exact mathematical theory. Thus, PRISM plasticity guided by instructive signals is well-suited to rapidly learn general-purpose neural computations-in contrast to canonical Hebbian rules. Finally, we show how including this plasticity rule in artificial learning algorithms can solve long-range temporal credit assignment, a long-standing challenge in machine learning.

cerebellum↗

The clinical and educational experiences of pre-registration house officers in general practice.

AIMS: To describe aspects of the clinical experience and educational supervision gained by pre-registration house officers (PRHOs) in general practice, and to relate these to the current General Medical Council (GMC) aims for general clinical training in general practice. DESIGN: Qualitative evaluation, part of which involved semistructured interviews with 12 PRHOs who were experiencing a general practice rotation. Interviews were conducted at the beginning and the end of the pre-registration year, and following return to hospital work after completion of the general practice placement. SETTINGS: Three teaching hospitals, two district general hospitals and six general practices in south-east England. PARTICIPANTS: 12 PRHOs who were involved in rotations incorporating a general practice placement. RESULTS: To varying degrees, the GMC aims for training in general practice were met for all the participants. All PRHOs recognized the value of the clinical experience and educational supervision they received in general practice. They particularly valued aspects such as having an individual training programme based on their own needs, and the interlinking of theory and practice, which aided learning. Most felt that having responsibility for their own patients acted as an important incentive for learning, and in general, PRHOs appreciated having the time to learn which general practice allowed. CONCLUSIONS: For the majority of PRHOs, the time spent in general practice was seen as a positive clinical and educational experience. In a variety of ways, the general practice placement encouraged PRHOs to develop the self-directed learning skills seen as essential to the lifelong learning advocated by the GMC. A number of recommendations are made to help improve the integration of the hospital and general practice components of these rotations.

Clinical Competence↗

Noise suppression in training examples for improving generalization capability.

For the supervised learning problem, error correcting memorization learning was proposed in order to suppress noise in teacher signals. In this paper, generalization capability of the learning method is discussed. Generalization capability is evaluated based on the projection learning criterion. We give a necessary and sufficient condition for error correcting memorization learning to provide the same level of generalization as projection learning, and suggest how to choose a training set so as to satisfy the obtained condition. Moreover, it is revealed that noise suppression based on the error correcting memorization learning criterion always has a good effect on improving generalization to the level of projection learning.

Artifacts↗

Learned helplessness: validity and reliability of depressive-like states in mice.

The learned helplessness paradigm is a depression model in which animals are exposed to unpredictable and uncontrollable stress, e.g. electroshocks, and subsequently develop coping deficits for aversive but escapable situations (J.B. Overmier, M.E. Seligman, Effects of inescapable shock upon subsequent escape and avoidance responding, J. Comp. Physiol. Psychol. 63 (1967) 28-33 ). It represents a model with good similarity to the symptoms of depression, construct, and predictive validity in rats. Despite an increased need to investigate emotional, in particular depression-like behaviors in transgenic mice, so far only a few studies have been published using the learned helplessness paradigm. One reason may be the fact that-in contrast to rats (B. Vollmayr, F.A. Henn, Learned helplessness in the rat: improvements in validity and reliability, Brain Res. Brain Res. Protoc. 8 (2001) 1-7)--there is no generally accepted learned helplessness protocol available for mice. This prompted us to develop a reliable helplessness procedure in C57BL/6N mice, to exclude possible artifacts, and to establish a protocol, which yields a consistent fraction of helpless mice following the shock exposure. Furthermore, we validated this protocol pharmacologically using the tricyclic antidepressant imipramine. Here, we present a mouse model with good face and predictive validity that can be used for transgenic, behavioral, and pharmacological studies.

Animals↗

Mental images can be ambiguous: reconstruals and reference-frame reversals.

Philosophers and psychologists have debated whether or not mental images of ambiguous figures are reversible as pictures of such figures are. Previously, empirical evidence both pro (Finke, Pinker, & Farah, 1989) and con (Chambers & Reisberg, 1985) has been obtained. In a series of four experiments, we identify the conditions under which images of classic ambiguous figures like the duck/rabbit and the snail/elephant are reversible. We distinguish between two types of reversal: those that entail a change in reference-frame specification as well as a reconstrual of image components (reference-frame realignments) and those that entail reconstruals only (reconstruals). We show that reference-frame realignments can occur in imagery, particularly if observers are given an explicit or an implicit suggestion; and that reconstruals of images occur commonly, regardless of experimental conditions. In addition, we show that images constructed from good parts are more likely to reverse than images constructed from poor parts. On the basis of these results, we propose a functional organization of shape memory that is consistent with shape recognition findings as well as with our reversal findings.

Adult↗

Impairments in spatial generalization of visual skills after V4 and TEO lesions in macaques (Macaca mulatta).

The authors tested the spatial generalization of shape and color discriminations in 2 monkeys, in which 3 visual field quadrants were affected, respectively, by lesions in area V4, TEO, or both areas combined. The fourth quadrant served as a normal control. The monkeys were trained to discriminate stimuli presented in a standard location in each quadrant, followed by tests of discrimination performance in new locations in the same quadrant. In the quadrant affected by the V4 + TEO lesion, the authors found temporary but striking deficits in spatial generalization of shape and color discriminations over small distances, suggesting a contribution of areas V4 and TEO to short-range spatial generalization of visual skills.

Animals↗

Cross-modal reaction time and schizophrenic attentional deficit: a critical review.

This article focuses on the cross-modal reaction time paradigm, which has been used to study deviation patterns of shifting attention across stimulus modalities in schizophrenic patients. Cross-modal reaction time research involving pathological and nonpathological populations is reviewed. The influence of sex, stimulus modality, total stimulus energy, the warning signal, psychotropic drugs, psychiatric diagnosis, and preparatory interval on the modality shift effect (the ability of cross-modal retardation to discriminate schizophrenic patients and normal control subjects) is discussed. Theories proffered to account for the modality shift effect are critically evaluated. These theories include Zubin's neural trace theory, the magnitude of difference hypothesis, the expectancy hypothesis, learning theory, general inattention, and psychometric artifact. The article concludes with general comments on attentional research in schizophrenia.

Antipsychotic Agents↗

[Knowledge and learning needs related to cancer treatment in gynecological cancer patients].

PURPOSE: This study was to investigate the knowledge and learning needs of chemotherapy in gynecological cancer patients. METHOD: The subjects consisted of 103 gynecological cancer patients receiving chemotherapy from April 2005 to August 2005. Data was collected using a questionnaire about knowledge and learning needs of chemotherapy. The data was analyzed by t-test, ANOVA, Scheffe test, and Pearson's correlation coefficient using SAS. RESULT: Average scores of knowledge and learning needs of general treatment and care were 2.74, and 3.30 respectively. Average score of knowledge and learning needs of chemotherapy were 2.54, and 3.23 respectively. Learning needs of general treatment and care and of chemotherapy were significantly different in relation to marital status, educational level, family support, the operation, and the amount of chemotherapy received. Items with the highest level of learning needs were the symptoms of recurring illness of general treatment, and minimizing side effects of chemotherapy. There were a negative correlation between knowledge and learning needs on general treatment and a positive correlation between knowledge and learning needs on chemotherapy but there were not significant statistically. CONCLUSION: The level of learning needs related to cancer treatment was high, whereas, that of knowledge was low. Therefore, when designing an educational program for gynecological cancer patients, understanding of learning needs is necessary. Also, consideration of a patient's characteristics, and a systematic and detailed educational program should be provided.

Adult↗

Why and how we study human learning on basic auditory tasks.

Human listeners can often improve their ability to discriminate sounds with practice. We have been using behavioral techniques to examine the patterns of learning and generalization on basic auditory tasks, such as the discrimination of the time interval between two sounds. Here we briefly state our motivations for examining learning on these basic tasks, describe our experimental paradigm, and provide an example of our results.

Discrimination Learning↗