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PubMed1998

Association learning in the acute confusional state.

The usefulness of cognitive rehabilitative treatment in the acute stages after brain injury seems questionable because patients in severe acute confusional state early after coma clinically seem unable to learn and store new information. Therefore, the capability of patients in acute confusional state to learn and retain associative information was assessed. On two occasions pairs of simple nouns were presented to six patients in severe acute confusional state. Stimuli were presented repeatedly either in written form only or with additional pictorial representations. Immediate and 20 minutes delayed recall was measured. Patients in acute confusional state were able to learn progressively more word pairs across several presentations. They retained some information over an interval of 20 minutes. In addition, they learned and remembered pictorially supported associations better than pure verbal associations. Patients in severe acute confusional state may retain some explicit information and may profit from an imagery mnemonic aid. These results were not expected on the basis of clinical findings alone and they have potential implications for the care of patients in acute confusional state.

Adult↗
PubMed2005

Cue familiarity is represented in monkey medial prefrontal cortex during visuomotor association learning.

To examine functional roles of the medial prefrontal cortex (mPFC) in visuomotor association learning, neuronal activity in the mPFC of a behaving monkey was recorded during this learning. The monkey was presented a cueing visual stimulus, and required to push, pull or turn a manipulator according to the cue following a delay period. Under the control condition, three cues (circle, triangle and square) instructed the monkey to the three responses in a block of trials. After 2 months of training the animal was familiar with these cue-response associations. Under the learning condition, two of the three familiar cues and one novel cue were presented in a block. The monkey initially did not know what the novel cue instructed at first and learned a new cue-response association by trial and error. Neurons in the mPFC showed marked responses to cue presentation, and cue responses changed depending on whether cues were familiar or novel. A group of mPFC neurons responded to novel cues, but not to familiar cues. Another group of neurons responded to familiar cues, but not to novel cues. In a subgroup of these familiar cue-selective neurons, cue response was increased under the learning condition compared to the control condition. These results suggest that mPFC neurons differentiate between familiar and novel instructions, and that the neurons responsive to familiar stimuli enhance their modulations when both familiar and novel instructions have to be processed during task performance.

Action Potentials↗
PubMed2000

Relationship between attentional orientation and associative learning.

This study presents experimental evidence for a relationship between attentional orientation and associative learning. Learning to establish contingencies between warning signals and subsequent task stimuli is a phenomenon which we know from previous studies to be more associated with the left hemisphere. We investigated how hemispheric priming, i.e., activating one hemisphere by directing attention towards the contralateral hemispace, affected both the rate and the extent of associative and nonassociative learning. When attention was directed towards the right while perceiving a discrimination task stimulus, the rate of learning through contingency formation was increased since the relative activation of the left hemisphere was increased. Such a relationship was not found for relative activation of the right hemisphere following leftward orientation of attention.

Adolescent↗
PubMed1987

Paired associate learning in reading-disabled children: evidence for a rule-learning deficiency.

Two experiments examined whether normal and disabled readers differed in the utilization of rules in a paired associate learning task. Experiment 1 required children to learn symbol-word associates. Children were assigned to one of three conditions: nonrule, consistent rule, or inconsistent rule. When present, the rule was based on semantic opposites. Subjects benefited from having the rule, but disabled readers showed less improvement across four test blocks than both chronological age (CA) controls and reading age (RA) controls, particularly in the inconsistent condition. Experiment 2 required subjects to learn symbol-symbol associations in one of three conditions: nonrule, consistent rule, or inconsistent rule. When present, the rule specified the locations of a subsidiary figure in each symbol according to the pattern top-right, bottom-left. Disabled and normal readers did not differ in the nonrule condition where reliance on visual memory would be an effective strategy. Normal readers were superior to disabled readers in both rule conditions. In addition, disabled readers in the inconsistent rule condition were less able than normal readers to apply the rule in a generalization task where memory demands were reduced. Results supported the hypothesis that disabled readers have greater difficulty than normal readers inducing and/or using rules, particularly when they are inconsistent. It is suggested that difficulties in acquiring or using complex and inconsistent rules may be one important source of problems learning spelling-sound correspondence rules, which in English are complex and inconsistent.

Association Learning↗
PubMed1997

Simple and configural association learning in rats with bilateral quisqualic acid lesions of the nucleus basalis magnocellularis.

We hypothesized that bilateral quisqualic acid lesions of the nucleus basalis magnocellularis (NBM) in rats would impair configural but not simple association learning. In experiment 1, rats were tested in a negative patterning operant discrimination where they were food-reinforced for responding to a light or a tone (L+, T+) but not for responding to the configural stimulus consisting of the light and tone presented simultaneously (LT-). Consistent with our hypothesis, NBM-lesioned rats showed a transient but significant impairment, responding normally to L+ and T+ but responding more often to LT-, in addition to responding more often during the inter-trial interval (ITI) than controls. In experiment 2, rats were tested in a simple operant discrimination where rats were food-reinforced for responding to a light (L+) but not for responding to a tone (T-). Although NBM-lesioned rats again responded normally to L+ as predicted, NBM-lesioned rats were transiently impaired, making more T- responses and more ITI responses than controls. Together, these results suggest that the NBM is involved in both configural and simple association learning but that this involvement is limited to learning to withhold responding to non-reinforced contextual or discrete stimuli. Finally, rats from experiment 2 underwent extinction trials, where results showed no difference between NBM-lesioned and control groups, suggesting that the NBM is not involved in the extinction of conditioned responding to previously reinforced stimuli.

Acoustic Stimulation↗
PubMed1999

Drug addiction as a disorder of associative learning. Role of nucleus accumbens shell/extended amygdala dopamine.

Conventional reinforcers phasically stimulate dopamine transmission in the nucleus accumbens shell. This property undergoes one-trial habituation consistent with a role of nucleus accumbens shell dopamine in associative learning. Experimental studies with place- and taste-conditioning paradigms confirm this role. Addictive drugs share with conventional reinforcers the property of stimulating dopamine transmission in the nucleus accumbens shell. This response, however, undergoes one-trial habituation in the case of conventional reinforcers but not of drugs. Resistance to habituation allows drugs to repetitively activate dopamine transmission in the shell upon repeated self-administration. This process abnormally facilitates associative learning, leading to the attribution of excessive motivational value to discrete stimuli or contexts predictive of drug availability. Addiction is therefore the expression of the excessive control over behavior acquired by drug-related stimuli as a result of abnormal strenghtening of stimulus-drug contingencies by nondecremental drug-induced stimulation of dopamine transmission in the nucleus accumbens shell.

Amygdala↗
PubMed1990

Mechanisms of association learning in the post-synaptic neurone.

A general mechanism for association learning in neurones is presented based on the biochemistry and electrophysiology of synaptic receptor regions. The mechanism involves the voltage sensitive generation of second messengers in the post-synaptic neurone, and their subsequent influence on the sensitivity of the local receptor region. The mechanism is examined in detail using a computer model of the reaction dynamics of two important synaptic receptors; the adrenergic receptor and the NMDA-type glutamate receptor. The computer model simulates concentration changes of several molecules in the post-synaptic neurone following an input to a receptor. It also models changes in membrane potential caused by the cell firing, and allows for the impact of these potential changes on second messenger generation within the cell. Finally the model incorporates two possible mechanisms whereby high concentrations of second messenger can lead to long-lasting changes in receptor sensitivity. The model demonstrates an enhancement of synaptic response when previous inputs to the same receptor region have occurred when the cell was firing. Using the model, long term potentiation (LTP) of the glutamate response is demonstrated following a high frequency input to the glutamate receptor. A neurone with ten glutamate receptors is simulated and demonstrates that individual neurones should be capable of recognising patterns of input activity when those patterns have repeatedly occurred at times of major cellular activity.

Animals↗
PubMed1994

Aging associations: influence of speed on adult age differences in associative learning.

Two studies, involving a total of nearly 500 Ss, were conducted to determine the mechanisms by which processing speed contributes to the relations between adult age and associative learning. Results of both studies indicated that increased age was related to poorer associative learning largely because of a failure to retain information about previously correct responses. This in turn was related to the effectiveness of encoding briefly presented information in an associative memory task, which was related to measures of processing speed. It is therefore suggested that age-related decreases in speed of processing lead to less effective encoding or elaboration, which results in a fragile representation that is easily disrupted by subsequent processing.

Adult↗
PubMed1992

[Neurophysiologic changes and bound calcium dynamics during the elaboration of associative learning in Helix lucorum].

Neurophysiological effects and dynamics of bound calcium (Ca-b) in command neurons of defense behavior (LP11 and RP11) during food aversion conditioning were studied in snail Helix lucorum. It was found that during associative learning both conditioned reaction and nonspecific facilitation of sensory responses were determined in neurons. The nonspecific facilitation of sensory responses was similar to that found during sensitization development in neurons. However, conditioned response appeared 30 min later than long-term sensitization development. Specific dynamics of the Ca-b level in neurons was obtained after three and more conditioning. The dynamics of the Ca-b level correlated with neurophysiological effects and differed from those measured during sensitization development. It is suggested that molecular mechanisms underlying associative learning and sensitization are different in a command neuron of defense behavior in the snail.

Animals↗
PubMed2002

Cyclin-dependent kinase 5 is required for associative learning.

Transient stressful experiences may persistently facilitate associative and nonassociative learning, possibly through alterations of gene expression. Here we identify, by subtractive hybridization, differential expression of the Cdk5 gene in response to stress. The Cdk5 protein is selectively induced in the fibers of septohippocampal cholinergic neurons but not in other regions of prominent Cdk5 production. This upregulation is accompanied by increased Cdk5 kinase activity, which is blocked completely by the Cdk5 inhibitor butyrolactone I. Microinjection of butyrolactone I into the lateral septum and hippocampus prevents the acquisition of conditioned context-dependent fear as well as its stress-induced facilitation. By demonstrating that a transient increase of Cdk5 activity within the septohippocampal system is required for associative learning, an important novel role of Cdk5 has been identified.

4-Butyrolactone↗
PubMed1995

Event-related potentials during delayed recognition of Wechsler Memory Scale-R paired associate learning.

The P300 is a component of cortical event related-potentials that has been linked to memory and recognition. This study examined P300 amplitude and latency during recognition of pairs of words from the WMS-R Verbal Paired Associate Learning subscale. After 24 subjects learned the pairs of words, they were shown pairs of words taken directly from the subscale that were combined to form matching or nonmatching pairs. This parallels the Delayed Recall subtest of the WMS-R. P300 amplitude was greater during recognition of matching word pairs and most prominent at central and parietal recording sites. P300 latency was shorter for matching than for nonmatching pairs. This points to a degree of psychophysiological validity of the WMS-R paired associate learning delayed recall task.

Adolescent↗
PubMed1979

Differential effects of age and cerebral atrophy upon span of immediate recall and paired-associate learning in older patients suspected of dementia.

Seventy-eight patients suspected of dementia, 50 years of age or older and without evidence of focal cerebral lesion or systemic illness, were administered the Digit-Span Forward and Paired-Associate Learning subtests of the Wechsler Memory Scale. Computerized axial tomography, allowing a visualization and measurement of the lateral ventricles and cortical sulci, was employed to measure cerebral atrophy. Four groups were defined as follows: (1) age 50-69, without atrophy (N = 27), (2) age 50-69, with atrophy (N = 17), (3) age 70-89, without atrophy (N = 18), (4) age 70-89, with atrophy (N = 16). Results of analyses of variance indicate that Digit-Span is affected by cerebral atrophy but not by age, while Paired-Associate Learning is affected by both age and cerebral atrophy. No interaction effect between age and cerebral atrophy was found for either task. These results are discussed within the context of previous research, and implications for both models of memory and theories of the effects of cerebral atrophy in different ag groups are suggested.

Age Factors↗
PubMed2001

Measuring strategy production during associative learning: the relative utility of concurrent versus retrospective reports.

Strategy production during associative learning can be measured by self-reports made either concurrently with study or retrospectively. Both kinds of report presumably have strengths and weaknesses, yet a systematic comparison has not been conducted. Younger and older adults studied paired associates and reported strategy production using one or both kinds of report. Participants either received or did not receive descriptions of mediational strategies prior to study. Retrospective reports were not completely consistent with concurrent reports, suggesting that the validity of retrospective reports is somewhat diminished by forgetting. Making concurrent reports did not affect subsequent retrospective reports, but describing strategies affected reported strategy production for both age groups and paired-associate recall for older adults. A production deficiency constrained older adults' performance when they did not receive strategy descriptions prior to study. Discussion focuses on the relative utility of concurrent and retrospective reports of strategy production.

Adolescent↗
PubMed2002

The Soma of RPeD1 must be present for long-term memory formation of associative learning in Lymnaea.

The cellular basis of long-term memory (LTM) storage is not completely known. We have developed a preparation where we are able to specify that a single identified neuron, Right Pedal Dorsal 1 (RPeD1), is a site of LTM formation of associative learning in the pond snail, Lymnaea stagnalis. We demonstrated this by ablating the soma of the neuron but leaving behind its functional primary neurite, as evidenced by electrophysiological and behavioral analyses. The soma-less RPeD1 neurite continues to be a necessary participant in the mediation of aerial respiratory behavior, associative learning, and intermediate-term memory (ITM); however, LTM cannot be formed. However, if RPeD1's soma is ablated after LTM consolidation has occurred, LTM can still be accessed. Thus the soma of RPeD1 is a site of LTM formation.

Animals↗
PubMed2006

The parasitic mite Varroa destructor affects non-associative learning in honey bee foragers, Apis mellifera L.

The parasitic mite Varroa destructor influences flight behavior, orientation and returning success of forager honeybees (Apis mellifera) infested as adults. As impaired orientation toward the nest entrance might be due to deficiency in recognition and responsiveness to stimuli in the environment, we examined effects of V. destructor on sensory responsiveness, non-associative and associative learning of honey bee foragers by using proboscis extension reaction paradigm (PER). Although infested and uninfested workers were initially equally responsive to different concentrations of sugar water, we found differences in non-associative learning. In habituation, PER to repeated sugar stimulation of the antennae occurred faster in infested foragers compared to uninfested foragers. In sensitization, infested foragers showed a lower response to an odor stimulus following sugar stimulation than non-infested foragers. Differences in non-associative paradigms were more pronounced in bees with lower responsiveness to sucrose. In conditioning learning experiments, a significant reduction in proboscis extension response was found 1 min but not 12 min after a single conditioning trial indicating that V. destructor predominantly affects the non-associative components of learning and its underlying neural and molecular processes.

Animals↗
PubMed2002

Dissociated conditional-associative learning in anorexia nervosa.

This study assessed the acquisition of conditional-associations using neutral and individually threatening nouns in 16 females with anorexia nervosa (AN), 16 females with bulimia nervosa (BN) and 16 normal controls (NC). Groups did not differ in terms of age, sex, handedness, depression, intelligence, verbal memory and verbal fluency measures. Furthermore, patients and controls were widely comparable on any test assessing neuropsychological functioning. In the conditional-associative learning (CAL) task, anorexic patients displayed an impaired performance with neutral material but not with individually threatening material. Such a deficit was not evident in bulimics or in normal controls. Only anorexics showed a dissociation in the CAL of material with different emotional valence. These findings support the assumptions from functional neuroimaging investigations in AN and justify the assignment of this disorder to the obsessive-compulsive spectrum disorders.

Adolescent↗
PubMed1999

Associative learning modifies neural representations of odors in the insect brain.

Recording brain activity in vivo during learning is fundamental to understanding how memories are formed. We used functional calcium imaging to track odor representations in the primary chemosensory center of the honeybee, the antennal lobe, while training animals to discriminate a rewarded odor from an unrewarded one. Our results show that associative learning transforms odor representations and decorrelates activity patterns for the rewarded versus the unrewarded odor, making them less similar. Additionally, activity for the rewarded but not for the unrewarded odor is increased. These results indicate that neural representations of the environment may be modified through associative learning.

Animals↗