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PubMed1999

Different effects of unilateral and bilateral hippocampal lesions in rats on the performance of radial maze and odor-paired associate tasks.

The hippocampus plays an important role in the declarative or explicit memory in humans and is necessary for allocentric spatial learning and olfactory memory in animals. In primates and rodents, the bilateral hemispheres of the brain (especially the forebrain) symmetrically and asymmetrically contribute to diverse cognitive manipulations. In this study, we investigated the role of the hippocampus in spatial memory and in odor-paired associate memory by unilaterally or bilaterally lesioning this region in rats. The bilateral removal, but not the unilateral removal, of the hippocampus impaired both the acquisition of spatial working memory in the radial maze task and the retrieval of maze performance tested 1 month after the acquisition trials. In contrast, neither bilateral nor unilateral removal impaired the odor-paired associate learning. These findings suggest that the hippocampus is critical to the spatial memory, and that a unilateral hippocampus is sufficient for executing a spatial task. The present results also indicate that the hippocampus plays a minor role in odor-dominated associate learning and that some kinds of memories in rats may be processed independently by the left or right hippocampus.

Animals↗
PubMed2003

Learning biology through research papers: a stimulus for question-asking by high-school students.

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.

Curriculum↗
PubMed1997

Absence of odour learning in the stemborer parasitoid Cotesia flavipes

Parasitic wasps are commonly found to learn olfactory and visual cues that are associated with successful host location. For many parasitoids the cues that are associated with hosts vary in space and time, and are therefore unpredictable. An ability to learn allows the wasp to concentrate on those cues that will lead it to new hosts most effectively in a particular area. In contrast, parasitoids that forage in a predictable homogeneous environment and/or make only a few foraging decisions do not need to learn and should rely on innate responses to specific cues. The role of learning in host foraging was studied in Cotesia flavipes (Hymenoptera: Braconidae), a parasitoid of stemborer larvae with an ecology where learning is expected to be of low adaptive value. There was no evidence that C. flavipes uses odour learning in host-micro-habitat location. There was no significant effect of the development and emergence environment on the response level or preference towards the odour of infested plants. Neither was there evidence that experience with a particular plant-host complex during foraging influences subsequent foraging decisions in C. flavipes females. The absence of learning in C. flavipeswhich seems an exception among the parasitoids studied, is discussed in relation to its ecology.

Journal Article↗
PubMed2003

Ventral hippocampal lesions affect anxiety but not spatial learning.

Rats with cytotoxic ventral hippocampal lesions which removed approximately 50% of the hippocampus (including dentate gyrus) starting from the temporal pole, displayed a reduction in freezing behaviour following the delivery of an unsignalled footshock in an operant chamber. This was more plausibly a result of reduced susceptibility to fear than a result of a lesion-induced increase in general motor activity. There was no consistent difference between sham and lesioned animals in spontaneous locomotor activity, or locomotion following acute or chronic treatment with amphetamine. In contrast, ventral hippocampal lesioned animals were quicker to pass from the black to the white box during a modified version of the light/dark exploration test, and were quicker to begin eating during tests of hyponeophagia. Furthermore, rats with ventral hippocampal lesions defecated less than their sham counterparts both during open field testing and in extinction sessions following contextual conditioning. In contrast to these clear lesion effects, there were no signs of any spatial learning impairment either in the watermaze or on the elevated T-maze. Taken together these results suggest that the ventral hippocampus may play a role in a brain system (or systems) associated with fear and/or anxiety, and provide further evidence for a distinct specialisation of function along the septotemporal axis of the hippocampus.

Amphetamine↗
PubMed2000

Counterfactual syllogistic reasoning in normal 4-year-olds, children with learning disabilities, and children with autism.

Instruction encouraging imagery improves logical reasoning with counterfactual premises by normal preschool children. In contrast, children with autism have been reported to reason accurately with counterfactual premises in the absence of such instruction (F. J. Scott, S. Baron-Cohen, & A. M. Leslie, 1999). To investigate this pattern of findings, we compared the performance of children with autism, children with learning disabilities, and normally developing 4-year-olds, who were given reasoning problems both with and without instruction in two separate testing sessions 2 to 3 weeks apart. Overall, instruction to use imagery led to persistent logical performance. However, children with autism displayed a distinctive pattern of responding, performing around chance levels, showing a simple response bias, and rarely justifying their responses by elaborating on the premises. We propose that instruction boosts logical performance by clarifying the experimenter's intention that a false proposition be accepted as a basis for reasoning and that children with autism have difficulty grasping this intention.

Adolescent↗
PubMed2000

Temporal context and conditioned reinforcement value.

The effectiveness of a stimulus as a conditioned reinforcer depends on the temporal context of reinforcement, that is, the overall rate of reinforcement in the situation. The dominant view has been that context determines the learned value of a stimulus directly, according to delay-reduction theory. By contrast, the contextual choice model (CCM) maintains that value is independent of context and incorporates the effects of context on choice in the framework of the matching law. The authors report 2 experiments with pigeons as subjects that use transfer tests to assess the value of stimuli in the concurrent-chains procedure. Results strongly support the assumption of CCM that pigeons learn the temporal relations between events independently of context but that context modulates the expression of that learning as choice.

Animals↗
PubMed2000

Consolidation of passive avoidance learning is associated with transient increases of polysialylated neurons in layer II of the rat medial temporal cortex.

Within the rat medial temporal lobe, transient modulations of neural cell adhesion molecule (NCAM) polysialylation have been observed to follow spatial learning. These have been attributed to neuroplastic events associated with the processing of information destined for long term memory consolidation. To determine if similar events are associated with avoidance learning, we investigated change in polysialylated cell number in the entorhinal, perirhinal, and piriform cortex, following acquisition of a passive avoidance task in the rat. Direct quantification of polysialylated neurons in layer II of these cortical regions revealed a significant increase in polysialylated cell frequency at 12 h following passive avoidance training. Unlike spatial learning, the increased expression of polysialylated neurons persisted for up to 24-48 h following training. In the more dorsal aspect of the perirhinal/entorhinal cortex, this increase was found to be specific to learning, as it was not observed in animals rendered amnesic with scopolamine. By contrast, change in polysialylated cell frequency in the ventral aspect of the medial temporal lobe was only partially reduced by amnesic doses of scopolamine. The persisting activation of NCAM polysialylation in the more dorsal aspects of the perirhinal and entorhinal cortex is suggested to reflect the need for more extensive synaptic alterations, as compared to those required for the consolidation of spatial learning. Moreover, the neuroplastic modulations observed in the more ventral regions of the entorhinal and perirhinal cortex appear to be a unique aspect of avoidance conditioning that reflects the activation of alternative learning strategies associated with motivational and/or contextual parameters of the task.

Animals↗
PubMed1990

On the role of knowledge of results in motor learning: exploring the guidance hypothesis.

Recent work on the role of knowledge of results (KR) in motor learning has challenged some traditional assumptions. In particular, the guidance hypothesis suggests that there is a detriment to learning when KR guides the learner toward correct performance. Three experiments that explored this hypothesis are reported here. These experiments contrasted the effects of relative frequency of guidance versus the relative frequency of KR. According to the guidance hypothesis, it was predicted that parallel effects of the relative frequency manipulation on motor learning and performance would result under guided and KR conditions. The movement task was a reciprocal timing task that was either paced by a metronome (Experiment 1) or augmented by auditory KR (Experiments 2 and 3). The results of Experiments 1 and 3 revealed a number of parallel effects, thus providing support for the guidance hypothesis. The contrast of Experiments 1 and 2 resulted in a number of dissociable effects, however. These findings are discussed in relation to the potential guiding properties of KR and their impact on motor performance and learning.

Journal Article↗
PubMedDate not supplied

Where, how, and from whom do family practice residents learn? A multisite analysis.

This paper presents the results of a multisite study of 2,481 teacher-learner events reported by family practice residents in four separate training programs. Teacher-learner events were characterized by the location, activity, and teacher involved. Distinct patterns of teacher-learner interaction emerged across each of the three years of training. Hospital based direct patient care under the supervision of a non-family practice specialist was the most frequent type of educational experience in each of the three years. In contrast, family practice faculty influence throughout each of the three years is minimal. Learning in the outpatient setting with another specialist matched, or in some cases, exceeded that with a family physician. This study raises several important issues regarding the type and appropriate nature of educational influences on family practice physicians. Of greatest concern is the adequacy of role modeling and direct teaching by family practice specialists of family practice residents.

Family Practice↗
PubMed2000

The free radical scavenger alpha-phenyl-tert-butyl nitrone aggravates hippocampal apoptosis and learning deficits in experimental pneumococcal meningitis.

The effect of adjuvant therapy with the radical scavenger alpha-phenyl-tert-butyl nitrone (PBN; 100 mg/kg given intraperitoneally every 8 h for 5 days) on brain injury and learning function was evaluated in an infant rat model of pneumococcal meningitis. Meningitis led to cortical necrotic injury (median, 3.97% [range, 0%-38.9%] of the cortex), which was reduced to a median of 0% (range, 0%-30.9%) of the cortex (P<.001) by PBN. However, neuronal apoptosis in the hippocampal dentate gyrus was increased by PBN, compared with that by saline (median score, 1.15 [range, 0.04-1.73] vs. 0.31 [range, 0-0.92]; P<.001). Learning function 3 weeks after cured infection, as assessed by the Morris water maze, was decreased, compared with that in uninfected control animals (P<.001). Parallel to the increase in hippocampal apoptosis, PBN further impaired learning in infected animals, compared with that in saline-treated animals (P<.02). These results contrast with those of an earlier study, in which PBN reduced cortical and hippocampal neuronal injury in group B streptococcal meningitis. Thus, in pneumococcal meningitis, antioxidant therapy with PBN aggravates hippocampal injury and learning deficits.

Animals↗
PubMed2004

A new rat model of the human serial reaction time task: contrasting effects of caudate and hippocampal lesions.

There is often little correspondence between human and animal examples of nondeclarative memory. The serial reaction time task (SRT) is a sequence learning example of human nondeclarative memory that may be suitable for development as an animal model. The SRT is believed to be impaired by basal ganglia, not limbic system damage, but there is uncertainty whether limbic system pathology does in fact leave the SRT unimpaired. We therefore developed a new rat model that closely approximated the human SRT, using intracranial self-stimulation to promote rapid continuous responding to four adjacent nose pokes in a single test session. Intact rats that experienced repeated sequences demonstrated robust interference effects when switched to a random sequence of cued responses (at 4-, 8-, and 12-sequence lengths), unlike intact controls that experienced the random sequences only. The interference effect in the human task is a key measure for nondeclarative sequence learning. Rats with dorsal caudate lesions that experienced massed sequence repetitions showed an interference effect at the four-sequence length only. By contrast, rats with dorsal hippocampal lesions showed an interference effect at all sequence lengths. This new rat SRT model clarifies the basal ganglia-limbic system dichotomy suggested by human work.

Animals↗
PubMed1999

Vibrissae-evoked behavior and conditioning before functional ontogeny of the somatosensory vibrissae cortex.

The following experiments determined that the somatosensory whisker system is functional and capable of experience-dependent behavioral plasticity in the neonate before functional maturation of the somatosensory whisker cortex. First, unilateral whisker stimulation caused increased behavioral activity in both postnatal day (P) 3-4 and P8 pups, whereas stimulation-evoked cortical activity (14C 2-deoxyglucose autoradiography) was detectable only in P8 pups. Second, neonatal rat pups are capable of forming associations between whisker stimulation and a reinforcer. A classical conditioning paradigm (P3-P4) showed that the learning groups (paired whisker stimulation-shock or paired whisker stimulation-warm air stream) exhibited significantly higher behavioral responsiveness to whisker stimulation than controls. Finally, stimulus-evoked somatosensory cortical activity during testing [P8; using 14C 2-deoxyglucose (2-DG) autoradiography] was assessed after somatosensory conditioning from P1-P8. No learning-associated differences in stimulus-evoked cortical activity were detected between learning and nonlearning control groups. Together, these experiments demonstrate that the whisker system is functional in neonates and capable of experience-dependent behavioral plasticity. Furthermore, in contrast to adult somatosensory classical conditioning, these data suggest that the cortex is not required for associative somatosensory learning in neonates.

Animals↗
PubMed1997

Is behavioral tolerance learned?

Both scientific and anecdotal evidence indicates that social drinkers can develop resistance (i.e., behavioral tolerance) to alcohol's impairing effects over time. Although repeated exposure to alcohol is thought to explain tolerance development on a physiological level, the acquisition of behavioral tolerance appears to involve additional factors. In particular, learned associations between a drinker's behavior following alcohol consumption and the subsequent consequences may play an important role. When favorable consequences result from displaying unimpaired (i.e., tolerant) behavior after drinking, a drinker learns to develop behavioral strategies to compensate for alcohol's effects. In contrast, if a drinker does not receive a reward for unimpaired behavior--or finds that a more favorable outcome follows the display of intoxicated behavior--tolerance does not develop. Studies show that subjects also can develop behavioral tolerance to alcohol when they practice a task while impaired by factors other than alcohol or when they mentally rehearse task performance while under the influence of alcohol.

Alcohol Drinking↗
PubMed1997

Birth, migration, incorporation, and death of vocal control neurons in adult songbirds.

Neurogenesis continues in the brain of adult birds. These cells are born in the ventricular zone of the lateral ventricles. Young neurons then migrate long distances guided, in part, by radial cell processes and become incorporated throughout most of the telencephalon. In songbirds, the high vocal center (HVC), which is important for the production of learned song, receives many of its neurons after hatching. HVC neurons which project to the robust nucleus of the archistriatum to form part of the efferent pathway for song production, and HVC interneurons continue to be added throughout life. In contrast, Area X-projecting HVC cells, thought to be part of a circuit necessary for song learning but not essential for adult song production, are only born in the embryo. New neurons in HVC of juvenile and adult birds replace older cells that die. There is a correlation between seasonal cell turnover rates (addition and loss) and testosterone levels in adult male canaries. Available evidence suggests that steroid hormones control the recruitment and/or survival of new HVC neurons, but not their production. The functions of neuronal replacement in adult birds remain unclear. However, rates of HVC neuron turnover are highest at times of year when canaries modify their songs. Replaceable HVC neurons may participate in the modification of perceptual memories or motor programs for song production. In contrast, permanent HVC neurons could hold long-lasting song-related information. The unexpected large-scale production of neurons in the adult brain holds important clues about brain function and, in particular, about the neural control of a learned behavior--birdsong.

Animals↗