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PubMed2003

Rapid learning of sequential tool use by macaque monkeys.

Earlier reports have described monkeys in their natural habitat as being capable of purposefully using tools for activities such as obtaining food. However, little is known regarding the extent of macaque monkeys' ability to understand the functional meaning of objects as tools. We have trained Japanese macaques in tool-use behavior to demonstrate their abilities to solve stick problems involving the use of a novel tool and a sequential combination of different tools. Results suggest that macaque monkeys have cognitive abilities, such as (1). flexibility in applying previous experience in accordance with the requirements of the learning situation, (2). the foresight needed to conduct a series of acts in a continuous sequential manner and the ability to internally plan the necessary strategy.

Adaptation, Psychological↗
PubMed2005

The role of salience in the extraction of algebraic rules.

Recent research suggests that humans and other animals have sophisticated abilities to extract both statistical dependencies and rule-based regularities from sequences. Most of this research stresses the flexibility and generality of such processes. Here the authors take up an equally important project, namely, to explore the limits of such processes. As a case study for rule-based generalizations, the authors demonstrate that only repetition-based structures with repetitions at the edges of sequences (e.g., ABCDEFF but not ABCDDEF) can be reliably generalized, although token repetitions can easily be discriminated at both sequence edges and middles. This finding suggests limits on rule-based sequence learning and new interpretations of earlier work alleging rule learning in infants. Rather than implementing a computerlike, formal process that operates over all patterns equally well, rule-based learning may be a highly constrained and piecemeal process driven by perceptual primitives--specialized type operations that are highly sensitive to perceptual factors.

Adult↗
PubMed2006

Cognitive sequence learning in Parkinson's disease and amnestic mild cognitive impairment: Dissociation between sequential and non-sequential learning of associations.

Evidence suggests that dopaminergic mechanisms in the basal ganglia (BG) are important in the learning of sequential associations. To test the specificity of this hypothesis, we assessed never-medicated patients with Parkinson's disease (PD) and amnestic mild cognitive impairment (aMCI) using a chaining task. In the training phase of the chaining task, each link in a sequence of stimuli leading to reward is trained step-by-step using feedback after each decision, until the complete sequence is learned. In the probe phase of the chaining task, the context of stimulus-response associations must be used (the position of the associations in the sequence). Results revealed that patients with PD showed impaired learning during the training phase of the chaining task, but their performance was spared in the probe phase. In contrast, patients with aMCI with prominent medial temporal lobe (MTL) dysfunctions showed intact learning during the training phase of the chaining task, but their performance was impaired in the probe phase of the chaining task. These results indicate that when dopaminergic mechanisms in the BG are dysfunctional, series of stimulus-response associations are less efficiently acquired, but their sequential manner is maintained. In contrast, MTL dysfunctions may result in a non-sequential learning of associations, which may indicate a loss of contextual information.

Aged↗
PubMed1994

A supplementary measure in the Rey AVLT for assessing incidental learning of temporal order.

Temporal order judgment is considered an important aspect of memory, both clinically and theoretically. Theories treat temporal order variously as an example of automatic process, contextual information, or source memory. However, despite its significance, temporal order is not well represented in standard memory tests or batteries. The well-known Rey AVLT (Auditory-Verbal Learning Test) was judged suitable for incorporation of a temporal order measure because it already includes several measures of learning and memory. The measure was administered to 190 healthy subjects divided into four age groups, who then were given list A in random order and asked to rewrite the words in their original order. Memory for temporal order was found to be sensitive to age and gender. Although temporal order judgment was part of incidental learning, scoring was significantly higher than could be attributed to chance. The correlation pattern between temporal order and other Rey AVLT scores suggests that temporal order is related to retention rather than to acquisition.

Adolescent↗
PubMed2006

Building a motor simulation de novo: observation of dance by dancers.

Research on action simulation identifies brain areas that are active while imagining or performing simple overlearned actions. Are areas engaged during imagined movement sensitive to the amount of actual physical practice? In the present study, participants were expert dancers who learned and rehearsed novel, complex whole-body dance sequences 5 h a week across 5 weeks. Brain activity was recorded weekly by fMRI as dancers observed and imagined performing different movement sequences. Half these sequences were rehearsed and half were unpracticed control movements. After each trial, participants rated how well they could perform the movement. We hypothesized that activity in premotor areas would increase as participants observed and simulated movements that they had learnt outside the scanner. Dancers' ratings of their ability to perform rehearsed sequences, but not the control sequences, increased with training. When dancers observed and simulated another dancer's movements, brain regions classically associated with both action simulation and action observation were active, including inferior parietal lobule, cingulate and supplementary motor areas, ventral premotor cortex, superior temporal sulcus and primary motor cortex. Critically, inferior parietal lobule and ventral premotor activity was modulated as a function of dancers' ratings of their own ability to perform the observed movements and their motor experience. These data demonstrate that a complex motor resonance can be built de novo over 5 weeks of rehearsal. Furthermore, activity in premotor and parietal areas during action simulation is enhanced by the ability to execute a learned action irrespective of stimulus familiarity or semantic label.

Adolescent↗
PubMed1990

Naming, rehearsal, and interstimulus interval effects in memory processing.

Recognition memory was tested for lists of 6 briefly (0.08 s) presented pictures at different interstimulus intervals (ISI) of 0.08, 1, and 4 s. Experiment 1 showed a 16% performance increase (ISI effect) for increasing ISI for travel slide but not kaleidoscope pictures. Experiment 2 showed that learning names for the kaleidoscope pictures then resulted in a substantial (20%) ISI effect, not attributable solely to the added exposure to the pictures. Experiment 3 required names, color evaluations, or blank stares during list-memory presentations. Interviews established that the most effective memory strategy was chaining the names together, followed by repeating the most current name, and in turn followed by reliance upon only the sensory experience. All groups in Experiments 2 and 3, independent of ISI effects, showed U-shaped serial position functions. Rehearsal is shown to be nonessential and cannot be the general cause of the primary effect of the serial position function.

Adolescent↗
PubMed1995

[Cognitive dysfunction following anterior communicating artery aneurysm rupture. Comparison with alcoholic Korsakoff syndrome on neuropsychological performance].

The present study aims to compare neuropsychological performance of patients following anterior communicating artery aneurysm rupture (ACoA) with that of patients with alcoholic Korsakoff syndrome (AKS). Fifteen ACoA patients and ten age-and education-matched AKS patients were included in the study. All the patients were tested at least one year post onset of their illness at a stable condition. The WAIS and forward digit span scores of AKS were also matched to ACoA, and simple attention and general intelligence were well preserved both in ACoA and AKS. Frontal function as measured by the Wisconsin card sorting test (Keio version) (KWCST) was equivalently impaired in the two groups. Anterograde memory as measured by Wechsler memory scale subtests, serial seven word learning test, Rey auditory verbal learning test, and logical memorizing test (Luria's paired word-picture association), was more severely impaired in AKS than ACoA in contrast to the comparable attention, intelligence, and frontal function: (1) memory tasks with low correlations to KWCST (serial word learning tasks and paired verbal associates), reflecting primary simple serial memorizing, and (2) memory tasks with high correlations to KWCST (logical memory and logical memorizing), reflecting higher and complicated strategic mnemonic activities. However, the correlations between these anterograde memory subtests and KWCST were substantially equivalent in ACoA and AKS. This suggests that the differences in anterograde amnesia demonstrated in ACoA and AKS may be of quantitative, not of qualitative property. The extent of deficits in semantic encoding as measured by Wickens' release from proactive interference paradigm (PI release) was also milder in ACoA than AKS. Both AKS and ACoA failed to show PI release in contrast to normal PI release demonstrated in age-matched ten healthy subjects. PI release in ACoA, however, was in between AKS and healthy subjects. The results were interpreted in the light of a recently postulated hypothesis that a combination of frontal lobe damage and memory impairment is crucial for causing a deficit in semantic encoding. The extent of damage in the memory circuit in ACoA may be variable, which may result in milder degree of anterograde amnesia and semantic encoding than AKS in the present study.

Alcohol Amnestic Disorder↗
PubMed1992

Adequacy of language function and verbal memory performance in unilateral temporal lobe epilepsy.

We examined adequacy of language functions, their influence on verbal learning and memory performance, and the relative effects of language function and laterality of seizure focus on the memory performance of 99 left-hemisphere dominant patients with invasively verified epilepsy of left (N = 47) or right (N = 52) temporal lobe origin. Patients with left temporal lobe epilepsy (TLE) scored significantly lower than the right TLE group on several aphasia battery subtests (Visual Naming, Sentence Repetition, Token Test, Reading Comprehension, Aural Comprehension). Adequacy of language function (nominal speech) was significantly related to verbal learning and memory performance for both left and right TLE groups. Finally, comparison of the predictive significance of laterality of TLE and adequacy of language function indicated that language functions (Visual Naming and Aural Comprehension), but not laterality of TLE, were significant predictors for verbal learning and memory performance. It is concluded that: 1) adequacy of basic language functions is particularly compromised in left TLE, 2) there is a significant relationship between adequacy of language function and several aspects of verbal learning and memory ability in both left and right temporal lobe groups, and 3) clinical assessment and theoretical models of memory need to consider these relationships.

Adolescent↗
PubMed2000

From novice to no know-how: a longitudinal study of implicit motor learning.

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.

Adult↗
PubMed2000

The role of inhibition in the regulation of sequential action.

We investigated the regulation of sequential action using a new paradigm. Participants learned a sequence of seven stimulus categories and then monitored for them during successive displays. All displays were instances of these categories, presented in pseudorandom order. On each trial, participants monitored for an instance of Category 1, pressed a key on a computer keyboard, then monitored for an instance of Category 2, pressed a key on the keyboard, and so on for all seven categories. Thus, a perfect trial contained exactly seven responses. Intrusion errors were classified as a function of ordinal distance from the current serial position (n). Fewer intrusion errors were made at near serial positions than at far ones, suggesting a gradient of lateral inhibition. In addition, more intrusions were made on n + 1 categories than n - 1 categories, suggesting greater availability of intended than completed goals. In accord with current models of sequential action, the results indicate lateral and self-inhibition as important mechanisms in regulation of sequential action.

Adult↗
PubMed1998

The time course of changes during motor sequence learning: a whole-brain fMRI study.

There is a discrepancy between the results of imaging studies in which subjects learn motor sequences. Some experiments have shown decreases in the activation of some areas as learning increased, whereas others have reported learning-related increases as learning progressed. We have exploited fMRI to measure changes in blood oxygen leve-dependent (BOLD) signal throughout the course of learning. T2*-weighted echo-planar images were acquired over the whole brain for 40 min while the subjects learned a sequence eight moves long by trial and error. The movements were visually paced every 3.2 s and visual feedback was provided to the subjects. A baseline period followed each activation period. The effect due to the experimental conditions was modeled using a square-wave function, time locked to their occurrence. Changes over time in the difference between activation and baseline signal were modeled using a set of polynomial basis functions. This allowed us to take into account linear as well as nonlinear changes over time. Low-frequency changes over time common to both activation and baseline conditions (and thus not learning related) were modeled and removed. Linear and nonlinear changes of BOLD signal over time were found in prefrontal, premotor, and parietal cortex and in neostriatal and cerebellar areas. Single-unit recordings in nonhuman primates during the learning of motor tasks have clearly shown increased activity early in learning, followed by a decrease as learning progressed. Both phenomena can be observed at the population level in the present study.

Adult↗
PubMed1977

Effects of high intensity white noise on short-term memory for position in a list and sequence.

Seven experiments are described investigating the effect of high intensity white noise during the visual presentation of words on a number of short-term memory tasks. The findings were: 1. In a free recall task recall of items decreased at the highest intensity used (85 dB) compared with a quiet and a 75 dB condition. 2. In free recall, recall by category decreased and recall in the original sequence increased in the 75 dB compared with the other two conditions. 3. Recall of the position of words in the list increased as noise intensity increased, but only when the learning of position was incidental, not when it was intentional. It is inferred that the effect is due to direction of attention or change in the learning strategy. 4. Recall of the original sequence (as shown by the ability to give in response to a word from a list the word which had followed it in the original list) was superior in the 75 dB compared with the other two conditions, but only when recall of the second word was required, not when it had to be recognized among all the items from the original list. It is argued that this can be explained if noise intensity affects the strength of traces and hence the interconnexions established between them, on which retrieval depends. The results for position learning are compatible with the theories of Hockey & Hamilton (1970) or Dornic (1973), but the results for sequence learning cannot be explained by either of these theories. A final experiment confirmed a prediction from the above theory that when recalling the original sequence, omissions (recalling no word) will decrease and transpositions (giving the wrong word) will increase as noise level increases.

Acoustic Stimulation↗
PubMed2006

Verbal learning and everyday functioning in dementia: an application of latent variable growth curve modeling.

This study used latent variable growth curve modeling to identify predictors and correlates of verbal learning over trials on a list-learning task in patients with dementia. Data from 116 patients evaluated at the Detroit satellite of the Michigan Alzheimer's Disease Research Center were incorporated in the present analyses. Patients were administered the Fuld Object Memory Evaluation, examined independently by a geriatrician, and, if appropriate, given a diagnosis of probable Alzheimer's disease according to criteria from the National Institute of Neurological and Communicative Disorders and Stroke/Alzheimer's Disease and Related Disorders Association. The presence of dementia significantly predicted both the intercept (i.e., level of performance) and the slope (i.e., learning over trials), with dementia patients demonstrating lower overall levels of performance and less verbal learning over trials. Rate of verbal learning over trials was a significant predictor of everyday functioning (instrumental activities of daily living) above and beyond general cognitive impairment and demographics.

Activities of Daily Living↗
PubMed2005

The influence of complexes on implicit learning.

A century ago, Jung looked into the unconscious through complexes by using word association tests. Jung wrote, 'modern psychology with its investigation of complexes has opened up a psychic taboo area riddled with hopes and fears', and complexes remain an unexplored taboo area of research. In the present study, we have investigated the influence of complexes on unconscious cognitive processing, in particular on implicit learning. We have found that complexes shown to disturb conscious cognitive processing in fact enhanced the attention of the subjects and their performance on an implicit learning task. These results suggest that complexes are not just abstractions, but have various actual influences on both conscious and unconscious processing.

Adolescent↗
PubMed2001

Motor system: cortex, basal ganglia, and cerebellum.

In this article, the authors summarize results from imaging studies, analyzing the functional anatomy of motor sequence learning and timing. Emphasis is on the relationship between the cortical motor areas, the basal ganglia, and the cerebellum.

Adult↗
PubMed2003

Glutamate and dopamine in nucleus accumbens core and shell: sequence learning versus performance.

This study sought to determine whether neurochemical changes associated with chronic postweaning lead (Pb) exposure, namely, enhanced dopamine (DA) activity and/or blockade of NMDA function in nucleus accumbens (NAC), underlie the learning impairments also associated with this Pb regimen, and whether core or shell subregions of nucleus accumbens would be more important to such effects. If so, then mimicking these neurochemical changes in normal (control) rats should reproduce these Pb-induced learning impairments. For this purpose, the effects of DA (20-80 microg), the non-competitive NMDA antagonist MK-801 (1.0-2.5 microg) or DA+MK-801 (40+1.0, 80+2.5 microg) were infused in core or shell of nucleus accumbens in normal rats and effects on a multiple schedule of repeated learning (RL) and performance (P) evaluated. In core, MK-801 mimicked the effects of Pb exposure, selectively reducing RL accuracy with no corresponding changes in P accuracy, an effect derived from an increased frequency of perseverative errors. DA produced non-specific changes, reducing accuracy levels in RL and P components. Accuracy and rate effects of DA could be reversed by concurrent administration of the higher MK-801 dose. In shell, MK-801, primarily the lower dose, reduced accuracy in both the RL and P components, while DA did not produce any systematic effects. Collectively, these results point to a greater importance of core as compared to shell in the mediation of learning of spatial sequences, and suggest that inhibition of glutamatergic NMDA function may play a critical role in the selective learning impairments associated with chronic low level Pb exposure.

Animals↗
PubMed1982

Implications of neuropsychological evidence for theories of normal memory.

The relation between neuropsychology and the study of normal cognitive function is discussed in the context of recent research on human memory. It is suggested that neuropsychological evidence has clear implications for the fractionation of human memory into subsystems. The distinction between long-term and short-term memory, between semantic and episodic memory, and the further fractionation of short-term or working memory all offer examples of concepts that have been successfully applied within the neuropsychological domain, and where the neuropsychological evidence has led to a modification and development of the original concept. Attempts to offer a cognitive interpretation of the amnesic syndrome are discussed. While none of these is entirely satisfactory, such work has led to a potentially important distinction between autobiographical memory or recollection, which is defective in amnesic patients, and a more perceptual or procedural learning process, which appears to be intact in such patients. Recent research on normal subjects is beginning to reveal a similar distinction. It is concluded that the relation between neuropsychology and the study of normal cognitive function continues to be an extremely fruitful one.

Amnesia↗
PubMed1982

Duration differences: attentional demand or time error?

Underwood (1975) has used judgments of duration to compare the attentional demands of learning and recall. His study is critically discussed and two further experiments are reported. In experiment 1 subjects spent 50 s learning a list of words and a further 50 s either trying to recall them or learning another list. In contrast to Underwood's subjects both groups judged the first interval to have been longer than the second. In experiment 2 three separate groups of subjects spent 50 s learning a list of items (nonsense syllables, unrelated words, or related words, as in Underwood's experiment) and then a further 50 s trying to recall them. Once again the first interval was judged to have been of greater duration. The implications of these findings for the use of duration judgments as a measure of attentional demand are discussed.

Attention↗