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Predictive reward signal of dopamine neurons.

The effects of lesions, receptor blocking, electrical self-stimulation, and drugs of abuse suggest that midbrain dopamine systems are involved in processing reward information and learning approach behavior. Most dopamine neurons show phasic activations after primary liquid and food rewards and conditioned, reward-predicting visual and auditory stimuli. They show biphasic, activation-depression responses after stimuli that resemble reward-predicting stimuli or are novel or particularly salient. However, only few phasic activations follow aversive stimuli. Thus dopamine neurons label environmental stimuli with appetitive value, predict and detect rewards and signal alerting and motivating events. By failing to discriminate between different rewards, dopamine neurons appear to emit an alerting message about the surprising presence or absence of rewards. All responses to rewards and reward-predicting stimuli depend on event predictability. Dopamine neurons are activated by rewarding events that are better than predicted, remain uninfluenced by events that are as good as predicted, and are depressed by events that are worse than predicted. By signaling rewards according to a prediction error, dopamine responses have the formal characteristics of a teaching signal postulated by reinforcement learning theories. Dopamine responses transfer during learning from primary rewards to reward-predicting stimuli. This may contribute to neuronal mechanisms underlying the retrograde action of rewards, one of the main puzzles in reinforcement learning. The impulse response releases a short pulse of dopamine onto many dendrites, thus broadcasting a rather global reinforcement signal to postsynaptic neurons. This signal may improve approach behavior by providing advance reward information before the behavior occurs, and may contribute to learning by modifying synaptic transmission. The dopamine reward signal is supplemented by activity in neurons in striatum, frontal cortex, and amygdala, which process specific reward information but do not emit a global reward prediction error signal. A cooperation between the different reward signals may assure the use of specific rewards for selectively reinforcing behaviors. Among the other projection systems, noradrenaline neurons predominantly serve attentional mechanisms and nucleus basalis neurons code rewards heterogeneously. Cerebellar climbing fibers signal errors in motor performance or errors in the prediction of aversive events to cerebellar Purkinje cells. Most deficits following dopamine-depleting lesions are not easily explained by a defective reward signal but may reflect the absence of a general enabling function of tonic levels of extracellular dopamine. Thus dopamine systems may have two functions, the phasic transmission of reward information and the tonic enabling of postsynaptic neurons.

Animals↗

Interanimal transferability of taste aversion learning for 0.1% saccharin.

Three experiments were performed to assess the interanimal transferability of conditioned taste aversion to 0.1% saccharin. Two experiments used an intracerebrospinal fluid (subdural) route for administering brain extracts and a third used an intraperitoneal (IP) route. As assessed by repeated measurements ANOVA, saccharin consumption was significantly lower during extinction of conditioned aversion for experimental recipients (ER) receiving extracts from aversively conditioned donors, than that of control recipients (CR), receiving extracts from unconditioned donors in one subdural experiment, F(21, 189) = 1.61, p less than 0.05. In the IP experiment the results were in the same direction, though not significant, F(34, 238) = 1.39, p less than 0.1. Results of the other subdural experiment are discussed. It is concluded that these experiments with the conditioned taste aversion paradigm have potential as a model for investigations of behavioral interanimal transfer (BIT) and for neuromolecular research aimed at identification of associated putative neurochemical(s) and the elaboration of their mechanism of action.

Animals↗

Interocular transfer of pattern discrimination learning in chicks.

A previous study found that chicks pecking a key for heat did not show interocular transfer of a pattern discrimination, indicating that the monocularly acquired discrimination was stored as a unilateral engram which was not available to the untrained eye/hemisphere system. In the present study, chicks were trained monocularly on a pattern discrimination and tested for interocular transfer exactly as in the previous experiment, except that a correct pecking response was reinforced by presentation of food. There was good interocular transfer of the discrimination under these conditions. These results are interpreted as indicating that the biological relevance of a learning situation influences the extent of interocular/interhemispheric communication of information. In addition to the findings with respect to transfer, the present study revealed some unexpected laterality effects. Chicks trained first through the right eye (left hemisphere) learned the pattern discrimination faster and showed more savings during the interocular transfer test than chicks trained first through the left eye (right hemisphere). These findings are discussed in terms of possible hemispheric specialization and asymmetry of interhemispheric communication in the avian brain.

Animals↗

Transfer in artificial grammar learning: the role of repetition information.

In this article, the authors report 2 experiments that investigated the sources of information used in transfer and nontransfer tasks in artificial grammar learning. Multiple regression analyses indicated that 2 types of information about repeating elements were crucial for performance in both tasks: information about the repetition of adjacent elements and information about repetition of elements in the whole item. Similarity of test items to specific training items and chunk information influenced participants' judgments only in nontransfer tasks.

Adult↗

Perceptual learning for a pattern discrimination task.

Our goal was to differentiate low and mid level perceptual learning. We used a complex grating discrimination task that required observers to combine information across wide ranges of spatial frequency and orientation. Stimuli were 'wicker'-like textures containing two orthogonal signal components of 3 and 9 c/deg. Observers discriminated a 15% spatial frequency shift in these components. Stimuli also contained four noise components, separated from the signal components by at least 45 degrees of orientation or approximately 2 octaves in spatial frequency. In Experiment 1 naive observers were trained for eight sessions with a four-alternative same-different forced choice judgment with feedback. Observers showed significant learning, thresholds dropped to approximately 1/3 of their original value. In Experiment 2 we found that observers showed far less learning when the noise components were not present. Experiment 3 found, unlike many other studies, almost complete transfer of learning across orientation. The results of Experiments 2 and 3 suggest that, unlike many other perceptual learning studies, most learning in Experiment 1 occurs at mid to high levels of processing rather than within low level analyzers tuned for spatial frequency and orientation. Experiment 4 found that performance was more severely impaired by spatial frequency shifts in noise components of the same spatial frequency or orientation as the signal components (though there was significant variability between observers). This suggests that after training observers based their responses on mechanisms tuned for selective regions of Fourier space. Experiment 5 examined transfer of learning from a same-sign task (the two signal components both increased/decreased in spatial frequency) to an opposite-sign task (signal components shifted in opposite directions in frequency space). Transfer of learning from same-sign to opposite-sign tasks and vice versa was complete suggesting that observers combined information from the two signal components independently.

Adult↗

Visuoperceptual learning in alcoholic Korsakoff syndrome.

Relative to the characteristically profound deficits of explicit memory, components of implicit memory remain largely intact in patients with alcohol-induced Korsakoff syndrome (KS). Perceptual priming occurs in KS and transfer of learning has been consistently observed on mirror reading, a perceptual reversal task. Although priming also occurs with fragmented pictures, a perceptual closure task, it is unclear whether transfer of learning can occur. This study examined visuoperceptual learning in 4 men with alcoholic KS, 9 recently detoxified alcoholic men (ALC), 21 healthy age-matched normal control men (NC), and 6 young normal control men (YNC). Subjects were tested with the Gollin Incomplete Pictures Test at initial and 1-hour and 1-day retest sessions. Both alcoholic groups (KS, ALC) were impaired in visuoperceptual ability. All subject groups showed visuoperceptual learning. The KS group showed additional learning after continued exposure to the stimuli, despite their nonmnemonic visuospatial deficits and profound explicit memory impairment for the test stimuli. Transfer of learning to similar but new stimuli was not evident in either the KS or young healthy control subjects; learning occurred only for the specific items presented. The persistence of learning beyond the life of the percept, which was independent of declarative features (such as item recall), suggests that perceptual learning and memory reflects an intact cognitive memory process in KS. This process is likely mediated by posterior cortical networks relatively unaffected in KS and that are independent of the hippocampal-diencephalic declarative memory system.

Aged↗

Deficient cumulative learning: an animal model of retarded cognitive development.

Biological insults that produce profound mental retardation (MR) in humans have generally been found to produce little cognitive dysfunction in animal models. Based on the fact that impaired transfer of learning is one of the hallmark characteristics of mentally retarded humans, we proposed that this discrepancy may largely reflect the common use of a single learning task as the critical cognitive index rather than an assessment of cumulative learning. Consistent with this hypothesis, rats exposed to prenatal hyperphenylalaninemia (a model of maternal PKU) evidenced significant impairment when tested on a series of 10 problems designed to allow for positive transfer of learning. This same treatment, however, did not alter learning rate of the individual tasks that comprised this series when presented singly to experimentally naive animals. Deficient transfer of learning contributed significantly to the impairment observed in the maternal PKU group. These results support the hypothesis that the assessment of cumulative learning is an important component of animal models of impaired cognitive development.

Acoustic Stimulation↗

Learning to write letters: transfer in automated movements indicates modularity of motor programs in human subjects.

Many automatic movements are open-loop, feed-forward motor programs (MP) that are kinematically well characterized by smooth speed and acceleration curves. However, it is unclear whether their internal representation consists of monolithic blocks or subroutines. This question was investigated using a learning paradigm of a writing task. Fifty-nine normal subjects were presented with two similar, but different new letters. Every subject practiced each letter in a series of 60 trials, with the order of letter series randomized. Every session was continuously recorded by a digitizing tablet. Using kinematic analysis, we measured the number of vertical acceleration peaks as an indication of the number of corrective movements (COM). Since COM declined as automatization was approached, we could quantitatively infer progress in motor learning under natural learning conditions. In the case of modular storage of MP, transfer in-between letters was expected due to the re-use of pre-learned motor subroutines. Statistical analysis showed that the exponential model described the data much better than the linear model (residual error: P<0.88 and P<0.00001, respectively), as expected for a learning paradigm. There was no difference between letters per se (P<0.77). Motor improvement differed significantly (P<0.02) between the first and the second series; there was a much greater reduction of COM in the second series (50.1 vs. 41.1%). This difference can be logically ascribed to transfer, indicating that automated movements are stored in motor subroutines.

Biomechanical Phenomena↗