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At least 307 records · Page 17Linked to original sources
PubMed1990

A comparison of the effect of fluoxetine and trazodone on the cognitive functioning of depressed outpatients.

Tricyclic antidepressants with clinically significant amounts of anticholinergic activity can adversely affect memory and cognitive functioning. The study evaluated the effect of two non-anticholinergic antidepressants, fluoxetine and trazodone, on immediate and short-term memory in clinically depressed outpatients. The results of this study demonstrated that neither drug affected the depressed patients' cognitive skills as measured by the Guild memory test (digit span and paired associations) during their treatment and recovery. The only factor that was useful in predicting an improvement in cognitive functioning was the change in the measures of depression (Hamilton Rating Scale for Depression and Clinical Global Impression) with time.

Depressive Disorder↗
PubMed1975

Go - no go learning after frontal lobe lesions in humans.

48 patients with unilateral frontal or non-frontal cortical lesions were given a go - no go learning task. Patients with frontal lesions in either hemisphere took longer to learn the task and made more false "go" responses than control patients. They also, unlike controls, took longer to make in correct positive responses than correct positive ones. Medial frontal lesions were found to be particularly important in giving rise to poor performance on this task. It is suggested that this task is non-unitary in nature and that the medial area may be important for more than one ability.

Adult↗
PubMed1990

The effects of nodality on the formation of equivalence classes.

A four-member equivalence class (A----B----C----D) can be formed by training AB, BC, and CD. The nodal stimuli, B and C, mediate all of the derivative (transitive and equivalence) relations in the class. The derivative relations AC, CA, BD, and DB are separated by one node, whereas AD and DA are separated by two nodes. How do the number of nodes that separate the stimuli in a derivative relation influence the induction of stimulus control exerted by that relation? Seven college students learned two four-member classes made up of nonsense syllables. After training, all derivative relations were presented repeatedly without informative feedback. Stimulus control exerted by each derivative relation was assessed concurrently. For the 7 subjects, control exerted by the derivative relations increased gradually with repeated presentations. With 6 of the 7 subjects, the one-node relations exerted more control than the two-node relations during the process. However, the disparity between the one- and two-node relations decreased with repeated presentations. Eventually, all derivative relations exerted complete control. The control exerted by derivative relations during induction was inversely related to the number of nodes separating the terms in the derivative relations. These results demonstrate that nodal distance is a determinant of the relatedness of stimuli in equivalence classes. The findings are discussed in terms of remote association, semantic memory networks, and the study of transitive inference.

Adult↗
PubMed1991

The role of instructions in the transfer of ordinal functions through equivalence classes.

In two experiments, adult subjects completed match-to-sample training and testing to establish four equivalence classes of four figures each. Then the subjects were taught one three-position sequence consisting of one stimulus from Class 1, one from Class 2, and one from Class 3. Inclusion of Class 4 stimuli in sequences was never reinforced, but two different stimuli from Class 4 appeared as distractors on each sequence trial. Tests assessed whether subjects would produce novel three-position sequences composed of members of Classes 1 through 3 that had not been used in sequence training. Three subjects in Experiment 1 received instructions about the match-to-sample and sequencing tasks, in addition to training contingencies. All 3 demonstrated equivalence class formation after match-to-sample training. After they were taught one sequence with one member of Classes 1 through 3, none of these subjects produced untrained sequences with other equivalence class members reliably. One additional sequence was trained directly; thereafter 1 subject showed some evidence of transfer of the trained ordinal functions across the remaining members of the equivalence classes, but the other 2 did not. Following a review of equivalence class training and testing and a review of the original sequence training, all 3 subjects produced most of the predicted, untrained sequences on tests. Experiment 2 replicated Experiment 1 with 2 adults but omitted all instructions except the minimal ones necessary to initiate responding. Unlike the subjects in Experiment 1, both of these subjects demonstrated virtually complete transfer of ordinal functions through the equivalence classes after direct training on just one sequence composed of one member of Classes 1 through 3.

Adult↗
PubMed1976

Repeated acquisition of behavioral chains: effects of methylphenidate and imipramine.

A method involving repeated acquistion of behavioral chain was used to assess the effects of methylphenidate and imipramine in individual animals. Pigeons obtained food for completing a 4-response chain, which was changed from session to session. Learning was defined by the decrease in errors across trials within a session; overall accuracy was measured by total errors per session. For comparison, the drug tests were also conducted under a performance condition, in which the 4-response chain was the same from session to session. In general, both drugs increased total errors per session as a function of dose under both the learning and performance conditions. The error-increasing effect was greater with imipramine than with methylphenidate and was detected at lower doses under the learning condition than under the performance condition. Under the learning condition, the higher doses of both drugs decreased the rate of within-session error reduction. Although neither drug enhanced accuracy at any of the doses tested, the lower doses of methylphenidate slightly decreased total trial time under both the learning and performance conditions.

Animals↗
PubMed1975

The effect of diazepam and fentanyl on mental, psychomotor and electroencephalographic functions and their rate of recovery.

Ten healthy male subjects received diazepam (10 or 20 mg), fentanyl (0.1 or 0.2 mg) or a placebo intravenously at weekly intervals according to a latin square design. They were tested on a battery of psychological and electroencephalographic tests at 0.5, 2, 6, and 8 hrs following injection. Fentanyl had little effect on memory while diazepam reduced the ability to learn without increasing forgetting of material alread acquired. By the 2nd hour post injection, only the low dose of fentanyl had no residual effect. Recovery was complete by the 6th hour for all treatments according to the psychological tests except for the lagging effect of high dose of diazepam on memory. The electroencephalographic effects of diazepam persisted beyond the end of the testing sessions while those of the high dose of fentanyl recovered by the 8th hour. Thus in the dosages tested, diazepam had more intense and prolonged effects than fentanyl.

Adult↗
PubMedDate not supplied

Parallel and sequential information processing in animals as a function of different hemispheres.

The procedure of motor-food conditioned reflexes in conjunction with unilateral decortication of the hemispheres by means of spreading depression was used in experiments on 53 rats. Differentiation of geometric figures, combined into simultaneous complexes or chain stimuli, presented simultaneously or sequentially, was developed. It was shown that lateralization of predominant disturbances of analysis depends not on the type of stimuli used, but on the nature of their presentation. In the case of simultaneous presentation, the most profound disturbances occurred after the right hemisphere was disconnected, and in the case of sequential presentation, as a result of inactivation of the left hemisphere. The presence of a simultaneous processor in the right hemisphere of the animals and a sequential processor in the left is suggested.

Animals↗
PubMed1981

A disturbance in the conceptual organization of actions in patients with ideational apraxia.

Patients with ideational apraxia (i.a.) performed significantly worse than patients without i.a. in a task where they had to arrange pictures in correct order illustrating actions requiring the use of various objects. There was no influence of severity of aphasia nor presence or severity of ideomotor apraxia. In two similar pictorial tasks, where consecutive stages of common events are illustrated, which, however, did not include manipulation of objects, there was no difference in performance of patients with and without i.a. It is concluded that i.a. is a disturbance in the conceptual organization of actions.

Adult↗
PubMed1994

Memory for spatial location as a function of temporal lag in rats: role of hippocampus and medial prefrontal cortex.

Rats with medial prefrontal cortex, hippocampus, or cortical control lesions were tested on an eight-arm radial maze task, in order to examine memory for the temporal order of spatial locations as a function of temporal lag. During the study phase of each trial, rats were allowed to visit each of eight arms once in an order that was randomly selected for that trial. The test phase required the rats to choose which of two arms occurred earlier in the sequence of arms visited during the study phase. The arms selected as test arms varied according to temporal lag (0-6) or the number of arms that occurred between the two test arms in the study phase. The control rats performed at chance at a temporal lag of zero, but their performance was above chance for the remaining lags, improving after the temporal lag exceeded zero. The hippocampal-lesioned rats showed a marked deficit, performing at chance for all lags, with some savings for those items occurring at the end of the list. The medial prefrontal cortex-lesioned rats showed a less severe deficit. The results of these data support the notion that both the hippocampus and the medial prefrontal cortex play significant roles in memory for the temporal order of spatial locations.

Animals↗