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At least 19 recordsLinked to original sources
PubMed1989

Learning ability in young rats with single and double lesions to the "general learning system".

Previous lesion studies suggest that the dorsal caudatoputamen (DCP), globus pallidus, ventrolateral thalamus (VLT), substantia nigra, ventral tegmental area, superior colliculus (SC), median raphe, and pontine reticular formation are components of the general learning system (GLS) of the rat brain. The current study attempted to determine whether bilateral lesions to two components of the GLS (DCP/VLT, DCP/SC or VLT/SC) would produce greater deterioration of learning ability than bilateral lesions to only one component (DCP, VLT or SC). In all combinations examined, a second lesion added to the first led to a significantly greater learning decrement on a series of spatial reversal problems than that associated with the first lesion alone. These results are compatible with the view that the foregoing structures are elements of the same functional system concerned either directly or indirectly with general learning ability.

Animals↗
PubMed1990

Production of generalized learning deficit and permanent growth stunting by bilateral brain stem lesions.

Bilateral lesions of the globus pallidus, ventrolateral thalamus, substantia nigra, or the median raphe produce a generalized learning deficit in rats. Bilateral lesions of the dorsomedial hypothalamic nuclei stunt growth in rats without significantly disturbing endocrine functions and without producing a generalized learning deficit. Globus pallidus, ventrolateral thalamus, substantia nigra, median raphe, and dorsomedial hypothalamic nuclei lesions were produced in weanling Sprague-Dawley rats to compare their effect on physical growth. At approximately 72 d of age, all lesions had resulted in reduced body wt, tail length, and tibial length. The differences lacked significance only in body wt after median raphe lesions and tail length after ventrolateral thalamus lesions. In rats with the generalized learning deficit, body size was most stunted after substantia nigra lesions. Tibial epiphyseal width was modestly increased in rats with the generalized learning deficit. Food intake/average body wt ratio in substantia nigra and dorsomedial hypothalamic nuclei rats did not differ significantly from control values. Decreases in brain, heart, liver, kidney, and testes tended to occur after all the lesions, but brain and testis organ wt/body wt ratios were either increased or unchanged. We conclude that brain lesions producing a generalized learning deficit in rats result in impaired physical growth. The results indicated that the stunted animals maintain adequate food intake and have normal growth hormone function. The anatomical substrate for generalized learning impairment may overlap with that of a set point for body size.

Animals↗
PubMed1987

A functional analysis of phonological knowledge and generalization learning in misarticulating children.

It has been suggested that a child's productive phonological knowledge may be one factor that potentially accounts for individual differences in generalization learning observed among phonologically disordered children (Dinnsen & Elbert, 1984; Elbert, Dinnsen, & Powell, 1984). This paper evaluates the hypothesis that productive phonological knowledge influences generalization. Three related studies involving 6 functionally misarticulating children were conducted. In the first study, a description of each child's phonological system was developed using procedures of standard generative analysis. Based upon these descriptions, each child's productive phonological knowledge of his or her own sound system was determined and then ranked on a continuum ranging from "most" to "least" knowledge relative to the adult target. The second study implemented an experimental treatment program based upon each child's productive phonological knowledge, with treatment sounds selected directly from each child's continuum of knowledge. The third study reassessed each child's productive phonological knowledge following treatment. The results of these three studies indicated that a child's productive phonological knowledge of the sound system influenced the overall amount of generalization learning. However, the extent of generalization learning was associated with the point on the knowledge continuum at which treatment was initiated. These findings are discussed with reference to individual differences in generalization learning.

Articulation Disorders↗
PubMed2002

Visual statistical learning in infancy: evidence for a domain general learning mechanism.

The rapidity with which infants come to understand language and events in their surroundings has prompted speculation concerning innate knowledge structures that guide language acquisition and object knowledge. Recently, however, evidence has emerged that by 8 months, infants can extract statistical patterns in auditory input that are based on transitional probabilities defining the sequencing of the input's components (Science 274 (1996) 1926). This finding suggests powerful learning mechanisms that are functional in infancy, and raises questions about the domain generality of such mechanisms. We habituated 2-, 5-, and 8-month-old infants to sequences of discrete visual stimuli whose ordering followed a statistically predictable pattern. The infants subsequently viewed the familiar pattern alternating with a novel sequence of identical stimulus components, and exhibited significantly greater interest in the novel sequence at all ages. These results provide support for the likelihood of domain general statistical learning in infancy, and imply that mechanisms designed to detect structure inherent in the environment may play an important role in cognitive development.

Age Factors↗
PubMed2003

Individual differences in the expression of a "general" learning ability in mice.

Human performance on diverse tests of intellect are impacted by a "general" regulatory factor that accounts for up to 50% of the variance between individuals on intelligence tests. Neurobiological determinants of general cognitive abilities are essentially unknown, owing in part to the paucity of animal research wherein neurobiological analyses are possible. We report a methodology with which we have assessed individual differences in the general learning abilities of laboratory mice. Abilities of mice on tests of associative fear conditioning, operant avoidance, path integration, discrimination, and spatial navigation were assessed. Tasks were designed so that each made unique sensory, motor, motivational, and information processing demands on the animals. A sample of 56 genetically diverse outbred mice (CD-1) was used to assess individuals' acquisition on each task. Indicative of a common source of variance, positive correlations were found between individuals' performance on all tasks. When tested on multiple test batteries, the overall performance ranks of individuals were found to be highly reliable and were "normally" distributed. Factor analysis of learning performance variables determined that a single factor accounted for 38% of the total variance across animals. Animals' levels of native activity and body weights accounted for little of the variability in learning, although animals' propensity for exploration loaded strongly (and was positively correlated) with learning abilities. These results indicate that diverse learning abilities of laboratory mice are influenced by a common source of variance and, moreover, that the general learning abilities of individual mice can be specified relative to a sample of peers.

Animals↗
PubMed1989

Failure to transfer a digging response to a detour problem in young rats with lesions to the "general learning system".

Recent lesion studies on young rats suggest that the components of the rodent's general learning system (GLS; a group of brain structures essential for normal acquisition of a wide range of laboratory tasks, include the regions of the caudatoputamen, globus pallidus, ventrolateral thalamus, substantia nigra, ventral tegmental area, superior colliculus, median raphe, and pontine reticular formation). The current study provides evidence that young GLS-lesioned rats, like mentally retarded humans, may be suffering from a disturbance in some superordinate ability (executive functioning) that controls the use of learning strategies in general and the transfer of learning in particular. Specifically, thirsty rats were initially trained to traverse a narrow runway to reach a goal box containing water. When a portion of the runway was blocked with sawdust, all of the sham-operated control rats succeeded in burrowing through the sawdust to gain access to the goal box, whereas most of our GLS-lesioned rats failed to do so even though they "knew how" to dig. Neocortically damaged rats showed a similar though significantly smaller deficit. Although other interpretations are possible, these data give tentative support to the view that this impairment in transfer reflects a defect in executive processing.

Animals↗
PubMed1984

On the prediction of phonologic generalization learning patterns.

The purpose of this study was to obtain information on six children's misarticulation of consonant clusters in order to illustrate how certain factors influence generalization learning patterns. While all subjects evidenced generalization, individual differences in learning patterns did emerge. These patterns were explained in terms of the following three factors: (1) information about the children's unique knowledge about the phonologic system, (2) the linguistic relationships among sounds, and (3) the interaction of these factors with the treatment target. The implications of this explanation are discussed as they relate to the selection of treatment targets that will facilitate generalization.

Articulation Disorders↗
PubMed1979

Learning general practice--the experience of one trainee.

I report my experiences in learning general practice as a vocational trainee with 12 months divided between two general practices at the end of a three-year course. A parallel between developmental milestones and a trainee's educational development is drawn and the reasons which brought patients to me as a trainee are analysed.I suggest the trainee year should be a dynamic time of learning and that trainees should be in an educational environment including progressively less authority. The trainer/trainee relationship, like the doctor/patient relationship, is all important.

Attitude of Health Personnel↗
PubMed1984

A generalized learning deficit in albino rats with early median raphe or pontine reticular formation lesions.

Recent studies suggest that lesions of the median raphe or pontine reticular formation in adult rats are associated with a nonspecific (generalized) learning impairment. The present study showed that lesions in the region of the median raphe or pontine reticular formation in 21 day old rats likewise produced a nonspecific learning impairment, as evidence by significant deficits on a visual discrimination, nonvisual incline plane discrimination, 3-cul maze, and three simple spatial problems. The finding that relatively large lateral pontomesencephalic lesions did not lead to deficient learning of any of these tasks indicates that lesion locus rather than lesion size is responsible for the production of the learning deficits observed in this study.

Animals↗
PubMed2001

Linear constraints on weight representation for generalized learning of multilayer networks.

In this article, we present a technique to improve the generalization ability of multilayer neural networks. The proposed method introduces linear constraints on weight representation based on the invariance natures of training targets. We propose a learning method that introduces effective linear constraints into an error function as a penalty term. Furthermore, introduction of such constraints leads to reduction of the VC dimension of neural networks. We show bounds on the VC dimension of the neural networks with such constraints. Finally, we demonstrate the effectiveness of the proposed method by some experiments.

Algorithms↗
PubMed1992

Naloxone as a stimulus in drug discrimination learning: generalization to other opiate antagonists.

Nonopiate dependent animals were trained to discriminate the opiate antagonist naloxone (1 mg/kg) from distilled water within the conditioned taste aversion baseline of drug discrimination learning. Specifically, rats injected with naloxone prior to a saccharin-LiCl pairing, and with its vehicle prior to saccharin alone, rapidly acquired the drug discrimination, avoiding saccharin following the administration of naloxone and consuming saccharin following its vehicle after only three conditioning trials. Once the discrimination was acquired, generalization tests revealed that the opiate antagonists diprenorphine and naltrexone and the mixed opiate agonist/antagonist nalorphine completely generalized to the naloxone cue at doses of 1.8, 5.6 and 18 mg/kg, respectively. That discriminative control was established with a low dose of naloxone (i.e., 1 mg/kg) and other compounds with opiate antagonist activity generalized to the naloxone cue suggest that the stimulus effects of naloxone were likely mediated through the opiate receptor. Because each of these compounds are reported to bind to the mu receptor (with varying affinities and varying degrees of selectivity), the stimulus properties of naloxone are likely mediated at this specific receptor subtype.

Animals↗
PubMed1986

Effects of receptive and expressive training of category labels on generalized learning by severely mentally retarded children.

The effects of receptive vs. expressive training of category labels on the acquisition of generalized referential labels by prelinguistic severely mentally retarded children were investigated. A crossover design was used, in which each subject received the two conditions successively; order of presentation of conditions was counterbalanced across subjects. The data indicated that receptive training resulted in more accurate generalization to novel category members than did expressive training. Further, generalization was above chance levels following receptive training but not following expressive training. The importance of these results for designing and evaluating generalized labeling instruction for severely retarded children was considered.

Adolescent↗
PubMed1990

Generalized learning of receptive and expressive action-object responses by language-delayed preschoolers.

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4-6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

Child, Preschool↗