Learning Word Meanings: Overnight Integration and Study Modality Effects

According to the complementary learning systems (CLS) account of word learning, novel words are rapidly acquired (learning system 1), but slowly integrated into the mental lexicon (learning system 2). This two-step learning process has been shown to apply to novel word forms. In this study, we investigated whether novel word meanings are also gradually integrated after acquisition by measuring the extent to which newly learned words were able to prime semantically related words at two different time points. In addition, we investigated whether modality at study modulates this integration process. Sixty-four adult participants studied novel words together with written or spoken definitions. These words did not prime semantically related words directly following study, but did so after a 24-hour delay. This significant increase in the magnitude of the priming effect suggests that semantic integration occurs over time. Overall, words that were studied with a written definition showed larger priming effects, suggesting greater integration for the written study modality. Although the process of integration, reflected as an increase in the priming effect over time, did not significantly differ between study modalities, words studied with a written definition showed the most prominent positive effect after a 24-hour delay. Our data suggest that semantic integration requires time, and that studying in written format benefits semantic integration more than studying in spoken format. These findings are discussed in light of the CLS theory of word learning.     

Retrieval and the Extinction of Memory

1. Memory is assessed by measuring retrieval which is often elicited by the solely presentation of the conditioned stimulus (CS). However, as known since Pavlov, presentation of the CS alone generates extinction.2. One-trial avoidance (IA) is a much used conditioned fear paradigm in which the CS is the safe part of a training apparatus, the unconditioned stimulus (US) is a footshock and the conditioned response (CR) is to stay in the safe area. Retrieval of the memory for the step-down version of this task is measured in the absence of the US, as latency to step-down from the safe area (i.e., a platform).3. Extinction of the IA response is installed at the moment of the first non-reinforced test session, as clearly shown by the fact that many drugs, including PKA, ERK and protein synthesis inhibitors as well as NMDA receptor antagonists, hinder extinction when infused into the hippocampus or the basolateral amygdala at the moment of the first test session but not later.4. Some, but not all the molecular systems required for extinction are also activated by retrieval, further endorsing the hypothesis that although retrieval is necessary for the generation of extinction this last process constitutes a new learning secondary to the non-reinforced expression of the original trace.     

Forms of the Word and the Mystery of the Objectified Nature of the Word

The time has come to proceed from forms of givenness of the word to forms of the word as such. They can, if you like, be called external and inner structures. Humboldt, however, preferred to speak of the external and inner forms of the language. Shpet adopted precisely this distinction. Why did this problem interest Shpet? Already in [Appearance and sense], he had set the task of returning to the source of pretheoretical, living science. Shpet wrote that the outer cover of words and logical expressions obscure the objectified meaning and that it was necessary to remove another cover from the objectified sign so as to grasp a certain genuine intimacy, and in it the fullness of being (Shpet, 1914. Pp. 5-6). We shall keep in mind this major undertaking posed by this scientist. The existence of the inner form of words should not come as a surprise. That same year (1914) Ortega y Gasset wrote that material objects have a third dimension. However, we cannot see or touch it: "For just as depth needs a surface beneath which to be concealed, the surface, or outer cover, in order to be so, needs something over which to spread, covering it" (Ortega y Gasset, 2000. Pp. 62-63).     

The High and Low Molecular Weight Forms of Hyaluronan Have Distinct Effects on CD44 Clustering

CD44 is a major cell surface receptor for the glycosaminoglycan hyaluronan (HA). Native high molecular weight hyaluronan (nHA) and oligosaccharides of hyaluronan (oHA) provoke distinct biological effects upon binding to CD44. Despite the importance of such interactions, however, the feature of binding with CD44 at the cell surface and the molecular basis for functional distinction between different sizes of HA is still unclear. In this study we investigated the effects of high and low molecular weight hyaluronan on CD44 clustering. For the first time, we provided direct evidence for a strong relationship between HA size and CD44 clustering in vivo. In CD44-transfected COS-7 cells, we showed that exogenous nHA stimulated CD44 clustering, which was disrupted by oHA. Moreover, naturally expressed CD44 was distributed into clusters due to abundantly expressed nHA in HK-2 cells (human renal proximal tubule cells) and BT549 cells (human breast cancer cell line) without exogenous stimulation. Our results suggest that native HA binding to CD44 selectively induces CD44 clustering, which could be inhibited by oHA. Finally, we demonstrated that HA regulates cell adhesion in a manner specifically dependent on its size. oHA promoted cell adhesion while nHA showed no effects. Our results might elucidate a molecular- and/or cellular-based mechanism for the diverse biological activities of nHA and oHA.     

钩藤散浸膏对小鼠记忆障碍模型的影响

目的观察钩藤散浸膏的益智作用。方法小鼠随机均分为6组,3个实验组每天灌胃高、中、低剂量的钩藤散浸膏,模型对照组与正常对照组每天灌胃蒸馏水(0.2 mL/10 g),阳性对照组每天给与茴拉西坦溶液(三乐喜,0.2 g生药/kg.bw),连续给药3周后,除正常对照组外,用东莨菪碱、亚硝酸钠、40%乙醇分别复制小鼠记忆获得障碍、记忆巩固障碍、记忆再现障碍模型,用Y型迷宫法测定小鼠训练和测试成绩。结果三种模型实验组的训练、测试成绩都显著好于模型对照组(P<0.01),记忆再现障碍模型的实验组测试成绩明显高于正常对照组(P<0.01)。结论钩藤散浸膏对各模型小鼠的记忆障碍皆有明显的改善作用,说明钩藤散浸膏有一定的益智作用。     

Ketamine Effects on Memory Reconsolidation Favor a Learning Model of Delusions

Delusions are the persistent and often bizarre beliefs that characterise psychosis. Previous studies have suggested that their emergence may be explained by disturbances in prediction error-dependent learning. Here we set up complementary studies in order to examine whether such a disturbance also modulates memory reconsolidation and hence explains their remarkable persistence. First, we quantified individual brain responses to prediction error in a causal learning task in 18 human subjects (8 female). Next, a placebo-controlled within-subjects study of the impact of ketamine was set up on the same individuals. We determined the influence of this NMDA receptor antagonist (previously shown to induce aberrant prediction error signal and lead to transient alterations in perception and belief) on the evolution of a fear memory over a 72 hour period: they initially underwent Pavlovian fear conditioning; 24 hours later, during ketamine or placebo administration, the conditioned stimulus (CS) was presented once, without reinforcement; memory strength was then tested again 24 hours later. Re-presentation of the CS under ketamine led to a stronger subsequent memory than under placebo. Moreover, the degree of strengthening correlated with individual vulnerability to ketamine''s psychotogenic effects and with prediction error brain signal. This finding was partially replicated in an independent sample with an appetitive learning procedure (in 8 human subjects, 4 female). These results suggest a link between altered prediction error, memory strength and psychosis. They point to a core disruption that may explain not only the emergence of delusional beliefs but also their persistence.     

Effects of Melatonin on Memory and Learning Deficits Induced by Exposure to Thinner

The neurotoxic effects of thinner, a mixture including aromatic compounds (in particular, toluene) and widely used as an industrial solvent, were examined. Exposure of rats to high inhalation concentrations (3000 p.p.m.) of thinner for 45 days (1 h per day) significantly influenced the cognitive functions and levels of neural cell adhesion molecules (NCAM) in the hippocampus, cortex, and cerebellum of experimental animals. These exposures also caused dramatic increases in levels of LPO (malondialdehyde and 4-hydroxyalkenals) in these cerebral structures, while melatonin administration significantly reduced the LPO amounts in these brain regions. The level of NCAM (180 kDa) decreased significantly in the hippocampus and cortex of thinner-exposed rats. Furthermore, thinner-exposed rats showed cognitive deficits in the passive avoidance and Morris water maze tasks; these negative effects were considerably compensated in rats additionally chronically treated with melatonin. It is concluded that treatment with melatonin prevents the development of learning and memory deficits caused by thinner exposure, possibly by reducing oxidative stress and normalizing the neural plasticity.     

Effects of Methoxsalen from Poncirus trifoliata on Acetylcholinesterase and Trimethyltin-Induced Learning and Memory Impairment

Previously, we identified methoxsalen (8-methoxy-2′,3′,6,7-furocoumarin) as the bioactive compound probably responsible for acetylcholinesterase (AchE) inhibition achieved by feeding crude extract of Poncirus trifoliate. To confirm the activity of methoxsalen, Institute of Cancer Research (ICR) mice were fed a control or a methoxsalen-supplemented diet for 4 weeks, and then learning and memory enhancing effects with respect to trimethyltin (TMT)-induced neurotoxicity were evaluated. The brain tissues of ICR mice were dissected after completion of the behavioral tests for biochemical analysis. Methoxsalen effectively reversed TMT-induced memory impairment on both Y-maze and passive avoidance tests. Brain AchE activity was inhibited by the oral consumption of all concentrations of methoxsalen. Moreover, the level of oxidative stress was significantly ameliorated in the groups on methodsalen containing diets. This is the first in vivo study conducted with methoxsalen in the field of AD research, and it indicates that further investigation of methoxsalen is warranted.     

Distinct Cellular Localization of Membrane-Bound and Soluble Forms of Catechol-O-Methyltransferase in Brain

Abstract: The cellular localization of the two forms of catechol- O -methyltransferase (COMT) was investigated by measuring their activities in rat striatum following unilateral stereotaxic injection of kainic acid, which causes degeneration of striatal neurons followed by proliferation of astroglial cells. Membrane-bound COMT activity was decreased in the lesioned striatum, while soluble COMT activity was increased. There was a statistically significant correlation between the ratio of lesioned to control activity for membrane-bound COMT and the neuronal marker enzyme glutamate decarboxylase. Similarly the increase in soluble COMT activity paralleled that of the astroglial marker enzyme, glutamine synthetase. These results indicate that the K _m membrane-bound catechol- O -methyltransferase may be localized predominantly in neurons, whereas the high-K_m soluble enzyme is found in glial cells.     

Effects of Methamphetamine Exposure on Fear Learning and Memory in Adult and Adolescent Rats

Methamphetamine (meth) use is often comorbid with anxiety disorders, with both conditions predominant during adolescence. Conditioned fear extinction is the most widely used model to study the fear learning and regulation that are relevant for anxiety disorders. The present study investigates how meth binge injections or meth self-administration affect subsequent fear conditioning, extinction and retrieval in adult and adolescent rats. In experiment 1, postnatal day 35 (P35—adolescent) and P70 (adult) rats were intraperitoneally injected with increasing doses of meth across 9 days. At P50 or P85, they underwent fear conditioning followed by extinction and test. In experiments 2a–c, P35 or P70 rats self-administered meth for 11 days then received fear conditioning at P50 or P85, followed by extinction and test. We observed that meth binge exposure caused a significant disruption of extinction retrieval in adult but not adolescent rats. Interestingly, meth self-administration in adolescence or adulthood disrupted acquisition of conditioned freezing in adulthood. Meth self-administration in adolescence did not affect conditioned freezing in adolescence. These results suggest that intraperitoneal injections of high doses of meth and meth self-administration have dissociated effects on fear conditioning and extinction during adulthood, while adolescent fear conditioning and extinction are unaffected.

     

鸟类学习记忆研究进展

在学习记忆研究中,需根据不同的实验目的选用不同的实验动物和模型。鸟类在生物进化上具有独特的地位,由此决定了其在认知科学研究中的价值。现已建立了呜禽呜唱学习、鸟类空间学习及视觉分辨学习等重要实验模型,并开展了一系列的学习记忆机制研究。文章对近年来鸟类学习记忆研究的进展,从鸟类鸣唱行为、海马功能以及神经递质作用等方面做了回顾。     

Effects of Hippocampal LIMK Inhibition on Memory Acquisition,Consolidation, Retrieval,Reconsolidation, and Extinction

Long-lasting changes in dendritic spines provide a physical correlate for memory formation and persistence. LIM kinase (LIMK) plays a critical role in orchestrating dendritic actin dynamics during memory processing, since it is the convergent downstream target of both the Rac1/PAK and RhoA/ROCK pathways that in turn induce cofilin phosphorylation and prevent depolymerization of actin filaments. Here, using a potent LIMK inhibitor (BMS-5), we investigated the role of LIMK activity in the dorsal hippocampus during contextual fear memory in rats. We first found that post-training administration of BMS-5 impaired memory consolidation in a dose-dependent manner. Inhibiting LIMK before training also disrupted memory acquisition. We then demonstrated that hippocampal LIMK activity seems to be critical for memory retrieval and reconsolidation, since both processes were impaired by BMS-5 treatment. Contextual fear memory extinction, however, was not sensitive to the same treatment. In conclusion, our findings demonstrate that hippocampal LIMK activity plays an important role in memory acquisition, consolidation, retrieval, and reconsolidation during contextual fear conditioning.     

疏肝补肾法对疲劳大鼠的学习和记忆力之影响

目的：探讨疏肝补肾法对疲劳大鼠学习和记忆力及对海马CA1区神经颗粒素（Neurogranin,Ng）的mRNA表达变化的影响。方法：成年雄性Spargue-Dawley大鼠36只,随机分为模型组（MG）、对照组（CG）、和疏肝补肾组（LK）。采用复合模型：运动疲劳模型与睡眠剥夺法造疲劳大鼠模型。运用Y迷宫进行学习和记忆力的测试。以Real-timePCR技术分析海马CA1区神经颗粒素的mRNA表达。结果：Y迷宫实验显示用药后大鼠的学习和记忆能力优于模型组,而疏肝补肾组大鼠在正确反应率、错误反应次数、达标所需训练次数和总反应时间皆与模型组有差异（分别为P〈0.01、P〈0.01、P〈0.05和P〈0.05）,其NgmRNA在海马CA1区的表达也显着高于模型组（P〈0.01）。结论：复合模型会造成大鼠学习和记忆能力受损。疏肝补肾法能显着影响疲劳大鼠的学习记忆能力及海马CA1区Ng的mRNA表达。     

疏肝补肾法对疲劳大鼠的学习和记忆力之影响

目的:探讨疏肝补肾法对疲劳大鼠学习和记忆力及对海马CA1区神经颗粒素(Neurogranin,Ng)的mRNA表达变化的影响。方法:成年雄性Spargue-Dawley大鼠36只,随机分为模型组(MG)、对照组(CG)、和疏肝补肾组(LK)。采用复合模型:运动疲劳模型与睡眠剥夺法造疲劳大鼠模型。运用Y迷宫进行学习和记忆力的测试。以Real-timePCR技术分析海马CA1区神经颗粒素的mRNA表达。结果:Y迷宫实验显示用药后大鼠的学习和记忆能力优于模型组,而疏肝补肾组大鼠在正确反应率、错误反应次数、达标所需训练次数和总反应时间皆与模型组有差异(分别为P<0.01、P<0.01、P<0.05和P<0.05),其NgmRNA在海马CA1区的表达也显着高于模型组(P<0.01)。结论:复合模型会造成大鼠学习和记忆能力受损。疏肝补肾法能显着影响疲劳大鼠的学习记忆能力及海马CA1区Ng的mRNA表达。     

Effects of Ifenprodil on Morphine-Induced Conditioned Place Preference and Spatial Learning and Memory in Rats

Drug addiction, as well as learning and memory, share common mechanisms in terms of neural circuits and intracellular signaling pathways. In the present study, the role of N-methyl-D-aspartate (NMDA) receptors, particularly those containing NR2B subunits, in morphine-induced conditioned place preference (CPP) and Morris water maze (MWM) learning and memory task was investigated. CPP was used as a paradigm for assessing the rewarding effect of morphine, and MWM was used to measure spatial learning and memory in male Sprague–Dawley rats. We found that ifenprodil, an antagonist highly selective for NR2B-containing NMDA receptors, dose-dependently blocked the development, maintenance and reinstatement of morphine-induced CPP, without evident impairment of the acquisition and retrieval of spatial memory in the MWM task. However, the consolidation of spatial memory was disrupted by a high dose (10 mg/kg) of ifenprodil. These results clearly demonstrate that NR2B-containing NMDA receptors are actively involved in addiction memory induced by morphine conditioning, but not in the acquisition and retrieval of spatial learning and memory. In conclusion, NR2B-containing NMDA receptors can be considered potential targets for the treatment of opiate addiction.     

基因与学习记忆调控

近年,有关基因与学习记忆调控的研究引人注目。实验显示：（１）ｃ－ｆｏｓ等即刻早期基因（ＩＥＧｓ）的激活是学习记忆形成的必要条件,长时程增强（ＬＴＰ）诱出的同时也伴有ＩＥＧｓ的激活;（２）应用转基因技术获得α－ＣａＭＫⅡ、Ｆｙｎ和Ｎ－ＣＡＭ等基因突变的小鼠,均表现明显的空间学习记忆障碍,以及ＬＴＰ诱导和维持障碍;（３）果蝇单基因（ｄｎｃ,ｒｕｔ等）突变体的学习记已能力明显下降,其机制与突触可塑性的改     

高脂膳食对肥胖易感和肥胖抵抗大鼠学习记忆能力的影响及机制

经过长期的高脂膳食后并非所有个体都会发生肥胖,还有些个体会产生肥胖抵抗现象。高脂膳食影响海马依赖的学习记忆等认知功能已被广泛证实,但目前关于高脂膳食对肥胖抵抗个体学习记忆能力影响的研究仍较少见。本文旨在对比研究高脂膳食对肥胖易感（obesity-prone, OP）和肥胖抵抗（obesity-resistant, OR）大鼠空间学习记忆能力的影响,并探讨其潜在的可能机制。Morris水迷宫结果显示,肥胖易感大鼠的学习能力显著低于对照大鼠和肥胖抵抗大鼠,但3组大鼠的记忆功能无显著性差异。Western印迹结果显示,与对照组相比,肥胖易感和肥胖抵抗大鼠海马内脑源性神经营养因子(BDNF)、血管内皮细胞生长因子(VEGF)和突触素(SYN)的含量均显著降低,丙二醛(MDA)和白介素1β(IL-1β)的含量均显著升高;且肥胖易感大鼠海马内上述蛋白质含量的变化更明显。免疫荧光染色和激光共聚焦显微镜扫描结果均显示,肥胖易感大鼠的海马神经发生水平显著低于肥胖抵抗大鼠和对照大鼠,但肥胖抵抗大鼠的海马神经发生水平与对照大鼠相比未见显著性变化。这些结果提示,高脂膳食可能是通过降低海马内突触可塑相关蛋白质的表达和神经发生,以及加剧炎症反应来损害肥胖易感大鼠的空间学习能力,而对肥胖抵抗大鼠的学习记忆能力影响不显著。