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At least 199 records · Page 11Linked to original sources
PubMed1997

Experimental field study of spatial memory and learning in wild capuchin monkeys (Cebus capucinus).

Despite a large body of data on diet and ranging patterns in prosimians, monkeys and apes, little is known regarding the types of information that non-human primates use when making foraging decisions. In a series of controlled field experiments, we tested the ability of wild capuchins (Cebus capucinus) at La Suerte Biological Research Station in north-eastern Costa Rica to remember the spatial positions of 13 feeding platforms and use olfactory and visual cues to identify baited (real bananas) versus sham (plastic bananas) feeding sites. The results indicate that when 'place' was predictable, the capuchins learned the spatial locations of food and non-food sites rapidly (one-trial learning). In a second experiment, the positions of baited feeding sites were random. In the absence of other information, the capuchins used the presence of a local landmark cue (yellow block) placed at reward platforms to select feeding sites. In a final experiment, there was evidence that expectations regarding the amount of food available at a platform (2 bananas vs. 1/2 banana) had a significant influence on capuchin foraging decisions. Although the capuchins were sensitive to changes in experimental conditions, when they were given conflicting cues, spatial information was predominant over other information in selecting feeding sites.

Animals↗
PubMed1989

The use of the Morris Water Maze in the study of memory and learning.

Although the Morris Water Maze (MWM) was introduced only a few years ago, this technique has gained wide popularity, as the large number of publications in which it is employed, testifies. A review of the literature reveals that a wide variety of technical variables were used by the various research groups employing the MWM. This review describes the major changes in research variables, i.e., environmental variables, various manipulations, and the effects of diet or age on performance. The general principles of learning as demonstrated by the MWM are discussed.

Animals↗
PubMed1990

Auditory discrimination, attention, learning, and memory in paranoid schizophrenics.

The present research was designed to assess auditory discrimination, attention, memory, and learning in paranoid schizophrenic patients using a dichotic listening procedure consisting of attending to a signal or a story channeled only to one ear. A sample of 24 paranoid schizophrenics and 24 normal controls volunteered. In Experiment 1, 12 schizophrenics and 12 controls attended to the signal while shadowing the story. The task of the other 12 clinical and 12 normal subjects in Experiment 2 was identical to Experiment 1 with the exception that the subjects did not shadow the story. In each experiment, subjects completed three trials as well as three evaluations of the story. The results indicated that schizophrenics showed substantial attentional deficits in comparison to normal controls.

Journal Article↗
PubMed1986

The neurobiology of learning and memory.

Study of the neurobiology of learning and memory is in a most exciting phase. Behavioral studies in animals are characterizing the categories and properties of learning and memory; essential memory trace circuits in the brain are being defined and localized in mammalian models; work on human memory and the brain is identifying neuronal systems involved in memory; the neuronal, neurochemical, molecular, and biophysical substrates of memory are beginning to be understood in both invertebrate and vertebrate systems; and theoretical and mathematical analysis of basic associative learning and of neuronal networks in proceeding apace. Likely applications of this new understanding of the neural bases of learning and memory range from education to the treatment of learning disabilities to the design of new artificial intelligence systems.

Animals↗
PubMed1996

Inhibitory learning and memory in newborn rats influenced by nitric oxide.

The impact of nitric oxide on learning, memory processing and retrieval was studied in the neonatal rats. For comparison, spontaneous motor activity and changes of brain temperature were also studied after nitric oxide manipulations in identical age groups. The nitric oxide availability was either increased by a systemic or intracerebroventricular application of L-arginine, a substrate of nitric-oxide synthase, or decreased by nitro-L-arginine, its inhibitor. L-arginine, 20 mM or nitro-L-arginine, 10 or 5 mM were given intraperitoneally, 1 ml/100 g weight, or in the amounts of 11 into both lateral cerebral ventricles. Intact and saline injected pups were used as controls. Spontaneous motor behavior of newborn pups were not unambiguously affected by nitric oxide, and the same applies to changes of brain and body temperature or heart rate. In no case any correlation with changes of learning and/or memory could be established. Learning was dose dependently impaired relative to controls by intraperitoneal application of nitroarginine. L-arginine only slightly decreased numbers of trials to both criteria and partially abolished the blocking effect of nitroarginine on nitric oxide synthase. With the use of intracerebroventricular injections the positive impact of L-arginine on learning became highly significant. In 24-h memory, intraperitoneal injections of L-arginine enhanced the retention indexes. The impairing effect of nitro-L-arginine significantly increased with delaying after-learning application intervals, being more pronounced at the 3-h than at 0-h interval. Here also, its effect was partially abolished by L-arginine. Effects of nitric-oxide availability in brain after intracerebroventricular application of these substances at 16 various post-learning intervals were assessed on memory processing and retrieval. A general enhancing effect of increased nitric-oxide supply on 24-h retention indexes was found through all studied intervals, which was not, however, monotonous, but several peaks appeared with application at 3, 6, 18 and 23.5 h after learning. On the other hand, the suppressive effect of NArg was not evident relative to saline before the 6-h post-learning injection delay. These results show that nitric oxide exerts a considerable central modulatory effect on learning, memory processing and retrieval at the very early postnatal period of the rat. The efficiency of nitric-oxide manipulations depends on its actual bioavailability in the brain and the stage of memory processing.

Animals↗
PubMed2005

Neuronal Ca2+/calmodulin-dependent protein kinase II--discovery, progress in a quarter of a century, and perspective: implication for learning and memory.

Much has been learned about the activity-dependent synaptic modifications that are thought to underlie memory storage, but the mechanism by which these modifications are stored remains unclear. A good candidate for the storage mechanism is Ca2+/calmodulin-dependent protein kinase II (CaM kinase II). CaM kinase II is one of the most prominent protein kinases, present in essentially every tissue but most concentrated in brain. Although it has been about a quarter of a century since the finding, CaM kinase II has been of the major interest in the region of brain science. It plays a multifunctional role in many intracellular events, and the expression of the enzyme is carefully regulated in brain regions and during brain development. Neuronal CaM kinase II regulates important neuronal functions, including neurotransmitter synthesis, neurotransmitter release, modulation of ion channel activity, cellular transport, cell morphology and neurite extension, synaptic plasticity, learning and memory, and gene expression. Studies concerning this kinase have provided insight into the molecular basis of nerve functions, especially learning and memory, and indicate one direction for studies in the field of neuroscience. This review presents the molecular structure, properties and functions of CaM kinase II, as a major component of neurons, based mainly developed on findings made in our laboratory.

Animals↗
PubMed1986

Influence of isolation stress and inhibited protein biosynthesis on learning and memory in goldfish.

Goldfish, Carassius auratus auratus L. (Pisces, Cyprinidae), were trained by different kinds of training procedures under the influence of cycloheximide or puromycin, two inhibitors of the protein biosynthesis. After active avoidance training in a shuttle box an apparent amnesia was found only when the fish were exposed to a one day lasting isolation stress prior to training. If the animals were accustomed to isolation over a period of 20 days the inhibitors did not affect memory formation. After learning by positive reinforcement (food rewarded color discrimination) in groups under stress-free conditions, neither learning nor memory formation were impaired in spite of the presence of cycloheximide. It is suggested that the amnestic effect of the inhibitors is caused by isolation treatment. Lack of the additional stress, however, leads to memory formation.

Animals↗
PubMedDate not supplied

Differential effects of left and right anterior temporal lobectomy on verbal learning and memory performance.

The California Verbal Learning Test (CVLT) was utilized to identify the quantitative and qualitative alterations in verbal learning and memory performance that discriminated between patients following partial resection of the left (dominant) (n = 26) or right (nondominant) (n = 31) temporal lobe. Patients were administered the CVLT preoperatively and 6 months postoperatively, and the differential effects of laterality of resection on verbal learning and memory performance were determined. Following left temporal resection, patients showed significantly more serial clustering, a lower proportion of words recalled from the middle of the list, and more intrusion errors in free recall. Patients who underwent right temporal resection showed significantly greater recall of words from the middle and fewer words from the end of the list, more semantic clustering, and greater ability to recall verbal material after a short delay. These findings suggest that anterior temporal lobectomy (ATL) results in changes in the way verbal material is acquired, and affects the rate of forgetting. Patients who undergo left ATL become more dependent on less effective and efficient learning strategies, and forget the material that they have acquired at a faster rate. The opposite tendencies characterize patients who undergo right ATL.

Adult↗
PubMed2002

Finding new candidate genes for learning and memory.

The genetic mechanisms underlying learning and memory remain mysterious, but many of the genes are likely to be expressed in the hippocampus, a region pivotal to this process. We used a 9,000 gene microarray to examine differences in hippocampal gene expression between two F1 hybrid mouse strains that perform well on the Morris water maze and two inbred strains that perform poorly. This resulted in identification of 27 differentially expressed genes, which could be used to place the F1 hybrid and inbred strains into separate clusters based on singular value decomposition. Most of the genes have unknown function, but those with known functions may provide clues to the molecular mechanisms of learning. Using multiple strains to narrow down the number of candidate genes should be a useful general approach to genome-wide studies of behavioral and other complex traits.

Animals↗