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PubMed2004

The role of knowledge of results frequency in learning through observation.

The authors examined whether reduced knowledge of results (KR) frequency during observation of a model's performance enhances learning. As they viewed a timing task, observers (n = 54) received KR about the model's performance on each trial (100% KR) or on 1 out of 3 trials (33% KR). Controls (n = 18) received only physical practice; they did not take part in the observation session. The authors also wanted to dissociate the guidance effect of KR during physical practice from the guidance role played by the representation acquired during observation. Therefore, following the observation phase, participants physically performed the task with either the same or a different KR frequency than that experienced during observation. The effects of observation and physical practice on learning were assessed in delayed retention tests. The beneficial effect of reduced KR frequency during observation continued for the following physical practice phases. Possible explanations as to why KR influences observational learning are discussed.

Adult↗
PubMed2003

[Learning in old age: The importance of self-initiated structuring].

The purpose of the present study was to assess the role of memory, inhibition efficiency and self-initiated structuring of learning material in predicting age-related effects in learning performance. 47 young ( M = 23.3; SD = 3.8) and 52 old adults ( M = 64.5; SD = 5.2) took part in the current study. Tests assessing memory span, inhibition efficiency and a recall test requiring the participants to structure their learning material were administered. The results reveal that most of the age-related variance in learning performance can be explained by inhibition efficiency, memory span and-particularly-by the quality of structuring learning material. Furthermore, the results indicate that in order to recall the content of categories it is important to remember the categories formed during the learning period. The study emphasizes the importance of teaching strategies for organizing learning material in the context of cognitive trainings for the elderly.

Adult↗
PubMedDate not supplied

Neuropsychological effects of one-week continuous positive airway pressure treatment in patients with obstructive sleep apnea: a placebo-controlled study.

OBJECTIVE: To determine whether 1-week continuous positive airway pressure (CPAP) treatment, compared with placebo CPAP, improves cognitive functioning in patients with obstructive sleep apnea (OSA). METHODS: 36 OSA patients (aged 32-60 years, respiratory disturbance index [RDI] > 15) were monitored 2 nights with polysomnography, then randomized for 1-week treatment to CPAP or placebo (CPAP at 2 cm H2O with holes in mask). Participants completed Wechsler Adult Intelligence Scale-Revised Digit Symbol and Digit Span, Trailmaking A/B, Digit Vigilance, Stroop Color-Word, Digit Ordering, and Word Fluency tests pre- and posttreatment. These produced 22 scores per participant, which were analyzed by use of repeated-measures analysis of variance (ANOVA) and a rank-sum test. RESULTS: In ANOVA, only 1 of the 22 scores showed significant changes specific to CPAP treatment, a number that could be expected by chance alone: Digit Vigilance-Time (p = .035). The CPAP group improved their time (from 7.5 to 6.9 minutes. p = .013). The rank-sum test revealed that the CPAP group had significantly better overall cognitive functioning posttreatment than the placebo group (mean ranks of 17.8 vs. 20.2, respectively; p = .022). CONCLUSIONS: Although results suggest overall cognitive improvement due to CPAP, no beneficial effects in any specific cognitive domain were found. Future studies of neuropsychological effects of CPAP treatment should include a placebo CPAP control group. Placebo studies that use longer-term treatment might demonstrate additional effects. It is also possible that, even at 2 cm H2O, CPAP conveys some beneficial neuropsychological effects.

Adult↗
PubMedDate not supplied

A longitudinal study of visual expectation and reaction time in the first year of life.

Developmental change and stability of visual expectation and reaction times (RT) were examined at 5, 7, and 12 months in a longitudinal sample of term and preterm infants (birthweight <1,750 g). Using the traditional 200-ms cut-point to separate anticipatory from reactive saccades, RTs (and their standard deviations) declined markedly over age, whereas anticipations increased. Those infants who had faster RTs were more likely to anticipate upcoming events and were more attentive (fewer trials off-task and less response variability). Crossage stability was modest for most measures from 5 to 7 and 7 to 12 months, but rarely significant from 5 to 12 months. When the cut-point was lowered to 150 ms (to accommodate recent concerns that the higher cut-point may misclassify some true RTs as anticipations), the age-related increase in anticipations disappeared. Thus, although the results indicate marked increases in processing speed with age, evidence for increasing anticipations is equivocal. Findings were similar for preterm and term infants.

Attention↗
PubMed1984

Behavioral effects of oral versus intravenous administration of diazepam.

The behavioral effects of oral versus intravenous administration of diazepam were studied in 50 volunteers using a battery of memory, cognitive, mood and psychomotor tests repeated over a 4.5 hr period. Subjects received diazepam 0.2 mg/kg or placebo as capsules, commercial tablets or intravenous solution in a randomized double blind manner. While a quick onset of effects occurred with intravenous administration followed by the capsule and tablet oral administrations in that order, the recovery rate was similar for the 3 methods of administration. Contrary to many claims in the literature the effects of oral administration were substantial. Behavioral impairment was directly related to the magnitude of the memory component of the task. On many of the tasks the pattern of diazepam impairment was one of delayed improvement of performance, a pattern which would only be apparent with repeated testing. Subjects who received diazepam showed a paradoxical enhancement of recall for material learned before the drug.

Administration, Oral↗
PubMed2002

Effects of normal aging and Alzheimer's disease on emotional memory.

Recall is typically better for emotional than for neutral stimuli. This enhancement is believed to rely on limbic regions. Memory is also better for neutral stimuli embedded in an emotional context. The neural substrate supporting this effect has not been thoroughly investigated but may include frontal lobe, as well as limbic circuits. Alzheimer's disease (AD) results in atrophy of limbic structures, whereas normal aging relatively spares limbic regions but affects prefrontal areas. The authors hypothesized that AD would reduce all enhancement effects, whereas aging would disproportionately affect enhancement based on emotional context. The results confirmed the authors' hypotheses: Young and older adults, but not AD patients, showed better memory for emotional versus neutral pictures and words. Older adults and AD patients showed no benefit from emotional context, whereas young adults remembered more items embedded in an emotional versus neutral context.

Adult↗
PubMed2006

Effects of explicit knowledge of workspace rotation in visuomotor sequence learning.

Previous experimental and theoretical studies have suggested that two separate neural networks contribute to visuomotor learning of spatial sequences, one to the accuracy of performance and the other to the speed of performance (Nakahara et al. in J Cogn Neurosci 13:626-647, 2001). This study examined the influence of explicit knowledge of stimulus configuration (workspace) in visuomotor sequence learning. Twenty-eight right-handed subjects learned the sequences of button presses by trial and error (Hikosaka et al. in J Neurophysiol 76:617-621, 1996) in the course of two sessions. In the first session, both the number of completion failures (accuracy measure) and the performance time to complete a sequence (speed measure) decreased. In the second session, the workspace was rotated without notifying the subjects. About half the subjects remained unaware of the workspace rotation, and no transfer of learning occurred (i.e., neither accuracy nor speed of performance was preserved in the second session). The remaining subjects spontaneously noticed the rotation and they were able to use this knowledge to perform the task with less completion failures in the second session. However, the knowledge of workspace rotation did not decrease the performance time in the second session. The lack of influence of explicit knowledge on the speed of performance is consistent with the two-loop model of visuomotor sequence learning (Nakahara et al. in J Cogn Neurosci 13:626-647, 2001).

Analysis of Variance↗
PubMed1989

Deficient programming in spatial learning after frontal lobe damage.

Patients with anterior or posterior brain damage and control subjects performed a spatial sequence learning task in which the score obtained depended on the subject's ability to set sub-goals appropriate for his learning capacity. The anterior group obtained lower scores and more frequently set inadequate sub-goals than the posterior group. No anterior vs posterior difference was found on a similar learning task in which another sequence was learnt by predetermined sub-goals. The result supported the hypothesis that frontal lobe lesions disturb programming or goal-based search for action structure on spatial learning.

Adult↗
PubMed1984

The effects of desmethylimipramine on cognitive function in healthy subjects.

The cognitive effects of the specific norepinephrine (NE) uptake inhibitor desmethylimipramine (DMI) were examined in normal subjects. Although there were no differences in performance on drug compared to placebo treatment, there was an improvement in cognition 1 week after the drug had been discontinued. On DMI, there was evidence for increased noradrenergic activity, which was uncorrelated with measures of learning and memory. An improvement in mood during drug withdrawal was uncorrelated with the cognitive enhancement. It was concluded that the discontinuation of DMI, a drug which primarily affects NE uptake, improves several measures of learning and memory. Drug effects on cognition may be most pronounced during the withdrawal period.

Adult↗
PubMed1994

Academic achievement in high functioning autistic individuals.

Academic achievement levels in 54 high functioning (IQ > 70) autistic subjects were compared with those of 41 normal controls, who did not differ significantly in age, IQ, gender, race, or SES from the autistic subjects. The measures of academic achievement used included portions of the Detroit Tests of Learning Aptitude-2, the Woodcock Reading Mastery Test, and the Kaufman Test of Educational Achievement. Based on prior neuropsychological findings, it was hypothesized that autistic subjects would not differ from controls on subtests assessing mechanical and procedural skills, but would differ on subtests measuring comprehension and interpretive skills. As predicted, the autistic subjects performed significantly less well than controls on comprehension tasks, but not on mechanical reading, spelling, and computational tasks. This pattern is at variance with the typical academic profile of individuals with disabilities in reading or spelling, but shares some features with the nonverbal learning disabilities.

Adolescent↗
PubMed1996

An analysis of errors in the learning, overlearning, and forgetting of sequences.

This paper investigates the effects upon delayed recall of errors made during learning. Subjects learn a sequence of wagons in a model train over repeated presentation and test cycles. The recall of the same sequence is unexpectedly tested one week later. The results show that the errors subjects make during learning are a significant factor in predicting which elements of the sequence are forgotten. Learning is modelled by a population of discrete traces, accumulated during learning, which has two characteristics: First, many of the traces duplicate information encoded in other traces; and second, representations of the correct sequence coexist with traces containing incorrect information about the same elements of the sequence. Forgetting is modelled by the accretion of null traces that compete with correct traces of retrieval and the increasing inability with time to discriminate correct representations in memory from erroneous records. This model is shown to provide a good fit to the experimental results and suggests a strong link between the complete history of learning new material (including errors) and its subsequent likelihood of forgetting.

Attention↗
PubMed1984

The nature and specificity of the language coding deficit in autistic children.

The subjects, 12 autistic, 12 retarded and 12 normal children, range-matched on digit span and mental age, were asked to learn and recall sequences of words. Four types of sequence were used: sequences were constructed to be either grammatically well formed or not and were constructed so that the elements had a high or low degree of semantic relatedness. Sequences were presented in an auditory-verbal serial recall task and performance was assessed with three measures: serial recall, cluster recall and free recall. In general, recall was better when the degree of semantic relatedness was high rather than low, and the improvement was similar for all groups. Similarly, recall was better for sequences which were grammatically well formed than for sequences which were not, but the improvement of normal children was significantly greater than that of autistic children. While contemporary theories view the linguistic deficit evidenced by autistics as a deficit in the processing of semantic information, these results show that autistics have a deficit in processing syntactic information. However, this study does not resolve the issue of whether the deficit is specific to autism or a more general, developmental deficit, for while autistics differed from matched normal children, they did not differ from matched retarded children. Methodological problems in the construction of natural language sequences which vary independently in semantic and syntactic features are discussed, and it is suggested that sequences with artificial syntactic and semantic (associational) structures should be used to resolve the question of whether autistics have a deficit in processing semantic information.

Adolescent↗
PubMed2004

Response shifting and inhibition, but not working memory, are impaired after long-term heavy alcohol consumption.

Chronic alcohol abuse leads to cognitive deficits. The authors investigated whether a systematic increase of interference in a 2-back working memory paradigm would lead to cognitive deficits in alcoholic participants and compared their performance in such a task with that in an alternate-response task. Twenty-four nonamnesic and nondemented alcohol abuse (AA) patients and 12 patients with Korsakoff's syndrome (KS) were compared with a control group. AA patients were impaired in the alternate-response task but not in working memory interference resolution. KS patients performed worse than the AA patients and the controls in both tasks. The neurotoxic side effects of alcohol therefore lead to a specific deficit in alternating between response rules but not in working memory, independently of whether the working memory task involves interference resolution or not.

Adult↗
PubMed1995

Short-term withdrawal of antiepileptic medication: effects on attention and memory.

INTRODUCTION: The aim of this study was to determine the effect of routine withdrawal of antiepileptic drugs (AEDs) during preoperative evaluation on cognitive functions and also to clarify whether short-term withdrawal of AED would help to lateralize the epileptic focus and to highlight focal dysfunction of memory in patients with temporal lobe epilepsy. MATERIAL & METHODS: Cognitive function was evaluated in 25 patients on full medication and after 1-week during the ongoing AED withdrawal. Six additional patients without AED withdrawal were studied during the same time interval and served as controls. The effect of AED withdrawal on memory tests was evaluated in a subgroup of 11 patients with temporal lobe epilepsy (TLE group). RESULTS: In the TLE group, verbal recurrent-sequences learning tasks deteriorated significantly in patients with left-sided foci during AED withdrawal. In the whole group, attention, concentration and mental flexibility improved both in patients and in controls; the improvement was interpreted as being the result of the practice effect. During AED withdrawal, the number of errors in these tests decreased or remained unchanged. CONCLUSION: We suggest that preoperative neuropsychological testing can be scheduled at any time in patients referred for epilepsy surgery. In patients with temporal lobe epilepsy, the lateralizing results of selective memory tests may be most reliable if the testing is performed during AED withdrawal.

Adolescent↗
PubMed1989

Neuropsychological assessment in illiterates: visuospatial and memory abilities.

A basic neuropsychological battery of visuospatial and memory abilities was administered to extreme educational groups (illiterates and professionals). Subjects were matched according to sex and age. The following visuospatial tasks were included: figure copy (cube, house, and Rey-Osterrieth complex figure), telling time, recognition of superimposed figures, recognition of a map, and drawing of the plan of the room. The following memory tasks were used: basic information, digit retention (forward and backward), memory curve, delayed verbal recall, sentence repetition, logical memory, delayed logical memory, immediate recall of the Rey-Osterrieth complex figure, immediate reproduction of a cube, visuospatial memory, and sequential memory. In visuospatial tasks all differences between the two groups were statistically significant. Five of the seven visuospatial tasks (all but telling time and recognition of superimposed figures) showed differences between age groups with a better performance found in the younger groups and four of the tasks (cube, house, Rey-Osterrith complex figure copying, and telling time) were significant between sexes with a better performance in men. In memory tasks, with the exception of the immediate memory of sentences, all tasks showed statistically significant differences between educational groups. Eight of the 13 memory tasks (digits forward and backward, delayed memory of words, immediate and delayed logical memory, Rey-Osterrieth immediate memory, cube immediate memory, and sequential memory) showed significant differences for age while 4 of the tasks (digits backward, memory curve, Rey-Osterrieth immediate memory, and cube immediate memory) were significant for sex. Results are analyzed with regard to current theories in cognitive psychology and anthropology. Emphasis is placed on the finding that cognitive skills usually examined by neuropsychological tests represent learned and highly trained abilities.

Adolescent↗
PubMed2005

Wistar rats show episodic-like memory for unique experiences.

Human episodic memory refers to the recollection of an unique past experience in terms of its details, its locale, and temporal occurrence. Episodic memory, even in principle, has been difficult to demonstrate in non-verbal mammals. Previously, we provided evidence that mice are able to form an integrated memory for "what," "where," and "when" aspects of single experiences by combining different versions of the novelty-preference paradigm, i.e., object recognition memory, the memory for locations in which objects were explored, and the temporal order memory for objects presented at distinct time points. In the present series of experiments we evaluated whether this paradigm, with minor modifications, also works with rats. We found that rats spent more time exploring an "old familiar" object relative to a "recent familiar" object, suggesting that they recognized objects previously explored during separate trials and remembered their order of presentation. Concurrently, the rats responded differentially to spatial object displacement dependent on whether an "old familiar" or "recent familiar" object was shifted to a location, where it was not encountered previously. These results provide strong evidence that the rats established an integrated memory for "what," "where," and "when." We also found that acute stress impaired the animal's performance in the episodic-like memory task, which, however, could be partially reversed by the N-Methyl-D-aspartate-receptors agonist D-cycloserine.

Animals↗
PubMed1997

The phonological short-term store-rehearsal system: patterns of impairment and neural correlates.

Two left brain-damaged patients (L.A. and T.O.) with a selective impairment of auditory-verbal span are reported. Patient L.A. was unable to hold auditory-verbal material in the phonological store component of short-term memory. His performance was however normal on tasks requiring phonological judgements, which specifically involve the phonological output buffer component of the rehearsal process. He also showed some evidence that rehearsal contributed to the immediate retention of auditory-verbal material. Patient T.O. never made use of the rehearsal process in tasks assessing both immediate retention and the ability to make phonological judgements, but the memory capacity of the phonological short-term store was comparatively preserved. These contrasting patterns of impairment suggest that the phonological store component of verbal short-term memory was severely impaired in patient L.A., and spared, at least in part, in patient T.O. The rehearsal process was preserved in L.A., and primarily defective in T.O. The localisation of the lesions in the left hemisphere (L.A.: inferior parietal lobule, superior and middle temporal gyri; T.O.: sub-cortical premotor and rolandic regions, anterior insula) suggests that these two sub-components of phonological short-term memory have discrete anatomical correlates.

Adult↗
PubMed2003

Repeated spatial acquisition: effects of NMDA antagonists and morphine.

Effects of morphine and 2 N-methyl-D-aspartate (NMDA) receptor antagonists, phencyclidine and LY235959, were studied using a within-subject, repeated-acquisition/performance procedure adapted to the Morris Swim Task. In the performance component, subjects swam to a hidden platform that was always in the same location in the pool. In the acquisition component, the platform was moved to a different place for each session. Baseline training produced rapid and direct swims to the platform in the performance component and steep within-session learning curves in the acquisition component. All 3 compounds increased swim distances, escape latencies, and slowed swim speed in a dose-dependent manner, but only morphine consistently produced selective impairments on acquisition. NMDA antagonists generally affected acquisition only at doses that also disrupted performance, although phencyclidine produced selective effects in some animals. These outcomes were different than those from studies of response chains in primates, suggesting that task and species variables may be important determinants of drug effects on acquisition.

Analgesics, Opioid↗