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PubMed1990

[The importance of nonverbal motor examination methods in screening for minimal brain dysfunction].

During screening of disorders of activities ascribed among others to the effect of minimal brain dysfunction (MBD) by means of indirect, questionnaire methods the influence of social conditioning, e.g. overprotection by parents or neglected education, cannot be ruled out. Because in screening of this type the testing part of the diagnostic process is lacking, it is desirable to assess not only disorders of acquired mental functions in school children but to check the course of learning. In order to eliminate verbal transfer and to restrict the influence of previously acquired cognitive strategies which are also socially conditioned, it is expedient to select for tests of learning new unequivocally defined motor patterns. The advantage of motor learning is the possibility to follow up readily observable movements in the course of learning. Contrary to gross cerebral lesions where there are usually disorders of various mental functions, depending on the affection of the right or left hemisphere, in subclinical compensated cerebral affections, e.g. in MBD, it is rather a problem of more difficult cooperation of the two cerebral hemispheres when the demands on attention and integrated activity are increased. In this connection we may also reflect on the relationship with the diffuse polymodal non-specific sensory system. In this respect the difference in performance of learned activities and in tests of motor learning in subjects with MBD is important. It may be assumed that after learning an activity the demands on attention are reduced and thus the differences between healthy children and children with MBD are masked.

Attention Deficit Disorder with Hyperactivity↗
PubMed2001

Consistent and variable practice conditions: effects on relative and absolute timing.

The authors conducted the present experiments to resolve the discrepancy between studies in which relative-timing learning has been found to be enhanced by consistent practice conditions and contextual interference experiments in which relative-timing learning has been found to be enhanced more by random practice than by blocked practice. There were 40 participants in Experiment 1 and 48 in Experiment 2. The results of Experiment 1 extended previous findings: The learning of the relative-timing pattern was systematically enhanced by the degree to which the practice conditions promoted movement consistency (constant > blocked > serial > random). Experiment 2 provided evidence that the discrepancy between the relative-timing effects in the 2 groups of studies was a product of the way in which relative-timing goals and feedback were presented. When the feedback was presented as segment times, random practice resulted in generally more stable relative-timing patterns during acquisition than blocked practice did. Thus, in both experiments, the learning of the relative-timing pattern was enhanced by more stable relative-timing conditions during acquisition. Absolute-timing learning, as indexed by the transfer tests, was enhanced by serial or random practice as compared with constant or blocked practice, and was relatively unaffected by feedback conditions directed at the relative-timing pattern. In terms of motor programming theory, those findings are taken as additional evidence for the disassociation of memories supporting generalized motor program (GMP) performance, as indexed by relative timing, and parameter performance, as indexed by absolute timing.

Computers↗
PubMed2026

Biological Foundation Models for Complex Disease Research and Clinical Translation.

Complex diseases, including cancer, rare genetic disorders, neurodevelopmental and psychiatric conditions, and neurodegenerative diseases, arise from interactions among genetic variation, gene regulation, and cellular states that are difficult to capture using a single data type or biological scale. Biological foundation models address this challenge by treating nucleotides and genes as tokens and learning representations that can be transferred to downstream biomedical and clinical tasks. In this review, we examine two major model classes, genomic sequence foundation models and cell foundation models, and compare their tokenization strategies, model architectures, pretraining objectives, and adaptation methods. We summarize their emerging applications in regulatory variant interpretation, disease-associated cell-state analysis, drug-response prediction, and therapeutic target discovery across complex diseases. We distinguish applications supported by experimental or retrospective validation from those that remain primarily computational or conceptual. We further discuss key challenges to clinical translation, including multimodal data integration, model interpretability, benchmarking, patient-specific prediction, and privacy protection. We highlight future opportunities to integrate biological foundation models with emerging frameworks of medical digital twins, agentic AI, and federated learning. By linking model design to translational goals, this review provides a practical framework for evaluating biological foundation models and their readiness for complex disease research and clinical use.

biological foundation model↗
PubMed1975

Disruption of state-dependent learning (memory retrieval) by emotionally-important stimuli.

State-Dependent Learning (SDL) occurs when a response learned in a particular drug stste does not transfer to another drug state. SDL was demonstrated and disrupted in a modified T-maxe escape learning task, using male hooded rats. SDL groups were trained each day in one drug state (either Librium, 40 mg/kg or sterile water) and then given non-shock test trials in both drug states. SDL Ss showed drug-dependent retention since they turned randomly in opposite-state test trials and significantly above random level (P greather than 0.02) when in the training drug state. For the Transfer Ss, 1k Hz tone was simultaneously paired with foot shock in training and continued to be sounded on every non-shock test trial. Transfer Ss turned in the training direction regardless of drug state. Drug-dependence in the SDL groups and transfer in the Transfer groups were also demonstrated in response latencies. The tones were emotional memory prompters initiating some process that mediated transfer between drug states. The theoretical importance of these results were discussed in relation to energizing and directing functions of emotions and symmetrical and asymmetrical transfer.

Acoustic Stimulation↗
PubMed2002

Procedural skill learning in obstructive sleep apnea syndrome.

STUDY OBJECTIVES: To better characterize the cognitive deficits observed in obstructive sleep apnea syndrome (OSAS) by examining procedural skill learning abilities. DESIGN: Procedural skill learning was assessed using Mirror Tracing and Rotary Pursuit skill learning tasks. Subjects also completed a comprehensive neuropsychological test battery. SETTING: Cognitive testing was performed during the day following the second of two consecutive nights during which sleep and respiratory variables were recorded. PARTICIPANTS: Two groups (28 OSAS patients and 18 normal controls) with equivalent mean age and education levels. INTERVENTIONS: N/A. MEASUREMENTS AND RESULTS: No significant differences in learning rates were observed between the groups on the Rotary Pursuit Task. On the Mirror Tracing Task, overall learning of the skill and transfer to a new figure or to the reverse tracing direction was similar in the OSAS and NC groups. However, there was a subgroup of OSAS subjects (n=11) who showed marked difficulties in the initial acquisition of the Mirror Tracing Task. This subgroup's performance was no longer significantly different from that of controls and OSAS subjects without initial adaptation difficulty in the subsequent trials. Performance of subjects who had difficulty with initial adaptation on the Mirror Tracing was also significantly lower on tests of frontal executive function, but not on episodic memory tests. Sleep and respiratory variables did not distinguish between the two subgroups of OSAS patients. However, none of the young OSAS subjects (<40 years) presented this deficit. CONCLUSION: Results indicate that contrary to this study's hypothesis, OSAS patients did not show procedural skill learning deficits. A subgroup of OSAS patients, however, did show deficits in initial skill adaptation and difficulties on other neuropsychological tests. Frontal dysfunction and decrement in psychomotor efficiency and vigilance appeared to be the most consistent explanation for characterizing the profile of neuropsychological test results among the OSAS patients.

Adult↗
PubMed2001

Callosal contribution to procedural learning in children.

A previous study in acallosal patients (De Guise, et al., 1999) has demonstrated the crucial role of the corpus callosum (CC) in a procedural learning task that requires the participation of both hemispheres. Because children often display limitations in interhemispheric communication linked to callosal immaturity, we expected that they would have difficulties learning a procedural skill that involved interhemispheric integration during its acquisition, but not when the skill was learned intrahemispherically. To test this hypothesis, 40 children, divided into 4 age groups (6 to 8 years, 9 to 11 years, 12 to 14 years, and 15 to 16 years), performed a modified version of the serial reaction time task developed by Nissen and Bullemer (1987). This task involves uni- or bimanual key-pressing responses to a fixed sequence of 10 visual stimuli that are repeated 80 times. All the children were able to learn the visuomotor skill in the unimanual condition and to transfer it interhemispherically. However, only the older children (12 years and over) learned the task in the bimanual (interhemispheric) condition. The results indicate that the maturation of the CC affects interhemispheric acquisition of a procedural skill in two different ways: While the immature CC appears to be sufficient to transfer a skill acquired by one hemisphere, a mature CC seems to be required to learn the skill bihemispherically. The latter skill was achieved around the age of 12, coinciding with the end of the maturation cycle of the CC. Although the young children were unable to learn the bimanual task implicitly, some of them showed explicit knowledge of the procedure, confirming once again the dissociation between explicit and implicit memory suggested by Squire (1992).

Adolescent↗
PubMed2003

Outcome-specific conditioned inhibition in Pavlovian backward conditioning.

In the present experiments, the outcome specificity of learning was explored in an appetitive Pavlovian backward conditioning procedure with rats. The rats initially were administered Pavlovian backward training with two qualitatively different unconditioned stimulus conditioned-stimulus (US-CS) pairs of stimuli (e.g., pellet --> noise or sucrose --> light), and then the effects of this training were assessed in Pavlovian-to-instrumental transfer (Experiment 1) and retardation-of-learning (Experiment 2) tests. In the transfer test, it was shown that during the last 10-sec interval, the CSs selectively reduced the rate of the instrumental responses with which they shared a US, relative to the instrumental responses with which they did not share a US. The opposite result was obtained when the USs (in the absence of the CSs) were presented noncontingently. In the retardation test, conditioned magazine approach, responding to the CSs was acquired more slowly when the stimulus-outcome combinations in the backward and the forward conditioning phases were the same, as compared with when they were reversed. These results are collectively in accord with the view that Pavlovian backward conditioning can result in the formation of outcome-specific inhibitory associations. Alternative views of backward conditioning are also examined.

Animals↗
PubMed1975

Training and transfer of clustering and cumulative rehearsal strategies in retarded individuals.

Forty-four retarded adolescents varying in MA, IQ, and etiology were taught one of three active rehearsal strategies or assigned to a control condition. Immediate, short-term (1 day), and long-term (2 weeks) transfer of the strategy was assessed by presenting new 9-item serial lists on each day. Exposure durations, which indicated the rate of subject-pacing, showed that the two highest MA-IQ (mean IQ = 55) groups, one diagnosed as organically impaired and the other as cultural-familially retarded, successfully transferred their strategies over three sessions, while no transfer occurred in the lower MA-IQ group (mean IQ = 40). Greater consistency in the expected pattern of exposure durations of high MA-IQ subjects was found in the cumulative-rehearsal group than in the cumulative-clustering group across sessions. During immediate transfer, the best recall was found for the cumulative group, while on short-term transfer both the cumulative and the cumulative-clustering groups learned more rapidly than the clustering or control groups. No significant recall differences during long-term transfer were apparent for high MA-IQ subjects, probably due to a ceiling effect. For retarded individuals with IQs above 50, the cumulative-rehearsal strategy was the most efficient technique for inducing strategy transfer to a categorized serial list.

Adolescent↗
PubMed2006

Learning hierarchically structured action sequences is unaffected by prefrontal-cortex lesion.

This study tested the impact of prefrontal-cortex lesion on learning hierarchically structured action sequences. Using a visual-manual serial reaction time task, we had subjects first perform five blocks of trials with a hierarchically structured 14-element action sequence and then tested for sequence-specific learning by introducing a pseudo-random transfer sequence. Relative to control subjects (N = 39), we found that both lateral frontal (N = 16) and medial frontal (N = 18) patients showed reduced overall performance benefits across the training phase. In contrast, the negative transfer test showed significantly increased reaction times in all patient groups, indicating robust sequence-specific learning. This learning was not significantly different from that of the control group. Taken together, the data suggest that learning hierarchically structured action sequences is unimpaired in patients with prefrontal-cortex lesion.

Adult↗
PubMed1997

Effects of Tyr-D-Arg-Phe-beta-Ala-NH2, a novel dermorphin analog, on elevated plus-maze learning and spontaneous alternation performance in mice.

1. The effects of intracerebroventricular administration of Tyr-D-Arg-Phe-beta-Ala-NH2 (TAPA), a novel dermorphin analog, on plus-maze learning and spontaneous alternation performance were investigated in mice. 2. The pre- or posttraining or preretention administration of TAPA (0.3-3.0 ng) alone failed to affect transfer latency of plus-maze learning, whereas TAPA (3 ng) produced a significant decrease in percent alternation without affecting total arm entries. 3. beta-Funaltrexamine (5 micrograms) almost completely reversed the TAPA (3 ng)-induced decrease in percentage of alternation. 4. These results suggest that stimulation of mu-opioid receptors disrupts spontaneous alternation performance associated with spatial working memory.

Analgesics, Opioid↗
PubMed1991

Are age differences in consistent-mapping visual search due to feature learning or attention training?

In this experiment, the ability of young and old adults to differentially modify the attention-attraction strength of targets and distractors relative to feature differentiation was examined. Eight young and 8 old subjects were trained for 8,000 trials in conditions that allowed maximal target-distractor strength differentiation, inhibited target-distractor strength differentiation but facilitated feature differentiation, or inhibited both target-distractor strength differentiation and feature differentiation. Age-related performance was assessed between and within conditions during training and with reversal conditions where the roles of targets and distractors were switched. The pattern of data during training and at reversal supports the proposal that age differences in extended-practice visual search are due to differences in the ability to differentially strengthen targets and distractors.

Adult↗
PubMed1998

An examination of the role of learning environments in the construction of nursing identity.

The interplay between the development of a nurse's identity within the world of nursing, and the construction of relevant nursing concepts is by necessity a difficult and complex one. It is in part grounded in the theories of social interaction, concept formation, and relevant peripheral participation in the workplace, all of which can be related to the nursing role. These issues are considered here primarily from the sociocultural viewpoint of Vygotsky, bringing together the important role of significant participants in the nurse's learning experiences, predominantly peers, and examining briefly the effects of such a viewpoint in relation to nursing education. How best nursing knowledge may be structured to optimize the learner's educational experiences, and how best the learning environment of the student may be utilized to maximum educational benefit still remain complex questions. With moves towards more competence-based learning such interactions may be crucial to our understanding of the complexities of learning in what are essentially very practical-based environments, and at the same time allow us to acknowledge the important mechanisms involved in concept acquisition and transferability, a notion central to lifelong learning.

Education, Nursing, Baccalaureate↗