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PubMed2003

Serial pattern learning after mild head injury.

Non-verbal serial pattern learning in patients with mild brain injury was examined using a serial pattern-learning task introduced by Nissen and her colleagues. The task involves two types of pattern cycles: Simple and Complex. Each pattern cycle consists of eight acquisition trials followed by a final generation phase, i.e. the ninth trial. The subjects responded to the asterisks appearing in repetitions of a 10-element spatial sequence in each pattern cycle. Eighty subjects were taken, of which 40 subjects had mild head injury and 40 were uninjured. Prior research with this task has shown that individuals show intact performance on the indirect measure of pattern learning, but are impaired on the direct measure. The results of this study showed that mild brain injury does cause a marked disruption in the ability to learn and remember serial pattern information in both simple and complex patterns.

Adult↗
PubMed1998

Hemispheric differences in serial reversal learning: a study with commissurotomy patients.

A serial reversal learning task involving tactile-proprioceptive discrimination and manual responses was presented alternately to the left and the right hemisphere of four "split-brain" patients. In each trial, one of two rods that differed in both diameter and surface texture was placed in the patient's hand out of view. The patient was trained to match it to samples according to either size or texture and non-verbal audio visual feedback was used to signal the correctness of each response. After reaching five consecutively correct responses, the feature to be matched was switched. When the patient again made five consecutively correct responses, the feature to be matched was reversed back. This procedure was repeated until the end of a 200-trial training run. The two hemispheres learned equally readily on the first learning task. The right hemisphere had much greater difficulty in learning the reversals than the left hemisphere and this was not attributable to a strong tendency to stay with a previously correct match. Learning with the left hemisphere showed relatively stable performance across successive reversals, whereas that with the right hemisphere showed high lability. Control trials showed that the hemispheres were equally competent in making the basic tactile-proprioceptive discriminations. Comparisons with the findings on (a) three control patients and (b) training with unrestricted visual input showed that learning with two hemispheres was easier than learning with either one alone; performance regulated by both hemispheres was also more stable.

Adult↗
PubMed1994

The impact of motor responses on serial-pattern learning.

Subjects are able to learn even very complex serial patterns in serial-reaction-time tasks. The investigation of the learning processes behind this phenomenon has yielded contradictory results. Some studies have come to the conclusion the subjects had learned the sequence of stimuli. Other studies have assumed that the sequence of responses had been learned or a combination of both stimuli and responses. The present experiments stress the impact of motor responses on serial-pattern learning. The subjects had to respond to serial targets that were presented within a matrix of distractors. The position of each target could be predicted from the identity and position of the previous target. If the subjects were to learn this pattern, they would be able to speed up the search for the target and give faster responses. The results indicated that the relation between the target identity and the position of the next target was acquired much better by those subjects who had to respond to each target with a special motor response. If the same response was required for the relevant targets, knowledge of the rule was somewhat fragmentary. To explain these results, mechanisms of motor learning and motor planning are discussed. It is assumed that learning of the rules occurs if the position changes appear to be effects of different motor responses.

Adult↗
PubMed1991

Impairment of olfactory, auditory, and spatial serial reversal learning in rats recovered from pyrithiamine-induced thiamine deficiency.

Rats that had recovered from pyrithiamine-induced thiamine deficiency (PTD) were compared with controls for spatial, auditory, and olfactory serial reversal learning (SRL); spatial matching to sample (MTS); auditory go-no-go discrimination; and open-field exploration. PTD rats made more errors reaching criterion for SRL in all modalities but showed normal transfer effects between problems. PTD rats were also impaired in learning the go-no-go and MTS tasks and showed consistent alterations in exploratory activity. It is argued that the PTD rat, like human Korsakoff patients, have impairments of learning and memory (but spared capacity for reference memory) that extend across sensory modalities. Postmortem analyses showed normal indices of cortical cholinergic, noradrenergic, dopaminergic, and serotonergic function and consistent bilateral lesions of the thalamus, which were centered on the internal medullary lamina, and the medial mammillary nucleus.

Animals↗
PubMed1992

[Effect of interrun interval on serial pattern learning in rats].

The effect of interrun interval (IRI) on serial pattern learning was investigated in a runway. One of two serial sequences, a monotonic decreasing sequence (14-7-3-1-0 food pellets) or a nonmonotonic sequence (14-1-3-7-0), was combined factorially with a short (30 s) or a long (30 min) IRI. Following 28 acquisition trials, a short (or long) IRI was transferred to the same sequence with a long (or short) IRI. It was found that anticipation of the O-pellet developed more rapidly in the group receiving a monotonic sequence with a 30 s IRI than that with a 30 min IRI in acquisition phase. The O-pellet was not anticipated by either of the two nonmonotonic groups. Anticipation was eliminated by the increase in IRI, whereas it was developed by the decrease in IRI in the monotonic sequence. These results suggest that time-related factors such as the decay of the memory of numbers of pellets are needed for Capaldi's memory discrimination theory.

Animals↗
PubMed1995

[Short intertrial interval as a phrasing cue in the serial pattern learning in rats].

Phrasing effect of short intertrial interval (ITI) on the serial pattern learning was investigated in a runway experiment. In acquisition, all 10 rats were given three repetitions of 14-7-3-1-0 subpattern daily over Days 1-80. For Group NP (non phrasing), all daily 15 trials were separated by a 15-min ITI. Group GP (good phrasing) and Group BP (bad phrasing) received the same procedure as Group NP except, instead of the 15-min ITI, a 15-s ITI was inserted between the 0 pellet and 14 pellets trial in the former, and a 15-s ITI was inserted between the 3 pellets and 1 pellet trial in the latter. Means of the last 4 days of acquisition as indicated by running speed showed that Group GP produced better anticipation of the 0 pellet trial than Group NP, and that Group BP produced the poorest anticipation. In Group BP, rats ran more slowly on the 1 pellet trial, that occurred after the 15-s ITI, than on the 0 pellet trial in each of the first and second subpatterns. These results suggest that a shorter ITI plays dual roles, as a phrasing cue and as a discriminative stimulus in the serial pattern learning as that does in reinforcement-nonreinforcement pattern learning.

Animals↗
PubMed1994

Altered serial position learning after frontal lobe lesion.

The serial position function is a powerful and highly reliable feature of human learning, with well-described primacy and recency effects. We tested the hypothesis that frontal lobe lesions in patients would disrupt the serial position function since such patients are known to have disturbed temporal ordering, learning in the presence of interference, encoding and organizational approaches to learning. Performance was compared in patients with focal, acquired lesions of frontal and non-frontal cortices, using a standardized paradigm of verbal list learning. Results indicated a similar pattern of performance on first trial learning for the two groups. However, across learning trials, frontal lesion subjects failed to maintain significant primacy and recency effects. Non-frontal lesion subjects consistently showed the expected U-shaped serial position curve across all trials. Subjective organization in learning was particularly deficient in the dorsolateral frontal lesion subjects. We propose that serial position effects are qualitatively different after frontal lobe lesion, being transitory and prone to alteration by the cumulative effects of disturbed temporal-spatial processing across learning trials.

Adult↗
PubMed2006

The problem of reversals in assessing implicit sequence learning with serial reaction time tasks.

We report two experiments in which implicit learning is demonstrated within a short session of practice, in the absence of explicit knowledge of what is learned. In Experiment 1, we replicate the experiments by Curran (Psychol Res 60:24-41, 1997a; J Cogn Neurosci 9(4):522-533, 1997b) and highlight the importance of avoiding a random sequence as comparison to the training sequence, due to the higher proportion of reversal trials included in the random one, which leads to an artifactual measure of learning. In Experiment 2 we present a procedure in which two structurally analogous sequences are used both as training and control sequences, thus controlling for any factor different from learning. The results show that implicit learning is obtained within a short session of practice, and in the absence of any explicit knowledge as assessed through a subsequent generation task. We surmise that this procedure might be especially useful in areas in which short procedures are needed, such as when special populations are tested (e.g., patients, children or elderly people) or when the neural bases of implicit learning are being investigated through neurophysiological measures.

Analysis of Variance↗
PubMed2006

Effects of forced-choice runway variations on rats' T-maze serial pattern learning.

Rats learned an ordered RNR/RNN serial pattern task in a T-maze where they were shifted to a different runway on Trial 3 only in the RNR series (shift-win/stay-lose group) or only in the RNN series (stay-win/shift-lose group). The shift-win/stay-lose group developed faster speeds on Trial 3 of the RNR than on Trial 3 of the RNN series more easily than the stay-win/shift-lose group. This difference occurred whether all rats were forced onto the same runway on the first two trials (Experiment 1) or onto a different runway on Trial 2 from that on Trial 1 in each series (Experiment 2). Posttraining probe tests revealed that the shift-win/stay-lose group in each experiment relied on the runway shift event in Trial 3 or on the series position to anticipate the second reward within a series. Such reward expectancies were greater when the runway shift occurred in the same series position as during training. These probe tests revealed that the stay-win/shift-lose group relied only on the series position in Experiment 2. Our findings do not support predictions based on an associative predictive validity model. Rather, they reflect rats' predisposition to spontaneously alternate choices in the T-maze, a tendency corresponding to their inherent win-shift foraging strategy. Rats in each group also reduced their speeds less on the nonrewarded Trial 2 when it preceded a rewarded rather than a nonrewarded Trial 3. This effect suggests that rats were able to determine which series contained a second rewarded trial. We discuss the theoretical implications of this Trial 2 speed effect in terms of rats' uncertainty about where this second rewarded trial might occur in the RNR series.

Animals↗
PubMed1999

Memory performance of geriatric and nongeriatric chronic schizophrenic patients: a cross-sectional study.

Memory functioning has been studied extensively in nongeriatric schizophrenic patients, leading to the suggestion that schizophrenic patients manifest a "subcortical" pattern of memory deficits. Few previous studies examined very poor outcome patients with a chronic course of hospitalization. This study examined the association of age and global cognitive dysfunction with verbal and spatial learning and delayed recall, as well as examining differential impairments in delayed recall as compared to delayed recognition memory. Sixty-six chronic schizophrenic patients were studied, with 30 of these patients over the age of 65. Verbal (California Verbal Learning Test) and spatial (Biber Figure Learning Test) serial learning and delayed memory tests were administered. All aspects of memory functioning were correlated with estimates of global cognitive status. When global cognitive status was controlled, age effects were still found for the majority of the memory measures. Delayed recognition memory was not spared, being performed as poorly as delayed recall. In contrast to previous studies of better-outcome patients with schizophrenia, geriatric patients with chronic schizophrenia performed more poorly than nongeriatric patients. The lack of sparing of delayed recognition memory suggests that previous findings of specific recall memory deficit and a subcortical profile of memory impairments may apply to schizophrenic patients with less severe global cognitive impairments. These data suggest that poor-outcome patients may have a pattern of memory impairments that has some features in common with cortical dementia.

Adult↗