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PubMed2005

Genetic enhancement of visual learning by activation of protein kinase C pathways in small groups of rat cortical neurons.

Although learning and memory theories hypothesize that memories are encoded by specific circuits, it has proven difficult to localize learning within a cortical area. Neural network theories predict that activation of a small fraction of the neurons in a circuit can activate that circuit. Consequently, altering the physiology of a small group of neurons might potentiate a specific circuit and enhance learning, thereby localizing learning to that circuit. In this study, we activated protein kinase C (PKC) pathways in small groups of neurons in rat postrhinal (POR) cortex. We microinjected helper virus-free herpes simplex virus vectors that expressed a constitutively active PKC into POR cortex. This PKC was expressed predominantly in glutamatergic and GABAergic neurons in POR cortex. This intervention increased phosphorylation of five PKC substrates that play critical roles in neurotransmitter release (GAP-43 and dynamin) or glutamatergic neurotransmission (specific subunits of AMPA or NMDA receptors and myristoylated alanine-rich C kinase substrate). Additionally, activation of PKC pathways in cultured cortical neurons supported activation-dependent increases in release of glutamate and GABA. This intervention enhanced the learning rate and accuracy of visual object discriminations. In individual rats, the numbers of transfected neurons positively correlated with this learning. During learning, neuronal activity was increased in neurons proximal to the transfected neurons. These results demonstrate that potentiating small groups of glutamatergic and GABAergic neurons in POR cortex enhances visual object learning. More generally, these results suggest that learning can be mediated by specific cortical circuits.

Animals↗

PubMedDate not supplied

Influence of gestational age to low-level gamma irradiation on postnatal behavior in mice.

The present investigation was carried out to study the effects of in utero exposure to low-level gamma radiation (0.25, 0.35, or 0.50 Gy) on the postnatal neurophysiology and neurochemistry of the mouse. Pregnant Swiss albino mice were irradiated on days 11.5, 12.5, 14.5, or 17.5 post coitus (PC) and allowed to deliver. Locomotor and exploratory activities, learning and memory functions, and emotional activities were tested at 3 months of age using behavior tests. A representative group of animals was killed and hippocampal biogenic amines, noradrenaline, dopamine, serotonin (5-HT), and 5-HT's metabolite 5-hydroxy indoleactetic acid (5-HIAA), were measured. Exposure to 0.25 Gy at any of the gestation days did not produce any significant impairment in brain functions. However, an increase in gamma irradiation to 0.50 Gy on all the gestation days produced significant impairment in locomotor (open-field test) and anxiolytic (light and dark area test) activities, learning (hole board test), memory functions (active avoidance test), and emotional activity (rearings). The late fetal period is relatively resistant to radiation-induced impairment of brain functions. Both of the organogenesis gestation days showed a higher sensitivity than the fetal gestation days studied. Even a lower dose of 0.35 Gy when exposed on the late organogenesis days 11.5 and 12.5 PC, produced significant reduction in locomotor and exploratory activities. Day 11.5 PC showed a higher sensitivity than the other PC days studied. Biogenic amines did not show significant change after any of the exposures on any of the gestation days. The results suggest a threshold between 0.25 to 0.35 Gy for postnatal neurobehavior changes.

Animals↗

PubMed2005

Differential patterns of extracellular signal-regulated kinase-1 and -2 phosphorylation in rat limbic brain regions after short-term and long-term inhibitory avoidance learning.

Activation of the extracellular signal-regulated kinase-1 and -2 has been shown to be required for neural plasticity and memory. Previous pharmacological studies have demonstrated that inhibition of extracellular signal-regulated kinase-1 and -2 blocks inhibitory avoidance retention. The aim of the present study was to investigate the different neural substrates underlying short- and long-term inhibitory avoidance learning and memory in rats using phosphorylated extracellular signal-regulated kinase-1 and -2 labeling as an index of plasticity. Short- and long-term retention tests were given 10 min or 24 h after inhibitory avoidance training. A significant elevation in the number of phosphorylated extracellular signal-regulated kinase-1 and -2-immunoreactive neurons was observed in area 1 of anterior cingulate cortex, the secondary motor cortex, lateral orbital cortex, claustrum, and the medial amygdala nucleus after the short-term inhibitory avoidance test. After the long-term retention test, phosphorylated extracellular signal-regulated kinase-1 and -2-immunoreactive neurons were localized in area 1 of anterior cingulate cortex, prelimbic cortex, and the central nucleus of amygdala. This suggests that phosphorylated extracellular signal-regulated kinase-1 and -2-immunoreactivity may reveal different brain regions involved in the storage of short- and long-term aversive memories.

Animals↗

PubMedDate not supplied

A walk in the patients' shoes: a step toward competency development in systems-based practice.

OBJECTIVES: To implement and evaluate the effectiveness of scenario-based learning as a method for teaching systems-based practice to pediatric residents. METHODS: Twelve pediatric residents at the University of Florida/Jacksonville participated in an active learning scenario experience during their 1-month community pediatrics block rotation from January 2003 to April 2004. A scenario, developed in partnership with community-based organizations, required the residents to assume the role of a parent faced with multiproblem life situations requiring skills in prioritizing problems and identifying and accessing community resources to address them. Residents documented their assessment of the experience as they went through it by making entries into a learning portfolio and at the end of the experience through written evaluations and exit interviews. A case study design was used to assess resident-perceived impact of this experience. Qualitative methods were used to analyze data from resident portfolio entries, resident written evaluation surveys, and resident exit interviews. RESULTS: Five themes, some of which reflect competencies in systems-based practice, emerged from the data: development of empathy and compassion, increased understanding of the barriers facing patients and families, increased appreciation of social determinants of health, self-perceived increased ability to serve patients, and advantages of active learning. CONCLUSIONS: Active learning experiences that simulate patient situations can be incorporated into community pediatrics training for residents, increasing perceived competence in systems-based practice.

Attitude of Health Personnel↗

PubMed2004

Mental models and meaningful learning.

If you understand something, you can use the information you have acquired to solve problems to which that knowledge is relevant. Meaningful learning is learning with understanding. Achieving meaningful learning begins with the building of correct, appropriate mental models, or representations, of the knowledge being acquired. The next step is learning to use the available mental models to solve problems. In many of the biomedical sciences, this means being able to either calculate something, predict the responses of the system, or explain the responses of the system. Since only the learner can do the learning, the only possible role for the teacher is to help the learner to learn. This means creating an active learning environment in which the learner can acquire the needed information, continually test the mental models being built, and correct or refine those models as needed. In an active learning environment, students are given ample opportunities to learn to solve problems. If the goal of the course is the achievement of meaningful learning, it is essential that the students then be assessed to determined whether they have reached that goal.

Animals↗

PubMed2005

Learning-dependent activation of Fra-1: involvement of ventral hippocampus and SNc/VTA complex in learning and habit formation.

Although the effect of overtraining on learning processes in rats has long been studied, only few studies have specifically assessed the differential involvement of brain areas in habit formation. We used the analysis of expression of the immediate early gene Fra-1 as a tool to differentiate the areas involved in training and overtraining. Behavioural experiments showed that instrumental performance (signalled and non-signalled instrumental tasks), but not pavlovian conditioned responses, were no longer under the control of the incentive value of the reward after overtraining. The number of Fra-1 expressing neurons was increased in SNc/VTA and ventral hippocampus after training in all groups independently of behavioural performance. After overtraining, the number of learning-induced Fra-1 immunoreactive neurons remained increased in the SNc/VTA. However, in CA1, it significantly decreased in the signalled instrumental group, whereas it further increased in the pavlovian group, with no modulation in non-signalled instrumental animals. The increase in the number of Fra-1 neurons observed after training in SNc/VTA and ventral hippocampus suggests that a general underlying incentive process regulates Fra-1. Moreover, the sustained increased expression of Fra-1 in the SNc/VTA after instrumental overtraining could reflect a possible role of dopaminergic neurons in habit formation.

Animals↗

PubMed2001

Correlates of performance on the MCAT: an examination of the influence of college environments and experiences on student learning.

This study examines the influence of several college factors and learning activities on student learning as measured by performance on a standardized test. The study uses a national sample of 495 students who completed the Medical College Admission Test (MCAT) four years after entering college in the United States in 1989. Multiple regression analysis is used to examine the impact of between- and within-institution learning environments, and non-academic activities on student learning. The relative influence of between-institution characteristics is reported to be greater than that of within-institution factors. For example, the standardized coefficients for attending a university (public or private) are 0.15, and for the variables "physical science major" and "worked on a professor's research project" they are 0.08 and 0.07 respectively. The institutional type of college attended as an undergraduate, university as compared with 4-yr colleges, as well as opportunities to interact with faculty outside the classroom are positively associated with student performance.

College Admission Test↗

PubMed1991

Effect of selective muscarinic receptor agonists and antagonists on active-avoidance learning acquisition in rats.

Effect of some selective muscarinic receptor agonists and antagonists was investigated on learning acquisition in an active-avoidance paradigm in rats which records an anticipatory conditioned avoidance apart from the classical conditioned avoidance response. The muscarinic M1 agonists, arecholine, pilocarpine and McN-A-343, facilitated learning acquisition, which was attenuated by the selective M1 antagonist, pirenzepine. On the other hand, M2 receptor agonist, carbachol, and physostigmine, induced a dose-related dual response, with lower doses retarding and higher doses facilitating the learning acquisition. The former effect was attenuated by gallamine, a muscarinic M2 antagonist, while the latter response was inhibited by pirenzepine, indicating that these putative M2 receptor agonist lose their receptor specificity on dose increment. The selective M2 receptor antagonists, gallamine and AF-DX 116, facilitated learning acquisition, which was inhibited by pirenzepine and the acetylcholine synthesis inhibitor hemicholinium. The results support the cholinergic hypothesis of learning and memory and indicate that M1 receptor agonists and M2 receptor antagonists are likely to prove beneficial in memory deficits. The data also indicates that the clinical dose of some drugs, like physostigmine, needs to be carefully established for optimum therapeutic benefit.

Animals↗

PubMed1994

A move from hospital to community-based homes for people with learning disabilities: activities outside the home.

Eighteen people with learning disabilities who moved from hospital to community-based homes were compared with a matched group of 18 who did not. A week-long time budget diary was used to record each occasion that the person left their home, the people accompanying them on each trip, their mode of transport and their destination. The diary was completed before they left the hospital and was repeated at least 1 year later. There was a strong correlation between the number of trips made from hospital wards at baseline and the number made at follow-up in both groups. Moving from the hospital had no significant effect on the number of trips made, but it did change their nature. Movers made more trips to unsegregated facilities; they made fewer trips alone and more in groups which included both staff and residents.

Activities of Daily Living↗

PubMed1982

A screening method for substances potentially active on learning and memory.

A series of substances from different pharmacological classes was examined by two different tests for their activity on learning and memory. A concomitant evaluation was performed by use of a one-trial passive avoidance immediately followed by electroshock in mice and the pole-climbing test in rats. Only doses not producing changes in gross behavior (Irwin's test) were used. A facilitating action on all the considered parameters was observed for d-amphetamine, caffeine, L-glutamine, Mg pemoline, phosphorylserine, piracetam, strychnine, and tricyanoaminopropene. A worsening action was found for atropine, cycloheximide, diazepam, and morphine. Chlorpheniramine, diphenylhydantoin, GABA, imipramine, meclizine, mescaline, metrazol, and testosterone showed no or doubtful activity. Our results suggest that the parallel use of these relatively simple tests supplies information that is satisfactory for screening purposes and that has a high degree of predictability as substantiated by literature data.

Animals↗

PubMed2005

A web-based tutorial to enhance student learning of activity analysis.

BACKGROUND: This paper describes the impact on learning of a web-based tutorial for the application of activity analysis, with occupational therapy students, at McGill University, Montreal, Quebec. This tutorial offers unique, interactive instructional strategies allowing for self-directed higher cognitive and reflective learning, which has not been possible, to date, in current web-based technology. SCOPE: Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. METHODS AND RESULTS: Comparisons of performance outcomes on summative exams before and after implementation of the tutorial are made, suggesting a decrease in variance scores indicating fewer students are falling below the class average. These results are attributed to opportunities to practice activity analysis and to receive immediate feedback. PRACTICE IMPLICATIONS: Web-based instruction can impact student learning if the instructional strategies ensure coherence with all other instructional components, match the learning outcomes, facilitate self-directed and collaborative learning, and allow for practice and feedback.

Canada↗

PubMed2000

Nitric oxide synthetase inhibition hinders facilitation of active avoidance learning by nicotine in rats.

Nicotine produces dose-dependent enhancement of performance in an active avoidance test, and also increases the levels of NO2- and NO3-, which are stable metabolites of nitric oxide (NO), in various brain regions of rats. On the basis of these two observations, we hypothesized that the beneficial effect of nicotine on learning could result from increased NO in relevant brain regions. We therefore tested active avoidance performance in rats given L-Nomega-nitroarginine (L-NA) to inhibit NO synthetase (NOS) prior to nicotine administration. Male Sprague-Dawley rats received L-NA (30 or 50 mg/kg), nicotine (0.4 mg/kg), saline or combinations of these treatments before learning trials. Rats were also tested on the inclined plane, to assess the possible effects due to impairment of motor function by drug treatments on active avoidance learning. L-NA treatment impaired the acquisition of active avoidance learning, and this defect was partially overcome by the co-administration of nicotine. Nicotine facilitated learning and significantly increased the number of correct responses. The threshold for the effect of NOS inhibition on performance exceeded 30 mg/kg L-NA, whereas 50 mg/kg impaired learning and also eliminated the nicotine-induced enhancement of learning. On the fifth day of learning trials, no facilitation of learning by nicotine was observed in rats receiving either dose of L-NA. Our results suggest that NO is involved in the facilitation of active avoidance learning by nicotine.

Animals↗

PubMed2000

Modifications of reward expectation-related neuronal activity during learning in primate orbitofrontal cortex.

This study investigated how neuronal activity in orbitofrontal cortex related to the expectation of reward changed while monkeys repeatedly learned to associate new instruction pictures with known behavioral reactions and reinforcers. In a delayed go-nogo task with several trial types, an initial picture instructed the animal to execute or withhold a reaching movement and to expect a liquid reward or a conditioned auditory reinforcer. When novel instruction pictures were presented, animals learned according to a trial-and-error strategy. After experience with a large number of novel pictures, learning occurred in a few trials, and correct performance usually exceeded 70% in the first 60-90 trials. About 150 task-related neurons in orbitofrontal cortex were studied in both familiar and learning conditions and showed two major forms of changes during learning. Quantitative changes of responses to the initial instruction were seen as appearance of new responses, increase of existing responses, or decrease or complete disappearance of responses. The changes usually outlasted initial learning trials and persisted during subsequent consolidation. They often modified the trial selectivities of activations. Increases might reflect the increased attention during learning and induce neuronal changes underlying the behavioral adaptations. Decreases might be related to the unreliable reward-predicting value of frequently changing learning instructions. The second form of changes reflected the adaptation of reward expectations during learning. In initial learning trials, animals reacted as if they expected liquid reward in every trial type, although only two of the three trial types were rewarded with liquid. In close correspondence, neuronal activations related to the expectation of reward occurred initially in every trial type. The behavioral indices for reward expectation and their neuronal correlates adapted in parallel during the course of learning and became restricted to rewarded trials. In conclusion, these data support the notion that neurons in orbitofrontal cortex code reward information in a flexible and adaptive manner during behavioral changes after novel stimuli.

Adaptation, Psychological↗

PubMed1996

Effects of prenatal alcohol exposure on activity and learning in Sprague-Dawley rats.

Nulliparous pregnant Sprague-Dawley rats were exposed to ethanol via a liquid diet technique (FAE, fetal alcohol exposure) or administered a fixed amount of control diet from gestational day 11 to day 21. The offspring, at 2-3 months of age, were studied in tests of mechanically monitored motor activity and learning acquisition in an automatized testing cage requiring an instrumental discriminative response, where the ability to learn and relearn correlations of a light signal to water presentation was monitored. A significantly reduced activity (i.e. ramp mounting behaviour) in a novel situation was obtained in the FAE group compared to controls. The initial disruption of ramp mounting behaviour could reflect alterations in either habituation to a novel test situation, altered neophobia, or some retardation in associating these responses with the outcome of water-availability. Adult FAE rats (six months of age) showed a tendency towards a lowered acquisition performance (p = 0.06) when tested in a circular Morris-type swim maze, but no detectable differences were shown in a motor activity test chamber situation.

Aging↗

PubMed1978

Central catecholamine and peripheral noradrenaline depletion by 6-hydroxydopamine and active avoidance learning in rats.

Three experiments are reported on the relation among catecholamine (CA) depletion, plasma corticosterone (11-OHCS) levels, and active aversive learning. A baseline study showed no significant relation beteen resting levels of 11-OHCS and central and/or peripheral CA depletion. On a two-way avoidance learning task, depletion of brain CAs produced a widespread learning deficit. When both central and peripheral CAs were depleted, only escape learning emerged. Similar effects occurred on a one-way task, but differences were not so marked. The findings are discussed in terms of a theory of CA-dependent cues.

11-Hydroxycorticosteroids↗

PubMed1991

Effect of naltrexone upon self-injurious behavior, learning and activity: a case study.

Naltrexone significantly attenuated self-injurious behavior in a 20-year-old mildly retarded autistic male patient. The patient was videotaped daily and behavior was evaluated with a time-sampling procedure. Behavioral ratings of SIB frequency, SIB severity, and activity were collected automatically with a computerized system. Learning and memory were tested on a weekly basis with a modification of a paired associate learning test (PALT). Treatment with naltrexone resulted in (a) attenuation of SIB in the unstructured setting and (b) improvements in learning and memory without influencing activity levels.

Adult↗

PubMed2006

Validation of learning style measures: implications for medical education practice.

BACKGROUND: It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. OBJECTIVE: This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. METHODS: Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. RESULTS: A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. CONCLUSIONS: Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Cognition↗

PubMed1981

[The effects of acute administration of thyrotropin-releasing hormone on conditioned active avoidance learning and passive avoidance learning in rats (author's transl)].

The effects of acute administration of thyrotropin-releasing hormone (TRH) on the fear motivated learning of male Wistar rats were studied using a shuttle box. Two kinds of experiments - active avoidance learning (shuttle avoidance learning) and passive avoidance learning were performed. TRH (500 microgram/kg) was injected subcutaneously 40 to 50 minutes before the test trials. 1. In shuttle avoidance learning, TRH facilitated the acquisition after 8 sessions-pretraining and retarded the extinction after 8 approximately 12 sessions-pretrainings compared with saline. In passive avoidance learning, however, the reverse results were obtained: TRH retarded the acquisition and facilitated the extinction. 2. In shuttle avoidance learning, the acquisition facilitating effect of TRH was seen only in poor performer rats (poor performer was defined as less than 37 median score of conditioned avoidance responses in 8 sessions-pretraining), but not in good performer rats (more than 37 conditioned avoidance responses). 3. In shuttle avoidance learning, the acquisition facilitating effect of TRH was not seen in poor performer rats after 15 sessions-pretrainings, and the extinction retarding effect of TRH was not seen in the rats after 28 sessions-pretrainings. 4. From the above results it can be concluded that TRH possesses a fear reducing effect, and the behavioral changes brought about by TRH are seen most obviously in the rats which are in highly fearful conditions.

Animals↗