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PubMed1976

Hormonal influences on motivation, learning, and memory processes.

Experiments have shown that the hypothalamic, pituitary, and adrenocortical hormones play an important role in the motivational value of environmental cues, in the acquisition of knowledge, and in the long-term memory of learned behavior. In human volunteers, a synthetic fraction of ACTH seems to improve visual memory, enhance alertness, and increase motivation--all without the hormone's usual endocrine effects.

Adrenocorticotropic Hormone↗
PubMed2006

[Research of kingsbrain on improving the learning and memory ability of MCAO rats].

OBJECTIVE: To explore the influence of Kingsbrain (GETO) on the learning memory impairment of rats with cerebral ischemia. METHOD: Rats with cerebral ischemia were administered GETO orally once a day for one month. The ability of spatial-learning memory of rats was evaluated by Morris Water Maze (MWM). Duxil was used as a positive control. RESULT: the results of place navigation of MWM showed that at the 3rd time of swimming training, the escape latency of rats of the GETO group, Duxil group and Sham group were shorter than that of model group. The escape latency were (54.1 +/- 43.94), (55.9 +/- 43.49), (50.4 +/- 34.99) and (85.4 +/- 42.8) s, respectively; but there was no significantly difference. After the 6th time of swimming training, the escape latency of rats of the GETO group (37.8 +/- 38.69) s, the Duxil group (37.4 +/- 38.03) s and the sham group (26.9 +/- 21.63) s were significantly shorter than that of model rats (77.5 +/- 47.59) s, P < 0.05, respectively. Comparison of the swimming distance among groups were similar to the escape latency among groups. In the test of spatial probe, results of the ratio of the swimming time of platform quadrant (tP) vs the total swimming time (tT) and the ratio of the swimming distance of platform quadrant (dP) vs the total swimming distance (dT) indicated that the ratios of the GETO group (0.347 +/- 0.0662, 0.344 +/-0.055 1), the Duxil group (0.345 +/- 0.0984, 0.34 +/- 0.0934) and the sham group (0.35 +/- 0.0662, 0.349 +/- 0.0589) were significantly higher than those of the Model group (0.261 +/- 0.0689, 0.274 +/- 0.0544), P < 0.05, respectively. CONCLUSION: GETO can significantly improve the spatial learning and memory ability of rats with cerebral ischemia, which provides the pharmacodynamics evidence for its clinical application of improveing the learning and memory ability in poststroke patients.

Animals↗
PubMedDate not supplied

Long-term outcome of learning and memory in children following severe closed head injury.

Seventeen children aged 5-16 years old (M = 11.3, SD = 2.97, Range= 6.25-16.00) were assessed between 4-5 years post-severe closed head injury, using the Wide Range Assessment of Memory and Learning (WRAML). Compared to age and sex matched controls, this group demonstrated deficits in the ability to learn new information, particularly their rate of learning. Deficits were more apparent with verbal than visual material. There were no indications of differences in delayed recall as measured by the amount of information lost nor in recognition memory. Results indicate that retrieval deficits may be an important component of memory difficulties in severe closed head injury. Educational implications are considered.

Adolescent↗
PubMed1980

Guaranteed stimulus-processing in the evaluation of memory and learning.

A test of memory and learning with guaranteed initial stimulus-processing was validated and is here presented with norms for 70-79 year old and 80-89 year old community residents vs. nursing-home residents. The test procedure also allows incidental observation of stereognosis, object-naming, and left-right orientation, screens for depression, and elicits rapid retrieval of words from semantic categories--all common aspects of evaluation for dementia. A validation study showed a significant difference between 21 moderately impaired and 21 unimpaired elderly nursing home residents grouped by their scores on Blessed, Tomlinson and Roth's (1968) "mental test". Reliability was determined by coefficient alpha, which yielded an estimated correlation of .84 between recall (retrieval) scores and errorless true scores. Storage scores were correlated .72 with retention after three weeks (p. less than .01), and storage and retrieval were not significantly correlated with each other when mental status was partialed out. Storage impairment appeared more significant in dementia than retrieval impairment, which occurred in normal aging as well. Norms for community-active vs. nursing-home-residing 70 and 80 year olds are provided which allow the separate evaluation of total recall, storage, retrieval, and response to reminders.

Age Factors↗
PubMedDate not supplied

Effects of prenatal cocaine on Morris and Barnes maze tests of spatial learning and memory in the offspring of C57BL/6J mice.

Cocaine was administered to gravid C57BL/6J mice on embryonic days E8-18 at doses of either 17.5 or 20 mg/kg x 2 per day; controls received equal volumes of vehicle. The two cocaine dose groups were indistinguishable in their effects on maternal weight gain, offspring survival or body weight; therefore, the two groups were combined. Offspring were assessed as adults in straight channel swimming, cued and spatial reference-memory and working memory versions of the Morris water maze (MWM), and in the Barnes spatial maze to escape from a light, tone and fan. Cocaine offspring had shorter latencies in the straight channel and increased cumulative distance from the platform and path length in the spatial version of the Morris maze, but only when the platform size was reduced, not under standard platform conditions. In the working memory test, cocaine offspring showed deficits in acquisition and, following random trials, on relearning during a final test phase. In the Barnes maze, cocaine offspring were delayed in utilizing more efficient search strategies and took longer to find the goal. Taken together, the data suggest that prenatal cocaine induces modest but significant long-term alterations in both reference and working memory-based spatial learning and memory.

Animals↗
PubMed2003

[Sleep, learning and memory].

As a subject, "Sleep, Learning and Memory" is quite lively. Many papers have been published on this subject in the last 20 years. However, these papers present major contradictions. This is logic because it is a complex subject and, consquently, without simple solutions. It is important to be precise, as much on a basic as on a clinical experimental level, in a large number of questions. For a correct interpretation of the data it is necessary to sustain a unified vision of human nervous system function. Today we can affirm that, for correct learning and memory processing, a normal and harmonic sleep-wakefulness cycle, including the interphase transition states, is essential. Many findings demonstrate the special and determining role of REM sleep in the mechanisms of memory consolidation.

Humans↗
PubMed2004

Learning at different satiation levels reveals parallel functions for the cAMP-protein kinase A cascade in formation of long-term memory.

Learning and memory formation in intact animals is generally studied under defined parameters, including the control of feeding. We used associative olfactory conditioning of the proboscis extension response in honeybees to address effects of feeding status on processes of learning and memory formation. Comparing groups of animals with different but defined feeding status at the time of conditioning reveals new and characteristic features in memory formation. In animals fed 18 hr earlier, three-trial conditioning induces a stable memory that consists of different phases: a mid-term memory (MTM), translation-dependent early long-term memory (eLTM; 1-2 d), and a transcription-dependent late LTM (lLTM; > or =3 d). Additional feeding of a small amount of sucrose 4 hr before conditioning leads to a loss of all of these memory phases. Interestingly, the basal activity of the cAMP-dependent protein kinase A (PKA), a key player in LTM formation, differs in animals with different satiation levels. Pharmacological rescue of the low basal PKA activity in animals fed 4 hr before conditioning points to a specific function of cAMP-PKA cascade in mediating satiation-dependent memory formation. An increase in PKA activity during conditioning rescues only transcription-dependent lLTM; acquisition, MTM, and eLTM are still impaired. Thus, during conditioning, the cAMP-PKA cascade mediates the induction of the transcription-dependent lLTM, depending on the satiation level. This result provides the first evidence for a central and distinct function of the cAMP-PKA cascade connecting satiation level with learning.

Animals↗
PubMed1988

Age-related deterioration of ability of acquisition in memory and learning in senescence accelerated mouse: SAM-P/8 as an animal model of disturbances in recent memory.

Memory, learning and behavior of senescence accelerated mouse (SAM-P/8) were investigated by using passive avoidance response, T-maze and open field and the findings were compared with those from senescence resistant mouse (SAM-R/1 control). SAM-P/8 mice showed a remarkable age-related deterioration in ability of memory and learning in passive avoidance response. This age-related memory and learning deficit was linked to a deterioration in the ability of acquisition and was not due to impairment in the ability of retention and hyperactivity, as observed in the open field. In the alternation T-maze tests, SAM-P/8 showed as high a rate of alternations as did the SAM-R/1 and in the T-maze avoidance tests, SAM-P/8 also showed as intact a memory ability as seen in the SAM-R/1, despite a memory deficit in the passive avoidance response. Thus, SAM-P/8 may prove to be a pertinent model for researching mechanisms related to the memory deficit seen in senile humans.

Aging↗
PubMedDate not supplied

[Effect of dalargin on the processes of memory and learning in the rat].

In experiments on rats, the influence was studied of dalargin on the elaboration and preservation of various homogeneous and heterogeneous conditioned reflexes (CRs) elaborated in single and multiple pairings. The effect of dalargin on the processes of learning and memory was compared with the action of the peptide on the activity of hypothalamic neurones. Administration of dalargin delayed the elaboration of maze defensive CRs and practically did not affect the elaboration of two-way avoidance. The preservation of CR also deteriorated under the influence of dalargin. Administration of dalargin 10 min before the CRs testing did not prevent their reproduction. When using CRs elaborated in a single pairing, dalargin disturbed the preservation of the drinking CR and improved that of passive avoidance CR. Dalargin in this dose affected the emotional state of animals in the open field and did not significantly affect their motor activity. Dalargin suppressed impulse activity in 17 out of 22 tested neurones of the lateral hypothalamus, with maximum effect in 20-50 min after its administration. The obtained data show that the character of dalargin action on the elaboration of CR and mainly on its consolidation, depends on the character of the elaborated CR and is probably due to great extent to the effect of the peptide on the brain emotional mechanisms.

Animals↗
PubMed2002

Attention, learning, and memory performances and intellectual resources in Vietnam veterans: PTSD and no disorder comparisons.

Attention, learning, memory, and estimated intellectual potential were examined in 26 Vietnam veterans diagnosed with posttraumatic stress disorder (PTSD) and in 21 Vietnam veterans without mental disorders. Results revealed PTSD-associated cognitive deficits on tasks of sustained attention, working memory, initial learning, and estimated premorbid intelligence but not on measures of focus of attention, shift of attention, or memory savings. Cognitive task performances adjusted for estimated native intelligence remained negatively correlated with PTSD severity. An intellectual measure adjusted for cognitive task performances was negatively correlated with PTSD severity, even after the authors statistically controlled the level of combat exposure. Results suggested that although intellectual resources may constitute a vulnerability-protective factor for PTSD development, PTSD was associated with cognitive impairment independent of intellectual functioning.

Attention↗
PubMed1995

Separate digits tests: a brief history, a literature review, and a reexamination of the factor structure of the Test of Memory and Learning (TOMAL).

Following a brief history of Digit Span, a review of 27 articles, selected from 76, addresses the question of whether to scale Digits Forward and Backward separately. The review begins with studies involving Digits Forward, followed in turn by studies of Digits Backward and of both subtests. Finally, the loadings of four TOMAL subtests, Digits Forward and Backward and Letters Forward and Backward, undergo examination in the context of two, three, and four factor promax solutions, with corresponding varimax solutions provided for comparison. The analysis leads to several conclusions. Though Digits Forward and Backward show similarities, they load differently in the three and four factor solutions; Digits Backward also displays a spatial element, and perhaps a transformative element, not apparent in Digits Forward. Moreover, the differences between the two measures have important neurologic and diagnostic implications.

Factor Analysis, Statistical↗
PubMed1995

Building action repertoires: memory and learning functions of the basal ganglia.

Research on the basal ganglia suggests that they are critically involved in building up sequences of behavior into meaningful, goal-directed repertoires. Work on rodents, monkeys and humans suggests that the basal ganglia act as part of a distributed forebrain system that helps to encode such repertoires through behavioral learning, and that is engaged in the expression of such repertoires once they have been internalized. The basal ganglia also may be critical to the expression of innate behavioral routines. Experimental findings on reward-based learning suggest that neural activity in the striatum and substantia nigra, pars compacta changes during behavioral learning. New evidence also suggests extreme specificity in the neural connections interrelating the basal ganglia, cerebral cortex and thalamus. Adaptive control of behavior may centrally depend on these circuits and the evaluator-reinforcement circuits that modulate them.

Animals↗
PubMed2002

Three dimensional spatial memory and learning in real and virtual environments.

Human orientation and spatial cognition partly depends on our ability to remember sets of visual landmarks and imagine their relationship to us from a different viewpoint. We normally make large body rotations only about a single axis which is aligned with gravity. However, astronauts who try to recognize environments rotated in 3 dimensions report that their terrestrial ability to imagine the relative orientation of remembered landmarks does not easily generalize. The ability of human subjects to learn to mentally rotate a simple array of six objects around them was studied in 1-G laboratory experiments. Subjects were tested in a cubic chamber (n = 73) and a equivalent virtual environment (n = 24), analogous to the interior of a space station node module. A picture of an object was presented at the center of each wall. Subjects had to memorize the spatial relationships among the six objects and learn to predict the direction to a specific object if their body were in a specified 3D orientation. Percent correct learning curves and response times were measured. Most subjects achieved high accuracy from a given viewpoint within 20 trials, regardless of roll orientation, and learned a second view direction with equal or greater ease. Performance of the subject group that used a head mounted display/head tracker was qualitatively similar to that of the second group tested in a physical node simulator. Body position with respect to gravity had a significant but minor effect on performance of each group, suggesting that results may also apply to weightless situations. A correlation was found between task performance measures and conventional paper-and-pencil tests of field independence and 2&3 dimensional figure rotation ability.

Adolescent↗
PubMed1981

Quantitative EEG and neurochemical aspects of memory and learning.

Different, established or putative animal models of learning were studied by electrophysiological (EEG) and neurochemical methodologies. The training of rats to new behavioral patterns proved to result in the stimulation of total RNA synthesis rate in specific brain structures, as well as in modifications of the EEG organization of hippocampus. This two-fold approach to the assessment of modifications in learning-involved brain structures was extended to the study of mirror focus and kindling, to verify the suitability of these phenomena as experimental models of learning. Reduced (3H) uridine incorporation and proportion of poly (A)-associated RNA were found in mirror focus in comparison with control regions. These variations seem related to brain damage rather than be congruent with learning-related modifications. Further studies are necessary to verify whether the kindling phenomena are to be equated to learning models.

Amygdala↗