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PubMed2001

LAD rats learn a three-key drug discrimination more rapidly and achieve a higher level of performance than HAD rats.

High-alcohol drinking (HAD1) and low-alcohol drinking (LAD1) rats were trained to discriminate among 0.75 g/kg ethanol, 1.5 g/kg ethanol and saline under a fixed-ratio 10 schedule. LAD rats learned the discrimination more rapidly than HAD rats, and asymptotic performance by LAD rats was better than that of HAD rats. The 0.75 g/kg dose of ethanol failed to control the responding of HAD rats, both when baseline responding stabilized and during the determination of an ethanol dose-response curve. These differences between LAD and HAD rats in ethanol discrimination were not observed in previous experiments using a two-choice procedure. The three-choice procedure may be useful for establishing strain differences in ethanol discrimination. These and previous experiments with alcohol-preferring rats suggest that the learning of an ethanol discrimination may be dissociable from voluntary ethanol consumption in rat strains bred selectively to consume ethanol.

Alcohol Drinking↗
PubMed1998

Hippocampal lesions enhance configural learning by reducing proactive interference.

Rats were trained on an operant conditional discrimination in which an ambiguous stimulus (X) indicated both the occasions on which responding in the presence of a second cue (A) would be reinforced and the occasions on which responding in the presence of a third cue (B) would not be reinforced (X --> A+, A-, X --> B-, B+). Both rats with neurotoxic lesions of the hippocampus and control rats learned this discrimination more rapidly when the training trials were widely spaced (mean intertrial interval of 8 min) than when they were massed (mean intertrial interval of 1 min). With spaced practice, lesioned and control rats learned this discrimination equally well. But when the training trials were massed, lesioned rats learned more rapidly than controls. At the end of training, performance of all rats was tested at three different intertrial intervals, 0.5 min, 1 min, and 8 min. The control rats trained with 8-min intertrial intervals showed deficits in discrimination performance when the test intertrial interval was 0.5 min or 1 min. An analysis of sequential effects indicated that a major source of this performance deficit was the control rats' failure to withhold responding on nonreinforced trials when those trials were immediately preceded by reinforced trials within 0.5 min or 1 min. In contrast, performance of lesioned rats was not affected by either the test intertrial interval or by the nature of preceding trials. Thus, with short intertrial intervals, hippocampal lesions may have improved learning or performance on a given trial by reducing proactive interference from the previous trial.

Animals↗
PubMed1982

Rapid dendritic spine stem shortening during one-trial learning: the honeybee's first orientation flight.

Our initial study of honeybees using the rapid Golgi method showed that dendritic spines on calycal interneurons had shorter stems due to spine head enlargement in bees with greater cumulative experience. This study sought to determine if spine stem shortening could be induced rapidly during the first orientation flight, a one-trial place learning event. Newly emerged bees were reared in a small broodless hive with a virgin queen and allowed to take their first orientation flight at 6 and 8 days of age. Spine profiles of 5 flyers and 5 non-flyers were traced in large scale using light microscopy and a modified camera lucida. Overall spine length and stem length were measured on these tracings using a digitizing tablet. Additional measurements of maximum spine head width, profile area, and perimeter were made using computer image analyses. Examining group differences in spine stem length as a function of overall spine length, our results revealed a clear association between rapid spine stem shortening and the first orientation flight lasting several minutes. This effect, however, was restricted to only the long spines. Flight-induced stem shortening was accompanied by elongated swelling of the spine head without an appreciable expansion of the spine perimeter.

Animals↗
PubMed2006

Societal learning in epidemics: intervention effectiveness during the 2003 SARS outbreak in Singapore.

BACKGROUND: Rapid response to outbreaks of emerging infectious diseases is impeded by uncertain diagnoses and delayed communication. Understanding the effect of inefficient response is a potentially important contribution of epidemic theory. To develop this understanding we studied societal learning during emerging outbreaks wherein patient removal accelerates as information is gathered and disseminated. METHODS AND FINDINGS: We developed an extension of a standard outbreak model, the simple stochastic epidemic, which accounts for societal learning. We obtained expressions for the expected outbreak size and the distribution of epidemic duration. We found that rapid learning noticeably affects the final outbreak size even when learning exhibits diminishing returns (relaxation). As an example, we estimated the learning rate for the 2003 outbreak of severe acute respiratory syndrome (SARS) in Singapore. Evidence for relaxation during the first eight weeks of the outbreak was inconclusive. We estimated that if societal learning had occurred at half the actual rate, the expected final size of the outbreak would have reached nearly 800 cases, more than three times the observed number of infections. By contrast, the expected outbreak size for societal learning twice as effective was 116 cases. CONCLUSION: These results show that the rate of societal learning can greatly affect the final size of disease outbreaks, justifying investment in early warning systems and attentiveness to disease outbreak by both government authorities and the public. We submit that the burden of emerging infections, including the risk of a global pandemic, could be efficiently reduced by improving procedures for rapid detection of outbreaks, alerting public health officials, and aggressively educating the public at the start of an outbreak.

Communicable Diseases, Emerging↗
PubMed1987

Effects of selective lesions of fimbria-fornix on learning set in the rat.

The effects of selective partial lesions of the Fimbria-Fornix (FiFx) on reversal and place learning sets were investigated in rats by using a T-maze and a semi-circular multiple discrimination apparatus. Lesions restricted to the Fimbria (Fi) produced a significant deficit in reversal and place learning set, whereas lesions to the Fornix (Fx) only disturbed the learning set based on a reversal procedure. Combined Fi + Fx lesions resulted in impairment in the retention of spatial discrimination tested in the two mazes. Ventral Hippocampal Commissure (vhc) had no significant effect on reversal learning set. These results confirm previous data that the hippocampal formation is involved in learning transfer, and suggest that the Fi and the Fx may play a role in learning set. Our data also confirm previous demonstrations of the ability of rats to rapidly acquire place learning set.

Animals↗
PubMed1983

Long term potentiation in the magnocellular medial geniculate nucleus of the anesthetized cat.

Long term potentiation (LTP) has been suggested as a mechanism in learning. The magnocellular division of the medial geniculate nucleus (MGm) is known to develop discharge plasticity rapidly during behavioral learning. The ability of the MGm also to develop long term potentiation was studied in cats under barbiturate anesthesia. Monosynaptic responses elicited in the MGm by periodic (0.2 Hz) stimulation of the brachium of the inferior colliculus (BIC) developed significant increases in amplitude and decreases in latency, which were maintained for at least 1 h, following brief high frequency stimulation of the BIC. Antidromic responses recorded in the inferior colliculus were unchanged. These findings provide a link between learning-induced physiological plasticity and LTP, and demonstrate that the auditory system can develop long term potentiation.

Animals↗
PubMed2002

An innovative approach to developing the reflective skills of medical students.

BACKGROUND: Development of the reflective skills of medical students is an acknowledged objective of medical education. DESCRIPTION: Description of an educational exercise which uses an email-based process for developing the reflective skills of undergraduate medical students. Student quotations illustrate learning outcomes qualitatively. DISCUSSION: The process described is immediate, direct, linked to learning objectives, enables rapid responses to be given to the students individually, and is followed by group sharing of learning. It provides a rigorous and robust feedback loop for students. It is relatively economic for teachers and incidentally benefits curriculum design and evolution. The approach supports development of a reflective approach to learning.

Education, Medical, Undergraduate↗
PubMed2003

Discrimination of direction of movements in pigeons following previous experience of motion/static discrimination.

Two experiments examined pigeons' discrimination of directional movement using pictorial images shown on computer monitors. Stimuli consisted of the movement of a bird against a stationary background or the movement of the background behind a stationary bird. In Experiment 1, pigeons were trained to discriminate either leftward or rightward motion of either the bird or the background from stationary frames drawn from the same movies. The background-discrimination group acquired the discrimination faster than the bird-discrimination group. In Experiment 2, transfer of the discrimination from the task of Experiment 1 to a discrimination between motion directions was examined. Most of the pigeons learned this discrimination rapidly, whereas in a pilot study in which direction discrimination was trained without previous static/movement discrimination, learning was poor. It appears that an experimental history of movement against stationary discrimination promoted the pigeons' learning of the directional motion discrimination.

Animals↗
PubMed1998

Professional nurses as reflective clinical learning facilitators.

With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the community and to facilitate outcome-based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts) were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

Clinical Competence↗
PubMed2006

Social transmission of novel foraging behavior in bats: frog calls and their referents.

The fringe-lipped bat, Trachops cirrhosus, uses prey-emitted acoustic cues (frog calls) to assess prey palatability . Previous experiments show that wild T. cirrhosus brought into the laboratory are flexible in their ability to reverse the associations they form between prey cues and prey quality . Here we asked how this flexibility can be achieved in nature. We quantified the rate at which bats learned to associate the calls of a poisonous toad species with palatable prey by placing bats in three groups: (a) social learning, in which a bat inexperienced with the novel association was allowed to observe an experienced bat; (b) social facilitation, in which two inexperienced bats were presented with the experimental task together; and (c) trial-and-error, in which a single inexperienced bat was presented with the experimental task alone. In the social-learning group, bats rapidly acquired the novel association in an average of 5.3 trials. In the social-facilitation and trial-and-error groups, most bats did not approach the call of the poisonous species after 100 trials. Thus, once acquired, novel associations between prey cue and prey quality could spread rapidly through the bat population by cultural transmission. This is the first case to document predator social learning of an acoustic prey cue.

Animals↗
PubMed2005

Refined myoelectric control in below-elbow amputees using artificial neural networks and a data glove.

PURPOSE: To develop a system for refined motor control of artificial hands based on multiple electromyographic (EMG) recordings, allowing multiple patterns of hand movements. METHODS: Five subjects with traumatic below-elbow amputations and 1 subject with a congenital below- elbow failure of formation performed 10 imaginary movements with their phantom hand while surface electrodes recorded the EMG data. In a training phase a data glove with 18 degrees of freedom was used for positional recording of movements in the contralateral healthy hand. These movements were performed at the same time as the imaginary movements in the phantom hand. An artificial neural network (ANN) then could be trained to associate the specific EMG patterns recorded from the amputation stump with the analogous specific hand movements synchronously performed in the healthy hand. The ability of the ANN to predict the 10 imaginary movements offline, when they were reflected in a virtual computer hand, was assessed and calculated. RESULTS: After the ANN was trained the subjects were able to perform and control 10 hand movements in the virtual computer hand. The subjects showed a median performance of 5 types of movement with a high correlation with the movement pattern of the data glove. The subjects seemed to relearn to execute motor commands rapidly that had been learned before the accident, independent of how old the injury was. The subject with congenital below-elbow failure of formation was able to perform and control several hand movements in the computer hand that cannot be performed in a myoelectric prosthesis (eg, opposition of the thumb). CONCLUSIONS: With the combined use of an ANN and a data glove, acting in concert in a training phase, amputees rapidly can learn to execute several imaginary movements in a virtual computerized hand, this opens promising possibilities for motor control of future hand prostheses.

Adult↗
PubMed2006

Oculomotor and manual indexes of incidental and intentional spatial sequence learning during middle childhood and adolescence.

The goal of this study was to examine incidental and intentional spatial sequence learning during middle childhood and adolescence. We tested four age groups (8-10 years, 11-13 years, 14-17 years, and young adults [18+ years]) on a serial reaction time task and used manual and oculomotor measures to examine incidental sequence learning. Participants were also administered a trial block in which they were explicitly instructed to learn a sequence. Replicating our previous study with adults, oculomotor anticipations and response times showed learning effects similar to those in the manual modality. There were few age-related differences in the sequence learning indexes during incidental learning, but intentional learning yielded differences on all indexes. Results indicate that the search for regularities and the ability to learn a sequence rapidly under incidental conditions are mature by 8 to 10 years of age. In contrast, the ability to learn a sequence intentionally, which requires cognitive resources and strategies, continues to develop through adolescence.

Adolescent↗
PubMed1980

Discrimination learning in horses: effects of breed, age and social dominance.

The discrimination learning ability of Quarter Horses and Thoroughbreds was compared by means of visual cues in a three-choice test with food as a reward. Quarter Horses learned significantly faster than Thoroughbreds, and learning progressed more rapidly for both breeds in a second discrimination task. Significant negative correlations were observed between age and rate of learning. Quarter Horses tended to be less reactive than Thoroughbreds, but individual emotional reactivity ratings and learning scores were not correlated. No correlation was found between social dominance and learning scores. Learning studies with horses may provide a better understanding of the behavioral traits that influence trainability in this species.

Aging↗
PubMed1997

Learned controls of ingestive behaviour.

During the 25 year history of the Columbia Appetitive Seminar there have been many notable developments in ingestive behavior research. One area of rapid progress concerns learned controls of feeding behavior. During the 1960's and 1970's most research related to food learning focused on conditioned flavor aversions. While it was assumed that animals also learned to prefer foods based on their positive nutritive consequences, there were few experimental demonstrations of this effect. Examples often cited involved animals learning to prefer a flavor associated with recovery from illness or a vitamin deficiency. There were isolated reports in the 1960's of nutrient infusions increasing flavor preference and acceptance, but it wasn't until the 1970's that nutrient-based learning was firmly established, and not until the 1980's and 1990's investigated in detail. This brief review highlights some of the major findings of nutrient-based learning. Other important aspects of food learning (social, cultural, ecological, environmental) are not discussed here.

Eating↗
PubMed2006

Dual circuitry for odor-shock conditioning during infancy: corticosterone switches between fear and attraction via amygdala.

Rat pups must learn maternal odor to support attachment behaviors, including nursing and orientation toward the mother. Neonates have a sensitive period for rapid, robust odor learning characterized by increased ability to learn odor preferences and decreased ability to learn odor aversions. Specifically, odor-0.5 mA shock association paradoxically causes an odor preference and coincident failure of amygdala activation in pups until postnatal day 10 (P10). Because sensitive-period termination coincides with a declining "stress hyporesponsive period" when corticosterone release is attenuated, we explored the role of corticosterone in sensitive-period termination. Odor was paired with 0.5 mA shock in either sensitive-period (P8) or postsensitive-period (P12) pups while manipulating corticosterone. We then assessed preference/aversion learning and the olfactory neural circuitry underlying its acquisition. Although sensitive-period control paired odor-shock pups learned an odor preference without amygdala participation, systemic (3 mg/kg, i.p.; 24 h and 30 min before training) or intra-amygdala corticosterone (50 or 100 ng; during training) permitted precocious odor-aversion learning and evoked amygdala neural activity similar to that expressed by older pups. In postsensitive-period (P12) pups, control paired odor-shock pups showed an odor aversion and amygdala activation, whereas corticosterone-depleted (adrenalectomized) paired odor-shock pups showed odor-preference learning and activation of an odor learning circuit characteristic of the sensitive period. Intra-amygdala corticosterone receptor antagonist (0.3 ng; during training) infused into postsensitive-period (P12) paired odor-shock pups also showed odor-preference learning. These results suggest corticosterone is important in sensitive-period termination and developmental emergence of olfactory fear conditioning, acting via the amygdala as a switch between fear and attraction. Because maternal stimulation of pups modulates the pups' endogenous corticosterone, this suggests maternal care quality may alter sensitive-period duration.

Adrenalectomy↗
PubMed2000

Genetics advances and learning disability.

BACKGROUND: Medicine is rapidly becoming molecular medicine, and little escapes the grasp of modern genetics. Most disorders associated with learning disability have at least a genetic component influencing their expression; in many disorders, disturbances of genetic mechanisms play a pivotal role. AIMS: Dynamic mutations, imprinting mechanisms and gene-dosage effects are explained with reference to genetic disorders that lead to learning disability. METHOD: A review of recent important studies in the genetics of learning disability. RESULTS: A host of new genetic connections to conditions associated with learning disability have been made. CONCLUSIONS: A basic understanding of these genetic connections is important for all learning disability psychiatrists if they are to follow the rapid changes--already beginning to influence our practice--that hold immense promise for the future.

Angelman Syndrome↗
PubMed2003

Deficits in spatial learning and synaptic plasticity induced by the rapid and competitive broad-spectrum cyclooxygenase inhibitor ibuprofen are reversed by increasing endogenous brain-derived neurotrophic factor.

Cyclooxygenase (COX), which is present in two isoforms (COX1 and 2), synthesizes prostaglandins from arachidonic acid; it plays a crucial role in inflammation in both central and peripheral tissues. Here, we describe its role in synaptic plasticity and spatial learning in vivo via an effect on brain-derived neurotrophic factor (BDNF) and prostaglandin E2 (PGE2; both measured by Elisa). We found that broad-spectrum COX inhibition (BSCI) inhibits the induction of long-term potentiation (LTP; the major contemporary model of synaptic plasticity), and causes substantial and sustained deficits in spatial learning in the watermaze. Increases in BDNF and PGE2 following spatial learning and LTP were also blocked. Importantly, 4 days of prior exercise in a running wheel increased endogenous BDNF levels sufficiently to reverse the BSCI of LTP and spatial learning, and restored a parallel increase in LTP and learning-related BDNF and PGE2. In control experiments, we found that BSCI had no effect on baseline synaptic transmission or on the nonhippocampal visible-platform task; there was no evidence of gastric ulceration from BSCI. COX2 is inhibited by glucorticoids; there was no difference in blood corticosterone levels as measured by radioimmunoassay in any condition. Thus, COX plays a previously undescribed, permissive role in synaptic plasticity and spatial learning via a BDNF-associated mechanism.

Animals↗