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PubMed1981

Task difficulty and aberrant behavior in severely handicapped students.

The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students. Noticeably higher rates of problem behavior occurred in demand compared to no-demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. Both these findings were validated with visual discrimination and perceptual motor tasks. An errorless learning procedure effectively minimized errors and aberrant behavior in visual discrimination tasks but not in perceptual motor tasks. It was conceptualized that aberrant behavior was maintained by negative reinforcement contingencies. Difficult tasks were aversive to the children, who emitted aberrant responses to escape or avoid such tasks. By contrast, conditions in which no demands were made, easy tasks, and, in visual discrimination learning, errorless tasks, were less aversive and resulted in little or no problem behavior. Implications for reducing maladaptive behaviors through curricular modifications are discussed and contrasted to more traditional consequence manipulation approaches.

Achievement↗

PubMed2000

Time-dependent changes in learning audiovisual associations: a single-trial fMRI study.

Functional imaging studies of learning and memory have primarily focused on stimulus material presented within a single modality (see review by Gabrieli, 1998, Annu. Rev. Psychol. 49: 87-115). In the present study we investigated mechanisms for learning material presented in visual and auditory modalities, using single-trial functional magnetic resonance imaging. We evaluated time-dependent learning effects under two conditions involving presentation of consistent (repeatedly paired in the same combination) or inconsistent (items presented randomly paired) pairs. We also evaluated time-dependent changes for bimodal (auditory and visual) presentations relative to a condition in which auditory stimuli were repeatedly presented alone. Using a time by condition analysis to compare neural responses to consistent versus inconsistent audiovisual pairs, we found significant time-dependent learning effects in medial parietal and right dorsolateral prefrontal cortices. In contrast, time-dependent effects were seen in left angular gyrus, bilateral anterior cingulate gyrus, and occipital areas bilaterally. A comparison of paired (bimodal) versus unpaired (unimodal) conditions was associated with time-dependent changes in posterior hippocampal and superior frontal regions for both consistent and inconsistent pairs. The results provide evidence that associative learning for stimuli presented in different sensory modalities is supported by neural mechanisms similar to those described for other kinds of memory processes. The involvement of posterior hippocampus and superior frontal gyrus in bimodal learning for both consistent and inconsistent pairs supports a putative function for these regions in associative learning independent of sensory modality.

Acoustic Stimulation↗

PubMed2005

Reversal of prenatal diazepam-induced deficit in a spatial-object learning task by brief, periodic maternal separation in adult rats.

In the rat, prenatal exposure to diazepam (DZ) induces a permanent reduction in GABA/BZ receptor (R) function and behavioural abnormalities. Environmental modifications during early stages of life can influence brain development and induce neurobiological and behavioural changes throughout adulthood. Indeed, a subtle, periodic, postnatal manipulation increases GABA/BZ R activity and produces facilitatory effects on neuroendocrine and behavioural responses. We here investigated the impact of prenatal treatment with DZ on learning performance in adult 3- and 8-month-old male rats and the influence of a brief, periodic maternal separation on the effects exerted by prenatal DZ exposure. Learning performance was examined employing a non-aversive spatial, visual and/or tactile task, the "Can test". Behavioural reactivity, emotional state and fear/anxiety-driven behaviour were also examined using open field (OF), acoustic startle reflex (ASR) and elevated plus-maze (EPM) tests. A single daily injection of DZ (1.5mg/kg, s.c.), over gestational days (GD) 14-20, induced, in an age-independent manner, a severe deficit in learning performance, a decrease in locomotor and explorative activity and an increase in peak amplitude in the ASR. Furthermore, anxiety-driven behaviour in EPM was disrupted. Daily maternal separation for 15 min over postnatal days 2-21 exerted opposite effects in all the paradigms examined. Prenatally DZ-exposed maternal separated rats, in contrast to respective non-separated rats, showed an improvement in learning performance, a decrease in emotionality and a normalization of the exploratory behaviour in EPM. These results suggest that a greater maternal care, induced by separation, can serve as a source for the developing brain to enhance neuronal plasticity and to prevent the behavioural abnormalities induced by prenatal DZ exposure.

Acoustic Stimulation↗

PubMed1999

Orientation invariance in naming rotated objects: individual differences and repetition priming.

In naming drawings of complex common objects, unpracticed naming times increase with rotation away from the upright, but this orientation effect is attenuated with practice. In principle, attenuation could result from learning to extract orientation-invariant information or from learning view-specific representations at the trained orientations. We contrasted these approaches by examining repetition priming for prime-target pairs presented on successive trials in either the same orientation (horse at 51 degrees primes horse at 51 degrees) or a different orientation (horse at 154 degrees primes horse at 51 degrees), for two subgroups of subjects. One subgroup showed no orientation effect, even when unpracticed, and a correspondingly high generalization of priming across different views. The other subgroup initially showed high sensitivity to misorientation and little priming across orientations but, with sufficient practice, came to show no orientation effect and complete generalization of priming. Thus, some subjects always used orientation-invariant procedures, whereas others learned to do so.

Adult↗

PubMed2003

Impaired visual discrimination learning in anorexia nervosa.

The primate dopamine system is involved in appetitively motivated behaviours, including certain forms of learning, for example, visual discrimination learning. Furthermore, food restriction in animals and anorexia in humans is associated with impaired dopamine signaling. Based on this, we hypothesized that patients with anorexia nervosa (AN) would show a deficit in visual discrimination learning. In a dynamic categorization task involving the learning of a series of two-alternative forced-choice visual discriminations, conceptually identical to one shown to activate dopamine neurons in primates, and sensitive to dopaminergic manipulations in humans, patients with AN showed a deficit in learning that was most pronounced in the early stages of acquisition. In contrast, AN showed spared performance on a pattern recognition memory test sensitive to medial temporal lobe lesions, but insensitive to dopaminergic manipulations. We conclude that impaired appetitive function in patients with AN extends to include deficits in visual discrimination learning, and that this deficit represents indirect evidence for altered dopaminergic neurotransmission in AN.

Adult↗

PubMed2006

Cases with mild cognitive impairment and Alzheimer's disease fail to benefit from repeated exposure to episodic memory tests as compared with controls.

Memory tests may be predictive for cognitive decline. We investigated the sensitivity and change in performance over time of the Hopkins Verbal Learning Test (HVLT) and the Mini-Mental Status Examination (MMSE) for Mild Cognitive Impairment (MCI) and Alzheimer's Disease (AD) when compared to cognitively healthy controls. Participants included elderly controls (n = 54), MCI (n = 19) and AD cases (n = 28) from OPTIMA. The MMSE and the HVLT (version 1) were administered twice to all subjects with an interval of 2-3 years.MCI and AD cases had poorer performance than controls on the HVLT and MMSE at both testing episodes (p < 0.05). The HVLT profile over time showed a learning effect in the control group (P < 0.0001), a trend to decline in the AD group (p = 0.09) and no change in the MCI group (P = 0.8). A subgroup of MCI subjects had lower HVLT scores at follow-up. The MMSE profile showed no significant change over time for all three groups (P > 0.05). The HVLT had better sensitivity and specificity compared to the MMSE for detecting MCI and AD. The HVLT is not only valuable for cross-sectional designs but has also proved to be valuable in a longitudinal design. Cognitively healthy controls showed evidence of learning strategies on the HVLT after a 2-3 year interval, with improved scores at the second testing episode. By contrast, an MCI group showed no benefits of previous exposure to this test. Lack of use of learning strategies on the HVLT may be an important marker of the likelihood of cognitive decline to MCI or dementia.

Aged↗

PubMed2002

Do landmarks help or hinder women in route learning?

Previous research on route learning has demonstrated that men learn routes faster and with fewer errors than women, whereas women are able to recall more landmarks along the route. The present study was aimed at investigating whether landmarks help or hinder women when they learn a route. 47 female and 37 male undergraduate students were randomly assigned to one of two conditions, in which they learned a route on a map with landmarks (the Landmark condition) or with no landmarks (the No-Landmark condition). Men outperformed women in the Landmark condition, learning the route in less time, with fewer errors, and in fewer trials than women did. In contrast, in the No-Landmark condition, no significant differences were found between men and women on the route-learning measures. Men learned the route faster and more accurately when landmarks were present than when they were not, but the performance of women was not affected by the presence or absence of landmarks. These results suggest that men and women may employ landmarks differently when learning a route. Men may use the positions of landmarks to make distance and direction judgments, whereas women may label the landmarks and memorize these labels, which interferes with learning the route.

Adult↗

PubMed2001

Neuropsychological differences among empirically derived clinical subtypes of schizophrenia.

Neuropsychological profile differences between empirically derived clinical subtypes of schizophrenia were examined. Two hundred five patients and 209 demographically matched controls were administered a neuropsychological battery examining 8 domains. Subtypes included negative, disorganized, paranoid, Schneiderian, and mild. All subtypes displayed a neuropsychological profile of generalized impairment with greater deficits in learning, memory, and attention. Results were suggestive of diffuse cognitive dysfunction in schizophrenia with more severe deficits in learning and memory relative to executive skills. This pattern of greater learning and memory impairment was pronounced for disorganized patients. In contrast, paranoid patients outperformed disorganized and negative patients in several domains. These findings reflect bilateral frontal-temporal dysfunction, particularly in disorganized and negative patients. Subtype differences highlight the importance of conceptualizing schizophrenia as a multifocal disorder.

Adolescent↗

PubMed1979

Differential effects on learning by ventromedial vs lateral hypothalamic posttrial injection of substance P.

The effects of post-trial injection of substance P (SP) into the lateral hypothalamus (LH) and the ventromedial hypothalamus (VMH) on passive avoidance learning was studied in rats. In the VMH, 50 ng and 500 ng SP influenced neither learning of a step-down avoidance nor of an alcove avoidance response. In contrast to these findings, 500 ng SP injected into the LH significantly enhanced retention of the alcove avoidance task. Similarly, in the step-down avoidance experiment, learning was strongly facilitated by posttrial injection of 50 ng as well as 500 ng SP into the LH. These results, together with our previous data showing amnesia with posttrial injection of SP into amygdala and substantia nigra, suggest that exogenously applied SP influences the activity of those brain regions shown to contain high densities of SP-positive nerve terminals. Interestingly, the effects of posttrial SP injection parallel the effects of post-trial electrical brain stimulation on passive avoidance learning. Hence, posttrial SP retroactively facilitates or impairs learning depending on where in the brain it is injected.

Animals↗

PubMed1993

Learning and memory after adrenalectomy-induced hippocampal dentate granule cell degeneration in the rat.

Adrenalectomy (ADX) of normal adult rats causes selective hippocampal dentate granule cell degeneration that is prevented by corticosterone. The ability to destroy this one hippocampal cell type noninvasively made it possible to address the role of the dentate granule cells in learning and memory. Four months after ADX, 31 of 45 rats failed to show obvious granule cell loss and displayed behavior in the Morris water maze that was similar to 16 sham-operated control rats and 16 ADX rats maintained on corticosterone throughout the study. Conversely, 14 of the 45 ADX rats experienced a loss of granule cells that varied from minimal to extensive. Although there were no obvious differences between groups in motoric and motivational characteristics or search strategies, ADX rats with moderate to extensive granule cell loss acquired place learning slightly slower than controls or ADX rats with minimal or no obvious cell loss. Furthermore, the ADX rats with moderate to extensive cell loss were temporarily impaired following alteration of either intramaze or extramaze cues compared to controls. In contrast, the rats with granule cell loss remembered an old place and learned a new place as quickly as controls. These results suggest that a normal complement of dentate granule cell may not be necessary for the acquisition or retention of spatial information in the Morris water maze.

Adrenalectomy↗

PubMed1979

Speech perception in early infancy: perceptual constancy for spectrally dissimilar vowel categories.

While numerous studies on infant perception demonstrate the infant's ability to discriminate individual speech-sound pairs, very few demonstrate the infant's ability to recognize the similarity among phonetic units when they occur in different phonetic contexts, in different positions in a syllable, or when they are spoken by different talkers. In two studies, six-month-old infants demonstrated the ability to distinguish two spectrally dissimilar vowel categories (/a/ and /i/) in which the vowel tokens were generated to simulate tokens produced by a male, a female, and a child talker. In experiment I, the infants were initially trained to discriminate the /a/ and /i/ tokens produced by the computer-simulated male voice. They were then gradually exposed to a number of novel tokens in a progressive transfer-of-learning task. In experiment II, the infants were initially trained to discriminate the same vowell contrast, but were then immediately tested with all of the tokens in both vowel categories. In both experiments the infants demonstrated rapid transfer of learning from the training tokens produced by the male talker to the tokens produced by female and child talkers. Both experiments provide strong evidence that the six-month-old infant recognizes acoustic categories that conform to the vowel categories perceived by adult speakers of English.

Female↗

PubMed2002

Learning to perceive pitch differences.

This paper reports two experiments concerning the stimulus specificity of pitch discrimination learning. In experiment 1, listeners were initially trained, during ten sessions (about 11,000 trials), to discriminate a monaural pure tone of 3000 Hz from ipsilateral pure tones with slightly different frequencies. The resulting perceptual learning (improvement in discrimination thresholds) appeared to be frequency-specific since, in subsequent sessions, new learning was observed when the 3000-Hz standard tone was replaced by a standard tone of 1200 Hz, or 6500 Hz. By contrast, a subsequent presentation of the initial tones to the contralateral ear showed that the initial learning was not, or was only weakly, ear-specific. In experiment 2, training in pitch discrimination was initially provided using complex tones that consisted of harmonics 3-7 of a missing fundamental (near 100 Hz for some listeners, 500 Hz for others). Subsequently, the standard complex was replaced by a standard pure tone with a frequency which could be either equal to the standard complex's missing fundamental or remote from it. In the former case, the two standard stimuli were matched in pitch. However, this perceptual relationship did not appear to favor the transfer of learning. Therefore, the results indicated that pitch discrimination learning is, at least to some extent, timbre-specific, and cannot be viewed as a reduction of an internal noise which would affect directly the output of a neural device extracting pitch from both pure tones and complex tones including low-rank harmonics.

Adult↗

PubMed2003

Analysis of the role of the 5-HT1B receptor in spatial and aversive learning in the rat.

The present study examined the role of the 5-HT1B receptor in learning and memory. The ability of the 5-HT1B receptor agonist anpirtoline and the selective 5-HT1B receptor antagonist NAS-181 to affect spatial learning in the water maze (WM) and aversive learning in the passive avoidance (PA) task were examined in the rat. Anpirtoline (0.1-1.0 mg/kg, s.c.) caused a dose-dependent impairment of learning and memory in both the WM and PA tasks. NAS-181 (1.0-10 mg/kg, s.c.) failed to alter performance of the WM task, but produced a dose-dependent (0.1-20 mg/kg) facilitation of PA retention. Furthermore, treatment with NAS-181 (10 mg/kg) fully blocked the impairment of the WM and PA performance caused by anpirtoline (1.0 mg/kg). In contrast, NAS-181 (3.0-10 mg/kg) did not attenuate the spatial learning deficit and the impairment of PA retention caused by scopolamine (0.1 mg/kg in WM task, 0.3 mg/kg in PA task, s.c.), a nonselective muscarinic antagonist. Moreover, a subthreshold dose of scopolamine (0.1 mg/kg) blocked the facilitation of PA retention induced by NAS-181 (1.0-10 mg/kg). In addition, the behavioral disturbances (eg thigmotaxic swimming and platform deflections) induced by anpirtoline and scopolamine were analyzed in the WM task and correlated with WM performance. These results indicate that: (1) 5-HT1B receptor stimulation and blockade result in opposite effects in two types of cognitive tasks in the rat, and that (2) the 5-HT1B antagonist NAS-181 can facilitate some aspects of cognitive function, most likely via an increase of cholinergic transmission. These results suggest that 5-HT1B receptor antagonists may have a potential in the treatment of cognitive deficits resulting from loss of cholinergic transmission.

Animals↗

PubMed1996

Comparing the role of metabotropic glutamate receptors in long-term potentiation and in learning and memory.

1. Neuronal plasticity has been suggested to be the physical substrate for changes underlying the expression of memory. One model which has attracted wide attention as a possible candidate of such neuronal plasticity is long-term potentiation (LTP), mainly investigated in the hippocampus of rodents. Moreover, various processes with different time constants may underlie LTP, and these phases show striking correspondence to different phases of memory. 2. Pharmacological evidence strongly implicates that the neurotransmitter glutamate plays a major role in LTP. Although the involvement of ionotropic glutamate receptors has been proven, the role of the newly discovered metabotropic glutamate receptors is still uncertain. 3. Metabotropic glutamate receptors (mGluRs) comprise a whole family with currently eight members grouped into three classes according to their amino acid sequence identity and pharmacological profile. They are G-protein coupled, either positively linked to phospholipase C (class I) or negatively linked to adenylate cyclase (class II and III), and among other effects are known to induce phosphorylation of ionotropic glutamate receptors as well as modulate the excitability of neurons. Finally, they are heterogeneously distributed throughout the brain. 4. In hippocampal slice preparations, mGluRs have been shown to be involved in the induction of LTP in CA1 and dentate gyrus by some investigators, but others have failed to reproduce such experiments, leaving the question: what are the appropriate conditions for mGluR-mediated LTP? 5. In vivo, metabotropic receptor antagonists have been shown to block, and agonists to facilitate, induction and maintenance of LTP, mainly at perforant path/dentate granule cell synapses. As demonstrated in behavioral investigations, mGluRs apparently play an important part in hippocampus-dependent learning paradigms. As in LTP, antagonists block memory formation; in contrast to LTP, agonists also prevent memory formation. In memory recall metabotropic receptors seem to play no role. 6. Based on current information the authors develop models for a role of mGluRs in both LTP and memory formation. Activation of metabotropic receptors plays a particular modulatory role when high frequency stimulation is weak. Strong tetanization may bypass mGluRs by stimulating other systems leading to, at least phenomenologically, similar LTP, Behaviorally, mGluRs possibly set the signal to noise ratio of the hippocampal circuit.

Animals↗

PubMed1999

Behavioral disturbances in transgenic mice overexpressing the V717F beta-amyloid precursor protein.

PDAPP transgenic mice have been shown to develop age dependently much of the cerebral histopathology associated with Alzheimer's disease. PDAPP mice (3-10 months old) were tested in a battery of memory tasks to determine whether they develop memory-behavioral deficits and whether these deficits occur before or after amyloid deposition. PDAPP mice manifest robust impairments in a radial-maze spatial discrimination task at all ages tested. Mild deficits were observed in a barpress learning task in 3-month-old PDAPP mice. In contrast, PDAPP mice show an age-dependent decrease in spontaneous object-recognition performance that appears to be severe at ages when amyloid deposition is known to occur. Thus, the PDAPP mouse shows severe deficits in the radial maze well before amyloid plaque deposition, whereas object-recognition performance decreases with age and may be associated with amyloid deposition.

Age Factors↗

PubMed2000

Learning about pain: the neural substrate of the prediction error for aversive events.

Associative learning is thought to depend on detecting mismatches between actual and expected experiences. With functional magnetic resonance imaging (FMRI), we studied brain activity during different types of mismatch in a paradigm where contrasting-colored lights signaled the delivery of painful heat, nonpainful warmth, or no stimulation. When painful heat stimulation was unexpected, there was increased FMRI signal intensity in areas of the hippocampus, superior frontal gyrus, cerebellum, and superior parietal gyrus that was not found with mismatch between expectation and delivery of nonpainful warmth stimulation. When painful heat stimulation was unexpectedly omitted, the FMRI signal intensity decreased in the left superior parietal gyrus and increased in the other regions. These contrasting activation patterns correspond to two different mismatch concepts in theories of associative learning (Rescorla-Wagner, temporal difference vs. Pearce-Hall, Mackintosh). Searching for interventions to specifically modulate activation of these brain regions therefore offers an approach to identifying new treatments for chronic pain, which often has a substantial associative learning component.

Association Learning↗

PubMed1994

Successive roles of the cerebellum and premotor cortices in trajectorial learning.

The structures of the human brain engaged during learning of unilateral trajectorial hand movements were mapped by measurements of regional cerebral blood flow. Trajectorial movement velocity accelerated moderately after short-term training p < 0.025 and increased further after long-term training p < 0.01. During the early phase of learning there was a significant activation p < 0.001 of the ipsilateral dentate nucleus. By contrast, after overlearning the premotor cortical areas in both cerebral hemispheres were maximally activated p < 0.001, while the dentate nucleus was no longer activated. It is suggested that learning of new movement trajectories involves the cerebellum, while overlearned trajectorial movements engage the premotor cortex.

Cerebellum↗

PubMed2003

Evaluating the evidence for implicit perceptual learning: a re-analysis of Farrow and Abernethy (2002).

I present a re-analysis of the data from Farrow and Abernethy's (2002) study of implicit perceptual training in tennis. I argue that there are several weaknesses and mistakes in the original analysis, which, when rectified, lead to a fundamentally different set of conclusions to those given in the original paper. Specifically, there are significant group differences in anticipatory performance before the intervention that make subsequent between-group comparisons at specific occlusion points problematic. Second, in contrast to what is reported in the original paper, the explicit learning intervention resulted in a significant improvement in performance. In addition, a comparison of the effects of the different interventions indicates that the placebo group demonstrated the largest mean improvement in anticipation for the four occlusion points up to racquet-ball impact. Third, the non-significant change in performance over a 32-day retention period indicates that any improvements in performance were retained, not lost, over this period of time. Following a re-analysis of the original data, I conclude that Farrow and Abernethy's study provides no evidence that an implicit perceptual training paradigm improves anticipatory performance more than either an explicit learning paradigm or, indeed, an intervention involving mere observation of tennis matches.

Data Interpretation, Statistical↗