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Results for “Association Learning”

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At least 19 recordsLinked to original sources

PubMed1990

Specific high molecular weight mRNAs induced by associative learning in Hermissenda.

Associative conditioning of Hermissenda crassicornis has been demonstrated to result in long-term changes in the potassium currents IA and ICa2(+)-K+ in photoreceptor neurons in the eye and to increase mRNA levels in the eye 2- to 3-fold. mRNA isolated from Hermissenda trained with paired light and rotation stimuli was labeled with [3H]acetic anhydride, while mRNA from naive animals or from animals subjected to random light and rotation stimuli was labeled with [14C]acetic anhydride. The labeled RNA was combined and separated by agarose gel electrophoresis. The overall size distribution of labeled mRNA was shifted to longer chain lengths in the paired group. In addition, the 3H/14C ratios were markedly increased for 21 distinct size bands, indicating increased mRNA of specific chain lengths in the paired group. Increases in the same size bands were also observed with mRNA labeled in vivo with 32Pi. This indicates that associative learning in Hermissenda results in a specific induction of a distinct set of at least 21 mRNAs, rather than in a generalized increase in synthesis of all mRNA, thus resembling in some respects a differentiation-like response.

Animals↗

PubMed1990

[Associative learning in a neuromimetic network with local competitions].

Presented here is a neuromimetic model for the learning of associations between activity patterns originating from recoding layers. These layers are described as networks of cellular clusters made up of competitive formal neurons. A rule of synaptic plasticity with improved neurobiological realism is proposed; it allows for fast learning of large sets of associations.

Association Learning↗

PubMed1978

Facilitative effect of mnemonic strategies on multiple-associate learning in EMR children.

The efficacy of mnemonic strategy training for multiple-associate learning was examined. Following pretraining measures of multiple-associate learning and general memory skills, 33 young EMR children were randomly assigned to one of three conditions: imagery, rote repetition, or control. Each group participated in a story and game program for 5 hours over a 2-week period, which, depending on condition, involved intensive training in the use of either imagery or rote repetition or no direct mnemonic training. Posttraining measures of children who received mnemonic training showed marked improvement, with imagery being superior (p less than .01) to rote repetition.

Association Learning↗

PubMedDate not supplied

Marijuana influenced changes in GSR activation peaking during paired-associate learning.

Activation Peaking (AP) refers to a patterned physiological response occurring during learning. Marijuana has been found to interfere with both paired-associate learning and phasic GSR activity. Therefore, a study was performed to assess the effects of marijuana intoxication on paired-associate learning and concomitant GSR AP. Two marijuana usage categories were employed--light and heavy usage Ss. Within each category four groups were run in a design to test state-dependent effects. Each S was seen twice with a seven-day inter-session interval. The groups were P-P, P-M, M-M and P-M with P equals placebo and M equals 14 mg delta-9 THC. At each sessions S learned a nine-word paired-associate list to a criterion of one correct recitation, and then received 100 percent overlearning. No usage or group differences were found in level of basal conductance, except lights showed habituation over sessions and heavies did not. Magnitude of phasic GSR activation, aligned for AP, was significantly reduced for both heavy usage and marijuana intoxicated Ss. Also, only on placebo days was an AP effect evident. The results were discussed in terms of marijuana's effects on learning and physiology with emphasis on possible mechanisms of action.

Adolescent↗

PubMed1990

Memory for temporal order and conditional associative-learning in patients with Parkinson's disease.

The performance of Parkinson's patients was compared to that of normal controls on memory for temporal order and conditional associative-learning tasks, each of which is sensitive to frontal-lobe dysfunction. Memory for temporal order involved reconstructing the presentation order of each of a series of drawings, words and designs. Recognition of similar stimuli was also examined. Parkinson's patients exhibited poor memory for the relative temporal relations between stimuli, though no group differences were observed in the number of stimuli placed in the correct position. Recognition was intact in the Parkinson's patients, and an absence of correlation between performance on the recognition and temporal order tasks indicates that the poor memory for temporal order is not simply a function of degraded memory for the individual stimuli. The conditional associative-learning task required subjects to learn, either by trial-and-error or with immediate correction, numbers paired with drawings, designs or spatial locations. Parkinson's patients were impaired only when learning by trial-and-error was required. Results suggest that the strategic retrieval processes involved in both memory for temporal order and learning conditional associations by trial-and-error depend on the integrity of the fronto-striatal system, which is known to be affected in Parkinson's disease.

Aged↗

PubMed1987

Molecular kinetic modelling of associative learning.

Three molecular (enzyme) kinetic models have been designed that exhibit the basic properties of associative learning (classical conditioning). The enzyme systems are acted upon by an 'unconditioned' and a 'conditioned' ligand: temporally paired application of the two ligands leads to covalent enzyme modification, which serves as 'memory trace'. The behaviour of the systems has been investigated by computer simulation. Although the models are hypothetic, they do not contain biochemically inconceivable steps. The models demonstrate that already fairly simple molecular events may produce the phenomenology of associative learning.

Adenylyl Cyclases↗

PubMedDate not supplied

Arousal and paired-associate learning. Evidence refuting the action decrement theory of Walker and Tarte (1963).

Walker and Tarte (1963) postulate that at short retention intervals high arousal paired-associates are reproduced more poorly than low arousal items. Walker and colleagues believe that this hypothesis is confirmed by their paired-associate learning studies. However, results of these paired-associate learning studies are position confounded artifacts. Better recall of low arousal items at short-term retention is caused by the coincidence of the recency effect and low arousal at the end of the trial. When these position effects are controlled there is no action decrement for the high arousal paired-associates. To test this assumption, the Kleinsmith and Kaplan study (1963) was replicated and two other variations were conducted. In these three studies with 76 subjects, which were tested at two minutes or 1 week, the action decrement occurs only when the two position effects coincide.

Adult↗

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↗

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↗

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↗

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↗

PubMed1975

Ego strength and confidence thresholds in two methods of paired-associate learning.

Two experiments contrasted the effects of high and low wgo strength (as measured by Cattell's Sixteen Personality Factor Questionaire) on confidence thresholds (FG scores) under the anticipation and recall methods. High ego strength resulted in larger FG scores under the anticipation method- weakly so in Experiment I but significantly so in Experiment II, where subjects were selected from greater extremes of ego strength. This inferiority extended to trails to criterion and a measure of the associative-learning stage as well. Tasks for extending the generality of the obtained relationship of ego strength and confidence thresholds in paired-associate learning are suggested.

Adolescent↗

PubMed1992

Associative learning in a network model of Hermissenda crassicornis. I. Theory.

A time-varying Resistance-Capacitance (RC) circuit computer model was constructed based on known membrane and synaptic properties of the visual-vestibular network of the marine snail Hermissenda crassicornis. Specific biophysical properties and synaptic connections of identified neurons are represented as lumped parameters (circuit elements) in the model; in the computer simulation, differential equations are approximated by difference equations. The model's output, membrane potential, an indirect measure of firing frequency, closely parallels the behavioral and electrophysiologic outputs of Hermissenda in response to the same input stimuli presented during and after associative learning. The parallelism of the computer modeled and the biologic outputs suggests that the model captures the features necessary and sufficient for associative learning.

Animals↗

PubMed1979

Verbal vs. nonverbal and complex vs. simple responses in the paired-associate learning of poor readers.

The relative ability of 38 fourth-grade boys, good and poor readers, to learn paired-associate lists requiring either verbal or nonverbal responses was assessed with four different tasks. Two of the tasks required either simple or complex verbal responses, while the other two involved learning simple and complex oral, nonverbal responses. The stimuli for all tasks were letter-like visual figures drawn on cards. The good readers learned more efficiently overall, but the major differences between reading groups occurred on the tasks requiring verbal responses.

Child↗

PubMed1976

Motor activity, anticipated motor activity, and young children's associative learning.

The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results of our experiment with kindergartners clearly suggest not: In conditions where subjects simply planned to the potential motor activity (without executing it), learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from 2 follow-up experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions.

Association Learning↗

PubMed1979

Taste aversions to mother's milk: the age-related role of nursing in acquisition and expression of a learned association.

The development of taste aversion learning to novel cues contained in mother's milk was examined in rat pups. Pups receiving distinctive mild by experimenter-delivered oral infusions followed by toxicosis formed an aversion to the dam's diet. Robust aversions were learned as early as Day 10 and were retained for at least 11 days. When the same distinctive milk was obtained directly from a foster mother through nursing, however, only weanling-age pups (over 20 days) formed an aversion. X-ray analysis of nipple location in the mouths of suckling pups suggested that pups between the ages of 10 and 21 days receive milk at a similar tongue locus. Flavored milk was then delivered at specific time intervals in controlled quantities through tongue cannulas implanted at loci corresponding to the nipple position shown by the X-rays. Cannulated preweanling pups that were attached to a nipple during milk delivery failed to associate the taste cue with illness, whereas both preweanlings off the nipple and weanlings on the nipple acquired aversions to the taste cue in the milk. The evidence obtained in these experiments suggests that pups of all ages are incapable of expressing a taste aversion in a nursing situation and that preweanling pups in particular are also dificient in acquiring aversions within a suckling context. The inability of preweanling pups to acquire taste aversions in a nursing situation appears to result from a failure to associate taste cues with illness rather than a failure to detect taste cues obtained from a nipple.

Age Factors↗

PubMed1992

Interaction of instructions with the recall strategy actually used in a paired-associates learning task.

Previous research suggests that interactive imagery produces memory performance superior to separation imagery, although the effects of instructions are less clear. Paired-associate learning was used to examine the effects of instructions (general memory, separation imagery, and interactive imagery) on recall, the frequency of using memory strategies (nonimaginal, separate image, and interactive image), and strategies' effectiveness. The numbers of correctly recalled items were fewer for subjects given general memory instructions than for subjects given separation or interactive imagery instructions which were not different from each other. Subjects reported using a variety of strategies. However, subjects given separation imagery instructions were more likely to report an interactive image than a separate image, and equally as likely to use interactive imagery as subjects given interactive imagery instructions. The present data suggest that subjects can effectively use a variety of memory strategies.

Adult↗

PubMed1991

Paired associate learning in senile dementia of the Alzheimer type.

A study was conducted to examine the potential explicit learning ability in senile dementia of the Alzheimer type (SDAT) as a function of (1) the difficulty of the to-be-remembered material and (2) the severity of the dementia. The Associate Learning task from the Wechsler Memory Scale was administered to healthy older adults and individuals with questionable, mild, and moderate SDAT. Individuals with SDAT showed poorer learning performance across trials than healthy older adults. Individuals with questionable and mild SDAT did show evidence for learning across trials for highly related paired associates. For unrelated-paired associates, however, only individuals with questionable SDAT showed some evidence for increased learning across trials.

Alzheimer Disease↗