Initial Learning Session Research Articles

Effect of cerebellar granule cell depletion on spatial learning and memory and in an avoidance conditioning task: studies in postnatally X-irradiated rats

Rats of the DA/HAN strain (pigmented rats) were submitted to two experimental tasks consisting in spatial learning (water escape experiment) and in passive avoidance conditioning. These rats were either totally or partially deprived of their granule cells using two different schedules of postnatal X-irradiation of the cerebellum. When they were 3 months old, the animals were submitted to an initial learning session, followed by a retrieval test seven days later. The scores of the rats which were partially deprived of granule cells appeared similar to those of controls, except for a mild deficiency of spatial learning. The learning and retrieval scores of the rats totally deprived of granule cells were similar to those of controls at the passive avoidance conditioning task, but these animals were unable to accurately learn a spatial task and showed memory impairments relative to controls. These results are discussed in terms of cognitive defects.

Coordination between posture and movement in a bimanual load-lifting task: is there a transfer?

The present experimental series was designed to test the possibility that an anticipatory postural adjustment learned during the performance of a bimanual load lifting task may be transferred between the upper extremities. Eight seated subjects were asked to maintain horizontally one forearm (postural arm) loaded with a 1-kg load, which was fixed to the arm by means of an electromagnet. The unloading was triggered either by the experimenter pressing a switch (control) or by the subjects making a voluntary movement with their other arm (moving arm). In the latter case, the subject lifted a 1-kg load resting on a force platform with the moving hand, and the switching off was triggered when the force level reached a threshold of 0.5 kg. The maximum amplitude (MA) and the maximum velocity (MV) of the postural forearm elbow joint rotation occurring after the unloading were measured at each trial. The learning process was estimated by performing a regression analysis on each series of trials, using an exponential model, and from the intercept of the regression curve with the ordinate. 1. During the original learning session (three series of 20 trials), a decrease in MA and MV was found to occur both within the series and between the series during a session. 2. After the initial learning session, the sides of the postural and moving arm were interchanged to test whether any transfer had occurred. The first series of trials in the second session (transfer) and the last series of trials in the original learning session were compared and found to be significantly different in terms of the intercept (seven subjects in the case of MA, five subjects in the case of MV) and the slope (five subjects), indicating a lack of transfer. 3. The data recorded during the second transfer learning session indicated that learning occurred in all eight subjects in the case of MA and in six subjects in the case of MV. It was observed that the original learning session did not facilitate the second one. 4. The lack of transfer of the anticipatory postural adjustment observed in this task is discussed with reference to the data in the literature.

Role of the cerebellum in spatial orientation in the rat

Adult DA/HAN strain rats were submitted to a spatial orientation task consisting of finding a reward in an open field. They were first submitted to an initial learning session and 10 days later to a retrieval test. The animals were divided into four groups of five rats each: animals that were cerebellectomized before the initial learning session or after the initial learning session, sham-operated rats, and control (intact) animals. Different parameters that characterize the spatiotemporal organization of the rat's exploratory behavior were quantified. From the results, it can be concluded that the cerebellum is not absolutely necessary in the processes that sustain spatial learning but that it is involved in the mechanisms sustaining focused spatial memory and in the cognitive processes of the motor program elaboration and not only in the regulation of the movement being done.

Effects of lesion of the inferior olivary complex by 3-acetylpyridine on learning and memory in the rat.

DA/HAN-strained male rats (pigmented rats) were submitted to two experimental tasks consisting of spatial learning (water-escape) and a passive avoidance conditioning. Both these tasks were performed by different animals. In order to destroy the inferior olivary complex, the animals were injected with 3-acetylpyridine either 9 days prior to the initial learning session or 24 h after completion of the learning task. They were retested (retrieval test) 10 days after the initial learning was achieved. Learning and retention were compared to those noted in control rats. Administration of 3-acetylpyridine before the initial learning did not prevent the spatial learning but the scores were greatly altered and the number of trials needed to reach the fixed learning criterion was much greater than in controls. However, 10 days later the animals had memorized their initial experience. Injection of 3-acetylpyridine after the initial learning session impaired memory: the animals had completely forgotten their initial learning. It can therefore be concluded that lesion of the afferent climbing fibres to the cerebellar cortex alters learning and retention of a spatial task. Such a lesion does not interfere with learning and retention of a passive avoidance conditioning, since in this condition the experimental animals injected with 3-acetylpyridine either before or after the initial learning behave similarly to controls. The effects of the inferior olivary complex lesion are obviously different according to the task to be learnt, suggesting that these two tasks do not require the integrity of the same nervous structures.

Overlearning as a Variable in the Retention of Gross Motor Skills by the Mentally Retarded

Abstract The purpose of this study was to determine the effect of motor skill overlearning on retention by institutionalized mentally retarded subjects. Subjects were 98 mentally retarded individuals institutionalized at the Austin State School, Austin, Texas. The criterion measure of motor learning was a modification of the Johnson Mat Test. Two levels of motor learning were selected and subjects were randomly assigned to Group I (learning) and Group II (overlearning). Learning occurred when the subjects completed Level I and Level II one time without error. Overlearning occurred when the subjects completed Level I and Level II three consecutive times without error. Subjects were retested for retention four weeks after the initial learning session. The number of trials required to complete Level I and Level II were recorded and analysed for the pretest and posttest. Analysis of the data indicated that (1) mentally retarded subjects who overlearned the motor learning task maintained significant retention ...