Spontaneous light or dark preference in albino mice?

The present experiment examined spontaneous visual choice behaviour and acquisition of a positively reinforced visual discrimination task in Swiss albino mice. In experiment I animals were given 4 consecutive trials in which they could freely enter either a dimly illuminated or a darkened arm of a Y-maze; the position of the light stimulus was randomized across trials. D groups and L groups were tested during the dark and the light period of the day respectively. Results revealed a significant spontaneous preference for the illuminated arm of the maze, independent of the testing period. It is suggested that the dim light has a reinforcing value because it provides additional information about a novel environment. In a second experiment an appetitive visual discrimination task was carried out in the same Y-maze. After a pretraining period, half the animals were reinforced in the illuminated arm and half were reinforced in the darkened one, on five consecutive days. On the first test session all groups of animals chose the illuminated arm significantly more frequently, whereas light/dark choices reached chance level on the last test session. Discrimination learning was not acquired and a behavioural analysis revealed an increasing tendency to a side preference across testing.     

Selective facilitative effect of post-trial reticular stimulation in discriminative learning in the rat

Ninety-eight Sprague-Dawley rats, implanted with electrodes in the mesencephalic tegmentum (reticular activating system, RAS) served as subjects in two experiments. In the first experiment (n = 42) we investigated the effects of a RAS stimulation (5 μ A, 300 Hz, 90 sec in duration) on the acquisition of a positively reinforced light–dark discrimination in a T-maze. In the second experiment (n = 56) the reinforcement and the treatment were dissociated by comparing the effects of the RAS stimulation administered after correct or incorrect choices, during the same discrimination task.In the two experiments, despite large differences in learning conditions, the results show a considerable learning facilitation by administering the RAS stimulation immediately after each trial. This facilitation does not seem to be due to an interaction between reinforcement and stimulation, since the results of experiment 2 show the maximum facilitation in animals stimulated after each (non-reinforced) error, compared to subjects stimulated after each (reinforced) correct choice. These results are discussed both in terms of consolidation processes and in terms of comparison of the cue values of S⁺ and S^- in a discriminative learning situation.     

Visual discrimination abilities in the gray bamboo shark (Chiloscyllium griseum)

This study assessed visual discrimination abilities in bamboo sharks (Chiloscyllium griseum). In a visual discrimination task using two-dimensional (2D) geometric stimuli, sharks learned to distinguish between a square, being the positive (rewarded) stimulus, and several negative stimuli, such as two differently sized triangles, a circle, a rhomboid and a cross. Although the amount of sessions to reach the learning criterion and the average trial time needed to solve each new task did not vary significantly, the number of correct choices per session increased significantly with on-going experiments. The results indicate that the sharks did not simply remember the positive stimulus throughout the different training phases. Instead, individuals also seemed to learn each negative symbol and possibly had to “relearn” at least some aspects of the positive stimulus during each training phase. The sharks were able to distinguish between the 2D stimulus pairs at a learning rate corresponding to that found in teleosts. As expected, it took the sharks longer to learn a reversal task (with the positive stimulus now being the negative one) than to discriminate between the other stimulus pairs. Nevertheless, the present results suggest that bamboo sharks can learn visual discrimination tasks, succeed in a reversal task and probably retain (some) information about a previously learned task when progressing to a new one.     

Recording Single Neurons' Action Potentials from Freely Moving Pigeons Across Three Stages of Learning

While the subject of learning has attracted immense interest from both behavioral and neural scientists, only relatively few investigators have observed single-neuron activity while animals are acquiring an operantly conditioned response, or when that response is extinguished. But even in these cases, observation periods usually encompass only a single stage of learning, i.e. acquisition or extinction, but not both (exceptions include protocols employing reversal learning; see Bingman et al.¹ for an example). However, acquisition and extinction entail different learning mechanisms and are therefore expected to be accompanied by different types and/or loci of neural plasticity.Accordingly, we developed a behavioral paradigm which institutes three stages of learning in a single behavioral session and which is well suited for the simultaneous recording of single neurons'' action potentials. Animals are trained on a single-interval forced choice task which requires mapping each of two possible choice responses to the presentation of different novel visual stimuli (acquisition). After having reached a predefined performance criterion, one of the two choice responses is no longer reinforced (extinction). Following a certain decrement in performance level, correct responses are reinforced again (reacquisition). By using a new set of stimuli in every session, animals can undergo the acquisition-extinction-reacquisition process repeatedly. Because all three stages of learning occur in a single behavioral session, the paradigm is ideal for the simultaneous observation of the spiking output of multiple single neurons. We use pigeons as model systems, but the task can easily be adapted to any other species capable of conditioned discrimination learning.     

Phasic and Tonic Pain Differentially Impact the Interruptive Function of Pain

The interruptive effect of painful experimental stimulation on cognitive processes is a well-known phenomenon. This study investigated the influence of pain duration on the negative effects of pain on cognition. Thirty-four healthy volunteers performed a rapid serial visual presentation task (RSVP) in which subjects had to detect (visual detection task) and count the occurrence of a target letter (working memory task) in two separate sessions while being stimulated on the left volar forearm with either short (2 sec) or long (18 sec) painful heat stimuli of equal subjective intensity. The results show that subjects performed significantly worse in the long pain session as indexed by decreased detection and counting performance. Interestingly, this effect on performance was also observed during control trials of the long pain session in which participants did not receive any painful stimulation. Moreover, subjects expected long painful stimulation to have a greater impact on their performance and individual expectation correlated with working memory performance. These findings suggest that not only the length of painful stimulation but also its expected ability to impair cognitive functioning might influence the interruptive function of pain. The exact relevance of expectation for the detrimental effects of pain on cognitive processes needs to be explored in more detail in future studies.     

Visual discrimination learning in zebrafish (Danio rerio)

Three experiments demonstrated visual discrimination learning in zebrafish (Danio rerio). In each experiment, zebrafish were given a choice between two visually distinct arms of a T-maze. Choice of one stimulus was always followed by a food reward, but choice of the other stimulus was not rewarded. Different colored sleeves fitted around the arms of the T-maze were used in Experiments 1 (green and purple) and 2 (red and blue). The stimuli used in Experiment 3 were white sleeves lined with horizontal or vertical black stripes. In all three experiments, zebrafish acquired a significant preference for the stimulus that led to a food reward. Experiments 1 and 2 also showed that zebrafish could learn a reversal of the discrimination. Finally, the effect of discontinuing food rewards was examined after reversal training in Experiment 2 and after initial discrimination training in Experiments 1 and 3. Non-reinforcement led to a decrease in correct responding in Experiments 2 and 3 independent of stimulus identity, but to an asymmetrical pattern of responding in Experiment 1. The median latency to make a choice response decreased over the course of acquisition in all three experiments; during extinction, median response times did not change at all in Experiment 1 and increased only very slightly in Experiment 2, but showed a substantial increase in Experiment 3. The implications of these results for the zebrafish as a model system for genetic studies of learning and memory are discussed.     

Loss of GluN2A‐containing NMDA receptors impairs extra‐dimensional set‐shifting

Glutamate neurotransmission via the N‐methyl‐d ‐aspartate receptor (NMDAR) is thought to mediate the synaptic plasticity underlying learning and memory formation. There is increasing evidence that deficits in NMDAR function are involved in the pathophysiology of cognitive dysfunction seen in neuropsychiatric disorders and addiction. NMDAR subunits confer different physiological properties to the receptor, interact with distinct intracellular postsynaptic scaffolding and signaling molecules, and are differentially expressed during development. Despite these known differences, the relative contribution of individual subunit composition to synaptic plasticity and learning is not fully elucidated. We have previously shown that constitutive deletion of GluN2A subunit in the mouse impairs discrimination and re‐learning phase of reversal when exemplars are complex picture stimuli, but spares acquisition and extinction of non‐discriminative visually cued instrumental response. To investigate the role of GluN2A containing NMDARs in executive control, we tested GluN2A knockout (GluN2A^KO), heterozygous (GluN2A^HET) and wild‐type (WT) littermates on an attentional set‐shifting task using species‐specific stimulus dimensions. To further explore the nature of deficits in this model, mice were tested on a visual discrimination reversal paradigm using simplified rotational stimuli. GluN2A^KO were not impaired on discrimination or reversal problems when tactile or olfactory stimuli were used, or when visual stimuli were sufficiently easy to discriminate. GluN2A^KO showed a specific and significant impairment in ventromedial prefrontal cortex‐mediated set‐shifting. Together these results support a role for GluN2A containing NMDAR in modulating executive control that can be masked by overlapping deficits in attentional processes during high task demands.     

Comparison of visual and olfactory reversal learning in pigeons

Pigeons trained to discriminate between either two differentodors or two different colored lights acquired their discriminationsat the same rate. When the discrimination problems were reversedwithin a modality, however, the birds using visual cues acquirednew discriminations more rapidly than in original learning (positivetransfer), whereas the birds using olfactory cues acquired thediscrimination reversal less rapidly. On subsequent reversals,pigeons in the visual task condition developed a successivediscrimination reversal set with repeated reversals of the stimuli,while those in the olfactory condition did not. In a secondexperiment designed to assess the acquisition of redundant cues,birds received additional training with visual and olfactorycues in compound as discriminative stimuli, and were then testedwith only visual or olfactory cues. Birds previously trainedwith odor attended to visual cues in the compound, whereas birdspreviously trained to discriminate between lights did not attendto odor cues until they were presented alone. These resultsdemonstrate that the selection of stimuli may play a crucialrole in the performance of successive discrimination reversalsand suggest that, in contrast to rats, birds selectively attendto visual over olfactory cues in discrimination learning.     

Retroactive interference after discrimination reversal decreases following temporal and physical context changes in human subjects

One experiment was conducted to test the additive effects of physical context changes and the passage of time on a retroactive interference task in human subjects. Participants learned a discrimination in a symbolic matching to sample situation within a specific context. The discrimination was subsequently reversed. The context in which the reversal occurred was combined factorially with the passage of time before the test. All testing was conducted in the context in which the original discrimination was acquired. Participants had received the discrimination reversal in either a context different from that in which the original discrimination was acquired, or in the same context. Half of each of the groups mentioned above received testing immediately after reversal training and the other half received testing 48 h later. Both manipulations, changing the context after the reversal and the passage of time following the reversal, led to a recovery of the original discrimination performance. Participants that received both a context change and retention interval showed the largest recovery.     

Stimulus specificity in the acquisition and extinction of conditioned taste aversion

An experiment evaluated whether the acquisition and extinction of conditioned taste aversion in the rat is stimulus-specific by testing the degree of response transfer between sweet and salty tastes. Animals in the paired-same and paired-different groups received a presentation of a gustatory CS and a cyclophosphamide injection US. Nonconditioned control groups received unpaired CS /US presentations or the CS followed by a vehicle injection. Taste avoidance was evaluated in three nonreinforced test sessions. In the paired-same, unpaired and vehicle groups, all test sessions were conducted with the same flavor as originally used in training, whereas the paired-different group was tested with a novel flavor on the first and second sessions and with the originally trained flavor in last session. Stimulus specific acquisition was apparent in the first test session, when the animals in the group paired-same exhibited lower fluid intake than the other three groups. Evidence of specificity of extinction was apparent in the last test session, when animals in the group paired-different exhibited lower fluid intake than the other three groups. These results provide further evidence of stimulus specificity in acquisition and extinction of conditioned taste aversion, supporting the associative interpretation of these phenomena.     

Sensorimotor Learning of Acupuncture Needle Manipulation Using Visual Feedback

Objective

Humans can acquire a wide variety of motor skills using sensory feedback pertaining to discrepancies between intended and actual movements. Acupuncture needle manipulation involves sophisticated hand movements and represents a fundamental skill for acupuncturists. We investigated whether untrained students could improve their motor performance during acupuncture needle manipulation using visual feedback (VF).

Methods

Twenty-one untrained medical students were included, randomly divided into concurrent (n = 10) and post-trial (n = 11) VF groups. Both groups were trained in simple lift/thrusting techniques during session 1, and in complicated lift/thrusting techniques in session 2 (eight training trials per session). We compared the motion patterns and error magnitudes of pre- and post-training tests.

Results

During motion pattern analysis, both the concurrent and post-trial VF groups exhibited greater improvements in motion patterns during the complicated lifting/thrusting session. In the magnitude error analysis, both groups also exhibited reduced error magnitudes during the simple lifting/thrusting session. For the training period, the concurrent VF group exhibited reduced error magnitudes across all training trials, whereas the post-trial VF group was characterized by greater error magnitudes during initial trials, which gradually reduced during later trials.

Conclusions

Our findings suggest that novices can improve the sophisticated hand movements required for acupuncture needle manipulation using sensorimotor learning with VF. Use of two types of VF can be beneficial for untrained students in terms of learning how to manipulate acupuncture needles, using either automatic or cognitive processes.     

Concerning a conflict nature of the "spatial delayed response" test

Neuropsychological analysis of rats' performance of the spatial delayed response (SDR) in different testing conditions revealed a conflict nature of the indirect variation of the SDR task. It was found that the execution of the response based on the image short-term memory interferes with the response differentiation acquired during learning the rule of indirect SDR performance, i.e., during acquisition of the spatial discrimination. It is evident that the maximization of conditions, which promote the acquisition of response differentiation (additional training of animals for spatial discrimination), makes it difficult to perform the indirect variation of the SDR task, while the minimization of these conditions facilitates the correct task performance.     

奖励性操作式条件反射任务在大鼠学习记忆研究中的应用

目的将奖励性操作式条件反射方法应用于学习记忆研究。方法首次采用奖励性操作式条件反射方法,设置单次操作训练、连续多次操作训练、信号辨识与消退四种检测模式,研究Wistar大鼠和SHR大鼠学习记忆能力。结果奖赏训练中,SHR组鼻触次数显著增多（vs.Wistar＆Donepezil,P〈0.05）;单次操作训练中,三组动物对操作反应的获得无显著差异;连续多次操作学习任务中,SHR组错误操作次数增多（vs.Wistar,P〈0.05）,奖赏获得次数减少（vs.Donepezil,P〈0.001）,反应准确率显著降低（vs.Wistar＆Donepezil,P〈0.05）;信号辨识任务中SHR组错误反应次数显著增多（vs.Wistar＆Donepezil,P〈0.05）,而反应准确率降低,组间差异有显著性（vs.Wistar＆Donepezil,P〈0.05）;消退实验中,三组动物差异无显著性。神经递质检测发现,SHR组大鼠谷氨酸[（1.0639±0.07086）mg/g]、乙酰胆碱[（2.7760±0.2609）μg/g]与五羟色胺[（1.2200±0.1137）μg/g]含量均显著低于Wistar组大鼠（P〈0.05）,多奈哌齐组大鼠乙酰胆碱含量显著增加[（3.9344±0.2747）μg/g]（vs.Wistar,P〈0.05;vs.SHR,P〈0.001）。结论奖励性操作式条件反射方法可作为一种正性增强条件反射检测新方法应用于大鼠学习记忆研究。     

Characterisation of learning and memory deficits following NMDA receptor antagonism

Summary The effects of the non-competitive NMDA antagonist dizocilpine in tests of cognitive function have been compared with its effects on motor function in rats. Severe motor impairments were observed at doses above 0.1 mg/kg. Dizocilpine (0.075 mg/kg) had no effect on the acquisition of a spatial discrimination task in a Y-maze, but disrupted reversal learning. Both the acquisition and reversal of a visual discrimination task were impaired following dizocilpine (0.075 mg/kg). Dizocilpine (0.04 mg/kg) also disrupted performance of a fivechoice visual reaction time task. It is clear that dizocilpine can impair cognitive function at doses which do not induce pronounced motor dysfunction. The impairment induced by dizocilpine includes a disruption of spatial discrimination learning and a deficit in tasks with sustained attentional demands.     

Modulation of synaptic plasticity in the hippocampus and piriform cortex by physiologically meaningful olfactory cues in an olfactory association task

Animals were trained to discriminate two natural odors while another group was trained to discriminate between a patterned electrical stimulation distributed on the lateral olfactory tract (LOT), labelled olfaco-mimetic stimulation (OMS), used as an olfactory cue versus a natural odor. No statistically significant difference was observed in behavioral data between these two groups. The animals trained to learn the meaning of the OMS exhibited a gradual long-term potentiation (LTP) phenomenon in the piriform cortex. When a group of naive animals was pseudo-conditioned, giving the OMS for the same number of sessions but without any olfactory training, no LTP was recorded. These results indicate that the process of learning olfactory association gradually potentiates cortical synapses in a defined cortical terminal field, and may explain why LTP in the piriform cortex is not elicited by the patterned stimulation itself, but only in an associative context. As olfactory and hippocampus regions are connected via the lateral entorhinal cortex, the olfactomimetic model was used to study the dynamic of involvement of the dentate gyrus (DG) in learning and memory of this associative olfactory task. Polysynaptic field potentials, evoked by the LOT stimulation, were recorded in the molecular layer of the ipsilateral DG. An early and rapid (2nd session) potentiation was observed when a significant discrimination of the two cues began to be observed. The onset latency of the potentiated response was 30–40 ms. When a group of naive animals was pseudoconditioned, no change was observed. Taken together, these results support the hypothesis that early activation of the DG during the learning of olfactory cue allows the progressive storage of olfactory information in a defined set of potentiated cortical synapses. The onset latency of the polysynaptic potentiated responses suggests the existence of a reactivating hippocampal loops during the processing of olfactory information.     

Breakfast in the nook and dinner in the dining room: time-of-day discrimination in rats

Four studies were conducted which demonstrate that most (63%) male Sprague-Dawley rats can attain criterion, nine correct choices over ten consecutive trials, on a time-of-day discrimination in an elevated T-maze, but that the task is relatively difficult. The discrimination required that the rats go to one goal arm during a morning session and the other in an afternoon session. The sessions always began at the same time and were at least 6 h apart. A larger proportion of rats attained criterion and required fewer trials when the discriminative cue was a maze insert providing visual and tactile stimulation (0.72), orientation and position of the maze in the room (0.88), or the rats were required to always make the same left or right turn (0.94). Also, once criterion was attained, rats trained on time-of-day discrimination only made about 70% correct choices with continued training. Housing the rats with continuous light, all laboratory noises masked with white noise, and a random feeding schedule did not prevent them from acquiring the time-place discrimination. Testing the rats with a random number of trials during morning and afternoon sessions and with added or omitted sessions revealed that the rats did not use response or session alternation strategies to perform the discrimination. Also, the particular experimenter administering the morning or afternoon sessions did not serve as a cue for the discrimination. The relative difficulty of the task suggests that time of day does not normally function as a discriminative stimulus for choices, but probably as a contextual stimulus. Further, performance of the task in the absence of time-of-day cues suggests that the discrimination is based on event memory combined with an internal timing mechanism.     

Individuality in nest building: do southern masked weaver (Ploceus velatus) males vary in their nest-building behaviour?

This study investigated how infant pigtailed macaque monkeys performed on two separate learning assessments, two-object discrimination/reversal and Hamilton search learning. Although the learning tasks have been tested on several species, including non-human primates, there have been no normative results reported for young macaque monkeys. The present study provides normative results for these learning tasks in very young captive pigtailed macaques and investigates the degree to which performances on these assessments are related. In addition, an error analysis was conducted to understand the choice patterns of the animals on each task. It was found that males took longer to reach criterion than females on the two-object reversal task. Performance and latency on the discrimination task predicted performance and latency on the reversal task. Performance on Hamilton Search Set-Breaking negatively predicted performance on the later Hamilton Search Forced Set-Breaking task. Finally, latency on reversal significantly predicted the latency on the Hamilton search task. These data provide strong evidence of a relationship between performance on discrimination and reversal. This study shows that, otherwise, each task assesses a different cognitive function.     

Second-Order Conditioning and Conditioned Inhibition: Influences of Speed versus Accuracy on Human Causal Learning

In human causal learning, excitatory and inhibitory learning effects can sometimes be found in the same paradigm by altering the learning conditions. This study aims to explore whether learning in the feature negative paradigm can be dissociated by emphasising speed over accuracy. In two causal learning experiments, participants were given a feature negative discrimination in which the outcome caused by one cue was prevented by the addition of another. Participants completed training trials either in a self-paced fashion with instructions emphasising accuracy, or under strict time constraints with instructions emphasising speed. Using summation tests in which the preventative cue was paired with another causal cue, participants in the accuracy groups correctly rated the preventative cue as if it reduced the probability of the outcome. However, participants in the speed groups rated the preventative cue as if it increased the probability of the outcome. In Experiment 1, both speed and accuracy groups later judged the same cue to be preventative in a reasoned inference task. Experiment 2 failed to find evidence of similar dissociations in retrospective revaluation (release from overshadowing vs. mediated extinction) or learning about a redundant cue (blocking vs. augmentation). However in the same experiment, the tendency for the accuracy group to show conditioned inhibition and the speed group to show second-order conditioning was consistent even across sub-sets of the speed and accuracy groups with equivalent accuracy in training, suggesting that second-order conditioning is not merely a consequence of poorer acquisition. This dissociation mirrors the trade-off between second-order conditioning and conditioned inhibition observed in animal conditioning when training is extended.     

Effect of daytime nap on consolidation of declarative memory in humans

We studied effects of a daytime nap (1 hour) with including only NREM sleep on performance of declarative memory task (60 semantically unrelated word pairs) and general functional state. During training, procedure of learning of 30 word pairs was presented once, and that of the other 30 pairs was repeated twice. Strength of the task acquisition was tested. Subjects participated in two experiments: basic and control one. After learning participants either took a nap (basic experiment) or kept awake looking movies (control experiment). In 4.5 hours after the training session all the subjects were retested. As compared to the subjects who stayed awake during the training-retesting interval, subjects who had a NREM nap demonstrated enhanced performance. Concerning the strength of task acquisition, sleep-dependent performance was observed only for the word pairs learned once. Naps did not affect the functional state assessed by the reaction time dynamics and psychological testing.     

Influence of acoustic signal with ultrasonic components on the development of defensive conditioned reflex in Wistar rats

Short-term (90 s) effects of the complex acoustic signal (CAS) with ultrasonic components on the development of defensive conditioned reflex of two-way active avoidance in a shuttle-box were studied in female Wistar rats. The learning ability of rats was measured on a scale designed in our laboratory. It was shown that CAS stimulation triggered an audiogenic seizure of different strength in 59% of animals. The CAS was extremely stressful for Wistar rats: it prevented the active avoidance learning in early terms after its application (the first training session in 4 or 6 days). This effect did not depend on the presence or intensity of audiogenic seizures during CAS. In the second training session in 9 days (the first session was in 4 days), learning was impaired as compared to control without CAS. However, during repeated training procedure 1.5 months after the CAS (the first session in 6 days), rats rapidly reached the criterion of learning (10 consecutive avoidance reactions). On the other hand, if the CAS was presented with different time lags (immediately, in 3 or in 45 days) after the first training session, the ability of animals to learn during the second session was not impaired both in early and late terms after exposure to the stressor. The results suggest that exposure to CAS prevents development of short-term memory but does not affect consolidation process and long-term memory.