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A long-term stress exposure impairs maze learning performance in rats.

To elucidate hippocampal dysfunctions following chronic stress exposure, we evaluated the effect of chronic stress on maze learning performance, as assessed by a radial eight-arm maze task. In the 12-week stress sessions, male rats in the stress group were exposed to the stress of a 15-min immersion in cold water once a day and, rats in the control group were slightly handled. Rats in the stress group performed significantly poorly during the acquisition period (P < 0.01) and required more trials to attain at least seven correct choices in the first eight choices for five consecutive trials (P < 0.05). Together with our previous findings that chronic stress exposure damages the hippocampus histologically, we concluded that chronic stress exposure resulted in an impairment of maze learning performance, probably due to hippocampal damages.

Animals↗

Vector representation of associative learning.

I. P. Pavlov [12] has shown that conditioned reflexes are selective both with respect to conditioned stimuli and to conditioned reflexes elicited by those conditioned stimuli. At the neuronal level selective aspects of conditioned stimuli are based on detectors selectively tuned to respective stimuli. The selective aspects of conditioned reflexes are due to command neurons representing specific unconditioned reflexes. It can be assumed that conditioned reflexes result from association between selective detectors and specific command neurons. The detectors activated by a conditioned stimulus constitute a combination of excitations--a detector excitation vector. The detector excitation vector acts on a command neuron via a set of plastic synapses--a synaptic weight vector. Plastic synapses are modified in the process of learning making command neuron selectively tuned to a specific conditioned stimulus. The selective tuning of a particular command neuron to a specific excitation vector referred to a conditioned stimulus is a basis of associative learning. The probabilities of conditioned reflexes elicited by conditioned and differential stimuli implicitly contain information concerning excitation vectors that encode respective stimuli. Contribution of the vector code to associative learning was explored combining differential color conditioning with intracellular recording from color-coding neurons. It was shown that colors in carps and monkeys are represented on a hypersphere in the four-dimensional space similar to human color space. The basis of the color space is constituted by red-green, blue-yellow, brightness and darkness neurons.

Animals↗

Probabilistic classification learning in Tourette syndrome.

Tourette syndrome (TS) is characterised by stereotyped involuntary movements, called tics. Some evidence suggests that structural and functional abnormalities of the basal ganglia may explain these motor symptoms. In this study, the probabilistic classification learning (PCL) test was used to evaluate basal ganglia functions in 10 children with less severe tics (Yale Global Tic Severity Scale (YGTSS) scores<30) and in 10 children with more severe symptoms (YGTSS score>30). In the PCL task, participants are asked to decide whether different combinations of four geometric forms (cues) predict rainy or sunny weather. Each cue is probabilistically related to a weather outcome, and feedback is provided after each decision. After completion of the probabilistic stimulus-response learning procedure, subjects received a transfer test to assess explicit knowledge about the cues. The children with TS exhibited impaired learning in the PCL task in comparison with the 20 healthy control subjects. This impairment was more pronounced in the TS patients with severe symptoms, and there was a significant negative relationship between the final classification performance and the YGTSS scores. The patients showed normal learning in the transfer test. These results suggest that the neostriatal habit learning system, which may play a central role in the acquisition of probabilistic associations, is dysfunctional in TS, especially in the case of more severe motor symptoms. The classification performance and the severity of tics were independent of the explicit knowledge obtained during the test.

Adolescent↗

Effect of nitric oxide synthase inhibition on the manipulative behaviour of Sepia officinalis.

Nitric oxide (NO), produced by nitric oxide synthase (NOS) in brain tissue, is essential for a variety of kinds of learning in vertebrates. In invertebrates, there are clear examples of an association between NO signalling and olfaction, feeding behaviour and learning. The role of NO as a neurotransmitter in the manipulative behaviour of Sepia officinalis was tested. Manipulative behaviour requires extensive chemotactile sensory processing, fine motor control and probably motor learning processes. NADPH-diaphorase activity (a reliable histochemical marker for nitric oxide synthase) was found in sensory epithelia and in the axial nerve cord of the arms. NOS inhibitor injections (L-NAME) produced an increase in the latency of prey paralysis. By placing mechanical constraints on the base of the fifth periopods of the crab, we prevented the cuttlefish from injecting cephalotoxin and, thus, forced it to change injection sites. We showed that L-NAME pretreatment did not affect the flexibility of the manipulative behaviour. The implications of the involvement of NO in the acquisition of chemo-tactile information and in the programming of the motor skills of the manipulative behaviour is discussed.

Animals↗

Vector representation of associative learning.

I. P. Pavlov has shown that conditioned reflexes are selective both with respect to conditioned stimuli and to conditioned reflexes elicited by those conditioned stimuli. At the neuronal level, selective aspects of conditional stimuli are based on detectors selectively tuned to the respective stimuli. The selective aspects of conditioned reflexes are due to command neurons representing specific unconditioned reflexes. It can be assumed that conditioned reflexes result from association between selective detectors and specific command neurons. The detectors activated by a conditional stimulus constitute a combination of excitations--a detector excitation vector. The detector excitation vector acts on a command neuron via a set of plastic synapses--a synaptic weight vector. Plastic synapses are modified in the process of learning, making the command neuron selectively tuned to a specific conditioned stimulus. The selective tuning of a particular command neuron to a specific excitation vector referred to a conditioned stimulus is the basis of associative learning. The probabilities of conditioned reflexes elicited by conditional and differential stimuli implicitly contain information concerning excitation vectors that encode the respective stimuli. The contribution of the vector code to associative learning was explored combining differential color conditioning with intracellular recording from color-coding neurons. It is shown that colors in carps and monkeys are represented on a hypersphere in the four-dimensional space similar with human color space. The basis of the color space is constituted by red-green, blue-yellow, brightness, and darkness neurons.

Association Learning↗

Redescription disembeds relations: evidence from relational transfer and use in problem solving.

How relational information becomes disembedded from its original context is an important issue for theories of cognition. Two experiments tested the hypothesis that a process called redescription disembeds relations, resulting in abstract and, therefore, more transferable and robust representations. In Experiment 1, participants solved simple problems involving an alternating sequence. Participants who discovered the alternating-sequence relation through redescription transferred the relation to a second type of problem more quickly and used it more consistently than did participants who had been directly instructed on the alternating-sequence strategy. Experiment 2 showed similar effects for participants who discovered the alternating-sequence relation through redescription, as compared with participants who had discovered the relation through information available in the display. The present results converge with previous experimental and correlational evidence that suggests that redescription creates abstract representations of relations.

Adolescent↗

Judging a book by its cover: interpretative effects of content on problem-solving transfer.

We examine how cover stories of isomorphic problems affect transfer. Existing models posit that people retain content in problem representations and that similarities and differences between the "undeleted" cover stories might interfere with recognition of structural similarities. We propose that cover stories can affect transfer in another way--by inducing semantic knowledge that modifies problem structures. Two experiments examined how people represent and solve permutation problems dealing with random assignment of elements from one set to elements from another set. Although the problems were structurally isomorphic, cover stories involving different pairs of element sets led subjects to abstract different "interpreted structures." Problems involving objects and people (e.g., prizes and students) led subjects to abstract an asymmetric structure ("get") and problems involving similar sets of people (e.g., doctors and doctors) led subjects to abstract a symmetric structure ("pair"). Transfer was mediated by similarities and differences between the interpreted structures of the learned and the novel problems.

Adult↗

Health implications of drug interactions.

The awareness of the digoxin-quinidine interaction in the mid-70s led to increased interest in drug interactions. Much has been published on the subject in the form of interaction reports, handbooks, lists, cards, discs etc. However, only a few interactions in the literature have clinical significance and can be remembered by thinking in terms of groups, pharmacokinetics and probabilities. It is important to realise that drugs in a given class will have similar properties. Thus, phenylbutazone, like any other nonsteroidal anti-inflammatory drug (NSAID), is likely to potentiate the effects of warfarin. A knowledge of drug pharmacokinetics is also essential; a highly protein-bound drug may displace another when they are administered together. Remembering those drugs which induce liver enzyme formation will prevent their co-administration with drugs which have a critical dose-range. If a general practitioner can remember the few drugs in clinical practice with a narrow therapeutic index, he can consult a handbook before anything else is prescribed. Some interactions will rarely be encountered in daily general practice, i.e. those associated with tuberculosis treatment or anesthetic agents. Other interactions, e.g. the interaction between antihypertensive treatment and over-the-counter medication containing phenylpropanolamine, are more common. While most drug interactions can be avoided by thinking in terms of groups, pharmacokinetics and probabilities, some learning by rote is required, e.g. the potential for heart failure with concomitant beta-blocker and nifedipine therapy. In general, a schematic approach using thinking in terms of groups, pharmacokinetics and probabilities will prevent most clinically significant drug interactions; the rest can be avoided by consulting appropriate handbooks and specialists.

Animals↗

Influence of stimulus distance in implicit learning of spatial and nonspatial event sequences.

The serial reaction time task has been widely used to investigate implicit learning mechanisms. In the present study, we investigated the effect of stimulus distance on learning of a spatial sequence independent of a sequence of responses. Participants had to respond to objects appearing at four different locations. The objects were presented in a sequence of nine elements, whereas the location at which an object was presented followed a sequence of eight elements. Thus, the spatial and the object sequences were independent of each other. Four groups of subjects for whom the distances of the locations chosen to present objects on the computer screen (3 cm, 6 cm, 12 cm, or 22 cm) differed were tested. Only the nonspatial sequence was learned as indicated by enhanced response latencies in nonsequenced random blocks. Stimulus distance had no effect on the amount of sequence learning. Additional analyses for subgroups of subjects who did not show explicit knowledge of the sequences after completion of the task indicated that for implicit learners also, sequence learning was not influenced by stimulus distance. The results are discussed with respect to current theories of implicit serial learning.

Adolescent↗

Category discriminability, base-rate, and payoff effects in perceptual categorization.

The optimality of perceptual categorization performance under manipulations of category discriminability (i.e., d' level), base rates, and payoffs was examined. Base-rate and payoff manipulations across two category discriminabilities allowed a test of the hypothesis that the steepness of the objective reward function affects performance (i.e., the flat-maxima hypothesis), as well as the hypothesis that observers combine base-rate and payoff information independently. Performance was (1) closer to optimal for the steeper objective reward function, in line with the flat-maxima hypothesis, (2) closer to optimal in base-rate conditions than in payoff conditions, and (3) in partial support of the hypothesis that base-rate and payoff knowledge is combined independently. Implications for current theories of base-rate and payoff learning are discussed.

Adult↗

Decision making in adolescents with behavior disorders and adults with substance abuse.

OBJECTIVE: The study assessed the validity of the Gambling Task as a test of decision-making ability in adolescents and examined whether adolescents with behavior disorders, who are at risk for substance abuse, have deficits in decision making similar to those exhibited by adults with substance abuse. METHOD: Performance on the Gambling Task in two testing sessions separated by 1 week was assessed in 64 12-14-year-old adolescents (31 healthy, 33 with externalizing behavior disorders) and 52 adults (22 healthy, 30 with substance abuse). RESULTS: The healthy adolescents and the healthy adults had similar performance on the Gambling Task. Adolescents with behavior disorders performed more poorly than healthy adolescents, but only in the second testing session. In adults, overall Gambling Task performance did not differ between the healthy and substance abuse groups at either testing session, indicating no difference in learning of decision-making strategies between groups. However, adults with substance abuse performed more poorly than healthy adults during an early stage of the task, when participants presumably begin to understand the rewards and penalties involved in the task but are not yet sure of the actual risk of incurring penalities. CONCLUSIONS: The Gambling Task can be used with adolescents. Testing with the Gambling Task revealed a deficit in decision making in adolescents with behavior disorders, who are at risk for substance abuse. This deficit may represent a vulnerability factor for the development of substance abuse.

Adolescent↗

YM796, a novel muscarinic agonist, improves the impairment of learning behavior in a rat model of chronic focal cerebral ischemia.

We studied effects of YM796, a novel muscarinic agonist, on behavioral, histological and regional cerebral blood flow changes in the chronic phase after focal cerebral ischemia in rats. YM796 (0.03, 0.1, 0.3 and 1 mg/kg) was administered orally once a day from the 7th to the 13th day after the permanent occlusion of left middle cerebral artery. On the 7th day, rats were trained in one-trial step-through passive avoidance task 45 min after drug administration. Test trials were carried out on the 8th and 14th days. Neurological deficits, including hemiplegia and abnormal posture, were observed on the 7th and 14th days. After the completion of behavioral studies, the rats were decapitated and cerebral infarction was measured. Regional cerebral blood flow was also measured by the hydrogen clearance technique 7 days after MCA occlusion. YM796 (0.1-1 mg/kg) significantly (P < 0.05) attenuated the impairment of learning behavior in a dose-dependent manner without affecting spontaneous locomotor activity. The ameliorating effect of YM796 (0.3 mg/kg) on the impaired learning behavior was significantly (P < 0.05) suppressed by intracerebroventricular injection of pirenzepine (10 micrograms/rat), an M1 antagonist. No significant difference in either neurological deficits or cerebral infarction was found between the vehicle- and YM796-treated groups. Further, YM796 (0.3 mg/kg) had little effect on the reduced blood flow in the ipsilateral frontal cortex 7 days after occlusion. These results suggest that YM796 improves the impaired learning behavior probably by activating central M1 receptors in a rat model of chronic focal cerebral ischemia.

Animals↗

Conscious knowledge and changes in performance in sequence learning: evidence against dissociation.

Two experiments examined the relation between explicit knowledge and motor performance on the serial reaction time task developed by Nissen and Bullemer (1987). Tests of free recall and recognition of sequence components revealed that reliable explicit knowledge was acquired after an amount of practice that was hardly sufficient to improve mean motor performance. In addition, reaction time improvement was limited to the ending trials of the 3- and 4-trial sequence components that Ss recalled or recognized. These results were replicated in Experiment 3, in which Ss were trained under attentional distraction in the task developed by Cohen, Ivry, and Keele (1990). Overall, these findings undermine the most direct experimental support for the widespread view that conscious knowledge and performance in sequence-learning tasks tap 2 independent knowledge bases in normal Ss.

Adult↗

Bootstrapped learning of novel objects.

Recognition of familiar objects in cluttered backgrounds is a challenging computational problem. Camouflage provides a particularly striking case, where an object is difficult to detect, recognize, and segment even when in "plain view." Current computational approaches combine low-level features with high-level models to recognize objects. But what if the object is unfamiliar? A novel camouflaged object poses a paradox: A visual system would seem to require a model of an object's shape in order to detect, recognize, and segment it when camouflaged. But, how is the visual system to build such a model of the object without easily segmentable samples? One possibility is that learning to identify and segment is opportunistic in the sense that learning of novel objects takes place only when distinctive clues permit object segmentation from background, such as when target color or motion enables segmentation on single presentations. We tested this idea and discovered that, on the contrary, human observers can learn to identify and segment a novel target shape, even when for any given training image the target object is camouflaged. Further, perfect recognition can be achieved without accurate segmentation. We call the ability to build a shape model from high-ambiguity presentations bootstrapped learning.

Animals↗

Retarded learning: rigorous results from statistical mechanics.

We study learning of probability distributions characterized by an unknown symmetry direction. Based on an entropic performance measure and the variational method of statistical mechanics we develop exact upper and lower bounds on the scaled critical number of examples below which learning of the direction is impossible. The asymptotic tightness of the bounds suggests an asymptotically optimal method for learning nonsmooth distributions.

Learning↗