Sex Differences In Learning Research Articles

The Role of the Rat Prefrontal Cortex and Sex Differences in Decision-Making.

The prefrontal cortex is critical for decision-making across species, with its activity linked to choosing between options. Drift Diffusion Models (DDMs) are commonly employed to understand the neural computations underlying this behavior. Studies exploring the specific roles of regions of the rodent prefrontal cortex in controlling the decision process are limited. This study explored the role of the prelimbic cortex (PLC) in decision-making using a two-alternative forced-choice task. Rats first learned to report the location of a lateralized visual stimulus. The brightness of the stimulus indicated its reward value. Then, the rats learned to make choices between pairs of stimuli. Sex differences in learning were observed, with females responding faster and more selectively to high-value stimuli than males. DDM analysis found that males had decreased decision thresholds during initial learning, whereas females maintained a consistently higher drift rate. Pharmacological manipulations revealed that PLC inactivation reduced the decision threshold for all rats, indicating that less information was needed to make a choice in the absence of normal PLC processing. Mu opioid receptor stimulation of the PLC had the opposite effect, raising the decision threshold and reducing bias in the decision process towards high-value stimuli. These effects were observed without any impact on the rats' choice preferences. Our findings suggest that PLC has an inhibitory role in the decision process and regulates the amount of evidence that is required to make a choice. That is, PLC activity controls "when", but not "how", to act.Significance Statement This study reports causal evidence for a part of the rat prefrontal cortex, the prelimbic cortex, in controlling the amount of information needed to make a choice. Results were based on reversible inactivation using the GABA-A agonist muscimol and by stimulation of mu opioid receptors using intra-cortical infusions of the selective mu agonist DAMGO. We also found evidence for a sex difference in learning and performing a visually guided two-alternative forced-choice task. Drift Diffusion Models found that females had stable decision processes throughout learning, and showed a persistent bias against the lower value option. By contrast, males exhibited changes in their decision processes, notably reducing the amount of information needed to make choice over the period of early choice learning.

Sex differences in spontaneous behavior and cognition in mice using an automated behavior monitoring system

Isolation of sex differences as a key characteristic underlying neurobehavioral differentiation is an essential component of studies in neuroscience. The current study sought to address this concern by observing behavioral differences using an automated home cage system for neurobehavioral assessment, a method rapidly increasing in use due to advances in technology and advantages such as reduced handling stress and cross-lab variability. Sex differences in C57BL/6 mice arose for motor activity and circadian-linked behavior, with females being more active compared to males, and males having a stronger anticipatory increase in activity leading up to the onset of the light phase compared to females. These activity differences were observed not only across the lifespan, but also in different genetic background mouse strains across different testing sites showing the generalizability and robustness of these observed effects. Activity differences were also observed in performance on a spatial learning and reversal task with females making more responses and receiving a corresponding elevation in reward pellets. Notably, there were no sex differences in learning nor achieved accuracy, suggesting these observed effects were predominantly in activity. The outcomes of this study align with previous reports showcasing differences in activity between males and females. The comparison across strains and testing sites showed robust and reproducible differences in behavior between female and male mice that are relevant to consider when designing behavioral studies. Furthermore, the observed sex differences in performance on the learning and reversal procedure raise concern for interpretation of behavior differences between sexes due to the attribution of these differences to motor activity rather than cognition.

Learning and laterality in wild-caught Namaqua rock mice (Micaelamys namaquensis)

Individuals often exhibit differences in cognition and/or preferences for one side over the other. Such differences have been attributed to the mating system and lateralization of the brain hemispheres that can differ between the sexes, respectively. Despite the hypothesized significant effects on fitness, only a limited number of rodent studies addresses sex differences in laterality and most focus on laboratory rodents. Here we examined whether wild-caught Namaqua rock mice (Micaelamys namaquensis), a rodent widespread in sub-Saharan Africa, exhibit sex differences in learning and laterality in a T-maze. Food-deprived animals entered the maze significantly faster over subsequent learning trials, suggesting that the sexes learned to find the food reward at the end of the maze arms equally. Although we could not confirm a side preference at the population level, the animals were strongly lateralized at an individual level. When the sexes were considered separately, females exhibited a preference for the right maze arm while the opposite was observed in males. The lack of comparable studies of sex-specific lateralization patterns in rodents makes the generalization of our results challenging and highlights the need for more such studies in rodents at both the individual and population levels.

Sex differences in learning and performing the Go/NoGo tasks

BackgroundThe quality of learning and post-learning performances is critical for daily life. The behavioral flexibility is equally important for adapting the changing circumstances. The learning process requires repeated practices, which enhances prompt and proper behavioral responses, in turn, which promotes habits formation as well. Despite the well-documented sex differences in learning and performances, contradictory results were reported. A possible cause might be a systematic analysis due to specific research interests, regardless of the continuity of natural acquisition process. Here, we investigate the potential sex differences in learning, performances and adjustments of habited behaviors with regular and reversal Go/NoGo tasks.MethodsBoth male and female Sprague-Dawley rats were used in this study. All rats were trained for a regular rodent Go/NoGo task and a subset of rats were trained for a reversal rodent Go/NoGo task, both with strict elimination criteria. The behavioral performance data were stored in PC for off-line analysis. Multiple behavioral indices were analyzed for both passed and retired rats.ResultsThe ability of learning the regular the reversal Go/NoGo tasks was similar for both male and female rats, however, the female rats took longer time to master the task principles in later stages for both tasks. In the regular Go/NoGo task, the female rats spent more time on completing the trial in performance optimization phases, which implied female rats were more cautious than male rats. Along with the progression of training, both male and female rats developed Go-preference strategies to perform the regular Go/NoGo task, which induced failure to meet the setting success criteria. The retired male rats exhibited shorter RTs and MTs than the retired female rats after developing Go-preference. Moreover, the time needed to complete the Go trials was significantly prolonged for male rats in the reversal Go/NoGo task.ConclusionsOverall, we conclude that distinctive strategies were employed in performing Go/NoGo tasks for both male and female rats. Male rats required less time to stabilize the performance in behavioral optimization phase. In addition, male rats were more accurate in estimating time elapsing. In contrast, female rats took more cautious considerations in performing the task, through which minimal influences were manifested in the reversal version of task.

Assessing sex differences in behavioural flexibility in an endangered bird species: the Southern ground-hornbill (Bucorvus leadbeateri).

Since ecology influences the expression of cognitive traits, intra-specific variation in ecological demands can drive differences in cognition. This is often the case, for instance, when sexes face different ecological challenges. However, so far, most studies have focused on few cognitive domains (i.e., spatial cognition), which limits our understanding of the evolution of sexually dimorphic cognition in animals. Endangered Southern ground-hornbills (Bucorvus leadbeateri), for example, show sex-specific ecological differences in age at dispersal, where females disperse from their natal group earlier than males. Based on this potential sex-specific source of selection, females and males may differ in their capacity to behave flexibly. Here, we used the reversal-learning paradigm in ten Southern ground-hornbills in two conditions: spatial and colour. During the pre-test (learning phase), regardless the sex, all subjects were faster at associating the food reward with spatial rather than with colour cues. Similarly, during the test (reversal-learning phase), both sexes learned the new association quicker with spatial cues. There were no sex differences in learning or reversal learning during both experimental phases. This possibility, however, requires further observation and experimentation. We hope our study will provide the impetus to assess further the cognitive capacities of this still overlooked species.

Sex-Dependent Effects of Chronic Microdrive Implantation on Acquisition of Trace Eyeblink Conditioning

Neuroscience techniques, including in vivo recording, have allowed for a great expansion in knowledge; however, this technology may also affect the very phenomena researchers set out to investigate. Including both female and male mice in our associative learning experiments shed light on sex differences on the impact of chronic implantation of tetrodes on learning. While previous research showed intact female mice acquired trace eyeblink conditioning faster than male and ovariectomized females, implantation of chronic microdrive arrays showed sexually dimorphic effects on learning. Microdrive implanted male mice acquired the associative learning paradigm faster than both intact and ovariectomized females. These effects were not due to the weight of the drive alone, as there were no significant sex-differences in learning of animals that received “dummy drive” implants without tetrodes lowered into the brain. Tandem mass tag mass spectrometry and western blot analysis suggest that significant alterations in the MAPK pathway, acute inflammation, and brain derived neurotrophic factor may underlie these observed sex- and surgery-dependent effects on learning.

Puberty reverses sex differences in learning.

Puberty reverses sex differences in learning.

Sex differences in learning from exploration.

Sex-based modulation of cognitive processes could set the stage for individual differences in vulnerability to neuropsychiatric disorders. While value-based decision making processes in particular have been proposed to be influenced by sex differences, the overall correct performance in decision making tasks often show variable or minimal differences across sexes. Computational tools allow us to uncover latent variables that define different decision making approaches, even in animals with similar correct performance. Here, we quantify sex differences in mice in the latent variables underlying behavior in a classic value-based decision making task: a restless two-armed bandit. While male and female mice had similar accuracy, they achieved this performance via different patterns of exploration. Male mice tended to make more exploratory choices overall, largely because they appeared to get 'stuck' in exploration once they had started. Female mice tended to explore less but learned more quickly during exploration. Together, these results suggest that sex exerts stronger influences on decision making during periods of learning and exploration than during stable choices. Exploration during decision making is altered in people diagnosed with addictions, depression, and neurodevelopmental disabilities, pinpointing the neural mechanisms of exploration as a highly translational avenue for conferring sex-modulated vulnerability to neuropsychiatric diagnoses.

No sex differences in learning in wild bumblebees

Abstract Females and males often face different sources of selection, resulting in dimorphism in morphological, physiological, and even cognitive traits. Sex differences are often studied in respect to spatial cognition, yet the different ecological roles of males and females might shape cognition in multiple ways. For example, in dietary generalist bumblebees (Bombus), the ability to learn associations is critical to female workers, who face informationally rich foraging scenarios as they collect nectar and pollen from thousands of flowers over a period of weeks to months to feed the colony. While male bumblebees likely need to learn associations as well, they only forage for themselves while searching for potential mates. It is thus less clear whether foraging males would benefit from the same associative learning performance as foraging females. In this system, as in others, cognitive performance is typically studied in lab-reared animals under captive conditions, which may not be representative of patterns in the wild. In the first test of sex and species differences in cognition using wild bumblebees, we compared the performance of Bombus vancouverensis nearcticus (formerly bifarius) and Bombus vosnesenskii of both sexes on an associative learning task at Sierra Nevada (CA) field sites. Across both species, we found that males and females did not differ in their ability to learn, although males were slower to respond to the sucrose reward. These results offer the first evidence from natural populations that male bumblebees may be equally as able to learn associations as females, supporting findings from captive colonies of commercial bees. The observed interspecific variation in learning ability opens the door to using the Bombus system to test hypotheses about comparative cognition.

Intact Female Mice Acquire Trace Eyeblink Conditioning Faster than Male and Ovariectomized Female Mice.

Female subjects have been widely excluded from past neuroscience work because of a number of biases, including the notion that cycling sex hormones increase variability. However, it is necessary to conduct behavioral research in mice that includes both sexes as mice are typically used for developing and evaluating future therapeutics. Understanding sex differences in learning is fundamental for the development of targeted therapies for numerous neurologic and neurodegenerative disorders, including Alzheimer’s disease, which is more prevalent in females than males. This study set out to confirm the role of sex and necessity of circulating ovarian hormones in the acquisition of the temporal associative memory task trace eyeblink conditioning (tEBC) in C57BL/6J mice. We present evidence that sex and ovarian hormones are important factors in learning. Specifically, intact female mice learn significantly faster than both male and ovariectomized (ovx) female mice. Data from pseudoconditioned control mice indicate that sex differences are because of differences in learned associations, not sensitization or spontaneous blink rate. This study strengthens the idea that ovarian hormones such as estrogen and progesterone significantly influence learning and memory and that further research is needed to determine the underlying mechanisms behind their effects. Overall, our findings emphasize the necessity of including both sexes in future behavioral studies.

Intact olfactory memory in the 5xFAD mouse model of Alzheimer’s disease from 3 to 15 months of age

Alzheimer’s disease (AD) is an age-related neurodegenerative disorder that causes profound cognitive dysfunction. Deficits in olfactory memory occur in early stages of AD and may be useful in AD diagnosis. The 5xFAD mouse is a commonly used model of AD, as it develops neuropathology, cognitive and sensori-motor dysfunctions similar to those seen in AD. However, olfactory memory dysfunction has not been studied adequately or in detail in 5xFAD mice. Furthermore, despite sex differences in AD prevalence and symptom presentation, few studies using 5xFAD mice have examined sex differences in learning and memory. Therefore, we tested olfactory memory in male and female 5xFAD mice from 3 to 15 months of age using a conditioned odour preference task. Olfactory memory was not impaired in male or female 5xFAD mice at any age tested, nor were there any sex differences. Because early-onset impairments in very long-term (remote) memory have been reported in 5xFAD mice, we trained a group of mice at 3 months of age and tested olfactory memory 90 days later. Very long-term olfactory memory in 5xFAD mice was not impaired, nor was their ability to perform the discrimination task with new odourants. Examination of brains from 5xFAD mice confirmed extensive Aβ-plaque deposition spanning the olfactory memory system, including the olfactory bulb, hippocampus, amygdala and piriform cortex. Overall this study indicates that male and female 5xFAD mice do not develop olfactory memory deficits, despite extensive Aβ deposition within the olfactory-memory regions of the brain.

Female adult zebrafish (Danio rerio) show higher levels of anxiety-like behavior than males, but do not differ in learning and memory capacity.

Zebrafish (Danio rerio) are widely used as a translational model for human neuropsychiatric conditions. Many studies have not considered sex differences in their analyses. Here, we studied sex differences of adult zebrafish in two behavioral domains: Anxiety and Memory. To assess whether sex influences anxiety-like responses, we used two different behavioral protocols, the novel tank diving task and the light-dark test. To assess sex differences in learning and memory tasks, we explored two memory domains, short-term spatial memory (free movement pattern Y-maze task) and short-term fear memory (Pavlovian fear-conditioning task). Although we did not find any significant difference in learning and memory tasks, female zebrafish showed robust increases in anxiety-like behavioral endpoints in both anxiety tests. Overall, our data suggest that zebrafish is a sensitive model to work with sex differences when modeling anxiety-related disorders and this should be an important factor to consider in different experimental designs.

Examining the contribution of histone modification to sex differences in learning and memory.

The epigenome serves as a signal integration platform that encodes information from experience and environment that adds tremendous complexity to the regulation of transcription required for memory, beyond the directions encoded in the genome. To date, our understanding of how epigenetic mechanisms integrate information to regulate gene expression required for memory is primarily obtained from male derived data despite sex-specific life experiences and sex differences in consolidation and retrieval of memory, and in the molecular mechanisms that mediate these processes. In this review, we examine the contribution of chromatin modification to learning and memory in both sexes. We provide examples of how exposure to a number of internal and external factors influence the epigenome in sex-similar and sex-specific ways that may ultimately impact transcription required for memory processes. We also pose a number of key open questions and identify areas requiring further investigation as we seek to understand how histone modifying mechanisms shape memory in females.

Reconsidering sex differences during place learning in túngara frogs.

In túngara frogs, female mate choice requires remembering the location and/or calls of preferred males who advertise from fixed positions within a breeding pond. A previous study found that, when solving a place discrimination task in the laboratory, female túngara frogs were able to learn a visual cue to solve the task, whereas males were not. In that task, male performance appeared to be inhibited, in part, by their attempt to use egocentric cues. We tested whether the sex difference in place learning previously reported would generalize to other training parameters with different cues available by eliminating the potential to use egocentric cues and increasing the number of trials per day. As before, frogs were given a choice between a red or yellow door, one of which led to shelters and return to their home cage. In the current testing conditions, we detected a preference for the red door; thus, we only considered frogs rewarded to the yellow door. Training was associated with an increase in correct choices and an increased preference for the yellow door. However, there was no evidence for a sex difference in learning. In summary, under the current training conditions, we found that the apparent female advantage in place learning was no longer evident. Future studies that investigate sex differences in cue preference and/or ability to switch among cues will further illuminate the conditions under which sex differences in learning are manifest in túngara frogs.

Sex differences in face but not colour learning in Polistes fuscatus paper wasps

When males and females have distinct behaviour, learning may vary between the sexes. Polistes fuscatus wasps provide an interesting model to study sex differences in learning because males and females have different social behaviour. Female wasps have highly variable facial patterns used for individual face recognition, live in cooperative groups where interactions depend on individual face recognition and excel at learning female faces. In contrast, male wasps lack the type of variable facial patterns necessary for individual face recognition and do not participate in the type of social interactions known to favour individual recognition in females. Instead, males leave the nest soon after adulthood and devote their energy to mating. Given the behavioural differences between males and females, females may be more adept at learning wasp faces than males. Here, we train male and female P. fuscatus to discriminate between pairs of female P. fuscatus face images and pairs of colours. Females learned to discriminate between pairs of face images more accurately than males. However, males and females were equally adept at colour learning, indicating that there are no generalized sex differences in learning. The sex differences in face, but not colour, learning are consistent with the adaptive specialization hypothesis, which posits that cognitive abilities are selected to solve particular social or ecological problems. Overall, general learning capacity is similar across male and female wasps, but face learning is shaped by sex-specific recognition behaviour.

Preliminary Investigation of Sex Differences in Procedural Skill Learning in Veterans with Co-Morbidities

Sex differences in procedural skill learning have not been well characterized. Skill learning is an important area to explore in clinical settings that involve rehabilitation and deficit remediation, especially for returning Veterans that have a range of co-morbid conditions (traumatic brain injury, posttraumatic stress disorder, and depression) and possess impairments in multiple domains. Sixty-five (55 males, 10 females) Veterans completed two procedural learning tasks and answered self-report questionnaires. Participants’ performance and total learning slope were analyzed to determine sex differences in learning. Our results revealed sex differences in both tasks demonstrating females tend to perform better than males with a large effect size for these mean differences. While females performed better on the procedural learning tasks compared to males, their rate of learning was equivalent. Skill learning is an important requisite for rehabilitation, as skill learning is necessary to perform daily activities in new settings. Ultimately, these results provide insight into skill learning in Veterans with a range of co-morbid conditions and provide support for further investigation of sex differences in procedural learning.

Renewal of conditioned responding to food cues in rats: Sex differences and relevance of estradiol

Cues associated with food can stimulate food anticipation, procurement, and consumption, independently of hunger. These and other behaviors driven by learned cues are persistent and can reappear after extinction, because the original learned associations continue to exist. Renewal, or reinstatement, of extinguished conditioned behavior may explain the inability to change maladaptive eating habits driven by food cues, similar to the mechanisms of drug use relapse. Here, we investigated sex differences in context-induced renewal of responding to food cues, and the role of estradiol in females in a Pavlovian conditioning preparation. We compared adult male and female rats because there is evidence for sex differences in learning and memory and in the control of feeding. Context-induced renewal involves conditioning and extinction in different contexts and the renewal of conditioned behavior is induced by return to the conditioning context (“ABA renewal”; experimental groups). Control groups remain in the same context during conditioning, extinction, and test. In Experiment 1, male and female rats were trained to associate a tone with food pellets during acquisition, and after extinction with tone only presentations, were tested for renewal of responding to the tone. Learning was assessed through the expression of the conditioned response, which included approach and activity directed at food receptacle (food cup behavior). Males and females learned the acquisition and extinction of tone–food associations similarly, but there were sex differences during renewal of the conditioned responses to the food cue. Males showed robust renewal of responding, while renewal in intact females was inconsistent. Males in the experimental group had significantly higher food cup behavior compared to males in the control group, while females in both groups showed similar levels of food cup behavior during the tone. In Experiment 2, we examined a potential role of estradiol in renewal, by comparing intact females with ovariectomized females with, and without, estradiol replacement. Rats in all groups acquired and extinguished tone–food associations similarly. During the test for renewal, the ovariectomized rats with estradiol replacement in the experimental group showed renewal of responding, evidenced by significantly higher food cup behavior compared to the control group. Intact and ovariectomized rats in the experimental groups had similar rates of food cup behavior as their corresponding control groups. These results provide novel evidence for sex differences and relevance of estradiol in renewal of responding to food cues and more broadly in contextual processing and appetitive associative learning, potentially relevant to maladaptive eating habits and eating disorders.

Sex differences in learning and memory following short-term dietary restriction in the rat

IntroductionAcute or prolonged dietary restriction has been shown to have significant effects on learning and memory, and also on the food seeking behaviour in animals. AimThis study investigated whether or not there are sex differences in spatial learning and memory following short-term dietary restriction in the rat. MethodsTwo month-old male (n=24) and female (n=24) Sprague-Dawley rats were randomly assigned to either (1) male or female control (i.e. normal diet regimen); (2) male or female 40% dietary restriction for either 2hours (2h-DR) or 2 weeks (2 wks-DR) duration. Following the restriction paradigm (i.e. either 2h or 2 weeks), animals were weighed, and learning and memory was assessed daily for a total of 5 days by Morris Water Maze. ResultsDietary restriction for 2h provoked high speed swimming in female rats compared to controls. However the females performance in water maze was inferior to the control animals. Two weeks after 40% DR resulted in reduction of male's body weight by 20% compared to their control group. However, both males and females showed difficulties in water maze learning and memory test after the 2 weeks 40% DR. The animals swam longer distance and took longer time to reach the platform when compared to their age-matched controls. ConclusionIn fully developed brain, adult animal's cognitive performance is shown to be affected by acute and prolonged stress in the form of food restriction. Interestingly, the impact of this stress was different according to the sex of the animals. In female rats, dietary restriction has a negative effect on learning and memory after 2h and 2 weeks intervals. In male rats, 2h of DR has a positive effect on learning and memory; however this effect is not maintained and by 2 weeks there is a negative effect similar to that seen in female animals.

Sex and boldness explain individual differences in spatial learning in a lizard

Understanding individual differences in cognitive performance is a major challenge to animal behaviour and cognition studies. We used the Eastern water skink (Eulamprus quoyii) to examine associations between exploration, boldness and individual variability in spatial learning, a dimension of lizard cognition with important bearing on fitness. We show that males perform better than females in a biologically relevant spatial learning task. This is the first evidence for sex differences in learning in a reptile, and we argue that it is probably owing to sex-specific selective pressures that may be widespread in lizards. Across the sexes, we found a clear association between boldness after a simulated predatory attack and the probability of learning the spatial task. In contrast to previous studies, we found a nonlinear association between boldness and learning: both 'bold' and 'shy' behavioural types were more successful learners than intermediate males. Our results do not fit with recent predictions suggesting that individual differences in learning may be linked with behavioural types via high-low-risk/reward trade-offs. We suggest the possibility that differences in spatial cognitive performance may arise in lizards as a consequence of the distinct environmental variability and complexity experienced by individuals as a result of their sex and social tactics.

Sex differences in sleep-dependent perceptual learning.

Sex differences in learning and memory suggest differences between men and women in mechanisms of neural plasticity. Such differences have been reported in a variety of explicit memory tasks, but implicit memory has not been studied in this context. We investigated differences between men and women in offline consolidation of perceptual learning (PL) of motion direction discrimination. Initially, discrimination thresholds were measured for two opposite directions of motion, followed by approximately 40 minutes of training on one of the directions. During a post-training consolidation period, subjects either took a nap or remained awake. Thresholds were then reassessed for both directions of motion. We found that rapid eye movement (REM) sleep facilitates consolidation of PL but that the pattern of specificity in the REM condition differed between men and women. PL for men whose naps contained REM sleep was highly specific to the trained direction of motion, whereas REM sleep in women resulted in generalized learning to the untrained direction as well as to a novel direction that was not previously tested. Moreover, for subjects in the REM condition, men exhibited greater PL than women for the trained direction. Our findings provide the first evidence of sex differences in the magnitude and specificity of PL and in the role of REM sleep in implicit learning. Our results have important implications for optimization of educational and training strategies designed for males and females.