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PubMed2002

Selective attention and the acquisition of new phonetic categories.

A class of selective attention models often applied to speech perception is used to study effects of training on the perception of an unfamiliar phonetic contrast. Attention-to-dimension (A2D) models of perceptual learning assume that the dimensions that structure listeners' perceptual space are constant and that learning involves only the reweighting of existing dimensions to emphasize or de-emphasize different sensory dimensions. Multidimensional scaling is used to identify the acoustic-phonetic dimensions listeners use before and after training to recognize the 3 classes of Korean stop consonants. Results suggest that A2D models can account for some observed restructuring of listeners' perceptual space, but listeners also show evidence of directing attention to a previously unattended dimension of phonetic contrast.

Attention↗

PubMed2004

Activation of phasic pontine-wave generator prevents rapid eye movement sleep deprivation-induced learning impairment in the rat: a mechanism for sleep-dependent plasticity.

Animal and human studies of sleep and learning have demonstrated that training on various tasks increases subsequent rapid eye movement (REM) sleep and phasic pontine-wave (P-wave) activity, followed by improvement in performance on the learned task. It is well documented that REM sleep deprivation after learning trials blocks the expected improvement in performance on subsequent retesting. Our aim was to test whether experimentally induced P-wave generator activation could eliminate the learning impairment produced by post-training REM sleep deprivation. Rats were trained on a two-way active avoidance-learning task. Immediately thereafter, two groups of those rats received a control vehicle (100 nl saline) microinjection and one group received a carbachol (50 ng in 100 nl saline) microinjection into the P-wave generator. The carbachol-injected group and one of the two control saline microinjected groups were selectively deprived of REM sleep during a 6 hr polygraphic recording session. All rats were then tested on the avoidance-learning task. The rats that received both the control saline injection and REM sleep deprivation showed learning deficits compared with the control saline-injected rats that were allowed to sleep normally. In contrast, the rats that received the carbachol microinjection and REM sleep deprivation demonstrated normal learning. These results demonstrate, for the first time, that carbachol-induced activation of the P-wave generator prevents the memory-impairing effects of post-training REM sleep deprivation. This evidence supports our hypothesis that the activation of the P-wave generator during REM sleep deprivation enhances a physiological process of memory, which occurs naturally during post-training REM sleep.

Animals↗

PubMed2000

Learning of visuomotor transformations for vectorial planning of reaching trajectories.

The planning of visually guided reaches is accomplished by independent specification of extent and direction. We investigated whether this separation of extent and direction planning for well practiced movements could be explained by differences in the adaptation to extent and directional errors during motor learning. We compared the time course and generalization of adaptation with two types of screen cursor transformation that altered the relationship between hand space and screen space. The first was a gain change that induced extent errors and required subjects to learn a new scaling factor. The second was a screen cursor rotation that induced directional errors and required subjects to learn new reference axes. Subjects learned a new scaling factor at the same rate when training with one or multiple target distances, whereas learning new reference axes took longer and was less complete when training with multiple compared with one target direction. After training to a single target, subjects were able to transfer learning of a new scaling factor to previously unvisited distances and directions. In contrast, generalization of rotation adaptation was incomplete; there was transfer across distances and arm configurations but not across directions. Learning a rotated reference frame only occurred after multiple target directions were sampled during training. These results suggest the separate processing of extent and directional errors by the brain and support the idea that reaching movements are planned as a hand-centered vector whose extent and direction are established via learning a scaling factor and reference axes.

Adaptation, Physiological↗

PubMed1979

A psychosocial study of hyperactive and learning-disabled boys.

Adequately reading hyperactive boys, normally behaved learning-disabled (LD) boys, and normal controls were contrasted on tests measuring personality traits, cognitive role taking, and moral resoning. Additionally, parents and teachers rated all children on a number of behaviors, and parents were interviewed in a process-oriented fashion to assess home stimulation potential. Hyperactive boys were rated more aggressive and anxious than LD boys and controls and had not been encouraged as much by parents to achieve. Hyperactives had been born to younger parents, on the average, and 25% lived with their mothers and stepfathers. None of the LD or control boys had stepfathers. The groups did not differ significantly in moral reasoning ability, cognitive role taking, or locus of control; on the Junior Personality Inventory hyperactives tended to have elevated scores on the neuroticism scale while LD boys had higher scores on the lie scale.

Aggression↗

PubMed1992

Amnesia for Complex Naturalistic Scenes and for Objects Following Fornix Transection in the Rhesus Monkey.

Rhesus monkeys (Macaca mulatta) were trained to discriminate among many complex naturalistic scenes. The scenes were still frames from a cinema film. They were presented as the discriminative stimuli in a concurrent discrimination learning task in which each discriminative stimulus was presented on one trial each day. Learning of this task was severely impaired by fornix transection. The same animals were also deficient in a similar concurrent discrimination learning task, with each discriminative stimulus presented on one trial each day, but with objects, not complex scenes, as the stimulus material. The impairment in object discrimination learning in the present experiment is attributable to an interaction of object discrimination learning with scene discrimination learning, and can be understood as an effect of interference in long-term memory. In contrast to these impairments in long-term memory, a test of within-session learning of complex scenes, in which the average interval between successive presentations of the same stimulus was < 3 min, was performed without significant impairment by the fornix-transected animals. These results show that long-term memory for complex naturalistic scenes reveals analogues in the monkey of human episodic memory and its impairment in amnesia.

Journal Article↗

PubMed2004

The role of the frontal pursuit area in learning in smooth pursuit eye movements.

The frontal pursuit area (FPA) in the cerebral cortex is part of the circuit for smooth pursuit eye movements. The present paper asks whether the FPA is upstream, downstream, or at the site of learning in pursuit eye movements. Learning was induced by having monkeys repeatedly pursue targets that moved at one speed for 150 msec before changing speed. Single-cell recording showed no consistent correlate of pursuit learning in the responses of FPA neurons. Some neurons showed changes in firing in the same direction as the learning, others showed changes in the opposite direction, and many showed no changes at all. In contrast, the eye movements evoked by electrical stimulation of the FPA showed clear correlates of learning. Learning effects were observed when microstimulation was delivered during the initiation of pursuit and during fixation of a stationary target. In addition, learning caused changes in the degree to which stimulation of the FPA enhanced the eye velocity evoked by brief perturbations of a stationary target. The magnitude of the change in the stimulation-evoked eye movement in each tracking condition was proportional to the size of the eye movement evoked under that condition before learning. We conclude that learning occurs downstream from the FPA, possibly within the cerebellum, and that learning may be related to mechanisms that also control the gain of visual-motor responses on a rapid time scale.

Animals↗

PubMed1999

The Graz learning and training model for arthroscopic surgery.

Up to 30% of all operative procedures in orthopaedic surgery are performed arthroscopically. Because of the steadily increasing number of residents, it seems to be difficult both to maintain high standards and to guarantee an adequate training in arthroscopic surgery. However, in contrast to many other surgical techniques it is possible to learn and practice arthroscopy using artificial models and cadaver joints, provided that experienced surgeons and anatomists act as supervisors and instructors. The aim of this paper is to assess practice models and training programs which should guarantee sufficient practical experience during the training period.

Arthroscopy↗

PubMed2002

Learning to see the trees before the forest: reversible deactivation of the superior colliculus during learning of local and global visual features.

Previous studies have established that deactivation of the superior colliculus severely retards the normally rapid learning of pattern discriminations in the mature cat. The purpose of this study was to test the hypothesis that the midbrain plays an important role in the learning of simple pattern discriminations and that the contribution of this pathway is to the perception of global, rather than local, features of a figure. To answer this question, pattern discrimination learning was studied in three intact cats and in three experimental cats during bilateral reversible deactivation of the superficial layers of the superior colliculus (SC). The animals concurrently learned to discriminate three pairs of compound visual patterns composed of small (local element) Ts or 7s. Congruent and incongruent stimulus pairs were large (global) Ts vs. 7s comprising the same or different local elements, respectively. The random stimulus pair consisted of randomly scattered local elements (Ts vs. 7s). The animals were trained to respond to the large Ts in the congruent and incongruent pairs and the small Ts in the random pair. In the normal cats, learning of the random pair was much slower than the learning of the congruent and incongruent pairs. This finding demonstrated the theory of global precedence, because the animals learned the global features of the congruent and incongruent pairs much more quickly than the local features of the random pair. In contrast, during bilateral deactivation of the superficial layers of the SC, the learning of the incongruent pair was significantly retarded and took longer to learn than the random pair. Congruent and random pair learning rates were unchanged. The specific deficit in learning the incongruent pair indicates that the learning of global, but not local, elements of the visual pattern is impaired during deactivation of the SC. The unimpaired use of local features permitted the animals to learn the congruent and random pairs at normal rates. Therefore, deactivation of the superficial layers of the SC during pattern discrimination learning reverses the precedence for global visual features that is typical of normal learning.

Animals↗

PubMed2001

Predictability, complexity, and learning.

We define predictive information I(pred)(T) as the mutual information between the past and the future of a time series. Three qualitatively different behaviors are found in the limit of large observation times T:I(pred)(T) can remain finite, grow logarithmically, or grow as a fractional power law. If the time series allows us to learn a model with a finite number of parameters, then I(pred)(T) grows logarithmically with a coefficient that counts the dimensionality of the model space. In contrast, power-law growth is associated, for example, with the learning of infinite parameter (or nonparametric) models such as continuous functions with smoothness constraints. There are connections between the predictive information and measures of complexity that have been defined both in learning theory and the analysis of physical systems through statistical mechanics and dynamical systems theory. Furthermore, in the same way that entropy provides the unique measure of available information consistent with some simple and plausible conditions, we argue that the divergent part of I(pred)(T) provides the unique measure for the complexity of dynamics underlying a time series. Finally, we discuss how these ideas may be useful in problems in physics, statistics, and biology.

Forecasting↗

PubMed2000

Dynamic topology representing networks.

In the present paper, we propose a new algorithm, namely the Dynamic Topology Representing Networks (DTRN) for learning both topology and clustering information from input data. In contrast to other models with adaptive architecture of this kind, the DTRN algorithm adaptively grows the number of output nodes by applying a vigilance test. The clustering procedure is based on a winner-take-quota learning strategy in conjunction with an annealing process in order to minimize the associated mean square error. A competitive Hebbian rule is applied to learn the global topology information concurrently with the clustering process. The topology information learned is also utilized for dynamically deleting the nodes and for the annealing process. Properties of the DTRN algorithm will be discussed. Extensive simulations will be provided to characterize the effectiveness of the new algorithm in topology preserving, learning speed, and classification tasks as compared to other algorithms of the same nature.

Algorithms↗

PubMed2001

Hippocampus-dependent learning and memory is impaired in mice lacking the Ras-guanine-nucleotide releasing factor 1 (Ras-GRF1).

Previous results have suggested that the Ras signaling pathway is involved in learning and memory. Ras is activated by nucleotide exchange factors, such as the calmodulin-activated guanine-nucleotide releasing factor 1 (Ras-GRF1). To test whether Ras-GRF1 is required for learning and memory, we inactivated the Ras-GRF1 gene in mice. These mutants performed normally in a rota-rod motor coordination task, and in two amygdala-dependent tasks (inhibitory avoidance and contextual conditioning). In contrast the mutants were impaired in three hippocampus-dependent learning tasks: contextual discrimination, the social transmission of food preferences, and the hidden-platform version of the Morris water maze. These studies indicate that Ras-GRF1 plays a role in hippocampal-dependent learning and memory.

Amygdala↗

PubMedDate not supplied

Some antiepileptic compounds impair learning by rats in a Morris water maze.

In the present experiments, we investigated the effects of several commonly employed antiepileptic drugs on the performance of adult rats in a Morris water maze task. We found that phenytoin treatment produced the most deleterious performance impairments across all days of training, and that these performance deficits are not likely due to any general sensorimotor impairments. Carbamazepine had milder, but detectable negative effects, as carbamazepine-treated animals exhibited initial acquisition deficits, but rapidly achieved escape levels comparable to controls. In marked contrast, valproate and ethosuximide had no detectable effects on learning in the water maze. These results parallel previous findings in rats treated with these compounds and tested in an instrumental learning task, and are in general agreement with the human clinical literature. To the extent that one might wish to minimize learning deficits associated with maintenance on antiepileptic drugs, phenytoin is definitely not the treatment of choice, while valproate or ethosuximide are apparently much less disruptive.

Animals↗

PubMed2006

Learning, climate and the evolution of cultural capacity.

Patterns of environmental variation influence the utility, and thus evolution, of different learning strategies. I use stochastic, individual-based evolutionary models to assess the relative advantages of 15 different learning strategies (genetic determination, individual learning, vertical social learning, horizontal/oblique social learning, and contingent combinations of these) when competing in variable environments described by 1/f noise. When environmental variation has little effect on fitness, then genetic determinism persists. When environmental variation is large and equal over all time-scales ("white noise") then individual learning is adaptive. Social learning is advantageous in "red noise" environments when variation over long time-scales is large. Climatic variability increases with time-scale, so that short-lived organisms should be able to rely largely on genetic determination. Thermal climates usually are insufficiently red for social learning to be advantageous for species whose fitness is very determined by temperature. In contrast, population trajectories of many species, especially large mammals and aquatic carnivores, are sufficiently red to promote social learning in their predators. The ocean environment is generally redder than that on land. Thus, while individual learning should be adaptive for many longer-lived organisms, social learning will often be found in those dependent on the populations of other species, especially if they are marine. This provides a potential explanation for the evolution of a prevalence of social learning, and culture, in humans and cetaceans.

Adaptation, Physiological↗

PubMed1981

Memory in split-brain patients: a comparison with organic amnesic syndromes.

Acquisition of pictorial information and its retention over a one week retention interval were examined in 3 split-brain patients using the titration procedure developed by Huppert and Piercy (1978, 1979). Split-brain patients were found to have a normal ability to retain information once learnt. However, two of the patients required longer than normal presentation rates to reach the desired level of learning, suggesting the presence of an acquisition defect. In contrast, the youngest patient (L.B.) showed normal acquisition as well as normal retention. These findings are compared with those obtained for two classes of amnesic patients, i.e. Korsakoff patients and H.M., who show functionally different forms of organic amnesia. The results suggest that inter-hemispheric co-operation is relatively unimportant for normal retention although co-operation may be necessary for normal learning. The possibility of recovery of memory following commissurotomy is raised.

Adult↗

PubMed1984

[Function of the adrenal cortex during elaboration of the passive avoidance conditioned reflex in immature rats].

Plasma 11-hydroxycorticosteroid (11-OHCS) levels were measured in 30-day-old rats by fluorometry during passive avoidance (PA) learning by means of a single electric footshock. In contrast to the data obtained in adult animals, pre-exposure of young rats for 7 days to the experimental environment (over 3 min daily) resulted in elevation of the basal 11-OHCS levels and in the lack of distinct changes in the hormonal background after placing the young rats into a chamber. As in previous experiments on adult rats, one day after PA learning the 11-OHCS levels were significantly lower in young rats displaying PA than in the animals which did not exhibit PA behavior. Five days after PA training these differences in adrenocortical reactivity disappeared, as was the case in adult animals.

11-Hydroxycorticosteroids↗

PubMed1997

Social pressures have selected for an extended juvenile period in primates.

Primates are highly social animals. As such, they utilize a large repertoire of social skills to manage their complex and dynamic social environments. In order to acquire complex social skills, primates require an extended learning period. Here 1 perform a comparative analysis using independent contrasts to show that social pressures have favored an extension in the proportion of time primates spend as juveniles.

Aging↗

PubMed1999

Modulation of learning and anxiety by corticotropin-releasing factor (CRF) and stress: differential roles of CRF receptors 1 and 2.

The differential modulation of learning and anxiety by corticotropin-releasing factor (CRF) through CRF receptor subtypes 1 (CRFR1) and 2 (CRFR2) is demonstrated. As learning paradigm, context- and tone-dependent fear conditioning of the mouse was used. Injection of CRF into the dorsal hippocampus before training enhanced learning through CRFR1 as demonstrated by the finding that this effect was prevented by the local injection of the unselective CRFR antagonist astressin, but not by the CRFR2-specific antagonist antisauvagine-30 (anti-Svg-30). In contrast, injection of CRF into the lateral intermediate septum impaired learning through CRFR2, as demonstrated by the ability of antisauvagine-30 to block this effect. When antisauvagine-30 was injected alone into the lateral intermediate septum, learning was enhanced. Such tonic control of learning was not observed when astressin or antisauvagine-30 was injected into the dorsal hippocampus. Injection of CRF after the training into the dorsal hippocampus and the lateral intermediate septum also enhanced and impaired learning, respectively. Thus, it was indicated that CRF acted on memory consolidation. It was concluded that the observed effects reflected changes of associative learning and not arousal, attention, or motivation. Although a dose of 20 pmol human/rat CRF was sufficient to affect learning significantly, a fivefold higher dose was required to induce anxiety by injection into the septum. Immobilization for 1 hr generated a stress response that included the induction of anxiety through septal CRFR2 and the subsequent enhancement of learning through hippocampal CRFR1. The involvement of either receptor subtype was demonstrated by region-specific injections of astressin and antisauvagine-30.

Acoustic Stimulation↗

PubMed2003

Can holistic processing be learned for inverted faces?

The origin of "special" processing for upright faces has been a matter of ongoing debate. If it is due to generic expertise, as opposed to having some innate component, holistic processing should be learnable for stimuli other than upright faces. Here we assess inverted faces. We trained subjects to discriminate identical twins using up to 1100 exposures to each twin in different poses and images. In the upright orientation, twin discrimination was supported by holistic processing. Removal of a single face feature had no effect on performance, and a composite effect (Young, A. W., Hellawell, D., & Hay, D.C. (1987). Configurational information in face perception. Perception 16 (6), 747-759) was obtained. In the inverted orientation, however, above chance identification ability relied on (a) image specific learning, or (b) tiny local feature differences not noticed in the upright faces. The failure to learn holistic processing for inverted faces indicates that, in contrast to the situation for objects (Tarr, M.J., & Pinker, S. (1989). Mental rotation and orientation-dependence in shape recognition. Cognitive Psychology 21 (2), 233-282), orientation specificity of face processing is highly stable against practice.

Adolescent↗