Perceptual learning: stimulus-specific learning from low-level visual plasticity?

A new study has found that changes in visual cortical processing account for behavioral perceptual learning, supporting the idea that stimulus-specific learning can result from low-level visual plasticity.     

Heuristics or general learning processes?

The concept of heuristics implies that the rules governing choice behavior may vary with ecological constraints. Behavior analysis, in contrast, seeks general principles that transcend specific situations. To the extent that search is successful, the concept of heuristics is unlikely to play a significant role in the analysis of animal behavior.     

Does facilitating pollinator learning impede deceptive orchid attractiveness? A multi‐approach test of avoidance learning

It has often been proposed that nectarless deceptive orchid species exploit naïve pollinators in search of food before they learn to avoid their flowers, and that intraspecific floral trait polymorphism, often noted in this plant group, could prolong the time needed for learning, thus increasing orchid reproductive success. We tested the importance of avoidance learning in a European deceptive orchid, Anacamptis morio, which has been reported to have a highly variable fragrance bouquet among individuals. We used an indirect approach, i.e. we facilitated pollinators’ ability to learn to avoid A. morio by adding anisaldehyde to selected inflorescences, a scent compound that is easily perceived by the natural pollinators and produced in large quantities by the closely related, nectar producing Anacamptis coriophora, a species that shares pollinator species with A. morio. In a series of three experiments (in artificial arrays, in natural populations and in bumblebee behavioural observations), we consistently found no difference either of reproductive success of or visitation rates to scent‐added versus control inflorescences. We also found that the decrease of reproductive success over time in artificial populations of this deceptive species was not as important as expected. Together, these data suggest that pollinators do not fully learn to avoid deceptive inflorescences, and that pollinator avoidance behaviour alone may explain the lower reproductive success usually found in deceptive orchids. We discuss the possible explanations for this pattern in deceptive orchids, particularly in relation to pollinator cognition and learning abilities. Lastly, in light of our results, the potential for higher average reproductive success in deceptive orchids with high phenotypic variability driven by avoidance learning thus appears to be challenged.     

Cortical plasticity: learning while you sleep?

Sleep has been suggested to facilitate memory consolidation or learning, but there has been little direct evidence of a link between synaptic plasticity and sleep. A recent study suggests a role for sleep in the plastic changes that the visual cortex undergoes in response to occlusion of one eye early in life.     

“Live” neuron and optimal learning rule

A concept of the live unit as an automatic regulation system with a few admissible states areas in the space of states is considered. Energetic profit of oscillatory behavior consisting in the consecutive transitions of system from one admissible states area to another is shown. It is stated, that external disturbances cause the energy consumption of oscillatory system to decrease. On the basis of this concept and some neurophysiological data, the live energy-consuming nonlinear three-state neuron model is proposed and the existence of energy optimal generation frequency v _opt is proved. For the realization of tendency to v _opt the optimal learning rule is proposed, which provides unsupervised learning and interlinked short-term and long-term memories with forgetting. The model proposed explains the genesis of neural network, is promising in the sense of network self-organization and allows to solve the problem of internal activity in the researches on artificial intelligence.     

Do chimpanzees cooperate in a learning task?

The aim of this study was to assess the ability of chimpanzees (Pan troglodytes) to cooperate in an instrumental task. A specially constructed fruit distributor was presented to a group of six captive chimpanzees. A cooperative response required two chimpanzees: both had to pull a handle simultaneously to make a fruit fall into the cage. The dominant male of the group and an infant produced most of the operant responses, and the male got nearly all the fruits. Other conspecifics avoided the dominant male at the apparatus. Social influences appear to limit the possibility of co-operation between individuals because a certain level of interindividual tolerance is required. The results revealed a significant increase in the number of pulls each time both chimpanzees were together at the apparatus. Operant chimpanzees learn to coordinate their actions in time and space.     

Where's the evidence that active learning works?

Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences, cognitive psychology, and educational psychology. There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted. These data are reviewed, and their applicability to physiology education is discussed. Some of the inherent limitations of research about teaching and learning are also discussed.     

Endocannabinoids: losing inhibition to increase learning capacity?

Recent work has implicated endocannabinoids in various forms of synaptic plasticity. In this issue of Neuron, Chevaleyre and Castillo describe a new mechanism whereby a CB1 receptor-mediated LTD of inhibitory synaptic transmission facilitates the subsequent induction of LTP in a narrow band of synapses surrounding a region of potentiated synapses.     

Sequence learning: what's the hippocampus to do?

The medial temporal lobe is crucial for some forms of memory, but its role in implicit learning has remained in question. A brain imaging study by Schendan et al., in this issue of Neuron, provides direct evidence of medial temporal lobe activation during implicit learning of motor sequences.     

Speciation on islands: what are we learning?

Systematics and the Origin of Species from the Viewpoint of a Zoologist has remained an essential text on the bookshelves of evolutionary biologists since it was first published. Here, I expand upon several topics touched upon by Ernst Mayr to look at how our thinking has evolved, and is evolving, with particular reference to molecular phylogenetic studies on islands. At the time of publication, apart from the fossil record, inferences of temporal trends or patterns could only be speculative, deduced from the distributions of species and the patterns that these present. Much like the subject material itself, evolutionary biology evolves as a discipline, with an increasing availability of tools and resources. The development of molecular phylogenetics and molecular markers has given biologists a new window on the past and, as such, the ideas and explanations of Mayr have become more accessible to testing. © 2008 The Linnean Society of London, Biological Journal of the Linnean Society, 2008, 95 , 47–52.     

Reconsidering sex differences during place learning in tungara frogs

In tungara frogs, female mate choice requires remembering the location and/or calls of preferred males who advertise from fixed positions within a breeding pond. A previous study found that, when solving a place discrimination task in the laboratory, female tCingara frogs were able to learn a visual cue to solve the task, whereas males were not. In that task, male performance appeared to be inhibited, in part, by their attempt to use egocentric cues. We tested whether the sex difference in place learning previously reported would generalize to other training parameters with different cues available by eliminating the potential to use egocentric cues and increasing the number of trials per day. As before, frogs were given a choice between a red or yellow door, one of which led to shelters and return to their home cage. In the current testing conditions, we detected a preference for the red door;thus, we only considered frogs rewarded to the yellow door. Training was associated with an in crease in correct choices and an in creased preference for the yellow door. However, there was no evide nee for a sex d iff ere nee in learni ng. In summary, un der the curre nt training conditions, we fou nd that the appare nt female advantage in place learning was no Ion ger evide nt. Future studies that in vestigate sex d iff ere nces in cue pref ere nee and/or ability to switch among cues will further illuminate the conditions under which sex differences in learning are manifest in tungara frogs.     

Cerebellar function: coordination, learning or timing?

Theories of cerebellar function have largely involved three ideas: movement coordination, motor learning or timing. New evidence indicates these distinctions are not particularly meaningful, as the cerebellum influences movement execution by feedforward use of sensory information via temporally specific learning.     

Invertebrate learning: what can't a worm learn?

The nematode worm Caenorhabditis elegans can learn and remember the stimuli it encounters, the environment it is in, and its own physiological state. Analyses of mutations in C. elegans that affect different aspects of experience are beginning to address the nature of learning.     

But are they learning? Getting started in classroom evaluation

There are increasing numbers of traditional biologists, untrained in educational research methods, who want to develop and assess new classroom innovations. In this article we argue the necessity of formal research over normal classroom feedback. We also argue that traditionally trained biologists can make significant contributions to biology pedagogy. We then offer some guidance to the biologist with no formal educational research training who wants to get started. Specifically, we suggest ways to find out what others have done, we discuss the difference between qualitative and quantitative research, and we elaborate on the process of gaining insights from student interviews. We end with an example of a project that has used many different research techniques.     

What the Croatian doctors want to be learning about?

The aim of the study was to examine doctor's attitude about topics in continuing medical education (CME) using anonymous questionnaire that was given to the members of the Croatian Medical Association in Rijeka. The questions concerned doctor's interest of certain medical fields, influence of CME to their everyday practice, and importance of getting credits for re-licensure as a motive to participate in CME. The highest interest was shown for CME in emergency/intensive medicine and the lowest for transplantation medicine. The doctors in primary care showed statistically significantly higher interest for CME in family medicine, pulmology, rheumatology and rehabilitation medicine than hospital doctors. The influence of CME in everyday practice and the importance of getting credits for re-licensure as a reason to participate in CME, in the most cases, have been graded with medium grade 3. The results indicated the existence of specific needs in CME and stressed the importance of having CME with topics from clinical practice.     

Is the money following the clients with learning disabilities?

For the past decade patients with learning disabilities living in long stay mental handicap hospitals have been resettled in the community. Local authorities have also taken on the care of new patients who would once have been long stay residents. The imperfect data that are available suggest that in England about half the residents in mental handicap hospitals in 1981 are now the responsibility of local authorities; the figures for Wales and Northern Ireland are 38% and 33%. Data on revenue suggest that the savings to the health service are much less--perhaps 9% in Northern Ireland and 3.6% in England, although there have also been capital gains through the sale of hospitals. Existing methods of transferring money from health to local authorities--joint finance and "dowries" for individual patients--do not seem adequately to have compensated local authorities. Moreover, as patients still to be transferred are more severely disabled local authorities will require larger sums--about 26 000 pounds per patient per year plus 39 200 pounds in capital. If the government chooses not to transfer these resources from health authorities it will be switching funds away from learning disabled people to other care groups.