Learning-related Effects Research Articles

Just do it: A neuropsychological theory of agency, cognition, mood, and dopamine.

Agency is the sense that one has control over one's own actions and the consequences of those actions. Despite the critical role that agency plays in the human condition, little is known about its neural basis. A novel theory proposes that increases in agency disinhibit the dopamine system and thereby increase the number of tonically active dopamine neurons in the ventral tegmental area. The theory, called ADDS (Agency Disinhibits the Dopamine System), proposes a specific neural network that mediates these effects. ADDS accurately predicts a variety of relevant neuroscience results, and makes many novel predictions, including that increases in an agency will (a) increase motivation, (b) improve executive function, (c) facilitate procedural learning, but only in the presence of immediate trial-by-trial feedback, (d) have little or no effect on learning-related effects of stimulus repetition or on standard eyeblink conditioning, (e) facilitate the development of automatic behaviors, but have little or no effect on the production of behaviors that are already automatized, (f) amplify the cognitive benefits of positive mood, and (g) reduce pain. The implications of this new theory are considered for several purely psychological theories that assign prominent roles to agency, including self-efficacy theory, hope theory, and goal-focused positive psychotherapy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Effect of Perceptual Learning on Face Recognition in Individuals with Central Vision Loss.

PurposeTo examine whether perceptual learning can improve face discrimination and recognition in older adults with central vision loss.MethodsTen participants with age-related macular degeneration (ARMD) received 5 days of training on a face discrimination task (mean age, 78 ± 10 years). We measured the magnitude of improvements (i.e., a reduction in threshold size at which faces were able to be discriminated) and whether they generalized to an untrained face recognition task. Measurements of visual acuity, fixation stability, and preferred retinal locus were taken before and after training to contextualize learning-related effects. The performance of the ARMD training group was compared to nine untrained age-matched controls (8 = ARMD, 1 = juvenile macular degeneration; mean age, 77 ± 10 years).ResultsPerceptual learning on the face discrimination task reduced the threshold size for face discrimination performance in the trained group, with a mean change (SD) of –32.7% (+15.9%). The threshold for performance on the face recognition task was also reduced, with a mean change (SD) of –22.4% (+2.31%). These changes were independent of changes in visual acuity, fixation stability, or preferred retinal locus. Untrained participants showed no statistically significant reduction in threshold size for face discrimination, with a mean change (SD) of –8.3% (+10.1%), or face recognition, with a mean change (SD) of +2.36% (–5.12%).ConclusionsThis study shows that face discrimination and recognition can be reliably improved in ARMD using perceptual learning. The benefits point to considerable perceptual plasticity in higher-level cortical areas involved in face-processing. This novel finding highlights that a key visual difficulty in those suffering from ARMD is readily amenable to rehabilitation.

Chicken cognin interactome and the memory of filial imprinting.

Visual imprinting is a learning process whereby young animals come to prefer a visual stimulus after exposure to it (training). The intermediate medial mesopallium in the domestic chick forebrain is critical for visual imprinting and contributes to molecular regulation of memory formation. Criteria used to infer that a change following training is learning-related have been formulated and published. Cognin (protein disulphide isomerase) is one of several identified plasma membrane and mitochondrial proteins that are upregulated in a learning-related way 24 hours after training. Since virtually nothing is known about the cognin interactome, we have used immunoaffinity chromatography and mass spectrometry to identify proteins that interact with cognin in the cytoplasmic and plasma membrane-mitochondrial fractions. As the learning-related upregulation of cognin has been shown to occur in the plasma membrane-mitochondrial fraction and not in the cytoplasmic fraction, we studied the effect of training on three cognin-interacting partners in the plasma membrane-mitochondrial fraction: the b5 subunit of mitochondrial ATP synthase and the alpha-2 and alpha-3 subunits of sodium-potassium ATPase. Learning-related upregulation was found in the left intermediate medial mesopallium 24 hours after training for the b5 subunit of mitochondrial ATP synthase and the alpha-2 subunit of sodium-potassium ATPase. The hemispheric asymmetry revealed here is consistent with the predominance of many other learning-related effects in the left intermediate medial mesopallium. The alpha-2 subunit of sodium-potassium ATPase is mainly expressed in astrocytes, supporting a role for these glial cells in memory.

Effects of using a second-screen application on attention, learning, and user experience in an educational content

ABSTRACTUsing a secondary device while viewing a primary device (i.e. TV), or media multitasking, is now common. Numerous researchers and practitioners have attempted to introduce secondary devices into education as a new learning environment providing additional information to the user. However, the learning-related effects of using a second screen remain controversial. This study examined the effects of second-screen-application use on attention, learning performance, and user experience per content relevance for three primary contents (PC; i.e. videos) requiring different amounts of cognitive load: low, medium, and high. Second-screen use reduced learning performance and user satisfaction when the PC required high cognitive load. However, participants exhibited increased learning performance, concentration, and satisfaction with the PC requiring medium-cognitive-load when highly relevant information was presented on the secondary screen simultaneously. Based on these findings, guidelines were suggested for designing a second-screen application without degrading users’ learning and experience.

How Mobile Devices Affect Students According To Teachers' Beliefs

The purpose of this study is to examine teachers' beliefs concerning the effects on students using mobile devices, and to determine whether these beliefs vary according to the demographic characteristics and Internet usage purposes. For this purpose, a demographic information questionnaire and the scale developed by Diker Coskun & Kizilkaya Cumaoglu (2013) were revised with validity and reliability studies and utilized on teachers (N=200). In total, the scale has three dimensions (with a total of 15 items). These are social effects (9 items), psychological effects (3 items), and learning-related effects (3 items). According to the results of the study, teachers believe that students are affected by mobile devices on all three dimensions of the scale (social, psychological, and learning dimensions). The most striking finding of the study is related to the learning dimension of the beliefs concerning mobile devices scale. In every Internet usage purpose examined within the study, it was determined that the teachers' beliefs concerning the "learning" dimension are always more positive than those that do not use the Internet for any given purpose.

P 178. Reversal of motor learning-related effects in humans

The induction of long-term potentiation (LTP) like plasticity in the human primary motor cortex (M1) using repetitive Transcranial Magnetic Stimulation can be reversed (depotentiated) if another intervention, by itself ineffective in inducing plastic changes (for example a short form of continuous theta burst stimulation-cTBS150) is delivered immediately after an experimentally inducing plasticity protocol. We here investigated if it is also possible to depotentiate the LTP-like after-effects of motor learning in the M1 and the behavioural outcome of learning (i.e. motor learning retention) using the cTBS150 as a depotentiation protocol. We used a well-characterized motor training task in which behavioural improvement is known to be associated with LTP-like plasticity changes of M1, as measured by increased M1 excitability after motor training. Eleven healthy participants were given 15 learning blocks (15 movements each) to maximize the initial acceleration of ballistic finger movements. Participants improved their motor performance during the training task and, as expected, this behavioural improvement was associated with increased M1 excitability. We found that the motor learning-related LTP-like effects were reversed if cTBS150 was given immediately after the end of the training. A control experiment confirmed that cTBS150 alone did not modify the M1 excitability. The analysis of the behavioural data showed that cTBS150 did not modify the motor-learning related behavioural outcome, supporting the hypothesis that M1 is not involved in motor retention. The present study demonstrate that is possible to reverse, i.e. depotentiate, motor learning-related LTP-like effects in the human M1 but this effect does not have a behavioural counterpart. A similar approach could be adopted to investigate if it is also possible to reverse LTP-like effect of more complex forms of motor learning, or to reverse abnormal cortical excitability associated with inappropriate motor learning in pathological conditions.

Basal Ganglia Neurons Dynamically Facilitate Exploration during Associative Learning

The basal ganglia (BG) appear to play a prominent role in associative learning, the process of pairing external stimuli with rewarding responses. Accumulating evidence suggests that the contributions of various BG components may be described within a reinforcement learning model, in which a broad repertoire of possible responses to environmental stimuli are evaluated before the most profitable one is chosen. The striatum receives diverse cortical inputs, providing a rich source of contextual information about environmental cues. It also receives projections from midbrain dopaminergic neurons, whose phasic activity reflects a reward prediction error signal. These coincident information streams are well suited for evaluating responses and biasing future actions toward the most profitable response. Still lacking in this model is a mechanistic description of how initial response variability is generated. To investigate this question, we recorded the activity of single neurons in the globus pallidus internus (GPi), the primary BG output nucleus, in nonhuman primates (Macaca mulatta) performing a motor associative learning task. A subset (29%) of GPi neurons showed learning-related effects, decreasing firing during the early stages of learning, then returning to higher baseline rates as associations were mastered. On a trial-by-trial basis, lower firing rates predicted exploratory behavior, whereas higher rates predicted an exploitive response. These results suggest that, during associative learning, BG output is initially permissive, allowing exploration of a variety of responses. Once a profitable response is identified, increased GPi activity suppresses alternative responses, sharpening the response profile and encouraging exploitation of the profitable learned behavior.

Ca2+/calmodulin protein kinase II and memory: learning‐related changes in a localized region of the domestic chick brain

The role of calcium/calmodulin-dependent protein kinase II (CaMKII) in the recognition memory of visual imprinting was investigated. Domestic chicks were exposed to a training stimulus and learning strength measured. Trained chicks, together with untrained chicks, were killed either 1 h or 24 h after training. The intermediate and medial hyperstriatum ventrale/mesopallium (IMHV/IMM), a forebrain memory storage site, was removed together with a control brain region, the posterior pole of the neostriatum/nidopallium (PPN). Amounts of membrane total alphaCaMKII (tCaMKII) and Thr286-autophosphorylated alphaCaMKII (apCAMKII) were measured. For the IMHV/IMM 1 h group, apCaMKII amount and apCAMKII/tCaMKII increased as chicks learned. The magnitude of the molecular changes were positively correlated with learning strength. No learning-related effects were observed in PPN, or in either region at 24 h. These results suggest that CaMKII is involved in the formation of memory but not in its maintenance.

Cerebellar activity switches hemispheres with cerebral recovery in aphasia

The right postero-lateral cerebellum participates with the left frontal lobe in the selection and production of words. Using fMRI, we examined whether cerebellar activity switches hemispheres in parallel with recruitment of putative compensatory right homologous frontal regions in post-stroke aphasia. Re-examining the data of Blasi et al. [Blasi, V., Young, A. C., Tansy, A. P., Petersen, S. E., Snyder, A. Z., & Corbetta, M. (2002). Word retrieval learning modulates right frontal cortex in patients with left frontal damage. Neuron, 36(1), 159–170], we asked: (1) if activity in the right cerebellum was disrupted by a left frontal lesion, (2) if activity switched to the left cerebellum, and (3) if activity in the left cerebellum was modulated by learning, as was right frontal cortex. Fourteen age-matched controls and eight mildly aphasic stroke patients participated. Aphasic participants all had lesions due to unilateral left hemisphere stroke at or near Broca's area. Subjects silently performed a word stem completion task with either novel or repeated items. Activity in right cerebellum of aphasic individuals was minimal and was not modulated by learning, as for controls. However, we observed robust learning-related attenuation of the BOLD signal in the left postero-lateral cerebellum consistent with learning-related effects in right frontal cortex. These findings support the hypothesis that right frontal and left cerebellar circuits are likely to be functionally relevant to recovered/residual verbal function.

Learning-related effects and functional neuroimaging.

A fundamental problem in the study of learning is that learning-related changes may be confounded by nonspecific time effects. There are several strategies for handling this problem. This problem may be of greater significance in functional magnetic resonance imaging (fMRI) compared to positron emission tomography (PET). Using the general linear model, we describe, compare, and discuss two approaches for separating learning-related from nonspecific time effects. The first approach makes assumptions on the general behavior of nonspecific effects and explicitly models these effects, i.e., nonspecific time effects are incorporated as a linear or nonlinear confounding covariate in the statistical model. The second strategy makes no a priori assumption concerning the form of nonspecific time effects, but implicitly controls for nonspecific effects using an interaction approach, i.e., learning effects are assessed with an interaction contrast. The two approaches depend on specific assumptions and have specific limitations. With certain experimental designs, both approaches may be used and the results compared, lending particular support to effects that are independent of the method used. A third and perhaps better approach that sometimes may be practically unfeasible is to use a completely temporally balanced experimental design. The choice of approach may be of particular importance when learning-related effects are studied with fMRI.

Neural cell adhesion molecules, learning, and memory in the domestic chick.

The intermediate and medial hyperstriatum ventrale (IMHV) of the chick forebrain is a site of recognition memory for the learning process of imprinting. The results reported here demonstrate that neural cell adhesion molecules (NCAMs) play a time-dependent role in this recognition memory. Dark-reared chicks were trained, tested, and assigned a preference score as a measure of learning. Chicks with high preference scores were designated good learners and those with lower preference scores, poor learners. Controls were untrained. Tissue was removed, 9.5 hr or 24 hr after training, from the left and right IMHV, hyperstriatum accessorium, and posterior neostriatum. Three major NCAM isoforms (180, 140, and 120 kDa) were assayed. At 24 hr only, there was in left IMHV significantly more NCAM (for each isoform) in good learners than in the other 2 groups, and also a significant correlation between the amounts of NCAM and preference scores for all isoforms; the amount predicted by each regression line at preference score 50 (no learning) did not differ significantly from the mean value for untrained controls. There were no learning-related effects in either the hyperstriatum accessorium or the posterior neostriatum.

Functional MR imaging of semantic information processing and learning-related effects using psychometrically controlled stimulation paradigms

Functional magnetic resonance imaging (fMRl), in conjunction with carefully designed, psychometrically optimized stimulation procedures, was used to investigate the relation between brain activation and the processing of word associations. A semantic discrimination task of word-pair similarity was performed by normal subjects (n = 17) within a clinical 1.5-Tesla whole-body MRI system. A color similarity task of psychometrically equivalent difficulty, as indicated by behavioral data acquired online during fMRI, served as active control condition. Comparisons between tasks dramatically improved results compared to comparisons between task and resting condition. The language paradigm selectively activated left frontal and left fronto-temporal areas. Cortical activation during the semantic task decreased significantly over three runs of the same word list and was paralleled by decreased reaction times. No such changes were observed in the active control condition indicating selective learning of the language task only. When combined with psychological activation schemes and the acquisition of behavioral data, fMRI represents a powerful tool for the study of brain-behavior interaction.

Trace Eyeblink Conditioning Increases CA1 Excitability in a Transient and Learning-Specific Manner

Time-dependent, learning-related changes in hippocampal excitability were evaluated by recording from rabbit CA1 pyramidal neurons in slices prepared at various times after acquisition of trace eyeblink conditioning. Increased excitability (reduced postburst afterhyperpolarizations and reduced spike-frequency adaptation) was seen as early as 1 hr after acquisition to behavioral criterion, was maximal in neurons studied 24 hr later, and returned to baseline within 7 d, whereas behavioral performance remained asymptotic for months. Neurons were held at -67 mV to equate voltage-dependent effects. No learning-related effects were observed on input resistance, action-potential amplitude or duration, or resting membrane potential. The excitability changes were learning-specific, because they were not seen in neurons from very slow learning (exhibited < 30% conditioned responses after 15 training sessions) or from pseudoconditioned control rabbits. Neurons from rabbits that displayed asymptotic behavioral performance after long-term retention testing (an additional training session 14 d after learning) were also indistinguishable from control neurons. Thus, the increased excitability of CA1 neurons was not performance- or memory-dependent. Rather, the time course of increased excitability may represent a critical window during which learning-specific alterations in postsynaptic excitability of hippocampal neurons are important for consolidation of the learned association elsewhere in the brain.

Dopamine reverses the depression of rat corticostriatal synapses which normally follows high-frequency stimulation of cortex in vitro.

Learning deficits resulting from dopamine depletion suggest that striatal dopamine release is crucial for reinforcement. Recently described firing patterns of dopamine neurons in behaving monkeys show that transient increases in dopamine release are brought about by reinforcement. We describe an enduring change in the strength of synaptic transmission following pulsatile application of dopamine intended to mimic the transient increases associated with reinforcement. Intracellular records were made from neurons in slices of the rat corticostriatal system. Neurons having the properties of the medium-sized spiny neurons responded to cortical stimulation with depolarizing potentials (peak amplitude 12.0 +/- 1.3 mV; latency 9.2 +/- 0.1 ms; mean +/- S.D., n = 19), which had the properties of monosynaptic excitatory postsynaptic potentials. After trains of stimuli to the cortex had been applied in conjunction with intracellular depolarizing current, the size of these excitatory postsynaptic potentials was reduced (-27% at 20 min). Application of dopamine (approximately 30 microM) in a solution containing KCl concomitant with depolarization and presynaptic activation increased the subsequent excitatory postsynaptic potentials (+21% at 20 min) without significant lasting change in the membrane properties of the postsynaptic cell. This suggests that dopamine has an enduring, activity-dependent action on the efficacy of corticostriatal transmission, which may be a cellular basis for the learning-related effects of the nigrostriatal system.

Practice-related changes in human brain functional anatomy during nonmotor learning.

Practice of a novel task leads to improved performance. The brain mechanisms associated with practice-induced improvement in performance are largely unknown. To address this question we have examined the functional anatomy of the human brain with positron emission tomography (PET) during the naive and practiced performance of a simple verbal response selection task (saying an appropriate verb for a visually presented noun). As a control state, subjects were asked to repeat the visually presented nouns. Areas of the brain most active during naive performance (anterior cingulate, left prefrontal and left posterior temporal cortices, and the right cerebellar hemisphere), compared to repeating the visually presented nouns, were all significantly less active during practiced performance. These changes were accompanied by changes in the opposite direction in sylvian-insular cortex bilaterally and left medial extrastriate cortex. In effect, brief practice made the cortical circuitry used for verbal response selection indistinguishable from simple word repetition. Introduction of a novel list of words reversed the learning-related effects. These results indicate that two distinct circuits can be used for verbal response selection and normal subjects can change the brain circuits used during task performance following less than 15 min of practice. One critical factor in determining the circuitry used appears to be the degree to which a task is learned or automatic.