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At least 145 records · Page 8Linked to original sources
PubMed1988

Cortical function in elderly non-insulin dependent diabetic patients. Behavioral and electrophysiologic studies.

Neurobehavioral and electrophysiologic studies were carried out to determine the effect of diabetes mellitus on cognitive function in subjects over the age of 60 years. Forty-three non-insulin-dependent diabetic men were compared with 41 male nondiabetic age-matched controls. The diabetic patients were significantly inferior to the control group in the serial learning task and Benton's Visual Retention Test. The digit span test showed no difference between the groups. Electroencephalogram (EEG)-frequency-band analysis revealed slowing over the central cortex and reduction of alpha activity over the parietal area in diabetic patients. Acute hyperglycemia induced in healthy volunteers with the administration of 50 g of intravenous glucose did not have any effect on the dominant EEG rhythms. The checkerboard elicited P100 wave did not reveal a significant increase in latency nor were the P300 wave latencies significantly different in diabetic patients. However, a trend toward longer latencies in diabetics was evident at Fz and Cz recording sites. Acute hyperglycemia in healthy volunteers did not alter the P300 wave component. The results indicate that elderly type 2 diabetic patients have an impairment in retrieval of recently learned material with preservation of auditory attention and immediate recall. The EEG data suggest that there may be some central neural pathologic condition associated with diabetes.

Adult↗
PubMed1978

Operativity and reversibility in children's understanding of pictorial sequences.

The role of reversibility in children's comprehension and memory for sequences of pictures was investigated. Bidirectionality in the ability to remember and infer antecedents and consequences was assessed. Preschoolers were significantly more accurate at identifying consequences of portrayed events than the antecedents. Kindergartners and older children correctly identified beginnings and endings of sequences with equal proficiency. This developmental shift from relatively unidirectional to reversible comprehension was observed both on trials involving figurative memory and operative inference judgments.

Child↗
PubMed1981

Codeine-induced memory changes: nature and relationship to opiate system.

Learning and recall processes were studied in three experiments with 33 subjects, 1 and 3 h after oral administration of codeine phosphate 25 mg, 50 mg and 100 mg. Recall was measured 3 and 24 h after drug administration. Nine subjects received naloxone i.m. with the 50 mg dose of codeine. Learning and memory were assessed by using associative, serial and concept learning tasks. Flicker fusion frequency was measured to assess the general vigilance level of the subjects. Learning performance in the serial learning task was improved 3 h after administration of codeine 100 mg. Recall in the serial learning task was also improved after codeine 25 mg, but only when the material was learnt after 1 hour and was recalled 24 h after drug intake. To demonstrate the enhanced recall both learning and recall had to take place under the same drug condition. The same test showed a tendency to enhanced recall after codeine 50 mg of material learnt 1 hour after drug intake and recalled 24 h later. This effect was counteracted by naloxone. The data are consistent with the hypothesis that codeine may exert its action via opiate receptors and that this system participates in memory functions.

Adult↗
PubMedDate not supplied

Effect of prenatal heat stress on brain growth and serial discrimination reversal learning in the guinea pig.

Exposure of pregnant guinea pigs to an environmental temperature of 42 degrees C for 1 hr daily on Days 20-24 of gestation resulted in a significant reduction in the birthweight and brainweight of newborn offspring. These deficits persisted to early maturity and were still evident at 250 days of age following behavioral testing. Although some degree of postnatal neurogenesis and brain growth had occurred, this was not sufficient to compensate for the retarding influence of prenatal hyperthermia. Heat stress was also observed to seriously impair learning performance on the original discrimination task and this tendency persisted over the subsequent 4 reversals for both initial and perseverative errors. Impaired learning performance was related to reduction in brainweight. Animals with lower brainweights made significantly more initial, perseverative and total number of errors over the 5 problems. In addition, 12 of the 14 behaviorally tested stressed progeny had brainweights that were at least 2 standard deviations below the mean of the controls and as a result were classified as micrencephalic. Although heat stressed animals showed a significant reduction in the number of amacrine synapses in the inner plexiform layer of the retina, performance differences were not atrributed to changes in synaptic organisation of the retinal circuitry or to visual or other ophthalmic defects, but brain function. Animals with higher mean maternal poststressing core temperatures gave birth to progeny which had smaller whole and part wet-brainweights. Examination of the effect of poststressing core temperature on brainweight revealed that brain growth, independent of bodyweight, was retarded when this temperature elevated above 41.5 degrees C. This represented a rise of approximately 2.1 degrees C above normal and for each 1 degree C rise above this temperature, brainweight was reduced by 0.4227 g of the control value. Analysis of the atmospheric content of the incubator during stressing sessions ruled out the possibility that changes in level of oxygen and carbon dioxide may have contributed to the retarding influence on fetal development and learning ability in the guinea pig.

Animals↗
PubMed1990

Further evidence of the intricacy of memory span.

Memory span was measured for lists of verbal items constructed such that the items in the first half of the list were of one category and those of the second half were of another. In Experiment 1, the lists consisted of digits and words (e.g., 2, 8, 7, horse, cow, sheep or horse, cow, sheep, 2, 8, 7); in Experiment 2, they consisted of words from the same semantic domain and words from different semantic domains; in Experiments 3 and 4, they consisted of words that rhymed and words that did not rhyme. A category-order effect occurred in each experiment: Span was larger when the digits, same-domain words, or rhyming words occurred in the first half of the list than when they occurred in the second half. These findings suggest that memory span is more complex than is generally assumed.

Adult↗
PubMed1989

Repeated acquisition of behavioral chains: response sequences or conditional discriminations?

The purpose of this study was to determine whether pigeons learn a sequence of positional responses or a series of conditional discriminations under a repeated-acquisition-of-behavioral-chains procedure. Three pigeons were trained under a repeated-acquisition procedure in which three different key colors served as stimuli correlated with the three steps in a chain. The order of presentation of the three stimuli was altered during the latter part of each test session after acquisition had occurred. If the pigeons had acquired a response sequence, the pattern of responding should remain the same as in the initial portion of the test session. However, if the pigeons had acquired a conditional discrimination, the response pattern should change in accordance with the changed order of the key colors. Although the results of this study do not rule out the possibility that the subjects acquired, to some degree, a response sequence, the results suggest that the behavior of pigeons under a repeated-acquisition-of-behavioral-chains procedure is controlled primarily by conditional discriminative stimuli.

Animals↗
PubMed1990

Equivalence classes generated by sequence training.

In Experiment 1, 3, adult females were taught with verbal instructions and contingencies to select, in sequence, three arbitrary visual stimuli from an array of five stimuli. After four different sequences were taught, match-to-sample tests assessed emergent conditional relations among all stimuli that had been selected in the same order in the sequences. Subjects' performances indicated development of four stimulus classes, three based on ordinal position and one based on nonselection. Next, match-to-sample training established conditional relations between each of four novel figures and one member of each of the ordinal stimulus classes. Tests confirmed that the classes were equivalence classes, each expanded by one new member. In subsequent sequence tests, the new stimuli were selected in a sequence that was consistent with ordinal class membership. Experiment 2 replicated Experiment 1 with 2 different adult females, but the verbal instructions were omitted. Results were similar to Experiment 1, except that extensive review and retesting were required before expansion of the ordinal classes with the novel figures was observed.

Adult↗