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Results for “Contrastive learning”

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At least 163 records · Page 9Linked to original sources

PubMed2006

How inhibitory oscillations can train neural networks and punish competitors.

We present a new learning algorithm that leverages oscillations in the strength of neural inhibition to train neural networks. Raising inhibition can be used to identify weak parts of target memories, which are then strengthened. Conversely, lowering inhibition can be used to identify competitors, which are then weakened. To update weights, we apply the Contrastive Hebbian Learning equation to successive time steps of the network. The sign of the weight change equation varies as a function of the phase of the inhibitory oscillation. We show that the learning algorithm can memorize large numbers of correlated input patterns without collapsing and that it shows good generalization to test patterns that do not exactly match studied patterns.

Algorithms↗

PubMed2005

Impaired water maze navigation of Wistar rats with retrosplenial cortex lesions: effect of nonspatial pretraining.

Damage to the retrosplenial cortex (RC) impairs the performance of rodents on spatial learning and memory tasks, but the extent of these deficits was previously reported to be influenced by the lesion type, rat strain, and behavioral task used. The present study addressed the issue of whether or not cytotoxic damage to RC impairs place navigation of Wistar rats in the Morris water maze and, if so, whether this is merely attributable to spatial learning deficits or to impaired learning of general (nonspatial) behavioral strategies required to correctly perform this task or both. Behaviorally naive rats with bilateral lesions to RC were significantly impaired relative to sham-lesioned rats both during the period of initial learning of the task and during the later phases of training. In addition, these animals showed enhanced thigmotaxis, indicating that the lesion was associated with considerable abnormalities in nonspatial learning. In contrast, RC-lesioned animals that have been previously familiarized with general task rules in a series of shaping trials did not show more thigmotaxis than did their respective controls. Furthermore, although these rats were still impaired in the middle of the training process, their performance during the period of initial learning as well as by the end of training was found to now be normal. Our results confirm those of earlier studies indicating that RC is important for spatial navigation. The findings herein reported are also consistent with the notion that, in addition to spatial information processing, RC is involved in cognitive processes underlying the ability of subjects to properly respond to general task demands.

Analysis of Variance↗

PubMed1995

A comparison of kainic acid plus colchicine and ibotenic acid-induced hippocampal formation damage on four configural tasks in rats.

J.W. Rudy and R.J. Sutherland (1989) suggested that the hippocampal formation (HF) is necessary for performance of configural tasks and that rats with kainic acid + colchicine (K-C) damage to the HF were impaired on the negative patterning problem (A+, B+, AB-). However, M. Gallagher and P.C. Holland (1992) found spared performance on a similar task (AC+, B+, AB-, C-) when ibotenic acid (IBO) was used. This study compared the effects of K-C- and IBO-induced HF damage on 4 configural tasks: (a) negative patterning, (b) the Gallagher-Holland task, (c) transverse patterning, and (d) place learning. Rats with IBO lesions performed like controls on the Gallagher-Holland task (replicating M. Gallagher & P.C. Holland) but were impaired on negative patterning, transverse patterning, and place learning. In contrast, rats with K-C lesions were impaired on all 4 tasks. The implications of these results for theories of HF function are discussed.

Animals↗

PubMed2003

Impaired sequence learning in carriers of the DYT1 dystonia mutation.

Previous positron emission tomography (PET) studies have shown that nonmanifesting carriers of the DYT1 dystonia mutation express an abnormal pattern of resting glucose metabolism. To determine whether motor behavior is impaired in these subjects, we compared movement and sequence learning in 12 clinically unaffected DYT1 carriers with 12 age-matched controls. Regional differences in brain function during task performance were assessed with simultaneous H(2) (15)O/PET. We found that motor performance was similar in the DYT1 and control groups, with no significant differences in movement time and spatial accuracy measured during each of the tasks. In contrast, sequence learning was reduced in gene carriers relative to controls (p < 0.01). PET imaging during motor execution showed increased activation in gene carriers (p < 0.001, uncorrected) in the left premotor cortex and right supplementary motor area, with concomitant reduction in the posterior medial cerebellum. During sequence learning, activation responses in DYT1 carriers were increased in the left ventral prefrontal cortex, and lateral cerebellum. These findings suggest that abnormalities in motor behavior and brain function exist in clinically nonmanifesting DYT1 carriers. Although localized increases in neural activity may enable normal movement execution in these subjects, this mechanism may not compensate for their defect in sequence learning.

Carrier Proteins↗

PubMed2005

The roles of the caudate nucleus in human classification learning.

The caudate nucleus is commonly active when learning relationships between stimuli and responses or categories. Previous research has not differentiated between the contributions to learning in the caudate and its contributions to executive functions such as feedback processing. We used event-related functional magnetic resonance imaging while participants learned to categorize visual stimuli as predicting "rain" or "sun." In each trial, participants viewed a stimulus, indicated their prediction via a button press, and then received feedback. Conditions were defined on the bases of stimulus-outcome contingency (deterministic, probabilistic, and random) and feedback (negative and positive). A region of interest analysis was used to examine activity in the head of the caudate, body/tail of the caudate, and putamen. Activity associated with successful learning was localized in the body and tail of the caudate and putamen; this activity increased as the stimulus-outcome contingencies were learned. In contrast, activity in the head of the caudate and ventral striatum was associated most strongly with processing feedback and decreased across trials. The left superior frontal gyrus was more active for deterministic than probabilistic stimuli; conversely, extrastriate visual areas were more active for probabilistic than deterministic stimuli. Overall, hippocampal activity was associated with receiving positive feedback but not with correct classification. Successful learning correlated positively with activity in the body and tail of the caudate nucleus and negatively with activity in the hippocampus.

Adult↗

PubMed1986

Attributional versus preattributional variables in self-esteem and depression: a comparison and test of learned helplessness theory.

Predictions made according to the attributional reformulation of learned helplessness theory concerning the cognitive determinants of low self-esteem and depression were tested in two samples of undergraduates; real and hypothetical life events were used. As predicted, internal attributions for hypothetical success and failure were correlated with self-esteem, but there was an unexpected correlation with global attributions for negative outcomes. Two "preattributional" variables, consensus and consistency judgments, were also related to self-esteem and depression. In contrast to learned helplessness theory, a path analysis indicated that these variables were not attributionally mediated. Consensus judgment was as strong a predictor of depression as the number of recent distressing life events that subjects had experienced. Other evidence that links depression to perceived low consensus is described, and a possible etiological role for this variable is outlined.

Adult↗

PubMed1992

Roles of delta and mu opioid receptors in mediating the effects of enkephalins on avoidance conditioning.

The effects on one-way active avoidance conditioning of pre-training, systemic administration of the selective mu-receptor agonist [D-Ala2,N-Me-Phe4, Gly-ol]enkephalin (DAGO), and the selective mu-receptor antagonist (D-Phe-Cys-Tyr-D-Trp-Orn-Thr-Pen-Thr-NH2 (CTOP), were determined in Swiss-Webster mice. A low dose of DAGO (0.92 micrograms/kg) moderately enhanced avoidance acquisition, whereas a 100 micrograms/kg dose of CTOP more dramatically impaired acquisition. However, the avoidance-enhancing dose of DAGO significantly increased locomotor activity as measured in a separate group of mice in the avoidance chamber, and the avoidance-impairing dose of CTOP significantly decreased activity. Under these same training conditions, earlier studies (Schulteis et al. 1988; Schulteis and Martinez 1990) demonstrated that enkephalins impaired avoidance learning, and selective delta-receptor antagonists such as ICI 174,864 enhanced learning; in contrast to the present study, both of these effects were dissociated from performance effects such as alterations in locomotor activity. Taken together, the results suggested that the effects of enkephalins were mediated by the delta-, but not mu-, class of opioid receptor.

Amino Acid Sequence↗

PubMed2000

Hypertension and insulin resistant models have divergent propensities to learned helpless behavior in rodents.

The induction of learned helpless (LH) behavior in rats is a widely used model of unipolar depression. Recent studies have linked depression with hypertension and insulin resistance as observed in obesity, but the propensity of these disorders to manifest depression has not been reported. In this study, the LH behavioral paradigm was exploited in a model of hypertension (Dahl rat) and of insulin resistance (Zucker rat) to determine the propensity of these models to develop depression and to examine the profile of markers for the propensity of the cardiovascular system (plasma renin activity) and of the hypothalamus-pituitary-adrenal axis (corticosterone) in the display of propensity to depression. Results show that Zucker rats displayed the lowest propensity to the development of LH behavior (12%), followed by the control Sprague-Dawley rats (27%), and then Dahl rats (66%). In contrast, congenital learned helpless (cLH) rats, a genetically bred strain for animal depression, had the highest propensity (>90%). A gender effect was observed in the Zucker and cLH rats, with females showing an increased propensity to develop LH behavior. Plasma renin activity in the Dahl and Sprague-Dawley rats after the LH stress paradigm was not significantly different from baseline. In contrast, Zucker rats, with the lowest propensity to LH behavior, demonstrated a threefold increase in plasma renin activity after stress. Congenital LH rats, with the highest propensity to LH behavior, exhibited a significantly lower increase (43%) in plasma renin activity after stress. Hyporesponsive hypothalamus-pituitary-adrenal (HPA) axis functioning correlated with propensity of LH behavior. Stress-induced corticosterone levels increased under twofold in cLH rats, whereas they increased more than sevenfold in Zucker rats. Taken together, these studies suggest that whereas genetically prone hypertensive rats have a very high propensity to depression, insulin-resistant rats have a profound resistance to depression. Moreover, a hyporesponsive HPA axis may be a marker for disorders that are comorbid with depression, whereas a hyperresponsive renin-angiotensin system may be indicative of resilience.

Animals↗

PubMed2006

Identification of contrast-defined letters benefits from perceptual learning in adults with amblyopia.

Amblyopes show specific deficits in processing second-order spatial information (e.g. Wong, Levi, & McGraw (2001). Is second-order spatial loss in amblyopia explained by the loss of first-order spatial input? Vision Research, 41, 2951-2960). Recent work suggests there is a significant degree of plasticity in the visual pathway that processes first-order spatial information in adults with amblyopia. In this study, we asked whether or not there is similar plasticity in the ability to process second-order spatial information in adults with amblyopia. Ten adult observers with amblyopia (five strabismic, four anisometropic and one mixed) were trained to identify contrast-defined (second-order) letters using their amblyopic eyes. Before and after training, we determined observers' contrast thresholds for identifying luminance-defined (first-order) and contrast-defined letters, separately for the non-amblyopic and amblyopic eyes. Following training, eight of the 10 observers showed a significant reduction in contrast thresholds for identifying contrast-defined letters with the amblyopic eye. Five of these observers also showed a partial transfer of improvement to their fellow untrained non-amblyopic eye for identifying contrast-defined letters. There was a small but statistically significant transfer to the untrained task of identifying luminance-defined letters in the same trained eye. Similar to first-order spatial tasks, adults with amblyopia benefit from perceptual learning for identifying contrast-defined letters in their amblyopic eyes, suggesting a sizeable degree of plasticity in the visual pathway for processing second-order spatial information.

Adaptation, Ocular↗

PubMedDate not supplied

Faculty experiences with providing online courses. Thorns among the roses.

This article presents a review of the literature summarizing faculty reports of their experiences with computer-mediated distance education compared with their traditional face-to-face teaching experiences. Both challenges and benefits of distance learning programs contrasted with classroom-based teaching are revealed. Specific difficulties and advantages identified by online faculty were categorized into four broad areas of impact on the teaching/learning experience: (a) faculty workload, (b) access to education, (c) adapting to technology, and (d) instructional quality. Challenges appear to be related predominantly to faculty workloads, new technologies, and online course management. Benefits identified by online educators indicate that computer-mediated distance education has high potential for expanding student access to educational resources, for providing individualized instruction, and for promoting active learning among geographically separated members of learning groups.

Attitude of Health Personnel↗

PubMed1975

Stimulus-specific contrast effects during operant discrimination learning.

In two experiments, pigeons' responding was equally reinforced in the presence of four line-orientation stimuli. Responding was then reinforced when only two of the four orientation stimuli were present; the remaining two orientations appeared during extinction. Response rates were often highest in the stimulus adjacent to the orientations presented during extinction and often lowest in that orientation adjacent to the orientations presented with reinforcement. These effects were stronger and more persistent when the stimuli were separated by a smaller angle, rendering the discrimination more difficult. These and other data suggest that discrimination training may not be accurately explained in terms of the simple effects of reinforcement and nonreinforcement associated with isolated stimuli, nor by accounts that depend upon stimulus generalization. Recent accounts of contrast that depend upon "emotionality" produced by nonreinforced responding or upon reinforcement-elicited responses are also difficult to apply to these data.

Journal Article↗

PubMed2001

Disconjugate oculomotor learning caused by feeble image-size inequality: differences between secondary and tertiary positions.

In order to examine the minimum value of image-size inequality capable of inducing lasting disconjugacy of the amplitude of saccades, six normal emmetropic subjects were exposed for 16 min to 2% image size inequality. Subjects were seated at 1 m in front of a screen where a random-dot pattern was projected and made saccades of 7.5 and 15 deg along the horizontal and vertical principal meridians and to tertiary positions in the upper and lower field. During the training period, compensatory disconjugacy of the amplitude of the saccades occurred for the principal horizontal and vertical meridians; such increased disconjugacy persisted after training, suggesting learning. In contrast, for horizontal saccades to or from tertiary positions made in the upper and lower field, no consistent changes in the disconjugacy occurred, either during training or after the training condition. In an additional experiment, three subjects read sequences of words with the 2% magnifier in front of their dominant eye: in such a task, horizontal saccades to or from tertiary positions at the upper or lower field showed appropriate and lasting disconjugacy for two of the three subjects. We conclude that even a 2% image size inequality stimulates oculomotor learning, leading to persistent disconjugacy of saccades. The small disparity created by the image-size inequality is thus compensated by the oculomotor system rather than tolerated by the sensory system (e.g. by enlarging the Panum's area).

Aniseikonia↗

PubMed2001

Effects of histamine precursor and (R)-alpha-methylhistamine on the avoidance response in rats.

The aim of this work is to clarify the role of histamine in learning and memory processes. In order to do this, the effect of administration of the histamine precursor, L-histidine (HIS) and of the agonist of the H(3) receptor, (R)-alpha-methylhistamine (RAMH), on active avoidance response in rats is studied. Treatment with RAMH (10 mg/kg i.p.) increased the number of avoidance responses produced during acquisition and retention of the learning. In contrast, administration of L-his (500 mg/kg i.p.) impairs performance in the shuttle-box. These results are consistent with a role for histamine in cognitive processes and suggest that a increase in cerebral histamine levels impair the acquisition of avoidance response, whereas reduced levels facilitate this acquisition.

Animals↗

PubMedDate not supplied

[Sensory organization of the reticular formation: Specific integrative activity].

On the basis of personal investigations including 1) electrophysiological methods (EEG, averaged evoked potentials), 2) behavior methods, 3) destruction of various parts of the brain (mesencephalic reticular formation, auditory pathways) and 4) pharmacological methods, conducted in the years 1953-1974 the author put forward a concept of sensory organization of reticular formation postulating existence of special systems in the reticular formation differing in their relative physiological and chemical specificity. This relative specificity is, in this concept, the ability of the so-called non-specific neurons in the reticular formation to be included under certain experimental conditions into specific functional systems. The author suggests the term "paraspecific systems" for designating these relatively specific systems. It seems that these systems determine the integrative role of reticular formation in the process of learning. In contrast to this important role the reticular formation is without any greater importance for the process of memory storage. The dynamic and relatively specific functional organization of reticular formation provides potential possibilities of its utilization in the processes of reeducation or rehabilitation in central nervous system damage and in pharmacological treatment of psychic disturbances.

Acoustic Stimulation↗

PubMedDate not supplied

Contrasting hippocampal and perirhinal cortex function using immediate early gene imaging.

The perirhinal cortex and hippocampus have close anatomical links, and it might, therefore, be predicted that they have close, interlinked roles in memory. Lesion studies have, however, often failed to support this prediction, providing dissociations and double dissociations between the two regions on tests of object recognition and spatial memory. In a series of rat studies we have compared these two regions using the expression of the immediate early gene c-fos as a marker of neuronal activity. This gene imaging approach makes it possible to assess the relative involvement of different brain regions and avoids many of the limitations of the lesion approach. A very consistent pattern of results was found as the various hippocampal subfields but not the perirhinal cortex show increased c-fos activity following tests of spatial learning. In contrast, the perirhinal cortex but none of the hippocampal subfields show increased c-fos activity when presented with novel rather than familiar visual objects. When novel scenes are created by the spatial rearrangement of familiar objects it is the hippocampus and not the perirhinal cortex that shows c-fos changes. This double dissociation for gene expression accords with that found from lesion studies and highlights the different contributions of the perirhinal cortex and hippocampus to memory.

Animals↗

PubMed2004

Interleukin-6: a cytokine to forget.

It is known that proinflammatory cytokines such as interleukin-6 (IL-6) are expressed in the central nervous system (CNS) during disease conditions and affect several brain functions including memory and learning. In contrast to these effects observed during pathological conditions, here we describe a physiological function of IL-6 in the "healthy" brain in synaptic plasticity and memory consolidation. During long-term potentiation (LTP) in vitro and in freely moving rats, IL-6 gene expression in the hippocampus was substantially increased. This increase was long lasting, specific to potentiation, and was prevented by inhibition of N-methyl-D-aspartate receptors with (+/-)-2-amino-5-phosphonopentanoic acid (AP-5). Blockade of endogenous IL-6 by application of a neutralizing anti-IL-6 antibody 90 min after tetanus caused a remarkable prolongation of LTP. Consistently, blockade of endogenous IL-6, 90 min after hippocampus-dependent spatial alternation learning resulted in a significant improvement of long-term memory. In view of the suggested role of LTP in memory formation, these data implicate IL-6 in the mechanisms controlling the kinetics and amount of information storage.

Animals↗

PubMed2005

Neuronal leucine-rich repeat protein 4 functions in hippocampus-dependent long-lasting memory.

Neuronal leucine-rich repeat proteins (NLRRs) are type I transmembrane proteins and expressed in neuronal tissues, but their function remains unknown. Here, we describe the identification and characterization of a new member of the NLRR family, NLRR4, and its potential role in long-lasting memory. We generated NLRR4-deficient (NLRR4(-/-)) mice and found that they showed impaired memory retention. In hippocampus-dependent learning tasks, NLRR4(-/-) mice were able to learn and maintain the memories for one day but unable to retain the memories for four days after learning. In contrast, in a hippocampus-independent task, NLRR4(-/-) mice were able to retain the memory normally for at least seven days. These results suggest that NLRR4 plays a key role in hippocampus-dependent long-lasting memory.

Amino Acid Sequence↗

PubMed1997

Selective enhancement of emotional, but not motor, learning in monoamine oxidase A-deficient mice.

Mice deficient in monoamine oxidase A (MAOA), an enzyme that metabolizes monoamines such as norepinephrine and serotonin, have elevated norepinephrine and serotonin levels in the frontal cortex, hippocampus, and cerebellum, compared with normal wild-type mice. Since monoamines in these areas are critically involved in a variety of behaviors, we examined learning and memory (using emotional and motor tasks) in MAOA mutant mice. The MAOA-deficient mice exhibited significantly enhanced classical fear conditioning (freezing to both tone and contextual stimuli) and step-down inhibitory avoidance learning. In contrast, eyeblink conditioning was normal in these mutant mice. The female MAOA-deficient mice also displayed normal species-typical maternal behaviors (nesting, nursing, and pup retrieval). These results suggest that chronic elevations of monoamines, due to a deletion of the gene encoding MAOA, lead to selective alterations in emotional behavior.

Animals↗