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Color image correction for scanner and printer using B-spline CMAC neural networks.

The process of eliminating the color errors from the gamut mismatch, resolution conversion, and nonlinearity between scanner and printer is usually recognized as an essential issue of color reproduction. This paper presents a new formulation based on the generalized inverse plant control for the color error reduction process. In our formulation, the printer input and scanner output correspond to the input and output of a system plant, respectively. Obviously, if the printer input equals the scanner output, then there are no color errors involved in the entire system. In other words, the plant becomes an identity system. To achieve this goal, a plant generalized inverse should be identified and added to the original system. Since the system of a combination of both scanner and printer is highly nonlinear, CMAC-based neural networks, which have the capability to learn arbitrary nonlinearity, are applied to identify the plant generalized inverse. CMAC network is a perceptron-like feedforward structure with associative memory properties. Its memory requirements can be greatly reduced by the use of hash coding techniques. In order for CMAC networks to construct high-order, smooth, nonlinear plant inverse, more general CMAC addressing schemes have been proposed in conjunction with use of B-spline receptive functions. It is shown that B-spline CMAC networks learn orders of magnitude more rapidly than typical implementations of back propagation in the multilayered neural networks, due to the local nature of its weighting updating and the finite support of B-spline receptive field functions. Finally, a number of test samples are conducted to verify the effectiveness of the proposed method.

Color↗

[The neurobiology of sleep and its influence on memory].

OBJECTIVE: Recent developments in neuroscience have increased our knowledge of the physiology of sleep and dreaming, and thus the number of studies about the influence of sleep on learning and memory have increased rapidly. In this review the objective is to assess the relationship between sleep and memory considering the evidence regarding the neurobiology of sleep and dreaming. METHOD: This is a retrospective literature review and the relevant studies from the last 10 years are included. For this purpose the PubMed search engine and the key words "sleep, neurobiology, synaptic plasticity, memory" were used. RESULTS: Sleep-wake and NREM-REM cycles are accompanied by neuromodulatory influences on forebrain structures that affect behavior, consciousness and cognition. Animal and human studies in which learning paradigms are used to assess the influence of sleep deprivation on memory show the influence of sleep on memory consolidation. Different sleep stages have different effects on memory processes. Some investigators claim that NREM improves declarative memory while REM improves procedural and implicit memory. Other investigators suggest that NREM and REM affect memory in a complementary and sequential way. Molecular and electrophysiological evidence suggests that the influence of sleep on memory is through synaptic plasticity. CONCLUSION: Studies about the physiology of sleep and dreaming will help us to understand consciousness and memory better. The reverse is also true: understanding the contribution of sleep stages to memory will help us to determine the advantages of sleep and dreaming in an evolutionary perspective.

Humans↗

The neural correlates of consciousness: an analysis of cognitive skill learning.

This paper presents a functional brain-imaging strategy designed to isolate neural correlates of consciousness in humans. This strategy is based on skill learning. In the example presented (rapidly generating verbs for visually presented nouns), a cognitive skill is examined before and after practice. As shown, there are marked qualitative differences in the neural circuitry supporting performance of this task in the naive and practised state that include, importantly, both increases and decreases from the baseline activity of the brain.

Brain↗

The attribution of incentive salience to a stimulus that signals an intravenous injection of cocaine.

A central premise of a number of theories of addiction is that discrete environmental stimuli repeatedly paired with drugs of abuse acquire incentive salience as a result of Pavlovian learning. There is, however, no unequivocal evidence supporting this assumption. Thus, we employed a Pavlovian conditioning procedure known to imbue non-drug reinforcers with incentive salience and extended it to study the effects of intravenous cocaine. Specifically, we examined whether a cue paired with intravenous cocaine administration would come to elicit approach towards it (sign-tracking), even if no behavioral response were required to receive the cue or drug. We found that when a cue was paired with intravenous cocaine delivery (but not when it was unpaired) rats came to approach and investigate the cue, and did so with increasing rapidity. We conclude that Pavlovian learning can imbue drug-paired cues with incentive salience, making them attractive and "wanted" stimuli. Delineating the neurobiological mechanisms responsible for this process will be important for understanding and treating drug addiction.

Analysis of Variance↗

Rapid, specific and active site-catalyzed effect of tissue-plasminogen activator on hippocampus-dependent learning in mice.

In the present study we trained tissue-plasminogen activator (tPA)-knockout (tPA -/-) and wild-type (tPA +/+) male mice in step-down inhibitory avoidance learning, a hippocampus-dependent task. tPA -/- displayed significantly shorter latencies to step down at 90 min, one, two and seven days after training indicating the learning deficit in these animals (P < 0.05 vs tPA +/+). The locomotor activity, the level of anxiety in an elevated-plus maze, as well as the pain threshold did not differ between the two strains of mice. The learning disability of tPA -/- was overcome by more intense training. The learning deficit was also partially restored by limited intrahippocampal delivery of tPA (infused for 2 h before training; P < 0.05 vs control), but not by the delivery of urokinase plasminogen activator, indicating the acute need for tPA in learning. The beneficial effect of tPA was abolished by co-infusion of its inhibitor tPA-STOP, indicating that the facilitatory effect of tPA on learning requires a proteolytic step. However, tPA activity in the hippocampus was not indispensable for effective memory retrieval in tPA-infused tPA -/- mice. Thus, rapid, specific and proteolytic action of tPA facilitates hippocampus-dependent learning, but not retrieval of previously acquired information.

Animals↗

fMRI of the conscious rabbit during unilateral classical eyeblink conditioning reveals bilateral cerebellar activation.

The relative contributions of the ipsilateral and contralateral cerebellar cortex and deep nuclei to delay eyeblink conditioning have been debated and are difficult to survey entirely using typical electrophysiological and lesion techniques. To address these issues, we used single-event functional magnetic resonance imaging (fMRI) in the conscious rabbit to visualize the entire cerebellum simultaneously during eyeblink conditioning sessions. Examination of the blood oxygenation level-dependent (BOLD) response to a visual conditioning stimulus early in training revealed significant bilateral learning-related increases in the BOLD response in the anterior interpositus nucleus (IPA) and significant bilateral deactivation in hemispheric lobule VI (HVI) of the cerebellar cortex. Later in training, the BOLD response remained bilateral in the cortex and predominantly ipsilateral in the IPA. Conditioning stimulus-alone trials after conditioning revealed that both sides of HVI were affected similarly but that only the ipsilateral interpositus nucleus was activated. These results suggest that both sides of HVI normally influence the side of the IPA being conditioned and illustrate how fMRI can be used to examine multiple brain regions simultaneously in an awake, behaving animal to discover more rapidly the neural substrates of learning and memory.

Animals↗

Stimulus-outcome interactions during instrumental discrimination learning by rats and humans.

The associative structure mediating goal-directed action was investigated using congruent and incongruent conditional discriminations. The stimulus was the same as the outcome in each component of the congruent discriminations, whereas the stimulus of one component of the incongruent discriminations was the same as the outcome of the other component. Humans, but not rats, learned the congruent discrimination more rapidly than the incongruent discrimination, a difference that the authors attribute to the fact that outcome-response associations caused response conflict in the incongruent discrimination. Moreover, responding was resistant to outcome devaluation following incongruent, but not congruent, training, suggesting that both humans and rats adopted a stimulus-response strategy to resolve the incongruent discrimination.

Adult↗

Impaired spatial learning after hypergravity exposure in rats.

Most astronauts experience spatial disorientation after exposure to weightlessness, indicating that constant gravity is utilized as a stable external reference during spatial cognition. We attempted to elucidate the role of constant gravity in spatial learning using a radial arm maze test on rats housed in a hypergravity environment (HG) produced by a centrifuge device. Male Wistar rats were kept in 2G linear acceleration for 2 weeks before the spatial learning task, which lasted for 10 days. The control rats were placed close to the centrifuge device but not exposed to hypergravity. Spatial learning was evaluated by the accuracy and the re-entry rate, which were the rate of correct arm entries and the rate of entries into the arms that they had already visited, respectively. Locomotor activity was measured by number of entries per minute. The number of baits the animal took per minute was also measured. The results showed that accuracy was significantly inferior and the re-entry rate was significantly higher in the HG rats than in the controls, suggesting that animals use a constant gravity as a stable external reference in spatial learning. However, these differences disappeared at 5 days later, indicating that the HG rats learned the spatial task more rapidly than the controls. Locomotor activity was higher in the HG rats and there was no difference in number of baits per minute between the HG and control animals. In conclusion, if one sensory cue necessary for spatial cognition is disturbed by gravity change, animals can subsidize with other sensory cues such as proprioceptive and motor efference copy signals through increased locomotor activities.

Analysis of Variance↗

Modeling the influence of task on attention.

We propose a computational model for the task-specific guidance of visual attention in real-world scenes. Our model emphasizes four aspects that are important in biological vision: determining task-relevance of an entity, biasing attention for the low-level visual features of desired targets, recognizing these targets using the same low-level features, and incrementally building a visual map of task-relevance at every scene location. Given a task definition in the form of keywords, the model first determines and stores the task-relevant entities in working memory, using prior knowledge stored in long-term memory. It attempts to detect the most relevant entity by biasing its visual attention system with the entity's learned low-level features. It attends to the most salient location in the scene, and attempts to recognize the attended object through hierarchical matching against object representations stored in long-term memory. It updates its working memory with the task-relevance of the recognized entity and updates a topographic task-relevance map with the location and relevance of the recognized entity. The model is tested on three types of tasks: single-target detection in 343 natural and synthetic images, where biasing for the target accelerates target detection over twofold on average; sequential multiple-target detection in 28 natural images, where biasing, recognition, working memory and long term memory contribute to rapidly finding all targets; and learning a map of likely locations of cars from a video clip filmed while driving on a highway. The model's performance on search for single features and feature conjunctions is consistent with existing psychophysical data. These results of our biologically-motivated architecture suggest that the model may provide a reasonable approximation to many brain processes involved in complex task-driven visual behaviors.

Attention↗

Competency-based instruction in critical invasive skills improves both resident performance and patient safety.

BACKGROUND: Correct performance of invasive skills is essential, but residents often undertake such procedures after no or minimal instruction. METHODS: We instructed eight postgraduate year 1 (PGY1) residents in the cadaver laboratory using a competency-based approach (CBI). Each resident had been evaluated before the laboratory during patient encounters. Group instruction in endotracheal tube insertion (ET), venous cutdown (VC), and chest tube insertion (CT) was followed by individual pretesting and hands-on teaching, with 100% competency the goal. Failure was considered an inability to perform the task correctly or within 120 seconds. After the laboratory, residents were evaluated for correctness and rapidity of performance. RESULTS: Prelaboratory failures consisted of ET, 7; CT, 5; VC, 7. Postlaboratory failures were 0 for all. Prelaboratory complications consisted of ET, 3.3 +/- 1.1; CT, 1.9 +/- 1.0; VC, 3 +/- 1.0. Postlaboratory complications were 0 for all. Prelaboratory times (seconds) were ET, 66.5 +/- 30.8; CT, 104 +/- 4.1; VC, 116.3 +/- 0.7. Postlaboratory times were ET, 25 +/- 7; CT, 65.5 +/- 10.7; VC, 81.3 +/- 2.5. Changes were statistically significant for all (P < .03, nonparametric). Residents performed 20 CTs with 1 pneumothorax, 80 ETs with 2 failures, and 20 VCs with no complications. Initial trauma resuscitation time decreased from 25 to 10 minutes. CONCLUSIONS: (1) Residents' skills rapidly improve with CBI; (2) skills learned through CBI in the laboratory can be translated to and sustained in the clinical setting; (3) CBI produces competent residents who perform skills rapidly and with minimal complications.

Cadaver↗

The critical airway, rescue ventilation, and the combitube: Part 2.

Emergency and unexpected difficult airway management can rapidly deteriorate into a critical airway event (e.g., inadequate mask ventilation, failed tracheal intubation, or cannot ventilate-cannot intubate). Recommended options to resolve a critical airway event include the laryngeal mask airway, the esophageal tracheal Combitube (ETC; Tyco-Healthcare-Nellcor, Pleasanton, Calif), transtracheal jet ventilation, or a surgical airway to avoid potential neurological disability or death. Part 1, which was published in the February 2004 AANA Journal, reviewed use of the ETC in combination with the self-inflating bulb and/or portable carbon dioxide detector as an effective rescue airway system. Important aspects of rescue ventilation, ETC training methods, how to use the ETC, and determining ETC location also were reviewed. Part 2 reviews ETC advantages, contraindications, and reported complications in prehospital, emergency medicine, and anesthesia settings. Safe methods to exchange the ETC for a definitive airway also are described. Major ETC advantages include the following: (1) easy to learn, (2) can be inserted rapidly, (3) effectively secures the airway, (4) provides adequate lung ventilation, (5) minimizes aspiration risks, (6) facilitates application of high ventilatory pressures, and (7) can be exchanged safely for a definitive airway without compromising airway control or protection.

Contraindications↗

Short-lasting classical conditioning induces reversible changes of representational maps of vibrissae in mouse SI cortex--a 2DG study.

It has been known for several years that receptive field properties of sensory cortical neurons can be altered by learning experiences. We attempted to visualize a global change of the cortical body map induced by learning. In order to do this a short-duration classical conditioning involving stimulation of a row of mystacial vibrissae in mice was followed with 2-deoxyglucose (2DG) mapping of functional activity. Three conditioning sessions that paired stimulation of a row of whiskers with a tail shock produced an increase of the functional representation in somatosensory cortex (SI) of a row of the whiskers stimulated during the training. This plastic change of vibrissal representation in SI was visualized with 2DG autoradiography a day after completion of training. The expansion of representation was the most pronounced in cortical layer IV, and to a lesser extent, in layer IIIb. The expansion was observed in conditioned but not in pseudoconditioned mice or in animals that received only the conditioned stimulus. If training was discontinued, the enlargement of vibrissal representation progressively faded. The reversal could be accelerated by a behavioral extinction procedure. This study gives the pictorial demonstration of rapid, transient, and extinguishable learning-dependent changes in SI cortical maps.

Animals↗

Effects of nicergoline on age-related decrements in radial maze performance and acetylcholine levels.

The effects of chronic oral administration of nicergoline (5.0 mg/kg; bid) on locomotor activity, eight-arm radial maze performance plus striatal, cortical, and hippocampal acetylcholine (ACh) levels were examined in young and aged Wistar rats. Chronic nicergoline administration did not modify either the locomotor activity or radial maze learning in young rats. Young rats learned the radial maze procedure rapidly and improved their performance throughout the successive training sessions. Radial maze performance in young rats was characterised by very few arm reentries. Aged rats were hypoactive and did not explore or enter the radial maze arms, and consequently performed poorly in the radial maze throughout the training sessions. Nicergoline treatment did not significantly modify locomotor activity in aged rats. Aged rats treated with nicergoline also performed poorly initially but improved with repeated training in the radial maze. This improvement was associated with an increasing number of arms being entered and very few arm reentries. Reduced acetylcholine (ACh) levels were also associated with age. Aged rats had significantly reduced levels of ACh in the straitum and cortex, but not the hippocampus as compared to young rats. Nicergoline treatment did not change ACh levels in young rats, but substantially restored the reduced ACh levels in aged rats. These results indicate that nicergoline is an effective cognitive enhancer in a learning model of age-related deficits and that these results may be related to changes in the cholinergic system.

Acetylcholine↗

Behavioural and neurochemical effects of chronic intraventricular injections of nerve growth factor in adult rats with fimbria lesions.

Rats received bilateral lesions of the fimbria. These lesions impaired their ability to learn a radial maze. Rats given repeated intraventricular injections of nerve growth factor (NGF, 10 micrograms twice weekly during 4 weeks after the lesion) learned the maze problem more rapidly than rats with the same injury but treated with a control protein (cytochrome c). When retested after a period of 6 weeks without NGF treatment, the performance of NGF-treated and cytochrome c-treated rats with fimbria lesions did not differ. Whereas our previous study showed an increase in choline acetyltransferase (ChAT) activity in the septum and the hippocampus 4 days after the last NGF injection, the present study found that after the retest period (i.e. 10 weeks after the last NGF injection) ChAT activity was increased in the septum but not in the hippocampus. The relationship between the NGF-induced changes in ChAT activity and behaviour is discussed.

Animals↗

Chunking during serial learning by a pigeon: I. Basic evidence.

Chunking by pigeons was demonstrated by comparing performance on different types of lists. Experiment 1 showed that Groups II and IV (who learned lists in which colors and achromatic geometric forms were segregated: A----B----C----D'----E' and A----B----C----D----E', respectively) executed lists more rapidly than did Group I (who learned a homogeneous list of colors: A----B----C----D----E) or Groups II and III (who learned lists consisting of unsegregated colors and forms: A----B'----C----D'----E and A----B----C'----D----E, respectively). Experiment 2 showed that Groups II and IV tolerated interruptions of the list better than did Groups I, III, and V. The accuracy of responding of Groups I, III, and V decreased as a function of the duration of the interruption and the point in the sequence at which it occurred. The performance of Group II was unaffected by interruptions; Group IV was minimally affected. These results indicate that Groups II and IV organized their lists as ordered chunks.

Animals↗

Enhanced urinary odor discrimination in female aromatase knockout (ArKO) mice.

We asked whether odor discrimination abilities are sexually dimorphic in mice and, if so, whether the perinatal actions of estradiol contribute to these sex differences. The ability to discriminate different types of urinary odors was compared in male and female wild-type (WT) subjects and in mice with a homozygous-null mutation of the estrogen synthetic enzyme, aromatase (aromatase knockout; ArKO). Olfactory discrimination was assessed in WT and ArKO male and female mice after they were gonadectomized in adulthood and subsequently treated with estradiol benzoate. A liquid olfactometer was used to assess food-motivated olfactory discrimination capacity. All animals eventually learned to distinguish between urinary odors collected from gonadally intact males and estrous females; however, WT males as well as ArKO mice of both sexes learned this discrimination significantly more rapidly than WT females. Similar group differences were obtained when mice discriminated between urinary odors collected from gonadally intact vs. castrated males or between two non-social odorants, amyl and butyl acetate. When subjects had to discriminate volatile urinary odors from ovariectomized female mice treated with estradiol sequenced with progesterone versus estradiol alone, ArKO females quickly acquired the task whereas WT males and females as well as ArKO males failed to do so. These results demonstrated a strong sex dimorphism in olfactory discrimination ability, with WT males performing better than females. Furthermore, female ArKO mice showed an enhanced ability to discriminate very similar urinary odorants, perhaps due to an increased sensitivity of the main olfactory nervous system to adult estradiol treatment as a result of perinatal estrogen deprivation.

Androgens↗

Contrasting effects of fetal CA1 and CA3 hippocampal grafts on deficits in spatial learning and working memory induced by global cerebral ischaemia in rats.

Functional effects of fetal hippocampal field grafts were assessed in rats with spatial learning and memory impairments following global cerebral ischaemia. Experiment 1 examined effects of grafts dissected from fields CA1 and CA3 at embryonic day 19 and from the dentate gyrus at postnatal day 1. Cell suspensions (15,000 cells/site) were implanted bilaterally at two points above the dorsal CA1 area two weeks after four-vessel occlusion (electrocoagulation of the vertebral arteries followed the 24 h later by occlusion of the carotid arteries for 15 min). Histological examination showed that CA1 neuronal loss (60-70%) was equivalent in all ischaemic groups and that 80% of CA1 and 60% of CA3 grafts survived and were sited appropriately in the alveus or corpus callosum above the area of ischaemic CA1 damage in the host, but there was no survival of dentate grafts. Results from rats with poor pyramidal cell graft survival were excluded, but those from rats with non-surviving dentate grafts were retained as an additional control group. Acquisition in the water maze was examined nine and 25 weeks after transplantation, and spatial working memory was assessed in three-door runway and water maze matching-to-position tasks 19 and 28 weeks after grafting, respectively. For water maze acquisition rats were trained with two trails/day and a 10 min inter-trial interval for 10-12 days to locate a submerged platform. Ischaemic rats with CA1 grafts learned the platform position as rapidly as non-ischaemic controls, searched appropriately in the training quadrant and were accurate in heading towards the platform, but were initially impaired on recall of the precise platform position on probe trials with the platform removed. Performance of ischaemic controls and groups with CA3 and non-surviving dentate graft groups was significantly impaired relative to controls and to the CA1 grafted group. The CA1 grafted group was also as successful as controls in matching-to-position in the water maze and substantially superior to the other ischaemic groups, assessed using three trials/day, with a 30-s inter-trial interval and a different platform position on each day. In a more complex matching-to-position task in the three-door runway, the performance of the CA1 grafted group was significantly impaired relative to controls, although superior to that of the other ischaemic control and graft groups. Functional recovery with CA1, but not CA3, grafts in ischaemic rats was replicated in a second experiment which assessed water maze acquisition and working memory at 10 and 14 weeks after transplantation, in rats with 90% graft survival. These results indicate that long-lasting, task-dependent improvements can be seen in ischaemic rats with CA1 fetal grafts in both aversively and appetitively motivated spatial learning tasks. The findings suggest that functional recovery requires homotypic replacement of CA1 cells damaged by ischaemia, rather than provision of structurally similar glutamate-releasing CA3 pyramidal cells.

Animals↗

Learning-specific, time-dependent increase in [3H]phorbol dibutyrate binding to protein kinase C in selected regions of the rat brain.

Several lines of evidence indicate that protein kinase C (PKC) participates in long-term potentiation (LTP) and in certain forms of learning. Here we describe a rapid, specific and time-dependent increase in [3H]phorbol-12,13-dibutyrate ([3H]PDBu) binding to membrane-associated PKC in selected brain regions of rats submitted to an inhibitory avoidance task. A quantitative film autoradiographic method was used to determine the amount and distribution of membrane-bound PKC in rats sacrificed at various time intervals after training. At 0, 30 and 120 min following training there was a prominent increase (up to 200%) in the binding of [3H]PDBu throughout the hippocampus relative to naive, shocked or habituated control groups. No significant changes in [3H]PDBu binding in any brain region were found at 180 min after training. Similar training-specific increments in the binding of [3H]PDBu were observed in the frontal, parietal and entorhinal cerebral cortices, amygdala and cerebellum. The maximal effect was seen at 30 min in the CA2 region of the hippocampus (+200%) and at 30 and 120 min after training in the amygdala (+170%) in comparison to naive control values. No alterations in [3H]PDBu binding were found in the other brain regions studied. The present findings, together with previous data reporting a similar temporal course in the effects of intrahippocampal or intraamygdala infusion of specific PKC inhibitors on memory, suggest that PKC activation plays a role in the acquisition and consolidation of an inhibitory avoidance learning.

Analysis of Variance↗