Assessment Of Learning Abilities Research Articles

Measuring episodic verbal learning ability in alcohol-related cognitive disorders in relation to everyday functioning

Adequate and timely assessment of learning abilities in individuals with alcohol-related cognitive disorders is highly relevant to optimize addiction care. Learning curves of episodic verbal memory tests have been used to assess learning ability in various neurocognitive disorders, but studies in alcohol-related cognitive disorders are lacking. Therefore, this study investigated California Verbal Learning Test (CVLT) learning curves in individuals with alcohol-use disorder (AUD) with and without cognitive impairments and examined associations between learning curves and changes in everyday functioning following a multicomponent care program. We fitted learning curves over the five immediate recall trials of the Dutch version of the CVLT of patients with Korsakoff's syndrome (KS; N = 117), alcohol-related cognitive impairment no KS (ARCI; N = 147), and uncomplicated AUD (N = 43) using a generalized non-linear mixed regression. This model was based on three different parameters: initial memory performance (attention), maximum number of correctly recalled words (maximum learning), and the increase of correctly recalled words over the trials (learning rate). Next, we related these learning curves with ratings of everyday activities using the Patient Competency Rating Scale (PCRS) before and after a care program following admission. Modelled learning curves differed across groups, with significant differences in Attention (KS<ARCI<AUD, p < 0.001), Maximum Learning (KS<ARCI<AUD, p<0.001), and Learning Rate (KS<ARCI=AUD, p < 0.001). However, modelled learning curves were not related to reliable improvement in PCRS scores (p>0.05). Although modelled learning curves may be used to differentiate diagnostic groups in alcohol-related cognitive disorders, future studies are needed to establish the criterion validity of learning curves in this population.

Pengembangan Media KIncir Pintar dengan Metode Demonstrasi dan Bermain untuk meningkatkan kemampuan Bahasa Ekspresif dan keaksaraan Anak Usia 5-6 Tahun di TK Negeri Pembina Batang

The background of this research is the conditions in the Batang Pembina Batang State Kindergarten, Kalisalak Village, Batang. Researchers also found problems learning expressive language skills and expressive language literacy and low literacy reaching 75%. The approach used in this research is the type of research carried out is the ADDIE development research method including: Analysis, Design, Development or Production, Implementationor Delivery and Evaluations. The ADDIE model was developed by Dick and Carry in 1996 to design learning systems (Mulyaningsih, 2016). This model can be used for various forms of product development in learning activities such as models, learning strategies, learning methods, media and teaching materials. The results of this study are 1. Results of the Smart Wheel (Kintar) media validation using demonstration and play methods to improve expressive language skills and literacy of children aged 5-6 years with very valid criteria. 2. Practicality The validation of the Smart Wheel (Kintar) media with the demonstration and playing method developed can improve expressive language skills and early childhood literacy in kindergarten based on the results of teacher and student response questionnaires. 3. Being able to improve the expressive language skills and literacy of children aged 5-6 years in Kindergarten. The effectiveness of learning using the Smart Wheel (Kintar) media with demonstration and play methods can be seen through the effectiveness test with the result that the Smart Wheel (Kintar) media with Demonstration and play methods can improve expressive language skills and motor literacy in early childhood in kindergarten, this is shown by the average score of students' learning ability assessment of 4.00. it can be concluded that the effectiveness of the Smart Wheel (Kintar) media with demonstration and play methods to improve expressive language skills and early childhood literacy falls within the very good criteria.

Pengembangan Media Pembelajaran Blended Learning Berbasis TPACK untuk Meningkatkan Kemampuan Hots Anak Usia 5-6 Tahun

This research aims to determine children's HOTS abilities through TPACK-based balanced learning media for children aged 5-6 at TK Lestari Krengseng. The approach used in this research. The type of research carried out is the development research method or ADDIE (Analysis, design, development, implementation, evaluation. Sugiyono (2015:407) states that research and development methods are methods used to produce certain products, and test effectiveness of the product. To be able to produce a particular product, research is used in the nature of needs analysis and to test the effectiveness of the product so that it can function in the wider community, research is needed to test the effectiveness of the product. The results of this research are 1) Validation results of Blended Learning based learning media TPACK to improve HOTS abilities of early childhood in kindergarten with very valid criteria. 2) The practicality of the TPACK-based Blended Learning media developed can improve early childhood media in kindergartens based on the results of teacher and student response questionnaires, 3) The effectiveness of learning using TPACK-based Blended Learning media can be seen through effectiveness tests with results namely learning media TPACK-based Blended Learning is able to improve HOTS abilities of early childhood in kindergarten, this is shown by the average score of student learning ability assessment of 90. It can be concluded that the effectiveness of TPACK-based Blended Learning media in improving HOTS abilities and interest in learning in early childhood in very good criteria.

MULTIDIMENSIONAL ASSESSMENT OF LEARNING ABILITIES IN STUDENTS WITH CEREBRAL PALSY IN AN INCLUSIVE SCHOOL: A CASE STUDY

The aim of this paper is to highlight the importance of a multidimensional approach to the contextual assessment of learning abilities in students with cerebral palsy. The paper presents a case study of a nine-year-old student with multiple developmental disabilities (cerebral palsy and additional influencing difficulties) attending a regular primary school with an individual educational program (IEP). In order to determine the measures for individualizing the educational process for the student, the assessment of internal conditions and learning abilities was conducted individually within a daily rehabilitation center, while the environmental conditions were observed within the school setting. The evaluation of the assessment results emphasized the significance of conducting assessments in all relevant contexts, as it was the only way to obtain a comprehensive understanding of the student's level of functioning and the necessary measures for improving her learning and participation.Key words: multidimensional assessment, learning abilities, cerebral palsy

Modular Learning Ability Assessment of Junior Middle School Mathematics Teaching Assistants

Modular Learning Ability Assessment of Junior Middle School Mathematics Teaching Assistants

Assessment of Learning Ability by Online Survey in Students during the Pandemic of COVID-19 and Its Influence on Students with Respect to Jordanian Students

Education sector is one of the huge sectors which are severely affected during Novel corona virus disease (COVID-19) pandemic. However, there are indeed some positive signs across the globe, in the form of distance learning, were remarked in this area of education but many difficulties have arisen in online learning simultaneously. This paper aims to address hitherto unreported difficulties during online e-learning process. In the present study, total 880 student samples surveys were considered across all the parts of Jordan. The samples were collected through online Google forms by circulating the same through social media platforms and online learning portals. The received responses showed the mixed statements for the e-learning. On the one hand the group of students those having technological support like laptop and computer with good internet speed has shown positive interest towards the online learning but on other hand the other group has shown less interest. Nevertheless, both the groups were fully agreed that the outcome of the learning was not properly addressed as in case of physical class room program. Students felt the need of physical interaction between learners and instructor. During the pandemic of COVID-9 in Jordan, there is opportunity felt by education sector to leap from the conventional method of learning to technology based online learning programme. After carefully observations of 26,400 questionnaires, the responses from the students of Jordan mirrored that there was a wide scope of the improvements in the technology-based education.

Application of concept map teaching method of group-discussing mode in standardized nursing training

Objective To explore the application effect of concept map teaching of group-discussing mode in standardized nursing training. Methods A total of 80 standardized training nurses in Wuxi No.2 People's Hospital from January 2016 to December 2016 were selected by purposive sampling and randomly divided into the intervention group and the control group, with 40 students in each. The control group was taught according to the conventional teaching method, and the intervention group was taught with the concept map teaching of group-discussing mode. The scores of the independent learning ability assessment scale and the scores of theoretical examination were compared before and after the intervention. The scores of the feedback evaluation scale of concept map teaching of group-discussing mode in the intervention group were observed. Results The score of each dimension and the total score of the independent learning ability assessment scale of the intervention group after intervention were higher than those in the control group, and the difference was statistically significant (P<0.05) . The score of theoretical examination in the intervention group was higher than that in the control group with statistical difference (P<0.001) . The nurses in the intervention group had a better feedback on the concept map teaching of group-discussing mode. Conclusions The concept map teaching of group-discussing mode obtains good application results in clinical nursing teaching and training, and it can improve the nurses' independent learning ability. Key words: Nurses; Teaching; Concept map; Standardized nursing training; Independent learning

Cerebral impact of prenatal irradiation by 131I: an experimental model of clinical neuroradioembryological effects

To create an experimental model of prenatal cerebral radiation effects of 131I in human and to determine the experimental and clinical neuroradioembryological effects.Study object. The neuroradioembryological effects in Vistar rats exposed to 131I in prenatal period. Nervous system status and mental status in 104 persons exposed to ionizing radiation in utero due to the ChNPP accident and the same in 78 not exposed subjects. Experimental i.e. behavioral techniques, including the spontaneous locomotive, exploratory activity and learning ability assessment, clinical i.e. neuropsychiatric, neuro and psychometric, neuropsychological, neurophys iological methods, both with dosimetric and statistical methods were applied. Intrauterine irradiation of Wistar rats by 131I was simulated on a model of one time oral 27.5 kBq radionu clide administration in the mid gestation period (0.72±0.14 Gy fetal thyroid dose), which provides extrapolation of neuroradioembryological effects in rats to that in humans exposed to intrauterine radiation as a result of the Chornobyl catastrophe. Abnormalities in behavioral reactions and decreased output of conditioned reflex reactions identified in the 10 month old rats suggest a deterioration of cerebral cognition in exposed animals. Specific cog nitive deficit featuring a disharmonic intellectual development through the relatively decreased verbal intelligence versus relative increase of nonverbal one is remained in prenatally exposed persons. This can indicate to dysfunc tion of cortical limbic system with especial involvement of a dominant hemisphere hippocampus. Decreased theta band spectral power (4-7 Hz range) of cerebral bioelectrical activity in the left frontotemporal area is suggestive of hippocampal dysfunction mainly in dominant hemisphere of prenatally irradiated persons. Disorders of hippocam pal neurogenesis due to prenatal exposure by radioactive iodine can be a biologic basis here. Innovative approach es in social adaptation, psychoprophylaxis and psychorehabilitation involve the maximum effective application and development of just the most developed psychological and cognitive abilities in survivors.

Simulating real-life exposures to uncover possible risks to human health: A proposed consensus for a novel methodological approach

In real life, consumers are exposed to complex mixtures of chemicals via food, water and commercial products consumption. Since risk assessment usually focuses on individual compounds, the current regulatory approach doesn't assess the overall risk of chemicals present in a mixture. This study will evaluate the cumulative toxicity of mixtures of different classes of pesticides and mixtures of different classes of pesticides together with food additives (FAs) and common consumer product chemicals using realistic doses after long-term exposure. Groups of Sprague Dawley (CD-SD) rats (20 males and 20 females) will be treated with mixtures of pesticides or mixtures of pesticides together with FAs and common consumer product chemicals in 0.0, 0.25 × acceptable daily intake (ADI)/tolerable daily intake (TDI), ADI/TDI and 5 × ADI/TDI doses for 104 weeks. All animals will be examined every day for signs of morbidity and mortality. Clinical chemistry hematological parameters, serum hormone levels, biomarkers of oxidative stress, cardiotoxicity, genotoxicity, urinalysis and echocardiographic tests will be assessed periodically at 6 month intervals. At 3-month intervals, ophthalmological examination, test for sensory reactivity to different types of stimuli, together with assessment of learning abilities and memory performance of the adult and ageing animals will be conducted. After 24 months, animals will be necropsied, and internal organs will be histopathologically examined. If the hypothesis of an increased risk or a new hazard not currently identified from cumulative exposure to multiple chemicals was observed, this will provide further information to public authorities and research communities supporting the need of replacing current single-compound risk assessment by a more robust cumulative risk assessment paradigm.

Cognitive-behavioural phenotype in a group of girls from 1.2 to 12 years old with the Incontinentia Pigmenti syndrome: Recommendations for clinical management

ABSTRACTIncontinentia Pigmenti (IP, OMIM#308300) is a rare X-linked genomic disorder (about 1,400 cases) that affects the neuroectodermal tissue and Central Nervous System (CNS). The objective of this study was to describe the cognitive-behavioural profile in children in order to plan a clinical intervention to improve their quality of life. A total of 14 girls (age range: from 1 year and 2 months to 12 years and 10 months) with IP and the IKBKG/NEMO gene deletion were submitted to a cognitive assessment including intelligence scales, language and visuo-spatial competence tests, learning ability tests, and a behavioural assessment. Five girls had severe to mild intellectual deficiencies and the remaining nine had a normal neurodevelopment. Four girls were of school age and two of these showed no intellectual disability, but had specific disabilities in calculation and arithmetic reasoning. This is the first description of the cognitive-behavioural profile in relation to developmental age. We stress the importance of an early assessment of learning abilities in individuals with IP without intellectual deficiencies to prevent the onset of any such deficit.

Feasibility of repeated testing for learning ability in juvenile primates for pediatric safety assessment

Assessment of learning ability in nonhuman primate (NHP) models is sometimes requested by regulatory authorities. The double choice object discrimination task using a Wisconsin General Testing Apparatus (WGTA) approach is typically being applied. In this study, the WGTA approach was performed on 66 juvenile cynomolgus monkeys aged 8–9 months in the predose phase of juvenile toxicity assessment. In addition, reversal learning data of seven control animals/gender were obtained for the weeks 25 and 52 of dosing. Gender differences in the number of days required to pass the habituation, learning or reversal learning phases were statistically comparable, males and females may be combined for statistical analysis. At first instance, the habituation phase was passed on average after 6.4 days, and the learning test on average after 8.6 days with improvement to 2.0–2.6 days for habituation and 6.4–6.7 days for learning in weeks 52. Power analysis (α = 0.05, one-sided t-test) revealed a sample size of 8 and 41 to predict a 50% and 20% difference, respectively. In conclusion, examination for learning ability, but not for memory ability (during repeated testing) is feasible in juvenile NHPs using the WGTA approach.

Incontinentia Pigmenti: Learning Disabilities Are a Fundamental Hallmark of the Disease

Studies suggest that genetic factors are associated with the etiology of learning disabilities. Incontinentia Pigmenti (IP, OMIM#308300), which is caused by mutations of the IKBKG/NEMO gene, is a rare X-linked genomic disorder (1∶10000/20∶000) that affects the neuroectodermal tissues. It always affects the skin and sometimes the hair, teeth, nails, eyes and central nervous system (CNS). Data from IP patients demonstrate the heterogeneity of the clinical phenotype; about 30% have CNS manifestations. This extreme variability suggests that IP patients might also have learning disabilities. However, no studies in the literature have evaluated the cognitive profile of IP patients. In fact, the learning disability may go unnoticed in general neurological analyses, which focus on major disabling manifestations of the CNS. Here, we investigated the neuropsychological outcomes of a selected group of IP-patients by focusing on learning disabilities. We enrolled 10 women with IP (7 without mental retardation and 3 with mild to severe mental retardation) whose clinical diagnosis had been confirmed by the presence of a recurrent deletion in the IKBKG/NEMO gene. The participants were recruited from the Italian patients' association (I.P.A.SS.I. Onlus). They were submitted to a cognitive assessment that included the Wechsler Adult Intelligence scale and a battery of tests examining reading, arithmetic and writing skills. We found that 7 patients had deficits in calculation/arithmetic reasoning and reading but not writing skills; the remaining 3 had severe to mild intellectual disabilities. Results of this comprehensive evaluation of the molecular and psychoneurological aspects of IP make it possible to place “learning disabilities” among the CNS manifestations of the disease and suggest that the IKBKG/NEMO gene is a genetic determinant of this CNS defect. Our findings indicate the importance of an appropriate psychoneurological evaluation of IP patients, which includes early assessment of learning abilities, to prevent the onset of this deficit.

Student Learning Ability Assessment using Rough Set and Data Mining Approaches

All learners are not able to learn anything and everything complete. Though the learning mode and medium are different in e-learning mode and in classroom learning, similar activities are required in both the modes for teachers to observe and assess the learner(s). Student performance varies considerably depending upon whether a task is presented as a multiple-choice question, an open-ended question, or a concrete performance task (3). Due to the dominance of e-learning, there is a strong need for an assessment which would report the learning ability of a learner based on the learning skills under various stages. This paper focuses on assessment through multiple choice questions at the beginning and at the end of learning. The learning activities of the learner are tracked during the learning phase through a Continuous Assessment test to realize the understanding level of the learner. The scores recorded in the database is analyzed using a Rough Set Approach based Decision System. The effectiveness of teaching learning process indicates the learning ability of the learner, presented in a Graphical form. It is evident from the results that the entry behavior and the behavior while learning determine the actual learning. Students generate internal opinion as they monitor their engagement with learning activities and tasks and also assess progress towards goals. Those who are effective at self-regulation, however, produce better feedback or are able to use the self-opinion they generate to achieve their desired goals. The tool developed assists the teacher to be aware of the learning ability of learners before preparing the content and the presentation structure towards complete learning. In other words, the developed tool helps the learner to self- assess the learning ability and thereby identify and focus to gain the lacking skills. Index Terms—Learning Ability, Pre-test, Post-test, Continuous Assessment, Rough Set Approach, Decision System

The short and long-term influence of cesarean delivery on maternal and child

Objective To explore the short and long-term influence of cesarean delivery on maternal and child.Methods The clinical data of 504 cases of maternal postpartum were investigated,and followed up for 10 years.The 1-year-old children were given DDST of pediatric mental development screening investigation.The schoolage children were examined by the learning ability assessment and check measurement tools.Results The postpartum depression scale score in the first day of maternal eutocia group was significantly lower than that of the cesarean group (t =16.54,P ＜ 0.05).The probability occurrence of intrapartum and postpartum complications of eutocia group were lower than those of cesarean group(x2 =4.62,4.17,14.62,6.37,all P ＜ 0.05).The bilirubin index and the incidence of Apgar score ≤7 points in eutocia group were lower than those in the cesarean group,the differences were statistically significant(t =23.62,x2 =4.12,all P ＜ 0.05).10 years of investigation on postpartum natural childbirth and caesarean section women,ectopic pregnancy,endometriosis,secondary infertility,and subsequent pregnancy abnormal cases in the eutocia group were significantly lower than those in the cesarean group,there were significant differences (x2 =1.57,6.78,4.35,4.26,7.34,all P ＜ 0.05).Personal and social,fine motor,language ability,a large sports development in the eutocia group were significantly better than those in the cesarean group(x2 =13.76,12.75,13.32,15.23,all P ＜0.05).Number of allergic asthma,attention deficit hyperactivity disorder,interpersonal communication,social adaptability in the eutocia group was significantly better than that in the cesarean group (x2 =4.58,4.04,6.34,all P ＜ 0.05).Conclusion Cesarean section have different effects on maternal and fetal,we should take effective measures to reduce the rate of cesarean section,safeguard physical and mental health of women and children. Key words: Cesarean section; Mothers, infant; Influence; Intervention

Predicting MCI outcome with clinically available MRI and CSF biomarkers

To determine the ability of clinically available volumetric MRI (vMRI) and CSF biomarkers, alone or in combination with a quantitative learning measure, to predict conversion to Alzheimer disease (AD) in patients with mild cognitive impairment (MCI). We stratified 192 MCI participants into positive and negative risk groups on the basis of 1) degree of learning impairment on the Rey Auditory Verbal Learning Test; 2) medial temporal atrophy, quantified from Food and Drug Administration-approved software for automated vMRI analysis; and 3) CSF biomarker levels(.) We also stratified participants based on combinations of risk factors. We computed Cox proportional hazards models, controlling for age, to assess 3-year risk of converting to AD as a function of risk group and used Kaplan-Meier analyses to determine median survival times. When risk factors were examined separately, individuals testing positive showed significantly higher risk of converting to AD than individuals testing negative (hazard ratios [HR] 1.8-4.1). The joint presence of any 2 risk factors substantially increased risk, with the combination of greater learning impairment and increased atrophy associated with highest risk (HR 29.0): 85% of patients with both risk factors converted to AD within 3 years, vs 5% of those with neither. The presence of medial temporal atrophy was associated with shortest median dementia-free survival (15 months). Incorporating quantitative assessment of learning ability along with vMRI or CSF biomarkers in the clinical workup of MCI can provide critical information on risk of imminent conversion to AD.

Dynamic assessment and its potential for the assessment of reading competence

This article describes the approach of dynamic assessment, focusing on general approaches as well as specific constraints for the assessment of reading competence. Starting with an overview of the literature on dynamic assessments within educational research, the framework of dynamic assessment in which the current level of competence and (domain-specific) learning ability are assessed, is discussed with regards to its methodological and diagnostic implications. Reading competence is introduced as a domain in which interventions prove successful, and as a domain principally suitable for the assessment of learning ability. Furthermore, it is discussed whether elaborated feedback given within the procedure of reading competence assessment does uncover a learning ability which is specific to the domain of reading competence or not.

The Open-Trial Selective Reminding Test (OT-SRT) as a Tool for the Assessment of Learning and Memory

The Open Trial Selective Reminding Test (OT-SRT) is a modification of the SRT that also evaluates new learning abilities. The examinee is asked to learn a list of 10 words over a maximum of 15 trials. Using a criterion-referenced approach, the list is repeatedly administered until a criterion of complete recall on two consecutive trials is achieved. Training to criterion provides a better assessment of learning ability than the traditional fixed trial list-learning paradigm. Recall and recognition is then tested 30 and 90 minutes following the learning trials. This paper presents normative data on the OT-SRT for 117 healthy controls (Study 1) and 151 participants with clinically definite multiple sclerosis (Study 2).

Dynamic assessment of learning ability improves outcome prediction following acquired brain injury

Primary purpose: There is a need to improve the prediction of outcome following acquired brain injury. The previous focus has been on specifying the relative contribution of such variables as pre-morbid intellectual ability, socioeconomic status, severity of injury and performance on neuropsychological assessments. To date, findings remain discrepant and often inconclusive. The present study examined whether dynamic assessment testing scores predict outcome.Research design: Both standard and dynamic assessment of 77 individuals with acquired brain injury was performed. Dynamic assessment identifies the learning potential of the individual, rather than measuring their statically assessed cognitive ability. The individual's potential to learn the Wisconsin Card Sorting Task (WCST), with guided instruction and feedback, was assessed and compared with standardized static measures.Results: Using Rasch analysis, individual learning potential was determined and, unlike the standard WCST scores, was predictive of integration into the community following brain injury.Conclusion: It is concluded that dynamic testing potentially may offer advantages over the traditional standard cognitive tests in predicting the outcome for people with brain injuries.

Behavioural phenotyping reveals anxiety-like features of SV2A deficient mice

Synaptic vesicle protein 2A (SV2A) is involved in neurotransmitter release and has been identified as the binding site for levetiracetam (Keppra ®), a novel antiepileptic drug. Homozygous SV2A (−/−) mice are not viable beyond a few weeks. In contrast, heterozygous SV2A (+/−) mice have a normal lifespan. We performed a behavioural phenotyping on SV2A (+/−) mice in a battery of tests: gross behavioural observation, spontaneous locomotor activity, sensori-motor coordination, acute pain sensitivity, exploration in an elevated plus-maze and an assessment of learning abilities in an inhibitory avoidance procedure. SV2A (+/−) mice were compared to age-matched, 2-month-old wild type controls. Overall, gross behaviour, spontaneous locomotor activity, sensori-motor coordination and acute pain sensitivity were comparable between wild type and SV2A (+/−) mice. When tested in a plus-maze, SV2A (+/−) mice displayed significant increased avoidance of open elevated arms whereas locomotor activity was not altered. Finally, both SV2A (+/−) and wild type mice showed comparable memory performance at the end of a multi-trial passive avoidance procedure. Interestingly, SV2A (+/−) mice exhibited increased avoidance of the lit area during the first sessions without foot shock. These results suggest an anxiety-like phenotype for SV2A (+/−) mice indicated by increased open-arm avoidance in the elevated plus-maze test as well as a shorter latency to escape from a lit area in the inhibitory avoidance procedure.

Commentary

HIGHLIGHTED TOPICSCommentaryGary C. Sieck, Gary C. Sieck Journal of Applied Physiology, EditorPublished Online:01 Feb 2003https://doi.org/10.1152/japplphysiol.01065.2002MoreSectionsPDF (21 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInWeChat It is often assumed that the control of breathing is influenced by learning and memory processes, thus reflecting a high level of functional plasticity. Conditioned respiratory responses are regarded as an adaptive feedforward mechanism of breathing control that anticipates metabolic needs. According to this view, such conditioned behaviors are acquired in the early postnatal period. The firstHighlighted Topics article featured in this issue of theJournal of Applied Physiology, “Classical conditioning of breathing pattern after two acquisition trials in 2-day-old mice,” by Durand et al., examined conditions of breathing patterns in neonatal mice. The conditioning paradigm used in this study involved an artificial odor conditioned stimulus, signaling a natural unconditioned stimulus based on maternal care. Durand and colleagues had previously shown that classical conditioning of breathing patterns by a sensory conditioned stimulus with hypercapnia or hypoxia as the unconditioned stimulus was effective in adult animals (J Appl Physiol83: 1174–1183, 1997; Behav Neurosci 112: 1393–1401, 1998, Behav Brain Res 106: 29–37, 1999) and humans (J Appl Physiol 70: 676–682, 1991). The conditioned stimulus was presented either 30 min before contact with the mother (control unpaired group) or at the time of contact with the mother (experimental paired group). Conditioning was tested by measuring the respiratory response to the conditioned stimulus, using whole-body plethysmography. These investigators found significantly stronger ventilatory responses to the conditioned stimulus in the experimental group compared with that shown in controls, due to the strong conditioning effect on tidal volume and the smaller conditioning effect on respiratory rate. Because there were no significant between-group differences in somatomotor activity, it is likely that the respiratory conditioned stimulus was caused by higher metabolic demands in the experimental pups compared with that in controls. This behavioral respiratory response expressed a learned association between environmental stimuli.These results demonstrate that breathing is sensitive to conditioning. In addition, these results indirectly support the hypothesis that learned feedforward processes may complement feedback pathways during postnatal maturation of respiratory control. Furthermore, the fact that breathing appeared to be a more sensitive index of associative learning than somatomotor activity may have important practical implications for assessment of learning abilities in newborn mice.Activity-dependent neuroplasticity, demonstrated throughout the central nervous system (CNS), has been more recently documented in respiratory motoneuron networks. One of the challenges has been to determine the physiological or pathophysiological conditions during which plasticity in the central network might become important. The second article featured in this issue, “Neuroplasticity in nucleus tractus solitarius neurons after episodic ozone exposure in infant primates,” by Chen et al., found that repeated exposure of infant primates to ozone, a physiologically relevant environmental pollutant, resulted in neuroplasticity in the nucleus tractus solitarius (NTS), the CNS gateway for viscerosensory input that can shape respiratory motor pattern. The NTS neurons exhibited a persistent increase in intrinsic excitability, but at the same time, as a group, these neurons were less responsive to synaptic activation by stimulation of sensory afferent fibers in the tractus solitarius. Endogenous substance P, which has also been implicated in plasticity of the cell bodies of lung sensory afferent fibers, contributed to the ozone-induced increase in excitability. This study demonstrated that repeated exposure to an inhaled pollutant can result in complex changes in both the intrinsic and synaptic properties of neurons in the cardiorespiratory region of the NTS. In the context of the present study, the diminished responsiveness to stimulation of the tractus solitarius may help to explain adaptation of reflex respiratory motor responses to repeated ozone exposures. This adaptation may contribute to detrimental effects of irritants and particles on lung function by diminishing respiratory motor protective responses of apnea, cough, and rapid breathing. On the other hand, the enhanced intrinsic excitability of NTS neurons may modify respiratory motor output from pathways that do not depend exclusively on sensory input. The mechanisms by which the pollutant causes changes and the implication of these changes in health and disease remain to be studied.FOOTNOTES10.1152/japplphysiol.01065.2002This article has no references to display. Download PDF Previous Back to Top Next FiguresReferencesRelatedInformationCited ByModulation of hypoglossal motoneuron excitability by intracellular signal transduction cascadesRespiratory Physiology & Neurobiology, Vol. 147, No. 2-3 More from this issue > Volume 94Issue 2February 2003Pages 811-811 Copyright & PermissionsCopyright © 2003 the American Physiological Societyhttps://doi.org/10.1152/japplphysiol.01065.2002History Published online 1 February 2003 Published in print 1 February 2003 Metrics