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PubMed1981

Codeine-induced memory changes: nature and relationship to opiate system.

Learning and recall processes were studied in three experiments with 33 subjects, 1 and 3 h after oral administration of codeine phosphate 25 mg, 50 mg and 100 mg. Recall was measured 3 and 24 h after drug administration. Nine subjects received naloxone i.m. with the 50 mg dose of codeine. Learning and memory were assessed by using associative, serial and concept learning tasks. Flicker fusion frequency was measured to assess the general vigilance level of the subjects. Learning performance in the serial learning task was improved 3 h after administration of codeine 100 mg. Recall in the serial learning task was also improved after codeine 25 mg, but only when the material was learnt after 1 hour and was recalled 24 h after drug intake. To demonstrate the enhanced recall both learning and recall had to take place under the same drug condition. The same test showed a tendency to enhanced recall after codeine 50 mg of material learnt 1 hour after drug intake and recalled 24 h later. This effect was counteracted by naloxone. The data are consistent with the hypothesis that codeine may exert its action via opiate receptors and that this system participates in memory functions.

Adult↗
PubMed1997

Two forms of sequential implicit learning.

A serial reaction time (SRT) experiment tested the hypothesis that there are two independent forms of implicit learning: learning that is linked to making judgments about stimuli, and learning that is linked to motor processing. Participants performed 2, 6, or 12 blocks of single task SRT, dual task SRT, or observation with one of five sequence; each sequence had the same underlying structure. Participants then performed two implicit tests, SRT (a motor-linked test) and pattern judgment, as well as a generation test and an explicit knowledge test. There was a double dissociation of the effect of sequence surface structure on SRT and pattern judgment. SRT and pattern judgment competence developed independently of each other across length of acquisition task. Performance on both implicit tasks did not depend on explicit knowledge. These results indicate that the SRT and pattern judgment measures tap independent forms of implicit learning, which is consistent with the modular nature of memory and cognition.

Adult↗
PubMedDate not supplied

Contextual and serial discriminations: a new learning paradigm to assess simultaneously the effects of acute stress on retrieval of flexible or stable information in mice.

The present study was aimed at simultaneously determining on the same subject, the effects of stress on retrieval of flexible (contextual or temporal) or stable (spatial) information. Three behavioral paradigms carried out in a four-hole board were designed as follows: (1) Simple Discrimination (SD), in which mice learned a single discrimination; (2) Contextual and Serial Discriminations (CSD), in which mice learned two successive discriminations on two different internal contexts; (3) Spatial Serial Discriminations (SSD), in which mice learned two successive discriminations on an identical internal context. The stressor (three inescapable electric footshocks) was delivered 5 min before retention, occurring 5 min or 24 h after acquisition. Results showed that this stressor increased plasmatic corticosterone levels and fear reactivity in an elevated-plus-maze, as compared with nonstressed mice. The stressor reversed the normal pattern of retrieval observed in nonstressed controls in the CSD task, this effect being context dependent, as it was not observed in the SSD task. Overall, our study shows that stress affected the retrieval of flexible and old information, but spared the retrieval of stable or recent ones. Therefore, these behavioral paradigms allow us to study simultaneously, on the same animal, the effects of stress on distinct forms of memory retrieval.

Acute Disease↗
PubMed2001

Statistical learning in a serial reaction time task: access to separable statistical cues by individual learners.

The ability of adult learners to exploit the joint and conditional probabilities in a serial reaction time task containing both deterministic and probabilistic information was investigated. Learners used the statistical information embedded in a continuous input stream to improve their performance for certain transitions by simultaneously exploiting differences in the predictability of 2 or more underlying statistics. Analysis of individual learners revealed that although most acquired the underlying statistical structure veridically, others used an alternate strategy that was partially predictive of the sequences. The findings show that learners possess a robust learning device well suited to exploiting the relative predictability of more than I source of statistical information at the same time. This work expands on previous studies of statistical learning, as well as studies of artificial grammar learning and implicit sequence learning.

Adult↗
PubMed2004

Sequences assessed by declarative and procedural tests of memory in amnesic patients with hippocampal damage.

Previous research indicates that amnesic subjects tested on sequential learning or serial reaction time tasks can learn a repeated procedural sequence but are unable to explicitly recall the correct sequence when asked to generate the sequence. Rats with hippocampal lesions are also able to learn and remember procedural or implicit sequences but were impaired for declarative sequences. We used analogous procedures used in rats to assess the role of the hippocampus in the acquisition of declarative and procedural sequences in amnesic and control participants. Amnesic participants with damage restricted to the hippocampus and control participants were administered analogous tasks of declarative and procedural sequential learning using a computer version of the radial arm maze. The amnesic participants had slower response times during the acquisition of procedural sequences, but were not impaired compared to controls when switched to a random sequence, suggesting that both groups learned the sequence. Alternatively, the amnesic but not control participants were significantly impaired in the declarative sequence task. Our findings provide support for evolutionary continuity in cognitive function of the hippocampus in rats and humans and the dissociation between the declarative and procedural sequential learning. The performance differences on the two sequence learning tasks are likely due to the use of different strategies associated with learning sequences based on procedural versus declarative knowledge.

Adult↗
PubMed1997

Temporal specificity in serial feature-positive discrimination learning.

Two experiments examined the temporal specificity of learning in operant serial feature-positive discriminations (feature-->target+/target-). Test performance was better when the target cues were presented at their customary times after the features than when they were presented at earlier or later times. When features trained with one feature-target interval were combined with targets trained with another interval, performance was best when the test interval was the same as the interval associated with the feature, suggesting that the temporal information was coded with the feature cue. Finally, the temporal specificity of the responding controlled by occasion setters was unaffected by feature extinction. Implications for the nature of learning in occasion setting are discussed.

Animals↗