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PubMed1990

Visual discrimination and reversal learning in the aged monkey (Macaca mulatta).

Visual discrimination and reversal learning were assessed in young adult (10-12 years old, n = 4) and aged (23-27 years old, n = 5) female rhesus monkeys. Performance was comparable across age groups in many tasks, suggesting that the acquisition of stimulus-reward associations remains largely intact in the aged monkey. Most older subjects, however, required more training than any young animal to learn an initial pattern discrimination. In combination with previous findings from the same groups of monkeys, these data suggest that deficits in attending to the relevant stimulus features in novel testing procedures may contribute to poor performance in aged subjects across a variety of learning and memory tasks. In addition, preliminary findings from a discrimination probe procedure raise the possibility that aged subjects may adopt alternate testing strategies that compensate for some aspects of age-dependent cognitive dysfunction.

Aging↗
PubMedDate not supplied

Transfer effects as a function of sequential and quantitative schedule constraints.

Schwartz (1982, 1988) found that a pretraining of contingent reinforcement interferes with subsequent rule discovery. The present study investigated the effects of schedule imposed sequential and quantitative constraints (Timberlake & Allison, 1974) on task performance in a subsequent test phase. Sixty-four Ss, students of the University of Duesseldorf, were assigned at random to one of four experimental conditions, differing according to the presence vs. absence of sequential and quantitative constraints, respectively. Discrimination-learning performance and variability during test phase were significantly better for Ss experiencing sequential constraint during treatment. In contrast, the introduction of a quantitative restriction during treatment had no statistically significant effects on test phase performance.

Adult↗
PubMed1995

The effects of chronic morphine on the generalization of buprenorphine stimulus control: an assessment of kappa antagonist activity.

Rats trained to discriminate the mixed mu agonist/kappa antagonist buprenorphine from its vehicle generalize buprenorphine control to morphine. Buprenorphine, however, does not generalize to MR2266. The generalization to morphine suggests that buprenorphine's mu agonist properties mediated in part its discriminative control. The failure to generalize to MR2266, a compound reported to block kappa-mediated effects, however, suggests that its kappa antagonist activity was not involved in its discriminative effects. The ability of buprenorphine's mu (but not kappa) activity to establish stimulus control may be a function of the overshadowing of the kappa properties of buprenorphine by its concurrent mu activity. To test this possibility, in the present experiment rats were chronically exposed to morphine prior to buprenorphine discrimination training. This procedure has been reported to result in tolerance to buprenorphine's mu agonist effects and a more pronounced display of its kappa antagonist properties. The rats were then tested for the generalization of buprenorphine control to morphine, MR2266, and pentobarbital. As expected, buprenorphine failed to generalize to the nonopioid pentobarbital. Although subjects were tolerant to morphine (as evidenced by reductions in morphine-induced behavioral effects and a rightward shift in the doses of morphine substituting for buprenorphine), buprenorphine still failed to generalize to MR2266. The failure of buprenorphine to generalize to MR2266 under conditions that should have allowed for the development of stimulus control by buprenorphine's kappa antagonist activity was discussed in terms of the general inability of kappa antagonist activity to support discrimination learning.

Animals↗
PubMed1980

An investigation of peak shift and behavioral contrast for autoshaped and operant behavior.

Instrumental treadle press and nonreinforced key peck responses were monitored during discrimination training and generalization testing in pigeons on positive and negative reinforcement schedules. In Experiment 1, six pigeons pressed a treadle for food on a multiple variable-interval extinction schedule. In Experiment 2, three pigeons pressed a treadle to avoid shock on a multiple free-operant avoidance extinction schedule. Different color keylights signaled S+ and S- components. Some positive behavioral contrast occurred during discrimination training, but the effect was small. Pecking occurred to the S+ keylight in Experiment 1 but not in Experiment 2. On stimulus generalization tests, all subjects displayed a positive peak shift when pressing the treadle for food or to avoid shock. However, peak shift was not found for nonreinforced "autopecks" on the stimulus key, although an area shift was observed in Experiment 1. This is the first demonstration of peak shift for pigeons pressing treadles and the only reliable demonstration of peak shift when negative reinforcement maintained responding. These results, in combination with previous demonstrations of peak shift for rats pressing levers and pigeons pecking keys, indicate that peak shift is a general by-product of operant discrimination learning, since it occurs across a variety of the organisms, responses, and reinforcers.

Animals↗
PubMed1998

Memory after frontal/temporal disconnection in monkeys: conditional and non-conditional tasks, unilateral and bilateral frontal lesions.

Seven Cynomolgus monkeys (Macaca fascicularis) learned a series of reward-visual conditional discrimination problems, in which the arrival or non-arrival of a food pellet at the beginning of each trial acted as an instruction cue, signalling which of two visually distinct stimulus objects the animal should choose on that trial in order to obtain a further food pellet reward. Following surgical removal of the ventrolateral prefrontal cortex in one hemisphere and the inferior temporal cortex in the contralateral hemisphere, combined with forebrain commissurotomy, the four operated animals were severely impaired at relearning this task. They were not impaired, however, in non-conditional visual discrimination learning. Extending the unilateral frontal lesion to include the ventromedial prefrontal cortex had no detrimental effect, nor did complete unilateral removal of the frontal cortex. In a third experiment, the operated animals underwent a further surgery to remove either ventrolateral, ventral or complete frontal cortex similar to that in the opposite hemisphere. Compared to their previous level of performance, the animals with bilateral ventrolateral prefrontal lesions were now mildly impaired and the animals with the bilateral lesion extended to the ventromedial cortex more severely impaired on the non-conditional visual discrimination task. The bilaterally lobectomized animals were unable to relearn the task. We suggest that behaviour in visual learning tasks is controlled by cortical convergence upon subcortical structures, possibly by striatal efferents from both the visual cortex and frontal cortex, and that intrahemispheric convergence of these two efferents within the corpus striatum of one hemisphere could allow detailed control of visual choices by non-visual information, while subcortical interhemispheric transfer allows only less detailed, more general control.

Animals↗
PubMed1981

Transfer effects in feature-positive and feature-negative learning by adult humans.

In two experiments, college students performed a feature-positive or a feature-negative discrimination task based on colors or symbols and were then transferred to a feature-positive or feature-negative discrimination based on the other stimulus dimension (symbols-colors, colors-symbols). Initial task results yielded a substantial feature-positive effect and indicated that the color task was easier than the symbol task. Transfer task results indicated that the feature-positive effect was maintained and showed that consistent transfer (positive-positive, negative-negative) led to superior performance on the transfer task. These results were obtained when the correct solution to the initial task was provided to the subject prior to transfer (Experiment 1) and when it was not (Experiment 2). These results systematically replicated the existence of the feature-positive effect in adult humans and showed that both feature-positive and feature-negative discrimination learning were facilitated by consistent examples of these problems.

Discrimination Learning↗
PubMed1995

A simple test of the vicarious trial-and-error hypothesis of hippocampal function.

Vicarious trial-and-error (VTE) is a term that Muenzinger and Tolman used to describe the rat's conflict-like behavior before responding to choice. Recently, VTE was proposed as a mechanism alternative to the concept of "cognitive map" in accounts of hippocampal function. That is, many phenomena of impaired learning and memory related to hippocampal interventions may be explained by behavioral first principles: reduced conflicting, incipient, pre-choice tendencies to approach and avoid. The nonspatial black-white discrimination learning and VTE behavior of the rat were investigated. Hippocampal-lesioned and sham-lesioned animals were trained for 25 days (20 trials per day) starting at 60 days of age. Each movement of the head from one discriminative stimulus to the other was counted as a VTE instance. Lesioned rats had fewer VTEs than sham controls, and the former learned much more slowly or never learned. After learning, VTE frequency declined. Male and female rats showed no significant differences in VTE behavior or discrimination learning.

Animals↗
PubMed2006

Learned irrelevance and response perseveration in a total change dimensional shift task.

Thirty-six healthy participants received a discrimination learning task requiring the identification of a relevant stimulus dimension. After successful learning, the relevant dimension was shifted unannounced. All exemplars of the two dimensions presented after the shift were novel, implying a 'total change' design. In three experimental conditions, participants could either make only errors reflecting perseveration of responding to the former relevant dimension, continued ignoring of the former irrelevant dimension, or both. After the shift, the participants in the perseveration condition made fewer errors than did those in the other two conditions, which did not differ. These results imply a predominance of the learned irrelevance mechanism even when any direct transfer of learning about exemplars in the pre-shift phase is precluded.

Adult↗
PubMed1984

Curiosity and demographic factors as determinants of children's probability-learning strategies.

Children's curiosity, gender, activity level, and socioeconomic status (SES) were related to their performance on a partially reinforced discrimination-learning task. The 38 boys and 37 girls were in the first grade and were all white. Three factors of curiosity (manipulatory, conceptual, and about the complex) were assessed. Performance on the learning task was scored for the number of correct responses (maximizing) and for the frequency of three-step sequences reflecting variability, systematic patterning, and perseveration. In general, the three curiosity factors related negatively to maximizing and perseveration and positively to variability. (The same effects were found for activity level.) Systematic patterning related positively to one curiosity type and negatively to another. Girls used less maximizing and more systematic patterning than boys. The response choices of girls were affected more by differences in conceptual curiosity and those of boys by differences in curiosity about the complex. Activity level was unrelated to gender but differed with SES. The findings demonstrate the role of different curiosity factors in shaping response sequences and suggest some reasons for children's choice of probability-learning strategies.

Child↗
PubMed2000

Heritable variation for latent inhibition and its correlation with reversal learning in honeybees (Apis mellifera).

Latent inhibition (LI) in honeybees (Apis mellifera) was studied by using a proboscis extension response conditioning procedure. Individual queens, drones, and workers differed in the degree to which they revealed LI. The authors hypothesized that individual differences would have a substantial genetic basis. Two sets of progeny were established by crossing virgin queens and individual drones, both of which had been selected for differential expression of inhibition. LI was stronger in the progeny from the queens and drones that had shown greater inhibition. The expression of LI was also dependent on environmental factors that are most likely associated with age, foraging experience outside of the colony, or both. Furthermore, there was a correlated response in the speed at which progeny reversed a learned discrimination of 2 odors. These genetic analyses may reveal underlying mechanisms that these 2 learning paradigms have in common.

Animals↗
PubMed1972

The relationship of self-stimulation to learning in autistic children.

The acquisition of discriminative behavior was studied in three autistic children with high-frequency self-stimulatory behavior. It was found that: (a) the children did not acquire the discrimination while engaged in self-stimulation; (b) suppression of self-stimulation produced an increase in correct responding, with eventual acquisition of the discrimination; (c) successful discrimination learning was always associated with a reduction in self-stimulatory behavior, even when aversive stimuli were not used for suppression.

Journal Article↗
PubMed2005

Learning ability in aged beagle dogs is preserved by behavioral enrichment and dietary fortification: a two-year longitudinal study.

The effectiveness of two interventions, dietary fortification with antioxidants and a program of behavioral enrichment, was assessed in a longitudinal study of cognitive aging in beagle dogs. A baseline protocol of cognitive testing was used to select four cognitively equivalent groups: control food-control experience (C-C), control food-enriched experience (C-E), antioxidant fortified food-control experience (A-C), and antioxidant fortified food-enriched experience(A-E). We also included two groups of young behaviorally enriched dogs, one receiving the control food and the other the fortified food. Discrimination learning and reversal was assessed after one year of treatment with a size discrimination task, and again after two years with a black/white discrimination task. The four aged groups were comparable at baseline. At one and two years, the aged combined treatment group showed more accurate learning than the other aged groups. Discrimination learning was significantly improved by behavioral enrichment. Reversal learning was improved by both behavioral enrichment and dietary fortification. By contrast, the fortified food had no effect on the young dogs. These results suggest that behavioral enrichment or dietary fortification with antioxidants over a long-duration can slow age-dependent cognitive decline, and that the two treatments together are more effective than either alone in older dogs.

Age Factors↗
PubMed1986

Colour versus orientation discrimination in severely brain-damaged and normal adults.

Normal adults and adults with severe, diffuse brain damage were tested on a two-choice simultaneous discrimination where either the colour or orientation of stripes on the stimulus cards was the relevant dimension. There was no overall impairment in discrimination learning by the brain-injured subjects. In the normal subjects, however, the discrimination was produced more readily for line orientation than for colour whereas the converse was true for the brain-damaged group. The present data are compared to those obtained in developmental studies and with other types of cerebral pathology.

Adult↗
PubMed1995

Perception of partly occluded objects by young chicks.

Completion of partly occluded objects is a ubiquitous phenomenon in human visual perception. It is unclear, however, whether it occurs at all in other species: Studies on visual discrimination learning have revealed that animals usually attend to parts and features of the discriminative stimuli rather than to global object properties. We provide here the first demonstration of recognition of partly occluded objects in a bird species, the domestic chick Gallus gallus, using the naturalistic setting made available by filial imprinting, a process whereby young birds form attachments to their mothers or some artificial substitute. In Experiment 1, newborn chicks were reared singly with a red cardboard triangle, to which they rapidly imprinted and therefore treated as a social partner. On Day 3 of life, the chicks were presented with pairs of objects composed of either isolated fragments or occluded parts of the imprinting stimulus. Chicks consistently chose to associate with complete or with partly occluded versions of the imprinting object rather than with separate fragments of it. Similarly, in Experiment 2, chicks reared with a partly occluded triangle chose to associate with a complete triangle rather than with fragmented one, whereas chicks reared with a fragmented triangle chose to associate with a fragmented triangle and not with a complete one. Newborn chicks thus appear to behave as if they could experience amodal completion.

Animals↗
PubMed2006

Learned preferences induced by electrical stimulation of a food-related area of the parabrachial complex: effects of naloxone.

Electrical stimulation of the External Lateral Parabrachial Subnucleus (LPBe), a food-related area, induced behavioral preferences for associated stimuli in a taste discrimination learning task. Although this stimulation appeared to be ineffective to elicit standard lever press self-stimulation, it induced place preference for one of two training compartments of a rectangular maze in which animals (adult male Wistar rats) received concurrent electrical brain stimulation. In subjects that consistently showed a preference behavior in different trials, administration of the opioid antagonist naloxone (4 mg/ml/kg) blocked concurrent learning when the test was made in a new maze but not in the same maze in which animals had learned the task. These results are discussed in terms of the possible participation of the LPBe subnucleus in different natural and artificial brain reward systems.

Animals↗
PubMed1996

Comparison of compound and cross-modal training on postoperative visual relearning of visual decorticate rats.

The effects of postoperative bimodal compound conditioning and cross-modal transfer of learning on behavior were compared by training rats prior to visual decortication to avoid shock with visual intensity cues. On Postop Day 6, rats were given avoidance training in one of three cue conditions: auditory intensity cues (cross-modal), paired auditory and visual cues (compound conditioning), or no cues (no-training control). On Postop Day 7 rats in the no-training control and the cross-modal transfer conditions were retrained with the visual discrimination while rats in the compound conditioning group were either retrained with the visual intensity cue or trained with the auditory intensity cue. Postoperative cross-modal transfer training enhanced visual relearning whereas bimodal compound conditioning interfered with relearning. However, compound conditioning facilitated subsequent auditory discrimination learning. These results support the notion of an injury-induced neurological bias that is increased after bimodal compound conditioning and reduced after cross-modal training. Potential implications for neurological rehabilitation are also discussed.

Acoustic Stimulation↗
PubMed2001

Episodic-like memory in animals: psychological criteria, neural mechanisms and the value of episodic-like tasks to investigate animal models of neurodegenerative disease.

The question of whether any non-human species displays episodic memory is controversial. Associative accounts of animal learning recognize that behaviour can change in response to single events but this does not imply that animals need or are later able to recall representations of unique events at a different time and place. The lack of language is also relevant, being the usual medium for communicating about the world, but whether it is critical for the capacity to represent and recall events is a separate matter. One reason for suspecting that certain animals possess an episodic-like memory system is that a variety of learning and memory tasks have been developed that, even though they do not meet the strict criteria required for episodic memory, have an 'episodic-like' character. These include certain one-trial learning tasks, scene-specific discrimination learning, multiple reversal learning, delayed matching and non-matching tasks and, most recently, tasks demanding recollection of 'what, where and when' an event happened. Another reason is that the neuronal architecture of brain areas thought to be involved in episodic memory (including the hippocampal formation) are substantially similar in mammals and, arguably, all vertebrates. Third, our developing understanding of activity-dependent synaptic plasticity (which is a candidate neuronal mechanism for encoding memory traces) suggests that its expression reflects certain physiological characteristics that are ideal components of a neuronal episodic memory system. These include the apparently digital character of synaptic change at individual terminals and the variable persistence of potentiation accounted for by the synaptic tag hypothesis. A further value of studying episodic-like memory in animals is the opportunity it affords to model certain kinds of neurodegenerative disease that, in humans, affect episodic memory. An example is recent work on a transgenic mouse that over-expresses a mutation of human amyloid precursor protein (APP) that occurs in familial Alzheimer's disease, under the control of platelet derived (PD) growth factor promoter (the PDAPP mouse). A striking age- and amyloid plaque-related deficit is seen using a task in which the mice have to keep changing their memory representation of the world rather than learn a single fact.

Alzheimer Disease↗
PubMed1961

Cerebral palsy. Diagnosis in young children.

Definite diagnosis of cerebral palsy is usually possible during the first six months of life in the hemiplegic child, but in the paraplegic or quadriplegic it may not be clear until the second half of the first year or later. Diagnosis should include not only type, degree and extent of motor handicap, but also intelligence, personality factors, sensory deficits, seizures and other physical problems. Diagnosis depends on detecting deviations from normal growth and development, of being aware of a multitude of progressive and other lesions which may simulate, at least early, the "static" group of conditions characterized by motor deficit due to central nervous system disease. Management involves early positioning, use of special equipment (mainly improvised), sensory stimulation and experience, as well as motor training, evaluation of intelligence and special learning situations to assist in discrimination learning and lengthening of attention span. Nursery schools for mentally capable children from 18 months to 3 years of age assist in developing independence, maturity and growth of personality. Except for patients with very severe mental or physical involvement, competitive employment in adult life is not related so much to the physical handicap as to personality characteristics, traits which are formed in early years.

Adult↗