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PubMedDate not supplied

Effect of prenatal heat stress on brain growth and serial discrimination reversal learning in the guinea pig.

Exposure of pregnant guinea pigs to an environmental temperature of 42 degrees C for 1 hr daily on Days 20-24 of gestation resulted in a significant reduction in the birthweight and brainweight of newborn offspring. These deficits persisted to early maturity and were still evident at 250 days of age following behavioral testing. Although some degree of postnatal neurogenesis and brain growth had occurred, this was not sufficient to compensate for the retarding influence of prenatal hyperthermia. Heat stress was also observed to seriously impair learning performance on the original discrimination task and this tendency persisted over the subsequent 4 reversals for both initial and perseverative errors. Impaired learning performance was related to reduction in brainweight. Animals with lower brainweights made significantly more initial, perseverative and total number of errors over the 5 problems. In addition, 12 of the 14 behaviorally tested stressed progeny had brainweights that were at least 2 standard deviations below the mean of the controls and as a result were classified as micrencephalic. Although heat stressed animals showed a significant reduction in the number of amacrine synapses in the inner plexiform layer of the retina, performance differences were not atrributed to changes in synaptic organisation of the retinal circuitry or to visual or other ophthalmic defects, but brain function. Animals with higher mean maternal poststressing core temperatures gave birth to progeny which had smaller whole and part wet-brainweights. Examination of the effect of poststressing core temperature on brainweight revealed that brain growth, independent of bodyweight, was retarded when this temperature elevated above 41.5 degrees C. This represented a rise of approximately 2.1 degrees C above normal and for each 1 degree C rise above this temperature, brainweight was reduced by 0.4227 g of the control value. Analysis of the atmospheric content of the incubator during stressing sessions ruled out the possibility that changes in level of oxygen and carbon dioxide may have contributed to the retarding influence on fetal development and learning ability in the guinea pig.

Animals↗
PubMed2001

Implicit sub-unit learning in a serial reaction time task in humans.

In the present serial reaction time task experiment (SRT), a fixed 12-item sequence was practiced in order to evaluate the effect on response times to 3-item sub sequences (triplets) in a subsequent random sequence. Subjects were visually cued to press one out of four keys with a corresponding right-hand finger. The occurrence of implicit sequence knowledge was evidenced by the increase in mean response time when the transition was made from the final 12-item sequence block to the subsequent random block. In the stimulus-set applied, a total of 36 triplets could be constructed, of which 24 triplets were encountered only during the random blocks (random-only triplet set) (RO-set), whereas 12 triplets were also part of the sequence used in the sequence blocks (sequence-also triplet set) (SA-set). Approximately 35% of the triplets that comprised the two random blocks were also presented in the sequence blocks. There was no difference in mean response times between the triplet sets in the random block that preceded the sequence blocks. In the final random block, however, the SA-set induced significantly faster responses as compared with the RO-set. We argue that stimulus response associations within the SA-set are responsible for the difference in response times between the two triplet sets in the final random block.

Adult↗
PubMed1978

A neo-Piagetian investigation of the serial position effect in children's motor learning.

Children's serial motor skill acquisition was studied within a neo-Piagetian framework. High and low M-processors performed on a curvilinear repositioning task. A primacy-recency effect was evidenced for both groups on the age-related task, while a recency effect occurred for only the high M-processors on the task one stage beyond the developmental processing capacity of the subjects. High M-processors were more accurate and less variable than low M-processors. Although low M-processors performed better on the more complex task than on the simpler one, their performance never exceeded that of the high M-processors. Implications of these results for future research were discussed.

Journal Article↗
PubMed2004

Impaired implicit cognition with intact executive function after extensive bilateral prefrontal pathology: a case study.

LR has extensive bilateral pathology to prefrontal cortices after head injury and marked changes to interpersonal and social behavior relative to his premorbid state. WAIS scores revealed intact IQ at superior levels, equivalent to premorbid ability as measured by the NART. LR performed at normal levels on a battery of executive function tasks, as did eight age- and IQ-matched controls. However, he showed impaired implicit learning on a serial reaction time task, and performed differently from controls on a mere exposure effect task. This case supports claims that implicit cognition may underpin some aspects of normal social functioning.

Adult↗
PubMed2006

Repetition learning in the immediate serial recall of visual and auditory materials.

In 5 experiments, a Hebb repetition effect, that is, improved immediate serial recall of an (unannounced) repeating list, was demonstrated in the immediate serial recall of visual materials, even when use of phonological short-term memory was blocked by concurrent articulation. The learning of a repeatedly presented letter list in one modality (auditory or visual) did not transfer to give improved performance on the same list in the other modality. This result was not replicated for word lists, however, for which asymmetric transfer was observed. Inferences are made about the structure of short-term memory and about the nature of the Hebb repetition effect.

Adolescent↗
PubMed1998

Implicit and explicit learning in an auditory serial reaction time task.

OBJECTIVE: To explore the role of the motor cortex during implicit and explicit learning. MATERIALS AND METHODS: EEG signals were recorded from 30 channels by measuring task-related desynchronization (TRD) when 10 right-handed naive volunteers performed a variation of the serial reaction task. Stimuli, consisting of 4 pure tones of 500, 1000, 1500, and 2000 HZ, lasting 200 ms, were presented binaurally through a pair of tubephones at 60 dB with a 2-s constant interstimulus interval. A series of 10 repetitive tones represented the test sequence; the random sequence was the control. RESULTS: All subjects developed implicit and explicit knowledge reflected by decreased response time, increased accuracy, and the ability to generate the sequence. Six of 10 subjects demonstrated implicit learning without explicit learning during the first 3 blocks. When subjects acquired full explicit learning, 10 Hz TRD at C3 reached a peak amplitude, declining thereafter. CONCLUSIONS: Properties of the sensorimotor cortex change during learning and these changes are independent of stimulus modality.

Adult↗
PubMed2006

Cerebral activation related to implicit sequence learning in a Double Serial Reaction Time task.

Using functional magnetic resonance imaging (fMRI), we examined the distribution of cerebral activations related to implicitly learning a series of fixed stimulus-response combinations. In a novel - bimanual - variant of the Serial Reaction Time task (SRT), simultaneous finger movements of the two hands were made in response to pairs of visual stimuli that were presented in a fixed order (Double SRT). Paired stimulus presentation prevented explicit sequence knowledge occurring during task practice, which implied that a dual task paradigm could be avoided. Extensive prescanning training on randomly ordered stimulus pairs allowed us to focus on the acquisition of implicit sequence knowledge. Activation specifically related to the acquisition of fixed sequence knowledge was highly significant in the right ventrolateral prefrontal cortex. The medial prefrontal and right ventral premotor cortex were more indirectly related with such procedural learning. We conclude that this set of activations reflects a stage of implicit sequence learning constituted by components of (i) spatial working memory (right ventral prefrontal cortex), (ii) response monitoring and selection (medial prefrontal cortex), and (iii) facilitated linkage of visuospatial cues to compatible responses (right ventral premotor). Comparing the random-order stimulus-response actions with fixed sequences showed activations in dorsal premotor and posterior parietal cortices, consistent with a dorsal pathway dominance in real-time visuomotor control. The relative long time during which performance improves in the DoSRT provides an opportunity for future study of various stages in both general skill and fixed sequence learning.

Adult↗
PubMed1995

Input- and output-monitoring in implicit and explicit memory.

Previous experiments have shown that the procedure of questioning subjects retrospectively about the input and output status of information (input and output monitoring) is a useful method for assessing the awareness states of subjects during implicit and explicit memory tasks. The main purpose of the present study was to investigate whether the previous findings could be extended to other implicit and explicit memory tasks. We were especially interested in whether differences in input- and output-monitoring performance can be observed when both the implicit and explicit memory tasks are conceptual ones. In a final tet phase, the target items from the study phase and new distractor items were presented. In a recognition-like situation, subjects had to decide whether an item had been presented in the study phase (input status), as well as whether they had produced the item in the memory-test phase (output status). In all three experiments judgments about the input status-but only for those items that had been produced in the implicit or in the explicit memory test--were more precise after explicit than after implicit memory testings. This finding was not influenced by the distinction between perceptual and conceptual-memory tasks (Exp. 1), and was obtained under conditions in which the implicit and the explicit memory tasks were both conceptual and differed only in test instructions (Exps. 2 and 3). These results suggest that not only subjects performing a perceptual test of implicit memory, but also subjects in a conceptual implicit test were less aware of using information from a previous study episode than subjects who received memory instructions. It is concluded that requiring judgments about the input status of information is a good method for assessing subjects' test awareness and is preferable to the use of a questionnaire (Exp. 3). In contrast, in all three experiments no differences were found with the output-monitoring measure between implicit and explicit test conditions.

Adult↗
PubMed2005

Dissociating prefrontal contributions during a recency memory task.

Neuroimaging studies of normal young adults have consistently found right prefrontal cortex (RPFC) activity during the performance of recency memory tasks. However, it is unclear whether the involvement of RPFC during these tasks reflects retrieval processes or executive processes such as: strategic ordering or monitoring. In the current study, we distinguish between those PFC regions that are more related to retrieval processes, versus strategic ordering processes. An event-related fMRI study was conducted in which eight young subjects were scanned while performing verbal episodic retrieval tasks (recognition and recency memory tasks), and verbal non-memory strategic organizing control tasks (reverse alphabetizing of words). The fMRI results show that young subjects engaged right dorsolateral PFC during recency and reverse alphabetizing control tasks. Left ventral PFC was engaged across all tasks; however, a subset of voxels within this region was more active during retrieval tasks. Left dorsolateral and right ventral PFC activity was more related to the performance of reverse alphabetizing tasks, respectively. We conclude that right dorsolateral PFC activity during recency memory reflects more general strategic organizational or monitoring processes, and is not EM-specific.

Adult↗
PubMed1990

Further evidence of the intricacy of memory span.

Memory span was measured for lists of verbal items constructed such that the items in the first half of the list were of one category and those of the second half were of another. In Experiment 1, the lists consisted of digits and words (e.g., 2, 8, 7, horse, cow, sheep or horse, cow, sheep, 2, 8, 7); in Experiment 2, they consisted of words from the same semantic domain and words from different semantic domains; in Experiments 3 and 4, they consisted of words that rhymed and words that did not rhyme. A category-order effect occurred in each experiment: Span was larger when the digits, same-domain words, or rhyming words occurred in the first half of the list than when they occurred in the second half. These findings suggest that memory span is more complex than is generally assumed.

Adult↗