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Sample records for activity spatial learning

  1. Sleep after spatial learning promotes covert reorganization of brain activity.

    PubMed

    Orban, Pierre; Rauchs, Géraldine; Balteau, Evelyne; Degueldre, Christian; Luxen, André; Maquet, Pierre; Peigneux, Philippe

    2006-05-02

    Sleep promotes the integration of recently acquired spatial memories into cerebral networks for the long term. In this study, we examined how sleep deprivation hinders this consolidation process. Using functional MRI, we mapped regional cerebral activity during place-finding navigation in a virtual town, immediately after learning and 3 days later, in subjects either allowed regular sleep (RS) or totally sleep-deprived (TSD) on the first posttraining night. At immediate and delayed retrieval, place-finding navigation elicited increased brain activity in an extended hippocampo-neocortical network in both RS and TSD subjects. Behavioral performance was equivalent between groups. However, striatal navigation-related activity increased more at delayed retrieval in RS than in TSD subjects. Furthermore, correlations between striatal response and behavioral performance, as well as functional connectivity between the striatum and the hippocampus, were modulated by posttraining sleep. These data suggest that brain activity is restructured during sleep in such a way that navigation in the virtual environment, initially related to a hippocampus-dependent spatial strategy, becomes progressively contingent in part on a response-based strategy mediated by the striatum. Both neural strategies eventually relate to equivalent performance levels, indicating that covert reorganization of brain patterns underlying navigation after sleep is not necessarily accompanied by overt changes in behavior.

  2. Active and Passive Spatial Learning in Human Navigation: Acquisition of Graph Knowledge

    ERIC Educational Resources Information Center

    Chrastil, Elizabeth R.; Warren, William H.

    2015-01-01

    It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge--the "exploration-specific learning hypothesis". Previously, we found that idiothetic…

  3. Active and Passive Spatial Learning in Human Navigation: Acquisition of Survey Knowledge

    ERIC Educational Resources Information Center

    Chrastil, Elizabeth R.; Warren, William H.

    2013-01-01

    It seems intuitively obvious that active exploration of a new environment would lead to better spatial learning than would passive visual exposure. It is unclear, however, which components of active learning contribute to spatial knowledge, and previous literature is decidedly mixed. This experiment tests the contributions of 4 components to…

  4. Differential activation of hippocampus and amygdala following spatial learning under stress.

    PubMed

    Akirav, I; Sandi, C; Richter-Levin, G

    2001-08-01

    We examined the activation of memory-related processes in the hippocampus and the amygdala following spatial learning under stress, in the rat. Animals were trained in a water maze in a massed spatial task under two stress conditions (cold and warm water). In the dorsal CA1, training was accompanied by increased phosphorylation of ERK2 only in animals that have acquired the task (irrespective of whether they were trained in cold or warm water). In the amygdala, significant activation of ERK2 was found only in animals that learned the task well under high levels of stress. Hence, the results suggest that the amygdala and the hippocampus are differentially activated following spatial learning, depending on the level of stress involved.

  5. Immunohistochemical visualization of hippocampal neuron activity after spatial learning in a mouse model of neurodevelopmental disorders.

    PubMed

    Provenzano, Giovanni; Pangrazzi, Luca; Poli, Andrea; Berardi, Nicoletta; Bozzi, Yuri

    2015-05-12

    Induction of phosphorylated extracellular-regulated kinase (pERK) is a reliable molecular readout of learning-dependent neuronal activation. Here, we describe a pERK immunohistochemistry protocol to study the profile of hippocampal neuron activation following exposure to a spatial learning task in a mouse model characterized by cognitive deficits of neurodevelopmental origin. Specifically, we used pERK immunostaining to study neuronal activation following Morris water maze (MWM, a classical hippocampal-dependent learning task) in Engrailed-2 knockout (En2(-/-)) mice, a model of autism spectrum disorders (ASD). As compared to wild-type (WT) controls, En2(-/-) mice showed significant spatial learning deficits in the MWM. After MWM, significant differences in the number of pERK-positive neurons were detected in specific hippocampal subfields of En2(-/-) mice, as compared to WT animals. Thus, our protocol can robustly detect differences in pERK-positive neurons associated to hippocampal-dependent learning impairment in a mouse model of ASD. More generally, our protocol can be applied to investigate the profile of hippocampal neuron activation in both genetic or pharmacological mouse models characterized by cognitive deficits.

  6. Sex differences in neurogenesis and activation of new neurons in response to spatial learning and memory.

    PubMed

    Chow, Carmen; Epp, Jonathan R; Lieblich, Stephanie E; Barha, Cindy K; Galea, Liisa A M

    2013-08-01

    Adult hippocampal neurogenesis is often associated with hippocampus-dependent learning and memory. Throughout a new neuron's development, it is differentially sensitive to factors that can influence its survival and functionality. Previous research shows that spatial training that occurred 6-10 days after an injection of the DNA synthesis marker, bromodeoxyuridine (BrdU), increased cell survival in male rats. Because sex differences in spatial cognition and hippocampal neurogenesis have been reported, it is unclear whether spatial training would influence hippocampal neurogenesis in the same way in males and females. Therefore, this study examined sex differences in hippocampal neurogenesis following training in a spatial task. Male and female rats were trained in the spatial or cued version of the Morris water maze 6-10 days after one injection of BrdU (200mg/kg). Twenty days following BrdU injection, all animals were given a probe trial and perfused. Males performed better in the spatial, but not cue, task than females. Spatial training increased BrdU-labeled cells relative to cue training only in males, but both males and females showed greater activation of new cells (BrdU co-labeled with immediate early gene product zif268) after spatial training compared to cue training. Furthermore, performance during spatial training was positively correlated with cell activation in females but not males. This study shows that while spatial training differentially regulates hippocampal neurogenesis in males and females, the activity of new neurons in response to spatial memory retrieval is similar. These findings highlight the importance of sex on neural plasticity and cognition.

  7. Spatial learning-related changes in metabolic activity of limbic structures at different posttask delays.

    PubMed

    Méndez-López, M; Méndez, M; Sampedro-Piquero, P; Arias, J L

    2013-01-01

    The aim of this study was to assess the functional contribution of brain limbic system regions at different moments after the acquisition of a short-term spatial memory task performed in the Morris water maze. Adult male Wistar rats were submitted to a matching-to-sample procedure with a hidden platform. The trials were made up of two daily identical visits to the platform, sample (swim-1) and retention (swim-2). To study oxidative metabolic activity, we applied cytochrome oxidase (COx) histochemistry. Densitometric measurements were taken at 1.5, 6, 24, and 48 hr posttask. An untrained group was added to explore the COx changes not specific to the learning process. The brain regions studied showed a different pattern of metabolic activity at different time points after the spatial memory task. Specifically, a significant increase of COx was found in the septal dentate gyrus, anteromedial thalamus, medial mammillary nucleus, and entorhinal cortex at early moments after learning. The entorhinal cortex maintained an increase of COx at later stages of the posttask period. In addition, an increase of COx activity was found in the supramammillary nucleus and the retrosplenial, perirhinal, and parietal cortices a long time after learning. These findings suggest that diencephalic and cortical regions are involved in this spatial learning and contribute at different moments to process this information.

  8. Showercap Mindmap: a spatial activity for learning physiology terminology and location.

    PubMed

    Vanags, Thea; Budimlic, Mira; Herbert, Elissa; Montgomery, Melena M; Vickers, Tracy

    2012-06-01

    Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students' learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to mark brain regions and affix labels to another participant's head. The control group learned the material verbally through a game. When tested verbally, both the control and experimental groups recalled more of the 10 terms immediately after the activity (+106% and +83%, respectively) and 2 wk later (+53% and +31%, respectively) than at the pretest (P < 0.0005). When participants' knowledge was tested spatially (labeling a brain diagram), the experimental group recalled more terms at the posttest (+76%) and followup (+73%) than at the pretest (P < 0.0005), but the control group who showed no improvement at either time point (+12% and +14%, respectively). These findings support the notion that spatial and multisensory learning produces improved spatial recall over time while also supporting the notion of transfer-appropriate processing.

  9. Serotonergic modulation of septo-hippocampal and septo-mammillary theta activity during spatial learning, in the rat.

    PubMed

    Gutiérrez-Guzmán, Blanca Erika; Hernández-Pérez, J Jesús; Olvera-Cortés, María Esther

    2017-02-15

    Theta activity has been related to the processing of spatial information and the formation of hippocampus-dependent memory. The medial septum (MS) plays an important role in the control and coordination of theta activity, as well as in the modulation of learning. It has been established that increased serotonergic activity may desynchronize theta activity, while reduced serotonergic activity produces continuous and persistent theta activity in the hippocampus. We investigate whether serotonin acting on the medial septum could modify spatial learning and the functional relationship between septo-hippocampal and septo-mammillary theta activity. The serotonin was depleted (5HT-D) from the medial septum by the injection of 5,7 DHT (5,7- dihydroxytryptamine). Theta activity was recorded in the dorsal hippocampus, MS and mammillary nuclei (SUM, MM) of Sprague-Dawley male rats during spatial learning in the Morris water maze. Spatial learning was facilitated, and the frequency of the hippocampal theta activity during the first days of training increased (to 8.5Hz) in the 5HT-D group, unlike the vehicle group. Additionally, the coherence between the MS-hippocampus and the MS-mammillary nuclei was higher during the second day of the test compared to the vehicle group. We demonstrated that septal serotonin depletion facilitates the acquisition of spatial information in association with a higher functional coupling of the medial septum with the hippocampus and mammillary nuclei. Serotonin, acting in the medial septum, modulates hippocampal theta activity and spatial learning.

  10. Passive and active processes in visuo-spatial memory: double dissociation in developmental learning disabilities.

    PubMed

    Cornoldi, C; Rigoni, F; Venneri, A; Vecchi, T

    2000-01-01

    The distinction between passive and active visuo-spatial memory has been useful to interpret various pattern of deficits reported in individual differences studies. However, this interpretation raises the issue of task difficulty, since active tasks could be failed simply because more complex and the corresponding deficit could reflect a reduced capacity of the system. We describe two children with Nonverbal Learning Disability whose performance provides evidence of a dissociation between passive and active memory processes. One of the children showed a selective impairment in passive tasks and performed flawlessly in active tasks, whereas the second child displayed the opposite pattern. These data suggest that a qualitative difference between passive and active processes does exist and that differences in performance do not reflect a lower/higher level of task difficulty. Further, these data underlie the importance of formulating theoretical models of visuo-spatial memory including both material-related (i.e., visual vs spatial) and process-related (i.e., passive vs active) distinctions.

  11. Virtual/Real transfer of spatial learning: impact of activity according to the retention delay.

    PubMed

    Wallet, Grégory; Sauzéon, Hélène; Rodrigues, Jérôme; Larrue, Florian; N'kaoua, Bernard

    2010-01-01

    Within the framework of cognitive rehabilitation using virtual reality (VR), one of the major challenges is to study beforehand the effectiveness of the virtual-real transfer of learning and to define cognitive aids. The aim of this experiment was to verify if, after learning spatial knowledge (i.e., a route) in VR, performances can be transferred to reality, then maintained in real time, and improved with the aid of an active navigation (i.e., using a joystick). Ninety student volunteers from the University of Bordeaux 2 (45 men and 45 women) participated in the experiment. The virtual environment (VE) used for learning was a replica of an area of Bordeaux. The factors tested were retention delay (Immediate vs. 48 hours) and type of navigation (Passive virtual vs. Active virtual vs. Real), using three recall tasks: wayfinding, freehand sketch and photograph classification. Our results showed that the virtual-real transfer was not degraded by a retention delay of 48 hours and that active navigation allowed performances to be optimized.

  12. Activation pattern of the limbic system following spatial learning under stress.

    PubMed

    Kogan, Inna; Richter-Levin, Gal

    2008-02-01

    Anatomical evidence suggests an interplay between the dorsal CA1 of the hippocampus (CA1), the basolateral amygdala (BLA) and the entorhinal cortex (EC), but their specific interactions in the context of emotional memory remain obscure. Here, we sought to elucidate the activation pattern in these areas following spatial learning under different stress conditions in the Morris water maze, using cAMP response element-binding protein (CREB) activation as a marker. Stress levels were manipulated by maintaining the water maze at one of two different temperatures: lower stress (warm water) or higher stress (cold water). Three groups of animals were tested under each condition: a Learning group, trained in the water maze with a hidden escape platform; a No-Platform group, subjected to the maze without an escape platform; and a Naïve group. To evaluate the quality of the spatial memory formed, we also tested long-term memory retention of the initial location of the platform following an interference procedure (reversal training). In the CA1 and EC, we found different CREB activation patterns for the lower- and higher-stress groups. By contrast, in the BLA a similar pattern of activation was detected under both stress levels. The data reveal a difference in the sensitivity of the memory to interference, with reversal training interference affecting the memory of the initial platform location only under the higher-stress condition. The results suggest that stress-dependent alterations in limbic system activation patterns underlie differences in the quality of the memory formed.

  13. Influence of Long-Term Zinc Administration on Spatial Learning and Exploratory Activity in Rats.

    PubMed

    Piechal, Agnieszka; Blecharz-Klin, Kamilla; Pyrzanowska, Justyna; Widy-Tyszkiewicz, Ewa

    2016-08-01

    Animal brain contains a significant amount of zinc, which is a cofactor for more than 300 enzymes. Moreover, it provides the basis for functioning of more than 2000 transcription factors, and it is necessary for memory formation and learning processes in the brain. The aim of this study was to investigate the effect of zinc supplementation on behavior in 3-month-old rats. For this purpose, the Morris water maze paradigm, hole-board, and T-maze were used. Wistar rats received a solution of ZnSO4 in drinking water at the doses of 16 mg/kg (Zn16 group) and 32 mg/kg (Zn32 group). In rats pretreated with the lower dose of zinc, the improvement of the mean escape latency was observed in comparison to the control group and Zn32 group. During memory task, both ZnSO4-supplemented groups showed an increase in crossings over the previous platform position. Furthermore, the exploratory activity in Zn16 group was improved in comparison to Zn32 and control group. In the brains of zinc-supplemented rats, we observed the higher content of zinc, both in the hippocampus and the prefrontal cortex. Hippocampal zinc level correlated positively with the mean annulus crossings of the Zn16 group during the probe trial. These findings show that the long-term administration of ZnS04 can improve learning, spatial memory, and exploratory activity in rats. Graphical Abstract Improvement of spatial learning, memory, and exploratory behavior.

  14. The effect of retrosplenial cortex lesions in rats on incidental and active spatial learning.

    PubMed

    Nelson, A J D; Hindley, E L; Pearce, J M; Vann, S D; Aggleton, J P

    2015-01-01

    The study examined the importance of the retrosplenial cortex for the incidental learning of the spatial arrangement of distinctive features within a scene. In a modified Morris water-maze, rats spontaneously learnt the location of an escape platform prior to swimming to that location. For this, rats were repeatedly placed on a submerged platform in one corner of either a rectangular (Experiment 1) or square (Experiments 2, 3) pool with walls of different appearance. The rats were then released in the center of the pool for their first test trial. In Experiment 1, the correct corner and its diagonally opposite partner (also correct) were specified by the geometric properties of the pool. Rats with retrosplenial lesions took longer to first reach a correct corner, subsequently showing an attenuated preference for the correct corners. A reduced preference for the correct corner was also found in Experiment 2, when platform location was determined by the juxtaposition of highly salient visual cues (black vs. white walls). In Experiment 3, less salient visual cues (striped vs. white walls) led to a robust lesion impairment, as the retrosplenial lesioned rats showed no preference for the correct corner. When subsequently trained actively to swim to the correct corner over successive trials, retrosplenial lesions spared performance on all three discriminations. The findings not only reveal the importance of the retrosplenial cortex for processing various classes of visuospatial information but also highlight a broader role in the incidental learning of the features of a spatial array, consistent with the translation of scene information.

  15. Spatial tuning and brain state account for dorsal hippocampal CA1 activity in a non-spatial learning task

    PubMed Central

    Shan, Kevin Q; Lubenov, Evgueniy V; Papadopoulou, Maria; Siapas, Athanassios G

    2016-01-01

    The hippocampus is a brain area crucial for episodic memory in humans. In contrast, studies in rodents have highlighted its role in spatial learning, supported by the discovery of place cells. Efforts to reconcile these views have found neurons in the rodent hippocampus that respond to non-spatial events but have not unequivocally dissociated the spatial and non-spatial influences on these cells. To disentangle these influences, we trained freely moving rats in trace eyeblink conditioning, a hippocampally dependent task in which the animal learns to blink in response to a tone. We show that dorsal CA1 pyramidal neurons are all place cells, and do not respond to the tone when the animal is moving. When the animal is inactive, the apparent tone-evoked responses reflect an arousal-mediated resumption of place-specific firing. These results suggest that one of the main output stages of the hippocampus transmits only spatial information, even in this non-spatial task. DOI: http://dx.doi.org/10.7554/eLife.14321.001 PMID:27487561

  16. The effect of cerebellar transplantation and enforced physical activity on motor skills and spatial learning in adult Lurcher mutant mice.

    PubMed

    Cendelín, Jan; Korelusová, Ivana; Vozeh, Frantisek

    2009-03-01

    Lurcher mutant mice represent a model of olivocerebellar degeneration. They are used to investigate cerebellar functions, consequences of cerebellar degeneration and methods of therapy influencing them. The aim of the work was to assess the effect of foetal cerebellar graft transplantation, repeated enforced physical activity and the combination of both these types of treatment on motor skills, spontaneous motor activity and spatial learning ability in adult B6CBA Lurcher mice. Foetal cerebellar grafts were applied into the cerebellum of Lurchers in the form of solid tissue pieces. Enforced motor activity was realised through rotarod training. Motor functions were examined using bar, ladder and rotarod tests. Spatial learning was tested in the Morris water maze. Spontaneous motor activity in the open field was observed. The presence of the graft was examined histologically. Enforced physical activity led to moderate improvement of some motor skills and to a significant amelioration of spatial learning ability in Lurchers. The transplantation of cerebellar tissue did not influence motor functions significantly but led to an improvement of spatial learning ability. Mutual advancement of the effects of both types of treatment was not observed. Spontaneous motor activity was influenced neither by physical activity nor by the transplantation. Physical activity did not influence the graft survival and development. Because nerve sprouting and cell migration from the graft to the host cerebellum was poor, the functional effects of the graft should be explained with regard to its trophic influence rather than with any involvement of the grafted cells into neural circuitries.

  17. Physical Activity Attenuates Intermittent Hypoxia-induced Spatial Learning Deficits and Oxidative Stress

    PubMed Central

    Gozal, David; Nair, Deepti; Goldbart, Aviv D.

    2010-01-01

    Rationale: Exposure to intermittent hypoxia (IH), such as occurs in sleep-disordered breathing, is associated with substantial cognitive impairments, oxidative stress and inflammation, and increased neuronal cell losses in brain regions underlying learning and memory in rats. Physical activity (PA) is now recognized as neuroprotective in models of neuronal injury and degeneration. Objectives: To examine whether PA will ameliorate IH-induced deficits. Methods: Young adult Sprague-Dawley rats were randomly assigned to one of four treatment groups including normal activity (NA) or PA for 3 months and then subjected to either normoxia (RA) or exposure to IH during the light phase during the last 14 days. Measurements and Main Results: Significant impairments in IH-exposed rats emerged on both latency and pathlength to locate the hidden platform in a water maze and decreased spatial bias during the probe trials. These impairments were not observed in PA-IH rats. In addition, the PA-IH group, relative to NA-IH, conferred greater resistance to both lipid peroxidation and 8-hydroxy-2′-deoxyguanosine (DNA damage) in both the cortex and hippocampus. In support of a neuroprotective effect from PA, PA-IH versus NA-IH rats showed greater AKT activation and neuronal insulin growth factor-1 in these regions. Conclusions: Behavioral modifications such as increased physical activity are associated with decreased susceptibility to IH-induced spatial task deficits and lead to reduced oxidative stress, possibly through improved preservation of insulin growth factor-1–Akt neuronal signaling. Considering the many advantages of PA, interventional strategies targeting behavioral modifications leading to increased PA should be pursued in patients with sleep-disordered breathing. PMID:20224062

  18. The effect of retrosplenial cortex lesions in rats on incidental and active spatial learning

    PubMed Central

    Nelson, A. J. D.; Hindley, E. L.; Pearce, J. M.; Vann, S. D.; Aggleton, J. P.

    2015-01-01

    The study examined the importance of the retrosplenial cortex for the incidental learning of the spatial arrangement of distinctive features within a scene. In a modified Morris water-maze, rats spontaneously learnt the location of an escape platform prior to swimming to that location. For this, rats were repeatedly placed on a submerged platform in one corner of either a rectangular (Experiment 1) or square (Experiments 2, 3) pool with walls of different appearance. The rats were then released in the center of the pool for their first test trial. In Experiment 1, the correct corner and its diagonally opposite partner (also correct) were specified by the geometric properties of the pool. Rats with retrosplenial lesions took longer to first reach a correct corner, subsequently showing an attenuated preference for the correct corners. A reduced preference for the correct corner was also found in Experiment 2, when platform location was determined by the juxtaposition of highly salient visual cues (black vs. white walls). In Experiment 3, less salient visual cues (striped vs. white walls) led to a robust lesion impairment, as the retrosplenial lesioned rats showed no preference for the correct corner. When subsequently trained actively to swim to the correct corner over successive trials, retrosplenial lesions spared performance on all three discriminations. The findings not only reveal the importance of the retrosplenial cortex for processing various classes of visuospatial information but also highlight a broader role in the incidental learning of the features of a spatial array, consistent with the translation of scene information. PMID:25705182

  19. Showercap Mindmap: A Spatial Activity for Learning Physiology Terminology and Location

    ERIC Educational Resources Information Center

    Vanags, Thea; Budimlic, Mira; Herbert, Elissa; Montgomery, Melena M.; Vickers, Tracy

    2012-01-01

    Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students' learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to…

  20. Deficiency in Na,K-ATPase alpha isoform genes alters spatial learning, motor activity, and anxiety in mice.

    PubMed

    Moseley, Amy E; Williams, Michael T; Schaefer, Tori L; Bohanan, Cynthia S; Neumann, Jon C; Behbehani, Michael M; Vorhees, Charles V; Lingrel, Jerry B

    2007-01-17

    Several disorders have been associated with mutations in Na,K-ATPase alpha isoforms (rapid-onset dystonia parkinsonism, familial hemiplegic migraine type-2), as well as reduction in Na,K-ATPase content (depression and Alzheimer's disease), thereby raising the issue of whether haploinsufficiency or altered enzymatic function contribute to disease etiology. Three isoforms are expressed in the brain: the alpha1 isoform is found in many cell types, the alpha2 isoform is predominantly expressed in astrocytes, and the alpha3 isoform is exclusively expressed in neurons. Here we show that mice heterozygous for the alpha2 isoform display increased anxiety-related behavior, reduced locomotor activity, and impaired spatial learning in the Morris water maze. Mice heterozygous for the alpha3 isoform displayed spatial learning and memory deficits unrelated to differences in cued learning in the Morris maze, increased locomotor activity, an increased locomotor response to methamphetamine, and a 40% reduction in hippocampal NMDA receptor expression. In contrast, heterozygous alpha1 isoform mice showed increased locomotor response to methamphetamine and increased basal and stimulated corticosterone in plasma. The learning and memory deficits observed in the alpha2 and alpha3 heterozygous mice reveal the Na,K-ATPase to be an important factor in the functioning of pathways associated with spatial learning. The neurobehavioral changes seen in heterozygous mice suggest that these mouse models may be useful in future investigations of the associated human CNS disorders.

  1. Differential spatial activity patterns of acupuncture by a machine learning based analysis

    NASA Astrophysics Data System (ADS)

    You, Youbo; Bai, Lijun; Xue, Ting; Zhong, Chongguang; Liu, Zhenyu; Tian, Jie

    2011-03-01

    Acupoint specificity, lying at the core of the Traditional Chinese Medicine, underlies the theoretical basis of acupuncture application. However, recent studies have reported that acupuncture stimulation at nonacupoint and acupoint can both evoke similar signal intensity decreases in multiple regions. And these regions were spatially overlapped. We used a machine learning based Support Vector Machine (SVM) approach to elucidate the specific neural response pattern induced by acupuncture stimulation. Group analysis demonstrated that stimulation at two different acupoints (belong to the same nerve segment but different meridians) could elicit distinct neural response patterns. Our findings may provide evidence for acupoint specificity.

  2. The Brain and Learning: Examining the Connection between Brain Activity, Spatial Intelligence, and Learning Outcomes in Online Visual Instruction

    ERIC Educational Resources Information Center

    Lee, Hyangsook

    2013-01-01

    The purpose of the study was to compare 2D and 3D visual presentation styles, both still frame and animation, on subjects' brain activity measured by the amplitude of EEG alpha wave and on their recall to see if alpha power and recall differ significantly by depth and movement of visual presentation style and by spatial intelligence. In addition,…

  3. Hippocampal activation of immediate early genes Zenk and c-Fos in zebra finches (Taeniopygia guttata) during learning and recall of a spatial memory task.

    PubMed

    Mayer, Uwe; Watanabe, Shigeru; Bischof, Hans-Joachim

    2010-03-01

    Zebra finches (Taeniopygia guttata) are able to learn the position of food by orienting on spatial cues in a 'dry water maze'. In the course of spatial learning, the hippocampus shows high expression of the immediate early genes (IEGs) Zenk and c-Fos, indicating high activation of this area during learning. In contrast, the IEG activity is nearly absent if the birds do not have to rely on spatial cues. In the present experiment it was investigated whether hippocampal activation can also be observed if the learned spatial task is recalled. For this purpose, the hippocampal Zenk and c-Fos activation of birds in an early learning stage was compared with that of others having well reached their maximal performance. The results show that the avian hippocampus is also active during recall of a learned spatial task, but the activation is significantly lower than in animals learning actually. As in previous experiments, hippocampal IEG expression showed strong variation not only in the position of the active patches of neurons, but also in size and cell density. The observed difference contributes to the view that immediate early genes may not be indicators of activation alone, but may be due to a combination of activation and plastic changes.

  4. Spatial Language Learning

    ERIC Educational Resources Information Center

    Fu, Zhengling

    2016-01-01

    Spatial language constitutes part of the basic fabric of language. Although languages may have the same number of terms to cover a set of spatial relations, they do not always do so in the same way. Spatial languages differ across languages quite radically, thus providing a real semantic challenge for second language learners. The essay first…

  5. Amygdala activation and GABAergic gene expression in hippocampal sub-regions at the interplay of stress and spatial learning

    PubMed Central

    Hadad-Ophir, Osnat; Albrecht, Anne; Stork, Oliver; Richter-Levin, Gal

    2014-01-01

    Molecular processes in GABAergic local circuit neurons critically contribute to information processing in the hippocampus and to stress-induced activation of the amygdala. In the current study, we determined expression changes in GABA-related factors induced in subregions of the dorsal hippocampus as well as in the BLA of rats 5 h after spatial learning in a Morris water maze (MWM), using laser microdissection and quantitative real-time PCR. Spatial learning resulted in highly selective pattern of changes in hippocampal subregions: gene expression levels of neuropeptide Y (NPY) were reduced in the hilus of the dentate gyrus (DG), whereas somatostatin (SST) was increased in the stratum oriens (SO) of CA3. The GABA-synthesizing enzymes GAD65 and GAD67 as well as the neuropeptide cholecystokinin (CCK) were reduced in SO of CA1. In the BLA, expression of GAD65 and GAD67 were reduced compared to a handled Control group. These expression patterns were further compared to alterations in a group of rats that have been exposed to the water maze but were not provided with an invisible escape platform. In this Water Exposure group, no expression changes were observed in any of the hippocampal subregions, but a differential regulation of all selected target genes was evident in the BLA. These findings suggest that expression changes of GABAergic factors in the hippocampus are associated with spatial learning, while additional stress effects modulate expression alterations in the BLA. Indeed, while in both experimental groups plasma corticosterone (CORT) levels were enhanced, only Water Exposure stress activated the basolateral amygdala (BLA), as indicated by increased levels of phosphorylated ERK 1/2. Altered GABAergic function in the BLA may thus contribute to memory consolidation in the hippocampus, in relation to levels of stress and emotionality associated with the experience. PMID:24478650

  6. Learning Anatomy Enhances Spatial Ability

    ERIC Educational Resources Information Center

    Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Donders, A. R. T.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

    2013-01-01

    Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT-score. Five hundred first year students of medicine ("n" = 242, intervention) and…

  7. Environmental Enrichment Improves Spatial Learning and Memory in Vascular Dementia Rats with Activation of Wnt/β-Catenin Signal Pathway

    PubMed Central

    Jin, Xinhao; Li, Tao; Zhang, Lina; Ma, Jingxi; Yu, Lehua; Li, Changqing; Niu, Lingchuan

    2017-01-01

    Background Environmental enrichment (EE) has a beneficial effect on some neuropsychiatric disorders. In this study, we aimed to investigate whether environmental enrichment could improve the spatial learning and memory in rats with vascular dementia (VaD) and the mechanism underpinning it. Material/Methods Bilateral common carotid occlusion (2-vessel occlusion [2VO]) was used to develop the animal model of vascular dementia. Adult male Sprague-Dawley (SD) rats were used in the experiment and were randomly divided into 4 groups: sham group, 2VO group, sham+EE group, and 2VO+EE group (n=19/group). The 2VO group and 2VO+EE group underwent bilateral common carotid occlusion. Two different housing conditions were used in this experiment: standard environment (SE) and enriched environment (EE). Rats in the sham group and 2VO group were put into SE cages for 4 weeks, while rats in the sham+EE group and 2VO+EE group were put in EE cages for 4 weeks. The Morris water maze and Y-maze were used to assess spatial learning and memory. Apoptosis was detected by TUNEL. The damage of neurons in the hippocampus was assessed by Nissl staining. The level of wnt pathway proteins were detected by Western blot. Results Compared with the 2VO group, the rats in the 2VO+EE group had better behavioral performance, fewer apoptotic neurons, and more surviving neurons. Western blot analysis showed that the levels of wnt pathway proteins were higher in 2VO+EE rats than in the 2VO group. Conclusions Environmental enrichment can improve the spatial learning and memory in rats with vascular dementia, and the mechanism may be related to activation of the wnt/β-catenin signal pathway. PMID:28082734

  8. Exposure to activity based anorexia impairs contextual learning in weight-restored rats without affecting spatial learning, taste, anxiety, or dietary-fat preference

    PubMed Central

    Boersma, Gretha J.; Treesukosol, Yada; Cordner, Zachary A.; Kastelein, Anneke; Choi, Pique; Moran, Timothy H.; Tamashiro, Kellie L.

    2016-01-01

    Relapse rates are high amongst cases of Anorexia Nervosa (AN) suggesting that some alterations induced by AN may remain after weight restoration. Objective To study the consequences of AN without confounds of environmental variability, a rodent model of activity based anorexia (ABA) can be employed. We hypothesized that exposure to ABA during adolescence may have long-term consequences in taste function, cognition, and anxiety-like behavior after weight restoration. Methods To test this hypothesis we exposed adolescent female rats to ABA (1.5 hrs food access, combined with voluntary running wheel access) and compared their behavior to that of control rats after weight restoration was achieved. The rats were tested for learning /memory, anxiety, food preference and taste in a set of behavioral tests performed during the light period. Results Our data show that ABA exposure leads to reduced performance during the novel object recognition task, a test for contextual learning, without altering performance in the novel place recognition task or the Barnes maze, both tasks that test spatial learning. Furthermore, we do not observe alterations in unconditioned lick responses to sucrose nor quinine (described by humans as “sweet” and “bitter” respectively). Nor did we find alterations in anxiety-like behavior during an elevated plus maze or an open field test. Finally, preference for a diet high in fat was not altered. Discussion Overall our data suggest that ABA exposure during adolescence impairs contextual learning in adulthood without altering spatial leaning, taste, anxiety, or fat preference. PMID:26711541

  9. Synergy between chronic corticosterone and sodium azide treatments in producing a spatial learning deficit and inhibiting cytochrome oxidase activity.

    PubMed Central

    Bennett, M C; Mlady, G W; Fleshner, M; Rose, G M

    1996-01-01

    Previously, we developed a rat model of persistent mitochondrial dysfunction based upon the chronic partial inhibition of the mitochondrial enzyme cytochrome oxidase (EC 1.9.3.1). Continuous systemic infusion of sodium azide at approximately 1 mg/kg per hr inhibited cytochrome oxidase activity and produced a spatial learning deficit. In other laboratories, glucocorticoids have been reported to exacerbate neuronal damage from various acute metabolic insults. Therefore, we tested the hypothesis that corticosterone, the primary glucocorticoid in the rat, would potentiate the sodium azide-induced learning deficit. To this end, we first identified nonimpairing doses of sodium azide (approximately 0.75 mg/kg per hr) and corticosterone (100-mg pellet, 3-week sustained-release). We now report that chronic co-administration of these individually nonimpairing treatments produced a severe learning deficit. Moreover, the low dose of corticosterone, which did not elevate serum corticosterone, acted synergistically with sodium azide to inhibit cytochrome oxidase activity. The latter result represents a previously unidentified effect of glucocorticoids that provides a candidate mechanism for glucocorticoid potentiation of neurotoxicity induced by metabolic insult. These results may have the clinical implication of expanding the definition of hypercortisolism in patient populations with compromised oxidative metabolism. Furthermore, they suggest that glucocorticoid treatment may contribute to pathology in disease or trauma conditions that involve metabolic insult. PMID:8577764

  10. The role of the hippocampus in passive and active spatial learning.

    PubMed

    Kosaki, Yutaka; Lin, Tzu-Ching Esther; Horne, Murray R; Pearce, John M; Gilroy, Kerry E

    2014-12-01

    Rats with lesions of the hippocampus or sham lesions were required in four experiments to escape from a square swimming pool by finding a submerged platform. Experiments 1 and 2 commenced with passive training in which rats were repeatedly placed on the platform in one corner-the correct corner-of a pool with distinctive walls. A test trial then revealed a strong preference for the correct corner in the sham but not the hippocampal group. Subsequent active training of being required to swim to the platform resulted in both groups acquiring a preference for the correct corner in the two experiments. In Experiments 3 and 4, rats were required to solve a discrimination between different panels pasted to the walls of the pool, by swimming to the middle of a correct panel. Hippocampal lesions prevented a discrimination being formed between panels of different lengths (Experiment 3), but not between panels showing lines of different orientations (Experiment 4); rats with sham lesions mastered both problems. It is suggested that an intact hippocampus is necessary for the formation of stimulus-goal associations that permit successful passive spatial leaning. It is further suggested that an intact hippocampus is not necessary for the formation of stimulus-response associations, except when they involve information about length or distance.

  11. Respiratory Viral Infection in Neonatal Piglets Causes Marked Microglia Activation in the Hippocampus and Deficits in Spatial Learning

    PubMed Central

    Elmore, Monica R. P.; Burton, Michael D.; Conrad, Matthew S.; Rytych, Jennifer L.; Van Alstine, William G.

    2014-01-01

    Environmental insults during sensitive periods can affect hippocampal development and function, but little is known about peripheral infection, especially in humans and other animals whose brain is gyrencephalic and experiences major perinatal growth. Using a piglet model, the present study showed that inoculation on postnatal day 7 with the porcine reproductive and respiratory syndrome virus (PRRSV) caused microglial activation within the hippocampus with 82% and 43% of isolated microglia being MHC II+ 13 and 20 d after inoculation, respectively. In control piglets, <5% of microglia isolated from the hippocampus were MHC II+. PRRSV piglets were febrile (p < 0.0001), anorectic (p < 0.0001), and weighed less at the end of the study (p = 0.002) compared with control piglets. Increased inflammatory gene expression (e.g., IL-1β, IL-6, TNF-α, and IFN-γ) was seen across multiple brain regions, including the hippocampus, whereas reductions in CD200, NGF, and MBP were evident. In a test of spatial learning, PRRSV piglets took longer to acquire the task, had a longer latency to choice, and had a higher total distance moved. Overall, these data demonstrate that viral respiratory infection is associated with a marked increase in activated microglia in the hippocampus, neuroinflammation, and impaired performance in a spatial cognitive task. As respiratory infections are common in human neonates and infants, approaches to regulate microglial cell activity are likely to be important. PMID:24501353

  12. Physical exercise, neuroplasticity, spatial learning and memory.

    PubMed

    Cassilhas, Ricardo C; Tufik, Sergio; de Mello, Marco Túlio

    2016-03-01

    There has long been discussion regarding the positive effects of physical exercise on brain activity. However, physical exercise has only recently begun to receive the attention of the scientific community, with major interest in its effects on the cognitive functions, spatial learning and memory, as a non-drug method of maintaining brain health and treating neurodegenerative and/or psychiatric conditions. In humans, several studies have shown the beneficial effects of aerobic and resistance exercises in adult and geriatric populations. More recently, studies employing animal models have attempted to elucidate the mechanisms underlying neuroplasticity related to physical exercise-induced spatial learning and memory improvement, even under neurodegenerative conditions. In an attempt to clarify these issues, the present review aims to discuss the role of physical exercise in the improvement of spatial learning and memory and the cellular and molecular mechanisms involved in neuroplasticity.

  13. The Association Between Effective Dose of Magnesium and Mild Compulsive Exercise on Spatial Learning, Memory, and Motor Activity of Adult Male Rats.

    PubMed

    Hajizade Ghonsulakandi, Shahnaz; Sheikh, Mahmuod; Dehghan Shasaltaneh, Marzieh; Chopani, Samira; Naghdi, Nasser

    2017-01-25

    One of the most important survival mechanisms is learning and memory processes. To emphasize the role of physical exercises and magnesium (Mg) in improvement of cognitive performance, we planned to investigate the effect of Mg and mild compulsive exercise on spatial learning and memory of adult male rats. Accordingly, we divided male Wistar rats into four groups: (I) control, (II) Mg treatment, (III) exercise, and (IV) Mg-exercise in the different dosages of Mg (0.5, 1, 1.5, and 2 mmol/kbw) were injected in the form of gavage during 1 week. Also, 1-week mild running on treadmill was used for exercise treatment. The Morris water maze (MWM) test and open field tool were used to evaluate spatial learning, memory, and motor activity, respectively. Our results clearly showed that 1 mmol/kbw Mg was applied as an effective dosage. Strikingly, 1-week mild exercise on treadmill had no significant effect on spatial motor activity, learning, and memory. Feeding 1 mmol/kbw Mg for a week showed a significant difference in learning and exploration stages. Compared to control animals, these results reveal exercise and Mg simultaneously had effect on learning and reminding. As a consequence, although mild exercise had no effect on motor activity and memory, Mg intake improved spatial learning, memory, and locomotor activity. The Mg feeding could be a promising supplemental treatment in the neurodegenerative disease. It is worthwhile to mention consumption of Mg leads to enhancement of memory, so animals find the hidden platform with the highest velocity.

  14. Effect of GIS Learning on Spatial Thinking

    ERIC Educational Resources Information Center

    Lee, Jongwon; Bednarz, Robert

    2009-01-01

    A spatial-skills test is used to examine the effect of GIS learning on the spatial thinking ability of college students. Eighty students at a large state university completed pre- and post- spatial-skills tests administered during the 2003 fall semester. Analysis of changes in the students' test scores revealed that GIS learning helped students…

  15. The hormone therapy, Premarin, impairs hippocampus-dependent spatial learning and memory and reduces activation of new granule neurons in response to memory in female rats.

    PubMed

    Barha, Cindy K; Galea, Liisa A M

    2013-03-01

    Estrogens have been implicated as possible therapeutic agents for improving cognition in postmenopausal women and have been linked to neurodegenerative disorders such as Alzheimer's disease. However, the utility of Premarin (Wyeth Pharmaceuticals, Markham, ON, Canada), a conjugated equine estrogen and the most commonly prescribed hormone therapy, has recently been questioned. The purpose of this study was to investigate the effects of Premarin at 2 different doses (10 or 20 μg) on hippocampus-dependent spatial learning and memory, hippocampal neurogenesis, and new neuronal activation using a rodent model of surgical menopause. Rats were treated daily with subcutaneous injections of Premarin and trained on the spatial working/reference memory version of the radial arm maze. Premarin impaired spatial reference and working learning and memory, increased hippocampal neurogenesis, but either decreased or increased activation of new neurons in response to memory retrieval as indexed by the expression of the immediate early gene product zif268, depending on the maturity of cells examined. This activation of new neurons was related to impaired performance in Premarin-treated but not control-treated female rats. These results indicate that Premarin may be impairing hippocampus-dependent learning and memory by negatively altering the neurogenic environment in the dentate gyrus thus disrupting normal activity of new neurons.

  16. Decreasing nicotinic receptor activity and the spatial learning impairment caused by the NMDA glutamate antagonist dizocilpine in rats

    PubMed Central

    Burke, Dennis A.; Heshmati, Pooneh; Kholdebarin, Ehsan; Levin, Edward D.

    2014-01-01

    Nicotinic systems have been shown by a variety of studies to be involved in cognitive function. Nicotinic receptors have an inherent property to become desensitized after activation. The relative role of nicotinic receptor activation vs. net receptor inactivation by desensitization in the cognitive effects of nicotinic drugs remains to be fully understood. In these studies, we tested the effects of the α7 nicotinic receptor antagonist methyllycaconitine (MLA), the α4β2 nicotinic receptor antagonist dihydro-β-erythroidine (DHβE), the nonspecific nicotinic channel blocker mecamylamine and the α4β2 nicotinic receptor desensitizing agent sazetidine-A on learning in a repeated acquisition test. Adult female Sprague-Dawley rats were trained on a repeated acquisition learning procedure in an 8-arm radial maze. MLA (1–4 mg/kg), DHβE (1–4 mg/kg), mecamylamine (0.125–0.5 mg/kg) or sazetidine-A (1 and 3 mg/kg) were administered in four different studies either alone or together with the NMDA glutamate antagonist dizocilpine (0.05 and 0.10 mg/kg). MLA significantly counteracted the learning impairment caused by dizocilpine. The overall choice accuracy impairment caused by dizocilpine was significantly attenuated by co-administration of DHβE. Low doses of the non-specific nicotinic antagonist mecamylamine also reduced dizocilpine-induced repeated acquisition impairment. Sazetidine-A reversed the accuracy impairment caused by dizocilpine. These studies provide evidence that a net decrease in nicotinic receptor activity can improve learning by attenuating learning impairment induced by NMDA glutamate blockade. This adds to evidence in cognitive tests that nicotinic antagonists can improve cognitive function. Further research characterizing the efficacy and mechanisms underlying nicotinic antagonist and desensitization induced cognitive improvement is warranted. PMID:25064338

  17. Think3d!: Improving mathematics learning through embodied spatial training.

    PubMed

    Burte, Heather; Gardony, Aaron L; Hutton, Allyson; Taylor, Holly A

    2017-01-01

    Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains - specifically for problem types expected to show gains from spatial training - and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.

  18. Spatial Learning and Computer Simulations in Science

    ERIC Educational Resources Information Center

    Lindgren, Robb; Schwartz, Daniel L.

    2009-01-01

    Interactive simulations are entering mainstream science education. Their effects on cognition and learning are often framed by the legacy of information processing, which emphasized amodal problem solving and conceptual organization. In contrast, this paper reviews simulations from the vantage of research on perception and spatial learning,…

  19. Learning Activities.

    ERIC Educational Resources Information Center

    Tipton, Tom, Ed.

    1983-01-01

    Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)

  20. Altering spatial priority maps via reward-based learning.

    PubMed

    Chelazzi, Leonardo; Eštočinová, Jana; Calletti, Riccardo; Lo Gerfo, Emanuele; Sani, Ilaria; Della Libera, Chiara; Santandrea, Elisa

    2014-06-18

    Spatial priority maps are real-time representations of the behavioral salience of locations in the visual field, resulting from the combined influence of stimulus driven activity and top-down signals related to the current goals of the individual. They arbitrate which of a number of (potential) targets in the visual scene will win the competition for attentional resources. As a result, deployment of visual attention to a specific spatial location is determined by the current peak of activation (corresponding to the highest behavioral salience) across the map. Here we report a behavioral study performed on healthy human volunteers, where we demonstrate that spatial priority maps can be shaped via reward-based learning, reflecting long-lasting alterations (biases) in the behavioral salience of specific spatial locations. These biases exert an especially strong influence on performance under conditions where multiple potential targets compete for selection, conferring competitive advantage to targets presented in spatial locations associated with greater reward during learning relative to targets presented in locations associated with lesser reward. Such acquired biases of spatial attention are persistent, are nonstrategic in nature, and generalize across stimuli and task contexts. These results suggest that reward-based attentional learning can induce plastic changes in spatial priority maps, endowing these representations with the "intelligent" capacity to learn from experience.

  1. Spatial learning and goldfish telencephalon NMDA receptors.

    PubMed

    Gómez, Yolanda; Vargas, Juan Pedro; Portavella, Manuel; López, Juan Carlos

    2006-05-01

    Recent results have demonstrated that the mammalian hippocampus and the dorso-lateral telencephalon of ray-finned fishes share functional similarities in relation to spatial memory systems. In the present study, we investigated whether the physiological mechanisms of this hippocampus-dependent spatial memory system were also similar in mammals and ray-finned fishes, and therefore possibly conserved through evolution in vertebrates. In Experiment 1, we studied the effects of the intracranial administration of the noncompetitive NMDA receptor antagonist MK-801 during the acquisition of a spatial task. The results indicated dose-dependent drug-induced impairment of spatial memory. Experiment 2 evaluated if the MK-801 produced disruption of retrieval of a learned spatial response. Data showed that the administration of MK-801 did not impair the retrieval of the information previously stored. The last experiment analyzed the involvement of the telencephalic NMDA receptors in a spatial and in a cue task. Results showed a clear impairment in spatial learning but not in cue learning when NMDA receptors were blocked. As a whole, these results indicate that physiological mechanisms of this hippocampus-dependent system could be a general feature in vertebrate, and therefore phylogenetically conserved.

  2. Extreme Learning Machines for spatial environmental data

    NASA Astrophysics Data System (ADS)

    Leuenberger, Michael; Kanevski, Mikhail

    2015-12-01

    The use of machine learning algorithms has increased in a wide variety of domains (from finance to biocomputing and astronomy), and nowadays has a significant impact on the geoscience community. In most real cases geoscience data modelling problems are multivariate, high dimensional, variable at several spatial scales, and are generated by non-linear processes. For such complex data, the spatial prediction of continuous (or categorical) variables is a challenging task. The aim of this paper is to investigate the potential of the recently developed Extreme Learning Machine (ELM) for environmental data analysis, modelling and spatial prediction purposes. An important contribution of this study deals with an application of a generic self-consistent methodology for environmental data driven modelling based on Extreme Learning Machine. Both real and simulated data are used to demonstrate applicability of ELM at different stages of the study to understand and justify the results.

  3. Effects of a B-vitamin-deficient diet on exploratory activity, motor coordination, and spatial learning in young adult Balb/c mice.

    PubMed

    Lalonde, R; Barraud, H; Ravey, J; Guéant, J-L; Bronowicki, J-P; Strazielle, C

    2008-01-10

    Elevated homocysteine levels resulting from vitamin B deficiencies have been hypothesized to contribute to functional decline. To investigate the effects of elevated serum homocysteine on neurobehavioral performances, young adult Balb/c mice consumed a vitamin-B-deficient diet or a control diet under free-feeding and pair-fed conditions. The B-deficient diet decreased body weight and food intake but increased water ingestion. Relative to either control group, vitamin-B-deficient mice were more active in the open field and in enclosed arms of the elevated plus-maze. However, vitamin-B-deficient mice were not impaired on sensorimotor coordination and spatial learning tests, swimming to a visible platform even faster than either control group. The main effect of this diet restriction was hyperactivity with no change in anxiety, coordination, and memory. It remains to be determined whether severer deficits are demonstrable in older mice.

  4. Active Learning Methods

    ERIC Educational Resources Information Center

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  5. Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations

    ERIC Educational Resources Information Center

    Bustang, B.; Zulkardi, Z.; Darmawijoyo, H.; Dolk, Maarten; van Eerde, Dolly

    2013-01-01

    This paper reports a study on designing and testing an instructional sequence for the teaching and learning of the concept of angle in Indonesian primary schools. The study's context is employing the current reform movement adopting "Pendidikan Matematika Realistik Indonesia" (an Indonesian version of Realistic Mathematics Education).…

  6. Learning To Make Music Enhances Spatial Reasoning.

    ERIC Educational Resources Information Center

    Hetland, Lois

    2000-01-01

    Examines whether active instruction in music enhances preschool and elementary school student performance on spatial tasks. Reports that music enhances the spatial-temporal performance of children during and up to two years following the instruction and that the effect is moderate and consistent. Includes references. (CMK)

  7. Dorsal Hippocampus Function in Learning and Expressing a Spatial Discrimination

    ERIC Educational Resources Information Center

    White, Norman M.; Gaskin, Stephane

    2006-01-01

    Learning to discriminate between spatial locations defined by two adjacent arms of a radial maze in the conditioned cue preference paradigm requires two kinds of information: latent spatial learning when the rats explore the maze with no food available, and learning about food availability in two spatial locations when the rats are then confined…

  8. Sharp wave ripples during learning stabilize the hippocampal spatial map.

    PubMed

    Roux, Lisa; Hu, Bo; Eichler, Ronny; Stark, Eran; Buzsáki, György

    2017-04-10

    Cognitive representation of the environment requires a stable hippocampal map, but the mechanisms maintaining a given map are unknown. Because sharp wave-ripples (SPW-R) orchestrate both retrospective and prospective spatial information, we hypothesized that disrupting neuronal activity during SPW-Rs affects spatial representation. Mice learned new sets of three goal locations daily in a multiwell maze. We used closed-loop SPW-R detection at goal locations to trigger optogenetic silencing of a subset of CA1 pyramidal neurons. Control place cells (nonsilenced or silenced outside SPW-Rs) largely maintained the location of their place fields after learning and showed increased spatial information content. In contrast, the place fields of SPW-R-silenced place cells remapped, and their spatial information remained unaltered. SPW-R silencing did not impact the firing rates or proportions of place cells. These results suggest that interference with SPW-R-associated activity during learning prevents stabilization and refinement of hippocampal maps.

  9. Implicitly learned suppression of irrelevant spatial locations.

    PubMed

    Leber, Andrew B; Gwinn, Rachael E; Hong, Yoolim; O'Toole, Ryan J

    2016-12-01

    How do we ignore a salient, irrelevant stimulus whose location is predictable? A variety of studies using instructional manipulations have shown that participants possess the capacity to exert location-based suppression. However, for the visual search challenges we face in daily life, we are not often provided explicit instructions and are unlikely to consciously deliberate on what our best strategy might be. Instead, we might rely on our past experience-in the form of implicit learning-to exert strategic control. In this paper, we tested whether implicit learning could drive spatial suppression. In Experiment 1, participants searched displays in which one location contained a target, while another contained a salient distractor. An arrow cue pointed to the target location with 70 % validity. Also, unbeknownst to the participants, the same arrow cue predicted the distractor location with 70 % validity. Results showed facilitated RTs to the predicted target location, confirming target enhancement. Critically, distractor interference was reduced at the predicted distractor location, revealing that participants used spatial suppression. Further, we found that participants had no explicit knowledge of the cue-distractor contingencies, confirming that the learning was implicit. In Experiment 2, to seek further evidence for suppression, we modified the task to include occasional masked probes following the arrow cue; we found worse probe identification accuracy at the predicted distractor location than control locations, providing converging evidence that observers spatially suppressed the predicted distractor locations. These results reveal an ecologically desirable mechanism of suppression, which functions without the need for conscious knowledge or externally guided instructions.

  10. Daily running promotes spatial learning and memory in rats.

    PubMed

    Alaei, Hojjatallah; Moloudi, Rohallah; Sarkaki, Ali Reza; Azizi-Malekabadi, Hamid; Hanninen, Osmo

    2007-01-01

    Previous studies have shown that physical activity improves learning and memory. Present study was performed to determine the effects of acute, chronic and continuous exercise with different periods on spatial learning and memory recorded as the latency and length of swim path in the Morris water maze testing in subsequent 8 days. Four rat groups were included as follows: 1- Group C (controls which did not exercise). 2- Group A (30 days treadmill running before and 8 days during the Morris water maze testing period). 3- Group B (30 days exercise before the Morris water maze testing period only) and 4- Group D (8 days exercise only during the Morris water maze testing period). The results showed that chronic (30 days) and continuous (during 8 days of Morris water maze testing days) treadmill training produced a significant enhancement in spatial learning and memory which was indicated by decreases in path length and latency to reach the platform in the Morris water maze test (p < 0.05). The benefits in these tests were lost in three days, if the daily running session was abandoned. In group D with acute treadmill running (8 days exercise only) the difference between the Group A disappeared in one week and benefit seemed to be obtained in comparison with the controls without running program. In conclusion the chronic and daily running exercises promoted learning and memory in Morris water maze, but the benefits were lost in few days without daily running sessions in adult rats. Key pointsDaily running influence on spatial memory.The velocity of learning can be influenced by running activity.Path length is important parameter for measuring the speed of learning.

  11. Technology Learning Activities I.

    ERIC Educational Resources Information Center

    International Technology Education Association, Reston, VA.

    This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…

  12. Spatial learning transiently disturbed by intraventricular administration of ouabain.

    PubMed

    Zhan, Hua; Tada, Tsuyoshi; Nakazato, Fumi; Tanaka, Yuichiro; Hongo, Kazuhiro

    2004-01-01

    The presence of sodium-potassium-adenosine triphosphatase (Na+,K+-ATPase) on the surface of arachnoid cells indicates that active transport of electrolytes and water occurs there. Previously, we accidentally found that intraventricular administration of TGF-beta1 impaired rat spatial learning. Levels of Na+,K+ -ATPase were decreased in arachnoid cells with fibrosis. To characterize the role of the Na+,K+ -ATPase, Wistar rats were intraventricularly administered a total of 200 microl of ouabain, at concentrations of 10(-5), 10(-4) and 10(-3) M, for one week with an osmotic pump, and were examined with a Morris water maze. Latency for reaching the platform did not significantly differ between ouabain-administered rats and controls. Spatial learning was impaired in a dose-dependent manner. Na+,K+ -ATPase activity of arachnoid cells ceased during ouabain administration, and recovered completely three weeks after the end of ouabain administration. The present results suggest that the Na+,K+ -ATPase on the surface of arachnoid cells contributes to maintenance of rat spatial learning.

  13. Assessing Spatial Learning and Memory in Rodents

    PubMed Central

    Vorhees, Charles V.; Williams, Michael T.

    2014-01-01

    Maneuvering safely through the environment is central to survival of almost all species. The ability to do this depends on learning and remembering locations. This capacity is encoded in the brain by two systems: one using cues outside the organism (distal cues), allocentric navigation, and one using self-movement, internal cues and nearby proximal cues, egocentric navigation. Allocentric navigation involves the hippocampus, entorhinal cortex, and surrounding structures; in humans this system encodes allocentric, semantic, and episodic memory. This form of memory is assessed in laboratory animals in many ways, but the dominant form of assessment is the Morris water maze (MWM). Egocentric navigation involves the dorsal striatum and connected structures; in humans this system encodes routes and integrated paths and, when overlearned, becomes procedural memory. In this article, several allocentric assessment methods for rodents are reviewed and compared with the MWM. MWM advantages (little training required, no food deprivation, ease of testing, rapid and reliable learning, insensitivity to differences in body weight and appetite, absence of nonperformers, control methods for proximal cue learning, and performance effects) and disadvantages (concern about stress, perhaps not as sensitive for working memory) are discussed. Evidence-based design improvements and testing methods are reviewed for both rats and mice. Experimental factors that apply generally to spatial navigation and to MWM specifically are considered. It is concluded that, on balance, the MWM has more advantages than disadvantages and compares favorably with other allocentric navigation tasks. PMID:25225309

  14. Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration.

    PubMed

    Narimoto, Tadamasa; Matsuura, Naomi; Takezawa, Tomohiro; Mitsuhashi, Yoshinori; Hiratani, Michio

    2013-01-01

    The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory.

  15. Differential recruitment of brain networks following route and cartographic map learning of spatial environments.

    PubMed

    Zhang, Hui; Copara, Milagros; Ekstrom, Arne D

    2012-01-01

    An extensive neuroimaging literature has helped characterize the brain regions involved in navigating a spatial environment. Far less is known, however, about the brain networks involved when learning a spatial layout from a cartographic map. To compare the two means of acquiring a spatial representation, participants learned spatial environments either by directly navigating them or learning them from an aerial-view map. While undergoing functional magnetic resonance imaging (fMRI), participants then performed two different tasks to assess knowledge of the spatial environment: a scene and orientation dependent perceptual (SOP) pointing task and a judgment of relative direction (JRD) of landmarks pointing task. We found three brain regions showing significant effects of route vs. map learning during the two tasks. Parahippocampal and retrosplenial cortex showed greater activation following route compared to map learning during the JRD but not SOP task while inferior frontal gyrus showed greater activation following map compared to route learning during the SOP but not JRD task. We interpret our results to suggest that parahippocampal and retrosplenial cortex were involved in translating scene and orientation dependent coordinate information acquired during route learning to a landmark-referenced representation while inferior frontal gyrus played a role in converting primarily landmark-referenced coordinates acquired during map learning to a scene and orientation dependent coordinate system. Together, our results provide novel insight into the different brain networks underlying spatial representations formed during navigation vs. cartographic map learning and provide additional constraints on theoretical models of the neural basis of human spatial representation.

  16. Spatially Distributed Instructions Improve Learning Outcomes and Efficiency

    ERIC Educational Resources Information Center

    Jang, Jooyoung; Schunn, Christian D.; Nokes, Timothy J.

    2011-01-01

    Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially…

  17. Spatial learning and memory impairments are associated with increased neuronal activity in 5XFAD mouse as measured by manganese-enhanced magnetic resonance imaging

    PubMed Central

    Gu, Li-Hua; Nie, Bin-Bin; Qi, Xin-Yang; Wang, Yan-Juan; Wu, Fang-Fang; Li, Xiao-Li; Bai, Feng; Chen, Xiao-Chun; Xu, Lin; Ren, Qing-Guo; Zhang, Zhi-Jun

    2016-01-01

    Dysfunction of neuronal activity is a major and early contributor to cognitive impairment in Alzheimer's disease (AD). To investigate neuronal activity alterations at early stage of AD, we encompassed behavioral testing and in vivo manganese-enhanced magnetic resonance imaging (MEMRI) in 5XFAD mice at early ages (1-, 2-, 3- and 5-month). The 5XFAD model over-express human amyloid precursor protein (APP) and presenilin 1 (PS1) harboring five familial AD mutations, which have a high APP expression correlating with a high burden and an accelerated accumulation of the 42 amino acid species of amyloid-β. In the Morris water maze, 5XFAD mice showed longer escape latency and poorer memory retention. In the MEMRI, 5XFAD mice showed increased signal intensity in the brain regions involved in spatial cognition, including the entorhinal cortex, the hippocampus, the retrosplenial cortex and the caudate putamen. Of note, the observed alterations in spatial cognition were associated with increased MEMRI signal intensity. These findings indicate that aberrant increased basal neuronal activity may contribute to the spatial cognitive function impairment at early stage of AD, and may further suggest the potential use of MEMRI to predict cognitive impairments. Early intervention that targets aberrant neuronal activity may be crucial to prevent cognitive impairment. PMID:27542275

  18. Stills, Not Full Motion, for Interactive Spatial Training: American, Turkish and Taiwanese Female Pre-Service Teachers Learn Spatial Visualization

    ERIC Educational Resources Information Center

    Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Yuan, Yuan; Dogbey, James; Erdem, Aliye

    2009-01-01

    This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial…

  19. Guidance of Spatial Attention by Incidental Learning and Endogenous Cuing

    ERIC Educational Resources Information Center

    Jiang, Yuhong V.; Swallow, Khena M.; Rosenbaum, Gail M.

    2013-01-01

    Our visual system is highly sensitive to regularities in the environment. Locations that were important in one's previous experience are often prioritized during search, even though observers may not be aware of the learning. In this study we characterized the guidance of spatial attention by incidental learning of a target's spatial probability,…

  20. Notetaking Activity as a Logical Classroom Learning Strategy.

    ERIC Educational Resources Information Center

    Taylor, William; And Others

    The impact on learning performance of a notetaking strategy called the Directed Overt Activity Strategy (DOA) was evaluated on three types of instructional tasks: spatial learning, simple concept learning, and complex concept learning. One hundred volunteer freshman psychology students from Ohio State University used either the DOA or their own…

  1. Development of Critical Spatial Thinking through GIS Learning

    ERIC Educational Resources Information Center

    Kim, Minsung; Bednarz, Robert

    2013-01-01

    This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large…

  2. Learning Activity Package, Algebra.

    ERIC Educational Resources Information Center

    Evans, Diane

    A set of ten teacher-prepared Learning Activity Packages (LAPs) in beginning algebra and nine in intermediate algebra, these units cover sets, properties of operations, number systems, open expressions, solution sets of equations and inequalities in one and two variables, exponents, factoring and polynomials, relations and functions, radicals,…

  3. Topological Schemas of Cognitive Maps and Spatial Learning

    PubMed Central

    Babichev, Andrey; Cheng, Sen; Dabaghian, Yuri A.

    2016-01-01

    Spatial navigation in mammals is based on building a mental representation of their environment—a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment—the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level. PMID:27014045

  4. Early handling effect on female rat spatial and non-spatial learning and memory.

    PubMed

    Plescia, Fulvio; Marino, Rosa A M; Navarra, Michele; Gambino, Giuditta; Brancato, Anna; Sardo, Pierangelo; Cannizzaro, Carla

    2014-03-01

    This study aims at providing an insight into early handling procedures on learning and memory performance in adult female rats. Early handling procedures were started on post-natal day 2 until 21, and consisted in 15 min, daily separations of the dams from their litters. Assessment of declarative memory was carried out in the novel-object recognition task; spatial learning, reference- and working memory were evaluated in the Morris water maze (MWM). Our results indicate that early handling induced an enhancement in: (1) declarative memory, in the object recognition task, both at 1h and 24h intervals; (2) reference memory in the probe test and working memory and behavioral flexibility in the "single-trial and four-trial place learning paradigm" of the MWM. Short-term separation by increasing maternal care causes a dampening in HPA axis response in the pups. A modulated activation of the stress response may help to protect brain structures, involved in cognitive function. In conclusion, this study shows the long-term effects of a brief maternal separation in enhancing object recognition-, spatial reference- and working memory in female rats, remarking the impact of early environmental experiences and the consequent maternal care on the behavioral adaptive mechanisms in adulthood.

  5. Probing the Relationship between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach

    ERIC Educational Resources Information Center

    Chen, Yi-Chun; Yang, Fang-Ying

    2014-01-01

    There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial…

  6. Mapping the spatial distribution and activity of (226)Ra at legacy sites through Machine Learning interpretation of gamma-ray spectrometry data.

    PubMed

    Varley, Adam; Tyler, Andrew; Smith, Leslie; Dale, Paul; Davies, Mike

    2016-03-01

    Radium ((226)Ra) contamination derived from military, industrial, and pharmaceutical products can be found at a number of historical sites across the world posing a risk to human health. The analysis of spectral data derived using gamma-ray spectrometry can offer a powerful tool to rapidly estimate and map the activity, depth, and lateral distribution of (226)Ra contamination covering an extensive area. Subsequently, reliable risk assessments can be developed for individual sites in a fraction of the timeframe compared to traditional labour-intensive sampling techniques: for example soil coring. However, local heterogeneity of the natural background, statistical counting uncertainty, and non-linear source response are confounding problems associated with gamma-ray spectral analysis. This is particularly challenging, when attempting to deal with enhanced concentrations of a naturally occurring radionuclide such as (226)Ra. As a result, conventional surveys tend to attribute the highest activities to the largest total signal received by a detector (Gross counts): an assumption that tends to neglect higher activities at depth. To overcome these limitations, a methodology was developed making use of Monte Carlo simulations, Principal Component Analysis and Machine Learning based algorithms to derive depth and activity estimates for (226)Ra contamination. The approach was applied on spectra taken using two gamma-ray detectors (Lanthanum Bromide and Sodium Iodide), with the aim of identifying an optimised combination of detector and spectral processing routine. It was confirmed that, through a combination of Neural Networks and Lanthanum Bromide, the most accurate depth and activity estimates could be found. The advantage of the method was demonstrated by mapping depth and activity estimates at a case study site in Scotland. There the method identified significantly higher activity (<3 Bq g(-1)) occurring at depth (>0.4m), that conventional gross counting algorithms

  7. Spatial Ability Learning through Educational Robotics

    ERIC Educational Resources Information Center

    Julià, Carme; Antolí, Juan Òscar

    2016-01-01

    Several authors insist on the importance of students' acquisition of spatial abilities and visualization in order to have academic success in areas such as science, technology or engineering. This paper proposes to discuss and analyse the use of educational robotics to develop spatial abilities in 12 year old students. First of all, a course to…

  8. Rectangular Array Model Supporting Students' Spatial Structuring in Learning Multiplication

    ERIC Educational Resources Information Center

    Shanty, Nenden Octavarulia; Wijaya, Surya

    2012-01-01

    We examine how rectangular array model can support students' spatial structuring in learning multiplication. To begin, we define what we mean by spatial structuring as the mental operation of constructing an organization or form for an object or set of objects. For that reason, the eggs problem was chosen as the starting point in which the…

  9. Contributions of Spatial Working Memory to Visuomotor Learning

    ERIC Educational Resources Information Center

    Anguera, Joaquin A.; Reuter-Lorenz, Patricia A.; Willingham, Daniel T.; Seidler, Rachael D.

    2010-01-01

    Previous studies of motor learning have described the importance of cognitive processes during the early stages of learning; however, the precise nature of these processes and their neural correlates remains unclear. The present study investigated whether spatial working memory (SWM) contributes to visuomotor adaptation depending on the stage of…

  10. Active inference and learning.

    PubMed

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O'Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity.

  11. Active Learning Strategies and Assessment in World Geography Classes

    ERIC Educational Resources Information Center

    Klein, Phil

    2003-01-01

    Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in…

  12. Exploring Visuospatial Thinking in Learning about Mineralogy: Spatial Orientation Ability and Spatial Visualization Ability

    ERIC Educational Resources Information Center

    Ozdemir, Gokhan

    2010-01-01

    This mixed-method research attempted to clarify the role of visuospatial abilities in learning about mineralogy. Various sources of data--including quantitative pre- and postmeasures of spatial visualization and spatial orientation tests and achievement scores on six measures and qualitative unstructured observations, interviews, and field trip…

  13. A reinforcement learning approach to model interactions between landmarks and geometric cues during spatial learning.

    PubMed

    Sheynikhovich, Denis; Arleo, Angelo

    2010-12-13

    In contrast to predictions derived from the associative learning theory, a number of behavioral studies suggested the absence of competition between geometric cues and landmarks in some experimental paradigms. In parallel to these studies, neurobiological experiments suggested the existence of separate independent memory systems which may not always interact according to classic associative principles. In this paper we attempt to combine these two lines of research by proposing a model of spatial learning that is based on the theory of multiple memory systems. In our model, a place-based locale strategy uses activities of modeled hippocampal place cells to drive navigation to a hidden goal, while a stimulus-response taxon strategy, presumably mediated by the dorso-lateral striatum, learns landmark-approaching behavior. A strategy selection network, proposed to reside in the prefrontal cortex, implements a simple reinforcement learning rule to switch behavioral strategies. The model is used to reproduce the results of a behavioral experiment in which an interaction between a landmark and geometric cues was studied. We show that this model, built on the basis of neurobiological data, can explain the lack of competition between the landmark and geometry, potentiation of geometry learning by the landmark, and blocking. Namely, we propose that the geometry potentiation is a consequence of cooperation between memory systems during learning, while blocking is due to competition between the memory systems during action selection.

  14. Spatial parameters at the basis of social transfer of learning.

    PubMed

    Lugli, Luisa; Iani, Cristina; Milanese, Nadia; Sebanz, Natalie; Rubichi, Sandro

    2015-06-01

    Recent research indicates that practicing on a joint spatial compatibility task with an incompatible stimulus-response mapping affects subsequent joint Simon task performance, eliminating the social Simon effect. It has been well established that in individual contexts, for transfer of learning to occur, participants need to practice an incompatible association between stimulus and response positions. The mechanisms underlying transfer of learning in joint task performance are, however, less well understood. The present study was aimed at assessing the relative contribution of 3 different spatial relations characterizing the joint practice context: stimulus-response, stimulus-participant, and participant-response relations. In 3 experiments, the authors manipulated the stimulus-response, stimulus-participant, and response-participant associations. We found that learning from the practice task did not transfer to the subsequent task when during practice stimulus-response associations were spatially incompatible and stimulus-participant associations were compatible (Experiment 1). However, a transfer of learning was evident when stimulus-participant associations were spatially incompatible. This occurred both when response-participant associations were incompatible (Experiment 2) and when they were compatible (Experiment 3). These results seem to support an agent corepresentation account of correspondence effects emerging in joint settings since they suggest that, in social contexts, critical to obtain transfer-of-learning effects is the spatial relation between stimulus and participant positions while the spatial relation between stimulus and response positions is irrelevant.

  15. Modified Navigation Instructions for Spatial Navigation Assistance Systems Lead to Incidental Spatial Learning

    PubMed Central

    Gramann, Klaus; Hoepner, Paul; Karrer-Gauss, Katja

    2017-01-01

    Spatial cognitive skills deteriorate with the increasing use of automated GPS navigation and a general decrease in the ability to orient in space might have further impact on independence, autonomy, and quality of life. In the present study we investigate whether modified navigation instructions support incidental spatial knowledge acquisition. A virtual driving environment was used to examine the impact of modified navigation instructions on spatial learning while using a GPS navigation assistance system. Participants navigated through a simulated urban and suburban environment, using navigation support to reach their destination. Driving performance as well as spatial learning was thereby assessed. Three navigation instruction conditions were tested: (i) a control group that was provided with classical navigation instructions at decision points, and two other groups that received navigation instructions at decision points including either (ii) additional irrelevant information about landmarks or (iii) additional personally relevant information (i.e., individual preferences regarding food, hobbies, etc.), associated with landmarks. Driving performance revealed no differences between navigation instructions. Significant improvements were observed in both modified navigation instruction conditions on three different measures of spatial learning and memory: subsequent navigation of the initial route without navigation assistance, landmark recognition, and sketch map drawing. Future navigation assistance systems could incorporate modified instructions to promote incidental spatial learning and to foster more general spatial cognitive abilities. Such systems might extend mobility across the lifespan. PMID:28243219

  16. Modified Navigation Instructions for Spatial Navigation Assistance Systems Lead to Incidental Spatial Learning.

    PubMed

    Gramann, Klaus; Hoepner, Paul; Karrer-Gauss, Katja

    2017-01-01

    Spatial cognitive skills deteriorate with the increasing use of automated GPS navigation and a general decrease in the ability to orient in space might have further impact on independence, autonomy, and quality of life. In the present study we investigate whether modified navigation instructions support incidental spatial knowledge acquisition. A virtual driving environment was used to examine the impact of modified navigation instructions on spatial learning while using a GPS navigation assistance system. Participants navigated through a simulated urban and suburban environment, using navigation support to reach their destination. Driving performance as well as spatial learning was thereby assessed. Three navigation instruction conditions were tested: (i) a control group that was provided with classical navigation instructions at decision points, and two other groups that received navigation instructions at decision points including either (ii) additional irrelevant information about landmarks or (iii) additional personally relevant information (i.e., individual preferences regarding food, hobbies, etc.), associated with landmarks. Driving performance revealed no differences between navigation instructions. Significant improvements were observed in both modified navigation instruction conditions on three different measures of spatial learning and memory: subsequent navigation of the initial route without navigation assistance, landmark recognition, and sketch map drawing. Future navigation assistance systems could incorporate modified instructions to promote incidental spatial learning and to foster more general spatial cognitive abilities. Such systems might extend mobility across the lifespan.

  17. Culturally inconsistent spatial structure reduces learning.

    PubMed

    McCrink, Koleen; Shaki, Samuel

    2016-09-01

    Human adults tend to use a spatial continuum to organize any information they consider to be well-ordered, with a sense of initial and final position. The directionality of this spatial mapping is mediated by the culture of the subject, largely as a function of the prevailing reading and writing habits (for example, from left-to-right for English speakers or right-to-left for Hebrew speakers). In the current study, we tasked American and Israeli subjects with encoding and recalling a set of arbitrary pairings, consisting of frequently ordered stimuli (letters with shapes: Experiment 1) or infrequently ordered stimuli (color terms with shapes: Experiment 2), that were serially presented in a left-to-right, right-to-left, or central-only manner. The subjects were better at recalling information that contained ordinal stimuli if the spatial flow of presentation during encoding matched the dominant directionality of the subjects' culture, compared to information encoded in the non-dominant direction. This phenomenon did not extend to infrequently ordered stimuli (e.g., color terms). These findings suggest that adults implicitly harness spatial organization to support memory, and this harnessing process is culturally mediated in tandem with our spatial biases.

  18. Experimental evidence for spatial learning on octopuses (octopus bimaculoides).

    PubMed

    Boal, J G; Dunham, A W; Williams, K T; Hanlon, R T

    2000-09-01

    Octopuses forage far from temporary home dens to which they return for shelter. Spatial tasks may assess learning. Octopuses (Octopus bimaculoides) were placed in a novel arena, and their movements were tracked for 72 hr. Movements around the arena decreased across time, consistent with exploratory learning. Next, octopuses were given 23 hr to move around an arena; after a 24-hr delay, their memory of a burrow location was tested. Most remembered the location of the open burrow, demonstrating learning in 1 day. Finally, octopuses were trained to locate a single open escape burrow among 6 possible locations. Retention was tested after a week and was immediately followed by reversal training (location rotated 180 degrees ). Octopuses learned the original location of the burrow, remembering it for a week. Path lengths increased significantly after reversal, gradually improving and showing relearning. Octopuses show exploratory behavior, learning, and retention of spatial information.

  19. Engineering genders: A spatial analysis of engineering, gender, and learning

    NASA Astrophysics Data System (ADS)

    Weidler-Lewis, Joanna R.

    This three article dissertation is an investigation into the ontology of learning insofar as learning is a process of becoming. In each article I explore the general questions of who is learning, in what ways, and with what consequences. The context for this research is undergraduate engineering education with particular attention to the construction of gender in this context. The first article is an examination of the organization of freshman engineering design. The second article draws on Lefebvre's spatial triad as both a theory and method for studying learning. The third article is an interview study of LGBTQA students creating their futures as engineers.

  20. Active Learning and the LRC.

    ERIC Educational Resources Information Center

    Ducote, Richard L.

    1990-01-01

    Describes Collin County Community College's commitment to an active/experiential learning philosophy and the role of the college's learning resources center (LRC) in promoting learner-centered education and lab experiences throughout the curriculum. Discusses the LRC's Alternative Learning Center, which uses computers and other technology to…

  1. Landscapes, Spatial Justice and Learning Communities

    ERIC Educational Resources Information Center

    Armstrong, Felicity

    2012-01-01

    This paper draws on a study of a community-based adult education initiative, "Cumbria Credits," which took place during the period of serious economic decline which hit sections of the farming and the wider community in Cumbria during 2001. It draws on the principles underpinning Edward Soja's notion of "spatial justice" to explore transformations…

  2. Visual and Spatial Modes in Science Learning

    ERIC Educational Resources Information Center

    Ramadas, Jayashree

    2009-01-01

    This paper surveys some major trends from research on visual and spatial thinking coming from cognitive science, developmental psychology, science literacy, and science studies. It explores the role of visualisation in creativity, in building mental models, and in the communication of scientific ideas, in order to place these findings in the…

  3. 4SPPIces: A Case Study of Factors in a Scripted Collaborative-Learning Blended Course across Spatial Locations

    ERIC Educational Resources Information Center

    Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep

    2012-01-01

    Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when…

  4. Visual influences on auditory spatial learning

    PubMed Central

    King, Andrew J.

    2008-01-01

    The visual and auditory systems frequently work together to facilitate the identification and localization of objects and events in the external world. Experience plays a critical role in establishing and maintaining congruent visual–auditory associations, so that the different sensory cues associated with targets that can be both seen and heard are synthesized appropriately. For stimulus location, visual information is normally more accurate and reliable and provides a reference for calibrating the perception of auditory space. During development, vision plays a key role in aligning neural representations of space in the brain, as revealed by the dramatic changes produced in auditory responses when visual inputs are altered, and is used throughout life to resolve short-term spatial conflicts between these modalities. However, accurate, and even supra-normal, auditory localization abilities can be achieved in the absence of vision, and the capacity of the mature brain to relearn to localize sound in the presence of substantially altered auditory spatial cues does not require visuomotor feedback. Thus, while vision is normally used to coordinate information across the senses, the neural circuits responsible for spatial hearing can be recalibrated in a vision-independent fashion. Nevertheless, early multisensory experience appears to be crucial for the emergence of an ability to match signals from different sensory modalities and therefore for the outcome of audiovisual-based rehabilitation of deaf patients in whom hearing has been restored by cochlear implantation. PMID:18986967

  5. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri L.; Burl, Michael

    2006-01-01

    Active learning algorithms attempt to accelerate the learning process by requesting labels for the most informative items first. In real-world problems, however, there may exist unlabeled items that are irrelevant to the user's classification goals. Queries about these points slow down learning because they provide no information about the problem of interest. We have observed that when irrelevant items are present, active learning can perform worse than random selection, requiring more time (queries) to achieve the same level of accuracy. Therefore, we propose a novel approach, Relevance Bias, in which the active learner combines its default selection heuristic with the output of a simultaneously trained relevance classifier to favor items that are likely to be both informative and relevant. In our experiments on a real-world problem and two benchmark datasets, the Relevance Bias approach significantly improved the learning rate of three different active learning approaches.

  6. Student Perceptions of Active Learning

    ERIC Educational Resources Information Center

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  7. In Defense of Active Learning

    ERIC Educational Resources Information Center

    Pica, Rae

    2008-01-01

    Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

  8. Using Learning Styles Inventories To Promote Active Learning.

    ERIC Educational Resources Information Center

    Fritz, Margaret

    2002-01-01

    Defines active learning as students actively involved in the learning process. Suggests that to learn actively, students need to know their learning styles and engage with the subject matter. Concludes that students who know their learning styles and are allowed to choose time management methods, note-taking systems, textbook marking methods and…

  9. Situated student learning and spatial informational analysis for environmental problems

    NASA Astrophysics Data System (ADS)

    Olsen, Timothy Paul

    Ninth and tenth grade high school Biology student research teams used spatial information analysis tools to site a prairie restoration plot on a 55 acre campus during a four-week environment unit. Students made use of innovative technological practices by applying geographic information systems (GIS) approaches to solving environmental and land use problems. Student learning was facilitated by starting with the students' initial conceptions of computing, local landscape and biological environment, and then by guiding them through a problem-based science project process. The project curriculum was framed by the perspective of legitimate peripheral participation (Lave & Wenger, 1991) where students were provided with learning opportunities designed to allow them to act like GIS practitioners. Sociocultural lenses for learning were employed to create accounts of human mental processes that recognize the essential relationship between these processes and their cultural, historical, and institutional settings (Jacob, 1997; Wertsch, 1991). This research investigated how student groups' meaning-making actions were mediated by GIS tools on the periphery of a scientific community of practice. Research observations focused on supporting interpretations of learners' socially constructed actions and the iterative building of assertions from multiple sources. These included the artifacts students produced, the tools they used, the cultural contexts that constrained their activity, and how people begin to adopt ways of speaking (speech genres) of the referent community to negotiate meanings and roles. Students gathered field observations and interpreted attributes of landscape entities from the GIS data to advocate for an environmental decision. However, even while gaining proficiencies with GIS tools, most students did not begin to appropriate roles from the GIS community of practice. Students continued to negotiate their project actions simply as school exercises motivated by

  10. Spatial reversal learning is robust to total sleep deprivation.

    PubMed

    Leenaars, Cathalijn H C; Joosten, Ruud N J M A; Kramer, Michiel; Post, Ger; Eggels, Leslie; Wuite, Mark; Dematteis, Maurice; Feenstra, Matthijs G P; Van Someren, Eus J W

    2012-04-21

    Sleep deprivation affects cognitive functions that depend on the prefrontal cortex (PFC) such as cognitive flexibility, and the consolidation of newly learned information. The identification of cognitive processes that are either robustly sensitive or robustly insensitive to the same experimental sleep deprivation procedure, will allow us to better focus on the specific effects of sleep on cognition, and increase understanding of the mechanisms involved. In the present study we investigate whether sleep deprivation differentially affects the two separate cognitive processes of acquisition and consolidation of a spatial reversal task. After training on a spatial discrimination between two levers in a Skinner box, male Wistar rats were exposed to a reversal of the previously learned stimulus-response contingency. We first evaluated the effect of sleep deprivation on the acquisition of reversal learning. Performance on reversal learning after 12h of sleep deprivation (n=12) was compared to performance after control conditions (n=12). The second experiment evaluated the effect of sleep deprivation on the consolidation of reversal learning; the first session of reversal learning was followed by 3h of nap prevention (n=8) or undisturbed control conditions (n=8). The experiments had sufficient statistical power (0.90 and 0.81, respectively) to detect differences with medium effect sizes. Neither the acquisition, nor the consolidation, of reversal learning was affected by acute sleep deprivation. Together with previous findings, these results help to further delineate the role of sleep in cognitive processing.

  11. Emotional Multiagent Reinforcement Learning in Spatial Social Dilemmas.

    PubMed

    Yu, Chao; Zhang, Minjie; Ren, Fenghui; Tan, Guozhen

    2015-12-01

    Social dilemmas have attracted extensive interest in the research of multiagent systems in order to study the emergence of cooperative behaviors among selfish agents. Understanding how agents can achieve cooperation in social dilemmas through learning from local experience is a critical problem that has motivated researchers for decades. This paper investigates the possibility of exploiting emotions in agent learning in order to facilitate the emergence of cooperation in social dilemmas. In particular, the spatial version of social dilemmas is considered to study the impact of local interactions on the emergence of cooperation in the whole system. A double-layered emotional multiagent reinforcement learning framework is proposed to endow agents with internal cognitive and emotional capabilities that can drive these agents to learn cooperative behaviors. Experimental results reveal that various network topologies and agent heterogeneities have significant impacts on agent learning behaviors in the proposed framework, and under certain circumstances, high levels of cooperation can be achieved among the agents.

  12. Cartographical Imaginations: Spatiality, Adult Education and Lifelong Learning.

    ERIC Educational Resources Information Center

    Edwards, Richard; Cervero, Ron; Clarke, Julia; Morgan-Klein, Brenda; Usher, Robin; Wilson, Arthur

    Recent empirical and theoretical literature in cultural geography, feminist and postcolonial philosophy, cultural studies, and political economy, was explored in an examination of the significance of spatiality to the changes taking place in the policy, practice, and study of adult education and lifelong learning. The following were among the key…

  13. Learning Anatomy: Do New Computer Models Improve Spatial Understanding?

    ERIC Educational Resources Information Center

    Garg, Amit; Norman, Geoff; Spero, Lawrence; Taylor, Ian

    1999-01-01

    Assesses desktop-computer models that rotate in virtual three-dimensional space. Compares spatial learning with a computer carpal-bone model horizontally rotating at 10-degree views with the same model rotating at 90-degree views. (Author/CCM)

  14. Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork

    ERIC Educational Resources Information Center

    Huang, Kuo-Hung

    2011-01-01

    In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information…

  15. Visual Spatial Skill: A Consequence of Learning to Read?

    ERIC Educational Resources Information Center

    McBride-Chang, Catherine; Zhou, Yanling; Cho, Jeung-Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana

    2011-01-01

    Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers…

  16. Genetic mapping of variation in spatial learning in the mouse.

    PubMed

    Steinberger, Daniela; Reynolds, David S; Ferris, Pushpindar; Lincoln, Rachael; Datta, Susmita; Stanley, Joanna; Paterson, Andrea; Dawson, Gerard R; Flint, Jonathan

    2003-03-15

    Inbred strains of mice are known to differ in their performance in the Morris water maze task, a test of spatial discrimination and place navigation in rodents, but the genetic basis of individual variation in spatial learning is unknown. We have mapped genetic effects that contribute to the difference between two strains, DBA/2 and C57BL6/J, using an F2 intercross and methods to detect quantitative trait loci (QTL). We found two QTL, one on chromosome 4 and one on chromosome 12, that influence behavior in the probe trial of the water maze (genome-wide significance p = 0.017 and 0.015, respectively). By including tests of avoidance conditioning and behavior in a novel environment, we show that the QTL on chromosomes 4 and 12 specifically influence variation in spatial learning. QTL that influence differences in fearful behavior (on chromosomes 1, 3, 7, 15, and 19) operate while mice are trained in the water maze apparatus.

  17. Spatial learning in the restrained American cockroach Periplaneta americana.

    PubMed

    Kwon, Hyung-Wook; Lent, David D; Strausfeld, Nicholas J

    2004-01-01

    Spatial learning abilities were tested in restrained cockroaches by observing antennal projection responses towards the positions of a learned visual cue perceived monocularly by one eye in the context of a second stimulus provided to the contralateral eye. Memory of the position of the conditioning stimulus relative to the contralateral reference stimulus was tested by altering the relative positions of the two stimuli. Memory of the conditioning stimulus is retained if the angle between the conditioning stimulus and the contralateral reference stimulus is maintained. The results suggest that during learning the insect recognizes spatial relationships between the conditioning stimulus and the contralateral reference stimulus. Possible mechanisms, such as retinotopic matching versus angular matching, are discussed.

  18. The Topography Tub Learning Activity

    NASA Astrophysics Data System (ADS)

    Glesener, G. B.

    2014-12-01

    Understanding the basic elements of a topographic map (i.e. contour lines and intervals) is just a small part of learning how to use this abstract representational system as a resource in geologic mapping. Interpretation of a topographic map and matching its features with real-world structures requires that the system is utilized for visualizing the shapes of these structures and their spatial orientation. To enrich students' skills in visualizing topography from topographic maps a spatial training activity has been developed that uses 3D objects of various shapes and sizes, a sighting tool, a plastic basin, water, and transparencies. In the first part of the activity, the student is asked to draw a topographic map of one of the 3D objects. Next, the student places the object into a plastic tub in which water is added to specified intervals of height. The shoreline at each interval is used to reference the location of the contour line the student draws on a plastic inkjet transparency directly above the object. A key part of this activity is the use of a sighting tool by the student to assist in keeping the pencil mark directly above the shoreline. It (1) ensures the accurate positioning of the contour line and (2) gives the learner experience with using a sight before going out into the field. Finally, after the student finishes drawing the contour lines onto the transparency, the student can compare and contrast the two maps in order to discover where improvements in their visualization of the contours can be made. The teacher and/or peers can also make suggestions on ways to improve. A number of objects with various shapes and sizes are used in this exercise to produce contour lines representing the different types of topography the student may encounter while field mapping. The intended outcome from using this visualization training activity is improvement in performance of visualizing topography as the student moves between the topographic representation and

  19. Neurobiological and Endocrine Correlates of Individual Differences in Spatial Learning Ability

    ERIC Educational Resources Information Center

    Sandi, Carmen; Cordero, M. Isabel; Merino, Jose J.; Kruyt, Nyika D.; Regan, Ciaran M.; Murphy, Keith J.

    2004-01-01

    The polysialylated neural cell adhesion molecule (PSA-NCAM) has been implicated in activity-dependent synaptic remodeling and memory formation. Here, we questioned whether training-induced modulation of PSA-NCAM expression might be related to individual differences in spatial learning abilities. At 12 h posttraining, immunohistochemical analyses…

  20. Hippocampal 5-HT1A Receptor and Spatial Learning and Memory

    PubMed Central

    Glikmann-Johnston, Yifat; Saling, Michael M.; Reutens, David C.; Stout, Julie C.

    2015-01-01

    Spatial cognition is fundamental for survival in the topographically complex environments inhabited by humans and other animals. The hippocampus, which has a central role in spatial cognition, is characterized by high concentration of serotonin (5-hydroxytryptamine; 5-HT) receptor binding sites, particularly of the 1A receptor (5-HT1A) subtype. This review highlights converging evidence for the role of hippocampal 5-HT1A receptors in spatial learning and memory. We consider studies showing that activation or blockade of the 5-HT1A receptors using agonists or antagonists, respectively, lead to changes in spatial learning and memory. For example, pharmacological manipulation to induce 5-HT release, or to block 5-HT uptake, have indicated that increased extracellular 5-HT concentrations maintain or improve memory performance. In contrast, reduced levels of 5-HT have been shown to impair spatial memory. Furthermore, the lack of 5-HT1A receptor subtype in single gene knockout mice is specifically associated with spatial memory impairments. These findings, along with evidence from recent cognitive imaging studies using positron emission tomography (PET) with 5-HT1A receptor ligands, and studies of individual genetic variance in 5-HT1A receptor availability, strongly suggests that 5-HT, mediated by the 5-HT1A receptor subtype, plays a key role in spatial learning and memory. PMID:26696889

  1. Learning as a Subversive Activity

    ERIC Educational Resources Information Center

    Hatch, J. Amos

    2007-01-01

    "Learning as a subversive activity" is about working with public school students to debunk the shallow conception that achievement equals learning. That means exposing the power relations that keep in place such a narrow definition of what counts and exploring the implications of those powerful forces for students' lives and for society at large.…

  2. The Solar System Ballet: A Kinesthetic Spatial Astronomy Activity

    NASA Astrophysics Data System (ADS)

    Heyer, Inge; Slater, T. F.; Slater, S. J.; Astronomy, Center; Education ResearchCAPER, Physics

    2011-05-01

    The Solar System Ballet was developed in order for students of all ages to learn about the planets, their motions, their distances, and their individual characteristics. To teach people about the structure of our Solar System can be revealing and rewarding, for students and teachers. Little ones (and some bigger ones, too) often cannot yet grasp theoretical and spatial ideas purely with their minds. Showing a video is better, but being able to learn with their bodies, essentially being what they learn about, will help them understand and remember difficult concepts much more easily. There are three segments to this activity, which can be done together or separately, depending on time limits and age of the students. Part one involves a short introductory discussion about what students know about the planets. Then students will act out the orbital motions of the planets (and also moons for the older ones) while holding a physical model. During the second phase we look at the structure of the Solar System as well as the relative distances of the planets from the Sun, first by sketching it on paper, then by recreating a scaled version in the class room. Again the students act out the parts of the Solar System bodies with their models. The third segment concentrates on recreating historical measurements of Earth-Moon-Sun system. The Solar System Ballet activity is suitable for grades K-12+ as well as general public informal learning activities.

  3. Learning outdoors: male lizards show flexible spatial learning under semi-natural conditions.

    PubMed

    Noble, Daniel W A; Carazo, Pau; Whiting, Martin J

    2012-12-23

    Spatial cognition is predicted to be a fundamental component of fitness in many lizard species, and yet some studies suggest that it is relatively slow and inflexible. However, such claims are based on work conducted using experimental designs or in artificial contexts that may underestimate their cognitive abilities. We used a biologically realistic experimental procedure (using simulated predatory attacks) to study spatial learning and its flexibility in the lizard Eulamprus quoyii in semi-natural outdoor enclosures under similar conditions to those experienced by lizards in the wild. To evaluate the flexibility of spatial learning, we conducted a reversal spatial-learning task in which positive and negative reinforcements of learnt spatial stimuli were switched. Nineteen (32%) male lizards learnt both tasks within 10 days (spatial task mean: 8.16 ± 0.69 (s.e.) and reversal spatial task mean: 10.74 ± 0.98 (s.e.) trials). We demonstrate that E. quoyii are capable of flexible spatial learning and suggest that future studies focus on a range of lizard species which differ in phylogeny and/or ecology, using biologically relevant cognitive tasks, in an effort to bridge the cognitive divide between ecto- and endotherms.

  4. The anterior claustrum and spatial reversal learning in rats.

    PubMed

    Grasby, Katrina; Talk, Andrew

    2013-03-07

    The claustrum is a small structure of poorly understood function situated subcortically in the basal forebrain. The fact that it is extensively and reciprocally connected with the cerebral cortex has led to suggestions that it is involved in coordination of cortical activity. In this study, we created excitotoxic lesions to the anterior claustrum of rats and tested performance on three tasks that involve neural processing in one or more frontal and limbic cortical structures. We tested reversal learning and spatial working memory in a water maze and tested latent inhibition using conditioned taste aversion. Lesioned rats were not impaired at acquiring the initial location of the platform in a water maze, but were impaired at acquiring a switched location in the reversal phase. The lesioned rats also exhibited an increased rate of perseverance errors compared to control rats during reversal. Lesioned rats were not impaired in the working memory task or latent inhibition. These results indicate that cell loss in the claustrum may lead to deficits in behavioral flexibility, and are consistent with theories of claustral function that suggest it may help coordinate information necessary for at least some cortical-dependent tasks.

  5. Telencephalic neurocircuitry and synaptic plasticity in rodent spatial learning and memory.

    PubMed

    Pooters, Tine; Van der Jeugd, Ann; Callaerts-Vegh, Zsuzsanna; D'Hooge, Rudi

    2015-09-24

    Spatial learning and memory in rodents represent close equivalents of human episodic declarative memory, which is especially sensitive to cerebral aging, neurodegeneration, and various neuropsychiatric disorders. Many tests and protocols are available for use in laboratory rodents, but Morris water maze and radial-arm maze remain the most widely used as well as the most valid and reliable spatial tests. Telencephalic neurocircuitry that plays functional roles in spatial learning and memory includes hippocampus, dorsal striatum and medial prefrontal cortex. Prefrontal-hippocampal circuitry comprises the major associative system in the rodent brain, and is critical for navigation in physical space, whereas interconnections between prefrontal cortex and dorsal striatum are probably more important for motivational or goal-directed aspects of spatial learning. Two major forms of synaptic plasticity, namely long-term potentiation, a lasting increase in synaptic strength between simultaneously activated neurons, and long-term depression, a decrease in synaptic strength, have been found to occur in hippocampus, dorsal striatum and medial prefrontal cortex. These and other phenomena of synaptic plasticity are probably crucial for the involvement of telencephalic neurocircuitry in spatial learning and memory. They also seem to play a role in the pathophysiology of two brain pathologies with episodic declarative memory impairments as core symptoms, namely Alzheimer's disease and schizophrenia. Further research emphasis on rodent telencephalic neurocircuitry could be relevant to more valid and reliable preclinical research on these most devastating brain disorders. This article is part of a Special Issue entitled SI: Brain and Memory.

  6. Visual spatial skill: a consequence of learning to read?

    PubMed

    McBride-Chang, Catherine; Zhou, Yanling; Cho, Jeung-Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana

    2011-06-01

    Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one's visual spatial skill development.

  7. Effects of testosterone on spatial learning and memory in adult male rats

    PubMed Central

    Spritzer, Mark D.; Daviau, Emily D.; Coneeny, Meagan K.; Engelman, Shannon M.; Prince, W. Tyler; Rodriguez-Wisdom, Karlye N.

    2011-01-01

    A male advantage over females for spatial tasks has been well documented in both humans and rodents, but it remains unclear how the activational effects of testosterone influence spatial ability in males. In a series of experiments, we tested how injections of testosterone influenced the spatial working and reference memory of castrated male rats. In the eight-arm radial maze, testosterone injections (0.500 mg/rat) reduced the number of working memory errors during the early blocks of testing but had no effect on the number of reference memory errors relative to the castrated control group. In a reference memory version of the Morris water maze, injections of a wide range of testosterone doses (0.0625-1.000 mg/rat) reduced path lengths to the hidden platform, indicative of improved spatial learning. This improved learning was independent of testosterone dose, with all treatment groups showing better performance than the castrated control males. Furthermore, this effect was only observed when rats were given testosterone injections starting seven days prior to water maze testing and not when injections were given only on the testing days. We also observed that certain doses of testosterone (0.250 and 1.000 mg/rat) increased perseverative behavior in a reversal-learning task. Finally, testosterone did not have a clear effect on spatial working memory in the Morris water maze, although intermediate doses seemed to optimize performance. Overall, the results indicate that testosterone can have positive activational effects on spatial learning and memory, but the duration of testosterone replacement and the nature of the spatial task modify these effects. PMID:21295035

  8. Women match men when learning a spatial skill.

    PubMed

    Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

    2009-07-01

    Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a matched-pair two-wave longitudinal design. Participants were screened with the use of an attentional visual field task, with the objective of selecting and matching 10 male-female pairs, over a wide range (30% to 57% correct). Subsequently, 20 participants 17-23 years of age (selected from 43 screened) were trained for 10 hr (distributed over several sessions) by playing a first-person shooter video game. This genre is known to be highly effective in enhancing spatial skills. All 20 participants improved, with matched members of the male-female pairs achieving very similar gains, independent of starting level. This is consistent with the hypothesis that the learning trajectory of women is not inferior to that of men when acquiring a basic spatial skill. Training methods that develop basic spatial skills may be essential to achieve gender parity in both basic and complex spatial tasks.

  9. A Transgenic Model for Learning Defects: Role of NF1 in Drosophila Visual-Spatial Learning

    DTIC Science & Technology

    2008-12-01

    mutants, and can be rescued by reducing Ras activity either genetically or pharmacologically. Conversely, olfactory learning defects observed in Nf1...which is distinct from the Mushroom Body region that is essential for olfactory learning. We hypothesize that visual learning defects in Nf1 mutant...also assayed olfactory learning acuity in Nf1 mutant flies that have been fed drugs that reduce Ras activity, or affect downstream targets of Ras/NF1

  10. Phosphodiesterase 1B differentially modulates the effects of methamphetamine on locomotor activity and spatial learning through DARPP32-dependent pathways: evidence from PDE1B-DARPP32 double-knockout mice.

    PubMed

    Ehrman, L A; Williams, M T; Schaefer, T L; Gudelsky, G A; Reed, T M; Fienberg, A A; Greengard, P; Vorhees, C V

    2006-10-01

    Mice lacking phosphodiesterase 1B (PDE1B) exhibit an exaggerated locomotor response to D-methamphetamine and increased in vitro phosphorylation of DARPP32 (dopamine- and cAMP-regulated phosphoprotein, M r 32 kDa) at Thr34 in striatal brain slices treated with the D1 receptor agonist, SKF81297. These results indicated a possible regulatory role for PDE1B in pathways involving DARPP32. Here, we generated PDE1B x DARPP32 double-knockout (double-KO) mice to test the role of PDE1B in DARPP32-dependent pathways in vivo. Analysis of the response to d-methamphetamine on locomotor activity showed that the hyperactivity experienced by PDE1B mutant mice was blocked in PDE1B-/- x DARPP32-/- double-KO mice, consistent with participation of PDE1B and DARPP32 in the same pathway. Further behavioral testing in the elevated zero-maze revealed that DARPP32-/- mice showed a less anxious phenotype that was nullified in double-mutant mice. In contrast, in the Morris water maze, double-KO mice showed deficits in spatial reversal learning not observed in either single mutant compared with wild-type mice. The data suggest a role for PDE1B in locomotor responses to psychostimulants through modulation of DARPP32-dependent pathways; however, this modulation does not necessarily impact other behaviors, such as anxiety or learning. Instead, the phenotype of double-KOs observed in these latter tasks may be mediated through independent pathways.

  11. Task-dependent activations of human auditory cortex during spatial discrimination and spatial memory tasks.

    PubMed

    Rinne, Teemu; Koistinen, Sonja; Talja, Suvi; Wikman, Patrik; Salonen, Oili

    2012-02-15

    In the present study, we applied high-resolution functional magnetic resonance imaging (fMRI) of the human auditory cortex (AC) and adjacent areas to compare activations during spatial discrimination and spatial n-back memory tasks that were varied parametrically in difficulty. We found that activations in the anterior superior temporal gyrus (STG) were stronger during spatial discrimination than during spatial memory, while spatial memory was associated with stronger activations in the inferior parietal lobule (IPL). We also found that wide AC areas were strongly deactivated during the spatial memory tasks. The present AC activation patterns associated with spatial discrimination and spatial memory tasks were highly similar to those obtained in our previous study comparing AC activations during pitch discrimination and pitch memory (Rinne et al., 2009). Together our previous and present results indicate that discrimination and memory tasks activate anterior and posterior AC areas differently and that this anterior-posterior division is present both when these tasks are performed on spatially invariant (pitch discrimination vs. memory) or spatially varying (spatial discrimination vs. memory) sounds. These results also further strengthen the view that activations of human AC cannot be explained only by stimulus-level parameters (e.g., spatial vs. nonspatial stimuli) but that the activations observed with fMRI are strongly dependent on the characteristics of the behavioral task. Thus, our results suggest that in order to understand the functional structure of AC a more systematic investigation of task-related factors affecting AC activations is needed.

  12. Finite Element Learning Modules as Active Learning Tools

    ERIC Educational Resources Information Center

    Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

    2012-01-01

    The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

  13. Enhancement of spatial learning by predator odor in mice: involvement of amygdala and hippocampus.

    PubMed

    Galliot, Emmanuel; Levaillant, Maryline; Beard, Elidie; Millot, Jean-Louis; Pourié, Gregory

    2010-02-01

    Olfaction has particular links with learning and memory compared with other sensory cues, due to the interrelations between their neural circuitry. The present study deals with the effects of a putative stressor (i.e. a predator odor) on visuo-spatial learning in mice. Firstly, the results show that a predator odor spread during the Morris water maze task led to learning enhancement. In addition, a stereotaxic approach was used to investigate the involvement of the amygdala in this hippocampus-dependent type of learning. Thus, the performance of mice in visuo-spatial learning under predator odor conditions was dramatically reduced by an ibotenate bilateral amygdala lesion. The involvement of the amygdala was confirmed by a reduced expression of c-fos in the CA1 hippocampus of amygdala-lesioned mice at the end of the learning procedure. Mild exposure to a predator odor during hippocampus-dependent learning therefore leads to an enhancement of performance through the co-activation of the amygdala, probably by a stress mediated mechanism.

  14. [Field Learning Activities].

    ERIC Educational Resources Information Center

    Nolde Forest Environmental Education Center, Reading, PA.

    Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil…

  15. Learning Activities for Toddlers.

    ERIC Educational Resources Information Center

    Texas Child Care, 1996

    1996-01-01

    Suggests activities to help toddlers develop skills in the four important areas of self-help, creativity, world mastery, and coordination. Activities include hand washing, button practice, painting, movement and music, bubble making, creation of a nature mural, and a shoe print trail. (TJQ)

  16. The Effects of Theta Precession on Spatial Learning and Simplicial Complex Dynamics in a Topological Model of the Hippocampal Spatial Map

    PubMed Central

    Arai, Mamiko; Brandt, Vicky; Dabaghian, Yuri

    2014-01-01

    Learning arises through the activity of large ensembles of cells, yet most of the data neuroscientists accumulate is at the level of individual neurons; we need models that can bridge this gap. We have taken spatial learning as our starting point, computationally modeling the activity of place cells using methods derived from algebraic topology, especially persistent homology. We previously showed that ensembles of hundreds of place cells could accurately encode topological information about different environments (“learn” the space) within certain values of place cell firing rate, place field size, and cell population; we called this parameter space the learning region. Here we advance the model both technically and conceptually. To make the model more physiological, we explored the effects of theta precession on spatial learning in our virtual ensembles. Theta precession, which is believed to influence learning and memory, did in fact enhance learning in our model, increasing both speed and the size of the learning region. Interestingly, theta precession also increased the number of spurious loops during simplicial complex formation. We next explored how downstream readout neurons might define co-firing by grouping together cells within different windows of time and thereby capturing different degrees of temporal overlap between spike trains. Our model's optimum coactivity window correlates well with experimental data, ranging from ∼150–200 msec. We further studied the relationship between learning time, window width, and theta precession. Our results validate our topological model for spatial learning and open new avenues for connecting data at the level of individual neurons to behavioral outcomes at the neuronal ensemble level. Finally, we analyzed the dynamics of simplicial complex formation and loop transience to propose that the simplicial complex provides a useful working description of the spatial learning process. PMID:24945927

  17. Nucleus incertus inactivation impairs spatial learning and memory in rats.

    PubMed

    Nategh, Mohsen; Nikseresht, Sara; Khodagholi, Fariba; Motamedi, Fereshteh

    2015-02-01

    Nucleus incertus (NI) is a pontine nucleus which releases mainly GABA and relaxin-3 in rats. Its suggested functions include response to stress, arousal, and modulation of hippocampal theta rhythm. Since the role of NI in learning and memory has not been well characterized, therefore the involvement of this nucleus in spatial learning and memory and the aftermath hippocampal levels of c-fos and pCREB were evaluated. NI was targeted by implanting cannula in male rats. For reference memory, NI was inactivated by lidocaine (0.4 μl, 4%) at three stages of acquisition, consolidation and retrieval in Morris water maze paradigm. For working memory, NI was inactivated in acquisition and retrieval phases. Injection of lidocaine prior to the first training session of reference memory significantly increased the distance moved, suggesting that inactivation of NI delays acquisition in this spatial task. Inactivation also interfered with the retrieval phase of spatial reference memory, as the time in target quadrant for lidocaine group was less, and the escape latency was higher compared to the control group. However, no difference was observed in the consolidation phase. In the working memory task, with inter-trial intervals of 75 min, the escape latency was higher when NI was inactivated in the retrieval phase. In addition, c-fos and pCREB/CREB levels decreased in NI-inhibited rats. This study suggests that nucleus incertus might participate in acquisition of spatial reference, and retrieval of both spatial reference and working memory. Further studies should investigate possible roles of NI in the hippocampal plasticity.

  18. Hippocampal lesion prevents spatial relational learning in adult macaque monkeys.

    PubMed

    Lavenex, Pamela Banta; Amaral, David G; Lavenex, Pierre

    2006-04-26

    The role of the hippocampus in spatial learning and memory has been extensively studied in rodents. Comparable studies in nonhuman primates, however, are few, and findings are often contradictory. This may be attributable to the failure to distinguish between allocentric and egocentric spatial representations in experimental designs. For this experiment, six adult monkeys received bilateral hippocampal ibotenic acid lesions, and six control subjects underwent sham surgery. Freely moving monkeys then foraged for food located in two arrays of three distinct locations among 18 locations distributed in an open-field arena. Multiple goals and four pseudorandomly chosen entrance points precluded the monkeys' ability to rely on an egocentric strategy to identify food locations. Monkeys were tested in two conditions. First, local visual cues marked the food locations. Second, no local cues marked the food locations, so that monkeys had to rely on an allocentric (spatial relational) representation of the environment to discriminate these locations. Both hippocampal-lesioned and control monkeys discriminated the food locations in the presence of local cues. However, in the absence of local cues, control subjects discriminated the food locations, whereas hippocampal-lesioned monkeys were unable to do so. Interestingly, histological analysis of the brain of one control monkey whose behavior was identical to that of the experimentally lesioned animals revealed a bilateral ischemic lesion restricted to the hippocampus. These findings demonstrate that the adult monkey hippocampal formation is critical for the establishment or use of allocentric spatial representations and that selective damage of the hippocampus prevents spatial relational learning in adult nonhuman primates.

  19. Persistent and stable biases in spatial learning mechanisms predict navigational style.

    PubMed

    Furman, Andrew J; Clements-Stephens, Amy M; Marchette, Steven A; Shelton, Amy L

    2014-12-01

    A wealth of evidence in rodents and humans supports the central roles of two learning systems--hippocampal place learning and striatal response learning--in the formation of spatial representations to support navigation. Individual differences in the ways that these mechanisms are engaged during initial encoding and subsequent navigation may provide a powerful framework for explaining the wide range of variability found in the strategies and solutions that make up human navigational styles. Previous work has revealed that activation in the hippocampal and striatal networks during learning could predict navigational style. Here, we used functional magnetic resonance imaging to investigate the relative activations in these systems during both initial encoding and the act of dynamic navigation in a learned environment. Participants learned a virtual environment and were tested on subsequent navigation to targets within the environment. We observed that a given individual had a consistent balance of memory system engagement across both initial encoding and subsequent navigation, a balance that successfully predicted the participants' tendencies to use novel shortcuts versus familiar paths during dynamic navigation. This was further supported by the observation that the activation during subsequent retrieval was not dependent on the type of solution used on a given trial. Taken together, our results suggest a model in which the place- and response-learning systems are present in parallel to support a variety of navigational behaviors, but stable biases in the engagement of these systems influence what solutions might be available for any given individual.

  20. Dynamic microglial modulation of spatial learning and social behavior.

    PubMed

    Torres, Luisa; Danver, Joan; Ji, Kyungmin; Miyauchi, Jeremy T; Chen, Danling; Anderson, Maria E; West, Brian L; Robinson, John K; Tsirka, Stella E

    2016-07-01

    Microglia are active players in inflammation, but also have important supporting roles in CNS maintenance and function, including modulation of neuronal activity. We previously observed an increase in the frequency of excitatory postsynaptic current in organotypic brain slices after depletion of microglia using clodronate. Here, we describe that local hippocampal depletion of microglia by clodronate alters performance in tests of spatial memory and sociability. Global depletion of microglia by high-dose oral administration of a Csf1R inhibitor transiently altered spatial memory but produced no change in sociability behavior. Microglia depletion and behavior effects were both reversible, consistent with a dynamic role for microglia in the regulation of such behaviors.

  1. Spatial learning and action planning in a prefrontal cortical network model.

    PubMed

    Martinet, Louis-Emmanuel; Sheynikhovich, Denis; Benchenane, Karim; Arleo, Angelo

    2011-05-01

    The interplay between hippocampus and prefrontal cortex (PFC) is fundamental to spatial cognition. Complementing hippocampal place coding, prefrontal representations provide more abstract and hierarchically organized memories suitable for decision making. We model a prefrontal network mediating distributed information processing for spatial learning and action planning. Specific connectivity and synaptic adaptation principles shape the recurrent dynamics of the network arranged in cortical minicolumns. We show how the PFC columnar organization is suitable for learning sparse topological-metrical representations from redundant hippocampal inputs. The recurrent nature of the network supports multilevel spatial processing, allowing structural features of the environment to be encoded. An activation diffusion mechanism spreads the neural activity through the column population leading to trajectory planning. The model provides a functional framework for interpreting the activity of PFC neurons recorded during navigation tasks. We illustrate the link from single unit activity to behavioral responses. The results suggest plausible neural mechanisms subserving the cognitive "insight" capability originally attributed to rodents by Tolman & Honzik. Our time course analysis of neural responses shows how the interaction between hippocampus and PFC can yield the encoding of manifold information pertinent to spatial planning, including prospective coding and distance-to-goal correlates.

  2. Business Communication through Active Learning.

    ERIC Educational Resources Information Center

    Goff-Kfouri, Carol Ann

    Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive…

  3. Adapting Active Learning in Ethiopia

    ERIC Educational Resources Information Center

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  4. Oral Hygiene. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  5. Optical perceptron learning for binary classification with spatial light rebroadcasters

    NASA Astrophysics Data System (ADS)

    McAulay, Alastair D.; Wang, Junqing; Xu, Xin

    1993-03-01

    Binary classification of an object in a two-dimensional image is considered. A spatial light rebroadcaster is shown to be advantageous for learning in this case because it can store the weights and permit upward and downward adjustments. Two learning algorithms, based on the perceptron, are considered. A modification of the perceptron algorithm is developed so that only positive weights are needed. This is convenient because light intensity is positive only. The modified algorithm is shown to converge in a finite number of steps for positive linear separable classes. Optical experiments show the classification of four characters in two groups, in which alternative groupings are used to show robustness. In the second group of experiments the complements of the two-dimensional characters are used, and the convergence is equally fast. Adding the results from the original and complementary patterns provides a discrimination superior to that obtained using either on its own.

  6. Allocentric spatial learning and memory deficits in Down syndrome

    PubMed Central

    Lavenex, Pamela Banta; Bostelmann, Mathilde; Brandner, Catherine; Costanzo, Floriana; Fragnière, Emilie; Klencklen, Giuliana; Lavenex, Pierre; Menghini, Deny; Vicari, Stefano

    2015-01-01

    Studies have shown that persons with Down syndrome (DS) exhibit relatively poor language capacities, and impaired verbal and visuoperceptual memory, whereas their visuospatial memory capacities appear comparatively spared. Individuals with DS recall better where an object was previously seen than what object was previously seen. However, most of the evidence concerning preserved visuospatial memory comes from tabletop or computerized experiments which are biased toward testing egocentric (viewpoint-dependent) spatial representations. Accordingly, allocentric (viewpoint-independent) spatial learning and memory capacities may not be necessary to perform these tasks. Thus, in order to more fully characterize the spatial capacities of individuals with DS, allocentric processes underlying real-world navigation must also be investigated. We tested 20 participants with DS and 16 mental age-matched, typically developing (TD) children in a real-world, allocentric spatial (AS) memory task. During local cue (LC) trials, participants had to locate three rewards marked by local color cues, among 12 locations distributed in a 4 m × 4 m arena. During AS trials, participants had to locate the same three rewards, in absence of LCs, based on their relations to distal environmental cues. All TD participants chose rewarded locations in LC and AS trials at above chance level. In contrast, although all but one of the participants with DS exhibited a preference for the rewarded locations in LC trials, only 50% of participants with DS chose the rewarded locations at above chance level in AS trials. As a group, participants with DS performed worse than TD children on all measures of task performance. These findings demonstrate that individuals with DS are impaired at using an AS representation to learn and remember discrete locations in a controlled environment, suggesting persistent and pervasive deficits in hippocampus-dependent memory in DS. PMID:25762946

  7. Acute stress differentially affects spatial configuration learning in high and low cortisol-responding healthy adults

    PubMed Central

    Meyer, Thomas; Smeets, Tom; Giesbrecht, Timo; Quaedflieg, Conny W. E. M.; Merckelbach, Harald

    2013-01-01

    Background Stress and stress hormones modulate memory formation in various ways that are relevant to our understanding of stress-related psychopathology, such as posttraumatic stress disorder (PTSD). Particular relevance is attributed to efficient memory formation sustained by the hippocampus and parahippocampus. This process is thought to reduce the occurrence of intrusions and flashbacks following trauma, but may be negatively affected by acute stress. Moreover, recent evidence suggests that the efficiency of visuo-spatial processing and learning based on the hippocampal area is related to PTSD symptoms. Objective The current study investigated the effect of acute stress on spatial configuration learning using a spatial contextual cueing task (SCCT) known to heavily rely on structures in the parahippocampus. Method Acute stress was induced by subjecting participants (N = 34) to the Maastricht Acute Stress Test (MAST). Following a counterbalanced within-subject approach, the effects of stress and the ensuing hormonal (i.e., cortisol) activity on subsequent SCCT performance were compared to SCCT performance following a no-stress control condition. Results Acute stress did not impact SCCT learning overall, but opposing effects emerged for high versus low cortisol responders to the MAST. Learning scores following stress were reduced in low cortisol responders, while high cortisol-responding participants showed improved learning. Conclusions The effects of stress on spatial configuration learning were moderated by the magnitude of endogenous cortisol secretion. These findings suggest a possible mechanism by which cortisol responses serve an adaptive function during stress and trauma, and this may prove to be a promising route for future research in this area. PMID:23671762

  8. Learning Style Differences in the Perceived Effectiveness of Learning Activities

    ERIC Educational Resources Information Center

    Karns, Gary L.

    2006-01-01

    The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…

  9. Tocotrienol rich fraction reverses age-related deficits in spatial learning and memory in aged rats.

    PubMed

    Taridi, Nursiati Mohamad; Abd Rani, Nazirah; Abd Latiff, Azian; Ngah, Wan Zurinah Wan; Mazlan, Musalmah

    2014-09-01

    Little is known about the effect of vitamin E on brain function. Therefore, in this study we evaluated the effect of tocotrienol rich fraction (TRF) on behavioral impairment and oxidative stress in aged rats. Thirty-six male Wistar rats (young: 3-months-old; aged: 21-months-old) were treated with either the control (olive oil) or TRF (200 mg/kg) for 3 months. Behavioral studies were performed using the open field test and Morris water maze (MWM) task. Blood was taken for assessment of DNA damage, plasma malondialdehyde (MDA) and vitamin E, and erythrocyte antioxidant enzyme activity. Brains were also collected to measure vitamin E levels. Results showed that aged rats exhibited reduced exploratory activity, enhanced anxiety and decreased spatial learning and memory compared with young rats. DNA damage and plasma MDA were increased, and vitamin E levels in plasma and brain were reduced in aged rats. Aged rats supplemented with TRF showed a markedly reduced level of anxiety, improved spatial learning and memory, reduced amount and severity of DNA damage, a reduced level of MDA, and increased levels of antioxidant enzyme activity and plasma/brain vitamin E compared with age-matched controls. In conclusion, TRF supplementation reverses spatial learning and memory decline and decreases oxidative stress in aged rats.

  10. Stimulating Deep Learning Using Active Learning Techniques

    ERIC Educational Resources Information Center

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  11. Connecting Family Learning and Active Citizenship

    ERIC Educational Resources Information Center

    Flanagan, Mary

    2009-01-01

    In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…

  12. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  13. Spatial learning and memory retention in the grey bamboo shark (Chiloscyllium griseum).

    PubMed

    Schluessel, Vera; Bleckmann, Horst

    2012-12-01

    Like other vertebrates, fish can learn to solve a wide variety of tasks; however, many of their cognitive abilities, particularly in cartilaginous fishes, still remain unknown. This study investigated memory retention capabilities of spatial learning tasks in the grey bamboo shark (Chiloscyllium griseum, n=8) after behavioural training in a two-choice experiment (T-maze). Sharks learned to obtain food at a goal location, either by performing a specific turn response or by using a variety of external landmarks for guidance. Following successful training, sharks were subjected to several training breaks ranging from one to six weeks, after which they were tested again for memory retention capabilities. Sharks successfully mastered the spatial tasks after 5-21 sessions and retained this knowledge in the absence of reinforcement for a period of up to six weeks. This is the first study to show that sharks, like stingrays and other vertebrates, can solve spatial tasks and retain spatial knowledge for an extended period of time, possibly aiding them in activities such as food retrieval, predator avoidance, mate choice and habitat selection.

  14. Learning from Heterogeneous Data Sources: An Application in Spatial Proteomics.

    PubMed

    Breckels, Lisa M; Holden, Sean B; Wojnar, David; Mulvey, Claire M; Christoforou, Andy; Groen, Arnoud; Trotter, Matthew W B; Kohlbacher, Oliver; Lilley, Kathryn S; Gatto, Laurent

    2016-05-01

    Sub-cellular localisation of proteins is an essential post-translational regulatory mechanism that can be assayed using high-throughput mass spectrometry (MS). These MS-based spatial proteomics experiments enable us to pinpoint the sub-cellular distribution of thousands of proteins in a specific system under controlled conditions. Recent advances in high-throughput MS methods have yielded a plethora of experimental spatial proteomics data for the cell biology community. Yet, there are many third-party data sources, such as immunofluorescence microscopy or protein annotations and sequences, which represent a rich and vast source of complementary information. We present a unique transfer learning classification framework that utilises a nearest-neighbour or support vector machine system, to integrate heterogeneous data sources to considerably improve on the quantity and quality of sub-cellular protein assignment. We demonstrate the utility of our algorithms through evaluation of five experimental datasets, from four different species in conjunction with four different auxiliary data sources to classify proteins to tens of sub-cellular compartments with high generalisation accuracy. We further apply the method to an experiment on pluripotent mouse embryonic stem cells to classify a set of previously unknown proteins, and validate our findings against a recent high resolution map of the mouse stem cell proteome. The methodology is distributed as part of the open-source Bioconductor pRoloc suite for spatial proteomics data analysis.

  15. Learning from Heterogeneous Data Sources: An Application in Spatial Proteomics

    PubMed Central

    Breckels, Lisa M.; Holden, Sean B.; Wojnar, David; Mulvey, Claire M.; Christoforou, Andy; Groen, Arnoud; Trotter, Matthew W. B.; Kohlbacher, Oliver; Lilley, Kathryn S.; Gatto, Laurent

    2016-01-01

    Sub-cellular localisation of proteins is an essential post-translational regulatory mechanism that can be assayed using high-throughput mass spectrometry (MS). These MS-based spatial proteomics experiments enable us to pinpoint the sub-cellular distribution of thousands of proteins in a specific system under controlled conditions. Recent advances in high-throughput MS methods have yielded a plethora of experimental spatial proteomics data for the cell biology community. Yet, there are many third-party data sources, such as immunofluorescence microscopy or protein annotations and sequences, which represent a rich and vast source of complementary information. We present a unique transfer learning classification framework that utilises a nearest-neighbour or support vector machine system, to integrate heterogeneous data sources to considerably improve on the quantity and quality of sub-cellular protein assignment. We demonstrate the utility of our algorithms through evaluation of five experimental datasets, from four different species in conjunction with four different auxiliary data sources to classify proteins to tens of sub-cellular compartments with high generalisation accuracy. We further apply the method to an experiment on pluripotent mouse embryonic stem cells to classify a set of previously unknown proteins, and validate our findings against a recent high resolution map of the mouse stem cell proteome. The methodology is distributed as part of the open-source Bioconductor pRoloc suite for spatial proteomics data analysis. PMID:27175778

  16. Hippocampal Insulin Resistance Impairs Spatial Learning and Synaptic Plasticity

    PubMed Central

    Piroli, Gerardo G.; Lawrence, Robert C.; Wrighten, Shayna A.; Green, Adrienne J.; Wilson, Steven P.; Sakai, Randall R.; Kelly, Sandra J.; Wilson, Marlene A.; Mott, David D.; Reagan, Lawrence P.

    2015-01-01

    Insulin receptors (IRs) are expressed in discrete neuronal populations in the central nervous system, including the hippocampus. To elucidate the functional role of hippocampal IRs independent of metabolic function, we generated a model of hippocampal-specific insulin resistance using a lentiviral vector expressing an IR antisense sequence (LV-IRAS). LV-IRAS effectively downregulates IR expression in the rat hippocampus without affecting body weight, adiposity, or peripheral glucose homeostasis. Nevertheless, hippocampal neuroplasticity was impaired in LV-IRAS–treated rats. High-frequency stimulation, which evoked robust long-term potentiation (LTP) in brain slices from LV control rats, failed to evoke LTP in LV-IRAS–treated rats. GluN2B subunit levels, as well as the basal level of phosphorylation of GluA1, were reduced in the hippocampus of LV-IRAS rats. Moreover, these deficits in synaptic transmission were associated with impairments in spatial learning. We suggest that alterations in the expression and phosphorylation of glutamate receptor subunits underlie the alterations in LTP and that these changes are responsible for the impairment in hippocampal-dependent learning. Importantly, these learning deficits are strikingly similar to the impairments in complex task performance observed in patients with diabetes, which strengthens the hypothesis that hippocampal insulin resistance is a key mediator of cognitive deficits independent of glycemic control. PMID:26216852

  17. Active Learning: Historical and Contemporary Perspectives.

    ERIC Educational Resources Information Center

    Page, Marilyn

    The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…

  18. Spatial Abilities at Different Scales: Individual Differences in Aptitude-Test Performance and Spatial-Layout Learning

    ERIC Educational Resources Information Center

    Hegarty, Mary; Montello, Daniel R.; Richardson, Anthony E.; Ishikawa, Toru; Lovelace, Kristin

    2006-01-01

    Most psychometric tests of spatial ability are paper-and-pencil tasks at the ''figural'' scale of space, in that they involve inspecting, imagining or mentally transforming small shapes or manipulable objects. Environmental spatial tasks, such as wayfinding or learning the layout of a building or city, are carried out in larger spaces that…

  19. Focal adhesion kinase regulates neuronal growth, synaptic plasticity and hippocampus-dependent spatial learning and memory.

    PubMed

    Monje, Francisco J; Kim, Eun-Jung; Pollak, Daniela D; Cabatic, Maureen; Li, Lin; Baston, Arthur; Lubec, Gert

    2012-01-01

    The focal adhesion kinase (FAK) is a non-receptor tyrosine kinase abundantly expressed in the mammalian brain and highly enriched in neuronal growth cones. Inhibitory and facilitatory activities of FAK on neuronal growth have been reported and its role in neuritic outgrowth remains controversial. Unlike other tyrosine kinases, such as the neurotrophin receptors regulating neuronal growth and plasticity, the relevance of FAK for learning and memory in vivo has not been clearly defined yet. A comprehensive study aimed at determining the role of FAK in neuronal growth, neurotransmitter release and synaptic plasticity in hippocampal neurons and in hippocampus-dependent learning and memory was therefore undertaken using the mouse model. Gain- and loss-of-function experiments indicated that FAK is a critical regulator of hippocampal cell morphology. FAK mediated neurotrophin-induced neuritic outgrowth and FAK inhibition affected both miniature excitatory postsynaptic potentials and activity-dependent hippocampal long-term potentiation prompting us to explore the possible role of FAK in spatial learning and memory in vivo. Our data indicate that FAK has a growth-promoting effect, is importantly involved in the regulation of the synaptic function and mediates in vivo hippocampus-dependent spatial learning and memory.

  20. Active Learning through Service-Learning

    ERIC Educational Resources Information Center

    Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

    2006-01-01

    Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

  1. Teachers' Spatial Anxiety Relates to 1st-and 2nd-Graders' Spatial Learning

    ERIC Educational Resources Information Center

    Gunderson, Elizabeth A.; Ramirez, Gerardo; Beilock, Sian L.; Levine, Susan C.

    2013-01-01

    Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st-and 2nd-grade teachers' spatial anxiety…

  2. Developing Metacognition: A Basis for Active Learning

    ERIC Educational Resources Information Center

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…

  3. Learning activism, acting with phronesis

    NASA Astrophysics Data System (ADS)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  4. Spatial cognition and neuro-mimetic navigation: a model of hippocampal place cell activity.

    PubMed

    Arleo, A; Gerstner, W

    2000-09-01

    A computational model of hippocampal activity during spatial cognition and navigation tasks is presented. The spatial representation in our model of the rat hippocampus is built on-line during exploration via two processing streams. An allothetic vision-based representation is built by unsupervised Hebbian learning extracting spatio-temporal properties of the environment from visual input. An idiothetic representation is learned based on internal movement-related information provided by path integration. On the level of the hippocampus, allothetic and idiothetic representations are integrated to yield a stable representation of the environment by a population of localized overlapping CA3-CA1 place fields. The hippocampal spatial representation is used as a basis for goal-oriented spatial behavior. We focus on the neural pathway connecting the hippocampus to the nucleus accumbens. Place cells drive a population of locomotor action neurons in the nucleus accumbens. Reward-based learning is applied to map place cell activity into action cell activity. The ensemble action cell activity provides navigational maps to support spatial behavior. We present experimental results obtained with a mobile Khepera robot.

  5. Linking Mission to Learning Activities for Assurance of Learning

    ERIC Educational Resources Information Center

    Yeung, Shirley Mo-ching

    2011-01-01

    Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…

  6. Differential effects of aging on spatial learning through exploratory navigation and map reading

    PubMed Central

    Yamamoto, Naohide; DeGirolamo, Gregory J.

    2012-01-01

    It has been shown that abilities in spatial learning and memory are adversely affected by aging. The present study was conducted to investigate whether increasing age has equal consequences for all types of spatial learning or impacts certain types of spatial learning selectively. Specifically, two major types of spatial learning, exploratory navigation and map reading, were contrasted. By combining a neuroimaging finding that the medial temporal lobe (MTL) is especially important for exploratory navigation and a neurological finding that the MTL is susceptible to age-related atrophy, it was hypothesized that spatial learning through exploratory navigation would exhibit a greater decline in later life than spatial learning through map reading. In an experiment, young and senior participants learned locations of landmarks in virtual environments either by navigating in them in the first-person perspective or by seeing aerial views of the environments. Results showed that senior participants acquired less accurate memories of the layouts of landmarks than young participants when they navigated in the environments, but the two groups did not differ in spatial learning performance when they viewed the environments from the aerial perspective. These results suggest that spatial learning through exploratory navigation is particularly vulnerable to adverse effects of aging, whereas elderly adults may be able to maintain their map reading skills relatively well. PMID:22701423

  7. Selective enhancement of spatial learning under chronic psychosocial stress.

    PubMed

    Bartolomucci, Alessandro; de Biurrun, Gabriel; Czéh, Boldizsár; van Kampen, Marja; Fuchs, Eberhard

    2002-06-01

    The hippocampus has long been proved to be implicated in several learning and memory processes. Being integrated into the limbic-hypothalamus-pituitary-adrenal axis, the hippocampus also plays an active role in the regulation of the stress response. Long lasting elevated levels of glucocorticoids resulting from a prolonged stress exposure affect hippocampal functions and structure, inducing learning and memory alterations and suppressing cell proliferation in the adult dentate gyrus. Here, adult male tree shrews (Tupaia belangeri) exposed to chronic psychosocial stress were tested repeatedly on a holeboard apparatus using two different learning tasks devised to evaluate hippocampal-dependent and hippocampal-independent cognitive function. We show that chronic stress enhanced learning in animals performing the hippocampal-dependent task, whereas no stress-induced effect was found in the hippocampal-independent task. Additionally, after five weeks of stress, cell proliferation was reduced in the hippocampal dentate gyrus. These results indicate that specific memory processes not only may remain intact, but indeed are facilitated by chronic stress, despite elevated cortisol levels and suppressed hippocampal cell proliferation.

  8. Place field repetition and spatial learning in a multicompartment environment.

    PubMed

    Grieves, Roddy M; Jenkins, Bryan W; Harland, Bruce C; Wood, Emma R; Dudchenko, Paul A

    2016-01-01

    Recent studies have shown that place cells in the hippocampus possess firing fields that repeat in physically similar, parallel environments. These results imply that it should be difficult for animals to distinguish parallel environments at a behavioral level. To test this, we trained rats on a novel odor-location task in an environment with four parallel compartments which had previously been shown to yield place field repetition. A second group of animals was trained on the same task, but with the compartments arranged in different directions, an arrangement we hypothesised would yield less place field repetition. Learning of the odor-location task in the parallel compartments was significantly impaired relative to learning in the radially arranged compartments. Fewer animals acquired the full discrimination in the parallel compartments compared to those trained in the radial compartments, and the former also required many more sessions to reach criterion compared to the latter. To confirm that the arrangement of compartments yielded differences in place cell repetition, in a separate group of animals we recorded from CA1 place cells in both environments. We found that CA1 place cells exhibited repeated fields across four parallel local compartments, but did not do so when the same compartments were arranged radially. To confirm that the differences in place field repetition across the parallel and radial compartments depended on their angular arrangement, and not incidental differences in access to an extra-maze visual landmark, we repeated the recordings in a second set of rats in the absence of the orientation landmark. We found, once again, that place fields showed repetition in parallel compartments, and did not do so in radially arranged compartments. Thus place field repetition, or lack thereof, in these compartments was not dependent on extra-maze cues. Together, these results imply that place field repetition constrains spatial learning.

  9. Learning Activities for the Young Handicapped Child.

    ERIC Educational Resources Information Center

    Bailey, Don; And Others

    Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…

  10. Research on Mobile Learning Activities Applying Tablets

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  11. Learning-facilitated synaptic plasticity occurs in the intermediate hippocampus in association with spatial learning

    PubMed Central

    Kenney, Jana; Manahan-Vaughan, Denise

    2013-01-01

    The dorsoventral axis of the hippocampus is differentiated into dorsal, intermediate, and ventral parts. Whereas the dorsal part is believed to specialize in processing spatial information, the ventral may be equipped to process non-spatial information. The precise role of the intermediate hippocampus is unclear, although recent data suggests it is functionally distinct, at least from the dorsal hippocampus. Learning-facilitated synaptic plasticity describes the ability of hippocampal synapses to respond with robust synaptic plasticity (>24 h) when a spatial learning event is coupled with afferent stimulation that would normally not lead to a lasting plasticity response: in the dorsal hippocampus novel space facilitates robust expression of long-term potentiation (LTP), whereas novel spatial content facilitates long-term depression (LTD). We explored whether the intermediate hippocampus engages in this kind of synaptic plasticity in response to novel spatial experience. In freely moving rats, high-frequency stimulation at 200 Hz (3 bursts of 15 stimuli) elicited synaptic potentiation that lasted for at least 4 h. Coupling of this stimulation with the exploration of a novel holeboard resulted in LTP that lasted for over 24 h. Low frequency afferent stimulation (1 Hz, 900 pulses) resulted in short-term depression (STD) that was significantly enhanced and prolonged by exposure to a novel large orientational (landmark) cues, however LTD was not enabled. Exposure to a holeboard that included novel objects in the holeboard holes elicited a transient enhancement of STD of the population spike (PS) but not field EPSP, and also failed to facilitate the expression of LTD. Our data suggest that the intermediate dentate gyrus engages in processing of spatial information, but is functionally distinct to the dorsal dentate gyrus. This may in turn reflect their assumed different roles in synaptic information processing and memory formation. PMID:24194716

  12. Reinforcement learning or active inference?

    PubMed

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-07-29

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

  13. Reinforcement Learning or Active Inference?

    PubMed Central

    Friston, Karl J.; Daunizeau, Jean; Kiebel, Stefan J.

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain. PMID:19641614

  14. Possible Signaling Pathways Mediating Neuronal Calcium Sensor-1-Dependent Spatial Learning and Memory in Mice

    PubMed Central

    Nakamura, Tomoe Y.; Nakao, Shu; Nakajo, Yukako; Takahashi, Jun C.; Wakabayashi, Shigeo; Yanamoto, Hiroji

    2017-01-01

    Intracellular Ca2+ signaling regulates diverse functions of the nervous system. Many of these neuronal functions, including learning and memory, are regulated by neuronal calcium sensor-1 (NCS-1). However, the pathways by which NCS-1 regulates these functions remain poorly understood. Consistent with the findings of previous reports, we revealed that NCS-1 deficient (Ncs1-/-) mice exhibit impaired spatial learning and memory function in the Morris water maze test, although there was little change in their exercise activity, as determined via treadmill-analysis. Expression of brain-derived neurotrophic factor (BDNF; a key regulator of memory function) and dopamine was significantly reduced in the Ncs1-/- mouse brain, without changes in the levels of glial cell-line derived neurotrophic factor or nerve growth factor. Although there were no gross structural abnormalities in the hippocampi of Ncs1-/- mice, electron microscopy analysis revealed that the density of large dense core vesicles in CA1 presynaptic neurons, which release BDNF and dopamine, was decreased. Phosphorylation of Ca2+/calmodulin-dependent protein kinase II-α (CaMKII-α, which is known to trigger long-term potentiation and increase BDNF levels, was significantly reduced in the Ncs1-/- mouse brain. Furthermore, high voltage electric potential stimulation, which increases the levels of BDNF and promotes spatial learning, significantly increased the levels of NCS-1 concomitant with phosphorylated CaMKII-α in the hippocampus; suggesting a close relationship between NCS-1 and CaMKII-α. Our findings indicate that NCS-1 may regulate spatial learning and memory function at least in part through activation of CaMKII-α signaling, which may directly or indirectly increase BDNF production. PMID:28122057

  15. A Colloquial Approach: An Active Learning Technique.

    ERIC Educational Resources Information Center

    Arce, Pedro

    1994-01-01

    Addresses the problem of the effectiveness of teaching methodologies on fundamental engineering courses such as transport phenomena. Recommends the colloquial approach, an active learning strategy, to increase student involvement in the learning process. (ZWH)

  16. A Cognitive Component Analysis Approach for Developing Game-Based Spatial Learning Tools

    ERIC Educational Resources Information Center

    Hung, Pi-Hsia; Hwang, Gwo-Jen; Lee, Yueh-Hsun; Su, I-Hsiang

    2012-01-01

    Spatial ability has been recognized as one of the most important factors affecting the mathematical performance of students. Previous studies on spatial learning have mainly focused on developing strategies to shorten the problem-solving time of learners for very specific learning tasks. Such an approach usually has limited effects on improving…

  17. Learning of Temporal and Spatial Movement Aspects: A Comparison of Four Types of Haptic Control and Concurrent Visual Feedback.

    PubMed

    Rauter, Georg; Sigrist, Roland; Riener, Robert; Wolf, Peter

    2015-01-01

    In literature, the effectiveness of haptics for motor learning is controversially discussed. Haptics is believed to be effective for motor learning in general; however, different types of haptic control enhance different movement aspects. Thus, in dependence on the movement aspects of interest, one type of haptic control may be effective whereas another one is not. Therefore, in the current work, it was investigated if and how different types of haptic controllers affect learning of spatial and temporal movement aspects. In particular, haptic controllers that enforce active participation of the participants were expected to improve spatial aspects. Only haptic controllers that provide feedback about the task's velocity profile were expected to improve temporal aspects. In a study on learning a complex trunk-arm rowing task, the effect of training with four different types of haptic control was investigated: position control, path control, adaptive path control, and reactive path control. A fifth group (control) trained with visual concurrent augmented feedback. As hypothesized, the position controller was most effective for learning of temporal movement aspects, while the path controller was most effective in teaching spatial movement aspects of the rowing task. Visual feedback was also effective for learning temporal and spatial movement aspects.

  18. Working memory involvement in spatial text processing: what advantages are gained from extended learning and visuo-spatial strategies?

    PubMed

    Meneghetti, Chiara; De Beni, Rossana; Gyselinck, Valérie; Pazzaglia, Francesca

    2011-08-01

    The study investigates the relationships between working memory (WM), amount of learning, and strategies used in spatial description. WM involvement and strategies reported were assumed to change, depending on whether the text learning was extensive or limited. Two experiments were carried out using dual-task paradigm: participants listened to spatial text three times and concurrently one group performed a spatial concurrent task, one group a verbal task (to measure WM involvement), and one group no secondary task. In Experiment 1, participants listened three consecutive times then performed recall tasks (one verbal - verification test; one spatial - graphical representation). In Experiment 2, recall tasks were performed after first and third listening. The strategies used were ascertained through a questionnaire. Results showed that the verification test was impaired by the verbal concurrent task after listening three times (Experiment 1) and after first listening (Experiment 2). The graphical representation performance was impaired by verbal and spatial concurrent tasks, detected only after listening three times, not after a single time (Experiments 1 and 2). The strategies most used were visuo-spatial; their relationship with WM changes as a function of number of times of listening. Overall, the results showed that extensive learning allows construction of a spatial mental representation that is modulated by WM and strategies.

  19. The role of motor learning in spatial adaptation near a tool.

    PubMed

    Brown, Liana E; Doole, Robert; Malfait, Nicole

    2011-01-01

    Some visual-tactile (bimodal) cells have visual receptive fields (vRFs) that overlap and extend moderately beyond the skin of the hand. Neurophysiological evidence suggests, however, that a vRF will grow to encompass a hand-held tool following active tool use but not after passive holding. Why does active tool use, and not passive holding, lead to spatial adaptation near a tool? We asked whether spatial adaptation could be the result of motor or visual experience with the tool, and we distinguished between these alternatives by isolating motor from visual experience with the tool. Participants learned to use a novel, weighted tool. The active training group received both motor and visual experience with the tool, the passive training group received visual experience with the tool, but no motor experience, and finally, a no-training control group received neither visual nor motor experience using the tool. After training, we used a cueing paradigm to measure how quickly participants detected targets, varying whether the tool was placed near or far from the target display. Only the active training group detected targets more quickly when the tool was placed near, rather than far, from the target display. This effect of tool location was not present for either the passive-training or control groups. These results suggest that motor learning influences how visual space around the tool is represented.

  20. Laminin-β1 impairs spatial learning through inhibition of ERK/MAPK and SGK1 signaling.

    PubMed

    Yang, Ying C; Ma, Yun L; Liu, Wen T; Lee, Eminy H Y

    2011-11-01

    Laminin is a major structural element of the basal lamina consisting of an α-chain, a β-chain, and a γ-chain arranged in a cross-like structure, with their C-terminal inter-coiled. Laminin is abundantly expressed in the hippocampus of mature brain and is implicated in several psychiatric disorders, but its possible role involved in learning and memory function is not known. This issue was examined here. Our results revealed that water maze training significantly decreased laminin-β1 (LB1) expression in the rat hippocampal CA1 area. Transfection of LB1 WT plasmid to hippocampal CA1 neurons impaired water maze performance in rats. Meanwhile, it decreased the phosphorylation level of ERK/MAPK and protein kinase serum- and glucocorticoid-inducible kinase-1 (SGK1). By contrast, knockdown of endogenous LB1 expression using RNA interference (LB1 siRNA) enhanced water maze performance. Meanwhile, it increased the phosphorylation level of ERK/MAPK and SGK1. The enhancing effect of LB1 siRNA on spatial learning and on the phosphorylation of ERK/MAPK and SGK1 was blocked by co-treatment with the MEK inhibitor U0126 at a concentration that did not apparently affect spatial learning and ERK/MAPK phosphorylation alone. Further, the enhancing effect of LB1 siRNA on spatial learning and SGK1 phosphorylation was similarly blocked by co-transfection with SGK1 siRNA at a concentration that did not markedly affect spatial learning and SGK1 expression alone. These results together indicate that LB1 negatively regulates spatial learning in rats. In addition, LB1 impairs spatial learning through decreased activation of the ERK/MAPK-SGK1 signaling pathway in the rat hippocampus.

  1. Modelling Typical Online Language Learning Activity

    ERIC Educational Resources Information Center

    Montoro, Carlos; Hampel, Regine; Stickler, Ursula

    2014-01-01

    This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to…

  2. Activities for Science: Cooperative Learning Lessons (Challenging).

    ERIC Educational Resources Information Center

    Jasmine, Grace; Jasmine, Julia

    This book is designed to help advanced elementary students learn science skills while actively engaged in cooperative activities based on the earth sciences and natural disasters. The first section explains how to make cooperative learning a part of the curriculum and includes an overview, instructions and activities to bring cooperative learning…

  3. Learning Activities of Disadvantaged Older Adults.

    ERIC Educational Resources Information Center

    Heisel, Marsel A.

    1986-01-01

    This study aimed to investigate how 132 poor, urban, elderly black persons engage in formal and informal learning activities and the relation of such activities to educational histories and current life satisfaction. Findings show that the population is involved in purposeful learning activities and is motivated to pursue educational interests.…

  4. Producing Learning Activities Packages. Instructor's Manual.

    ERIC Educational Resources Information Center

    Jobe, Holly; Cannon, Glenn

    This teachers' manual outlines the design, development, and evaluation processes for Learning Activities Packages (LAPS), including mediated learning activities. A lesson plan for the first day's instruction is provided, as well as a 20-item pre-post test. Each LAP has five components: concept, rationale, objectives, preassessment, activities, and…

  5. Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

    ERIC Educational Resources Information Center

    Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

    2014-01-01

    This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

  6. Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools

    ERIC Educational Resources Information Center

    Meyer, Bente

    2016-01-01

    Based on ethnographic studies of students' learning, this paper investigates how new spatial enactments of learning that include mobile technologies engage students in specific ways that enable them to learn. Data used in the paper have been collected in three lower secondary schools (7-9th form, ages 13-15) where students and teachers have been…

  7. Using Mobile Devices to Enhance the Interactive Learning for Spatial Geometry

    ERIC Educational Resources Information Center

    Chang, Kuo-En; Wu, Lin-Jung; Lai, Shing-Chuang; Sung, Yao-Ting

    2016-01-01

    The purpose of this research is to develop a hands-on spatial geometry learning system to facilitate the learning of geometry. The development of this system was based on Duval's four critical elements of geometric learning: perceptual apprehension, sequential apprehension, operative apprehension, and discursive apprehension. The system offers…

  8. Effect of intranasal manganese administration on neurotransmission and spatial learning in rats

    SciTech Connect

    Blecharz-Klin, Kamilla; Piechal, Agnieszka; Joniec-Maciejak, Ilona; Pyrzanowska, Justyna; Widy-Tyszkiewicz, Ewa

    2012-11-15

    The effect of intranasal manganese chloride (MnCl{sub 2}·4H{sub 2}O) exposure on spatial learning, memory and motor activity was estimated in Morris water maze task in adult rats. Three-month-old male Wistar rats received for 2 weeks MnCl{sub 2}·4H{sub 2}O at two doses the following: 0.2 mg/kg b.w. (Mn0.2) or 0.8 mg/kg b.w. (Mn0.8) per day. Control (Con) and manganese-exposed groups were observed for behavioral performance and learning in water maze. ANOVA for repeated measurements did not show any significant differences in acquisition in the water maze between the groups. However, the results of the probe trial on day 5, exhibited spatial memory deficits following manganese treatment. After completion of the behavioral experiment, the regional brain concentrations of neurotransmitters and their metabolites were determined via HPLC in selected brain regions, i.e. prefrontal cortex, hippocampus and striatum. ANOVA demonstrated significant differences in the content of monoamines and metabolites between the treatment groups compared to the controls. Negative correlations between platform crossings on the previous platform position in Southeast (SE) quadrant during the probe trial and neurotransmitter turnover suggest that impairment of spatial memory and cognitive performance after manganese (Mn) treatment is associated with modulation of the serotonergic, noradrenergic and dopaminergic neurotransmission in the brain. These findings show that intranasally applied Mn can impair spatial memory with significant changes in the tissue level and metabolism of monoamines in several brain regions. -- Highlights: ► Intranasal exposure to manganese in rats impairs spatial memory in the water maze. ► Regional changes in levels of neurotransmitters in the brain have been identified. ► Cognitive disorder correlates with modulation of 5-HT, NA and DA neurotransmission.

  9. Spatial learning affects thread tension control in orb-web spiders.

    PubMed

    Nakata, Kensuke

    2013-08-23

    Although it is well known that spatial learning can be important in the biology of predators that actively move around in search for food, comparatively little is known about ways in which spatial learning might function in the strategies of sit-and-wait predators. In this study, Cyclosa octotuberculata, an orb-web spider that uses its legs to contract radial threads of its web to increase thread tension, was trained to capture prey in limited web sectors. After training, spiders that had captured prey in horizontal web sectors applied more tension on radial threads connected to horizontal sectors than spiders that had captured prey in vertical sectors. This result suggests that the effect of experience on C. octotuberculata's behaviour is not expressed in the way the trained spider responds to prey-derived stimuli and is instead expressed in behaviour by which the spider anticipates the likely direction from which prey will arrive in the future. This illustrates that learning can be important even when the predator remains in one location during foraging bouts.

  10. Hippocampal strata theta oscillations change their frequency and coupling during spatial learning.

    PubMed

    Hernández-Pérez, J Jesús; Gutiérrez-Guzmán, Blanca E; Olvera-Cortés, María E

    2016-11-19

    The theta rhythm is necessary for hippocampal-dependent spatial learning. It has been proposed that each hippocampal stratum can generate a current theta dipole. Therefore, considering that each hippocampal circuit (CA1, CA3, and Dentate Gyrus (DG)) contributes differently to distinct aspects of a spatial memory, the theta oscillations on each stratum and their couplings may exhibit oscillatory dynamics associated with different stages of learning. To test this hypothesis, the theta oscillations from five hippocampal strata were recorded in the rat during different stages of learning in a Morris maze. The peak power, the relative power (RP) and the coherence between hippocampal strata were analyzed. The early acquisition stage of the Morris task was characterized by the predominance of slow frequency theta activity and high coupling between specific hippocampal strata at slow frequencies. However, on the last training day, the theta oscillations were faster in all hippocampal strata, with tighter coupling at fast frequencies between the CA3 pyramidal stratum and other strata. Our results suggest that modifications to the theta frequency and its coupling can be a means by which the hippocampus differentially operates during acquisition and retrieval states.

  11. Mice with Deficient BK Channel Function Show Impaired Prepulse Inhibition and Spatial Learning, but Normal Working and Spatial Reference Memory

    PubMed Central

    Azzopardi, Erin; Ruettiger, Lukas; Ruth, Peter; Schmid, Susanne

    2013-01-01

    Genetic variations in the large-conductance, voltage- and calcium activated potassium channels (BK channels) have been recently implicated in mental retardation, autism and schizophrenia which all come along with severe cognitive impairments. In the present study we investigate the effects of functional BK channel deletion on cognition using a genetic mouse model with a knock-out of the gene for the pore forming α-subunit of the channel. We tested the F1 generation of a hybrid SV129/C57BL6 mouse line in which the slo1 gene was deleted in both parent strains. We first evaluated hearing and motor function to establish the suitability of this model for cognitive testing. Auditory brain stem responses to click stimuli showed no threshold differences between knockout mice and their wild-type littermates. Despite of muscular tremor, reduced grip force, and impaired gait, knockout mice exhibited normal locomotion. These findings allowed for testing of sensorimotor gating using the acoustic startle reflex, as well as of working memory, spatial learning and memory in the Y-maze and the Morris water maze, respectively. Prepulse inhibition on the first day of testing was normal, but the knockout mice did not improve over the days of testing as their wild-type littermates did. Spontaneous alternation in the y-maze was normal as well, suggesting that the BK channel knock-out does not impair working memory. In the Morris water maze knock-out mice showed significantly slower acquisition of the task, but normal memory once the task was learned. Thus, we propose a crucial role of the BK channels in learning, but not in memory storage or recollection. PMID:24303038

  12. Kinaesthetic Learning Activities and Learning about Solar Cells

    ERIC Educational Resources Information Center

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  13. Adult Learning Principles in Designing Learning Activities for Teacher Development

    ERIC Educational Resources Information Center

    Gravani, Maria N.

    2012-01-01

    The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers' life-long development. The exploration is illustrated by qualitative data from a case study of adult educators' and adult learners' insights and experiences of a teacher development course organised…

  14. Student Activity and Learning Outcomes in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  15. The effects of MyD88 deficiency on exploratory activity, anxiety, motor coordination, and spatial learning in C57BL/6 and APPswe/PS1dE9 mice.

    PubMed

    Lim, Jeong-Eun; Song, Min; Jin, Jingji; Kou, Jinghong; Pattanayak, Abhinandan; Lalonde, Robert; Fukuchi, Ken-Ichiro

    2012-02-01

    Toll-like receptors (TLRs) are a family of pattern-recognition receptors in innate immunity and provide a first line defense against pathogens and tissue injuries. In addition to important roles in infection, inflammation, and immune diseases, recent studies show that TLR signaling is involved in modulation of learning, memory, mood, and neurogenesis. Because MyD88 is essential for the downstream signaling of all TLRs, except TLR3, we investigated the effects of MyD88 deficiency (MyD88-/-) on behavioral functions in mice. Additionally, we recently demonstrated that a mouse model of Alzheimer's disease (AD) deficient for MyD88 had decreases in Aβ deposits and soluble Aβ in the brain as compared with MyD88 sufficient AD mouse models. Because accumulation of Aβ in the brain is postulated to be a causal event leading to cognitive deficits in AD, we investigated the effects of MyD88 deficiency on behavioral functions in the AD mouse model at 10 months of age. MyD88 deficient mice showed more anxiety in the elevated plus-maze. In the motor coordination tests, MyD88 deficient mice remained on a beam and a bar for a longer time, but with slower initial movement on the bar. In the Morris water maze test, MyD88 deficiency appeared to improve spatial learning irrespective of the transgene. Our findings suggest that the MyD88-dependent pathway contributes to behavioral functions in an AD mouse model and its control group.

  16. How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models.

    PubMed

    Berney, Sandra; Bétrancourt, Mireille; Molinari, Gaëlle; Hoyek, Nady

    2015-01-01

    The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks.

  17. Discriminative learning of propagation and spatial pattern for motor imagery EEG analysis.

    PubMed

    Li, Xinyang; Zhang, Haihong; Guan, Cuntai; Ong, Sim Heng; Ang, Kai Keng; Pan, Yaozhang

    2013-10-01

    Effective learning and recovery of relevant source brain activity patterns is a major challenge to brain-computer interface using scalp EEG. Various spatial filtering solutions have been developed. Most current methods estimate an instantaneous demixing with the assumption of uncorrelatedness of the source signals. However, recent evidence in neuroscience suggests that multiple brain regions cooperate, especially during motor imagery, a major modality of brain activity for brain-computer interface. In this sense, methods that assume uncorrelatedness of the sources become inaccurate. Therefore, we are promoting a new methodology that considers both volume conduction effect and signal propagation between multiple brain regions. Specifically, we propose a novel discriminative algorithm for joint learning of propagation and spatial pattern with an iterative optimization solution. To validate the new methodology, we conduct experiments involving 16 healthy subjects and perform numerical analysis of the proposed algorithm for EEG classification in motor imagery brain-computer interface. Results from extensive analysis validate the effectiveness of the new methodology with high statistical significance.

  18. The Relation between Childhood Spatial Activities and Spatial Abilities in Adulthood

    ERIC Educational Resources Information Center

    Doyle, Randi A.; Voyer, Daniel; Cherney, Isabelle D.

    2012-01-01

    This study investigated the relation between childhood spatial activities and cognitive gender differences in adults through the validation of the Childhood Activities Questionnaire developed by Cherney and Voyer (2010). A sample of 403 (133 males, 270 females) undergraduates in Introductory Psychology courses at University of New Brunswick, NB,…

  19. Faculty Adoption of Active Learning Classrooms

    ERIC Educational Resources Information Center

    Van Horne, Sam; Murniati, Cecilia Titiek

    2016-01-01

    Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…

  20. Four Variations on Drueke's Active Learning Paradigm.

    ERIC Educational Resources Information Center

    Ragains, Patrick

    1995-01-01

    A lesson structure for one-time bibliographic instruction (BI) sessions based on an active learning technique was developed. Active learning is discussed, and the "jigsaw method" is described. BI sessions presented to junior- and senior-level college students are examined, and considerations for librarians wishing to incorporate active…

  1. Active Learning in American History Class.

    ERIC Educational Resources Information Center

    Brill, Janice

    1996-01-01

    Describes the activities of a high school class that discovered the joy of history through experiential learning. Students learned traditional military tactics for their unit on the French and Indian Wars, and tried to apply them to a nearby woods. Includes similar activities for other historic periods. (MJP)

  2. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    ERIC Educational Resources Information Center

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  3. Engineering Genders: A Spatial Analysis of Engineering, Gender, and Learning

    ERIC Educational Resources Information Center

    Weidler-Lewis, Joanna R.

    2016-01-01

    This three article dissertation is an investigation into the ontology of learning insofar as learning is a process of becoming. In each article I explore the general questions of who is learning, in what ways, and with what consequences. The context for this research is undergraduate engineering education with particular attention to the…

  4. Interaction between Locale and Taxon Strategies in Human Spatial Learning

    ERIC Educational Resources Information Center

    Redhead, Edward S.; Hamilton, Derek A.

    2007-01-01

    Three computer-based experiments which tested human participants in a non-immersive virtual watermaze task sought to determine factors which dictate whether the presence of a visual platform disrupts locale learning and taxon learning. In Experiment 1, the visible platform disrupted locale but not taxon learning based on viewpoint-independent and…

  5. Spatial precision of population activity in primate area MT

    PubMed Central

    Morley, John W.; Solomon, Samuel G.

    2015-01-01

    The middle temporal (MT) area is a cortical area integral to the “where” pathway of primate visual processing, signaling the movement and position of objects in the visual world. The receptive field of a single MT neuron is sensitive to the direction of object motion but is too large to signal precise spatial position. Here, we asked if the activity of MT neurons could be combined to support the high spatial precision required in the where pathway. With the use of multielectrode arrays, we recorded simultaneously neural activity at 24–65 sites in area MT of anesthetized marmoset monkeys. We found that although individual receptive fields span more than 5° of the visual field, the combined population response can support fine spatial discriminations (<0.2°). This is because receptive fields at neighboring sites overlapped substantially, and changes in spatial position are therefore projected onto neural activity in a large ensemble of neurons. This fine spatial discrimination is supported primarily by neurons with receptive fields flanking the target locations. Population performance is degraded (by 13–22%) when correlations in neural activity are ignored, further reflecting the contribution of population neural interactions. Our results show that population signals can provide high spatial precision despite large receptive fields, allowing area MT to represent both the motion and the position of objects in the visual world. PMID:26041825

  6. Spatial learning and memory is preserved in rats after early development in a microgravity environment

    NASA Technical Reports Server (NTRS)

    Temple, Meredith D.; Kosik, Kenneth S.; Steward, Oswald

    2002-01-01

    This study evaluated the cognitive mapping abilities of rats that spent part of their early development in a microgravity environment. Litters of male and female Sprague-Dawley rat pups were launched into space aboard the National Aeronautics and Space Administration space shuttle Columbia on postnatal day 8 or 14 and remained in space for 16 days. These animals were designated as FLT groups. Two age-matched control groups remained on Earth: those in standard vivarium housing (VIV) and those in housing identical to that aboard the shuttle (AGC). On return to Earth, animals were tested in three different tasks that measure spatial learning ability, the Morris water maze (MWM), and a modified version of the radial arm maze (RAM). Animals were also tested in an open field apparatus to measure general activity and exploratory activity. Performance and search strategies were evaluated in each of these tasks using an automated tracking system. Despite the dramatic differences in early experience, there were remarkably few differences between the FLT groups and their Earth-bound controls in these tasks. FLT animals learned the MWM and RAM as quickly as did controls. Evaluation of search patterns suggested subtle differences in patterns of exploration and in the strategies used to solve the tasks during the first few days of testing, but these differences normalized rapidly. Together, these data suggest that development in an environment without gravity has minimal long-term impact on spatial learning and memory abilities. Any differences due to development in microgravity are quickly reversed after return to earth normal gravity.

  7. Similarities and differences between the brain networks underlying allocentric and egocentric spatial learning in rat revealed by cytochrome oxidase histochemistry.

    PubMed

    Rubio, S; Begega, A; Méndez, M; Méndez-López, M; Arias, J L

    2012-10-25

    The involvement of different brain regions in place- and response-learning was examined using a water cross-maze. Rats were trained to find the goal from the initial arm by turning left at the choice point (egocentric strategy) or by using environmental cues (allocentric strategy). Although different strategies were required, the same maze and learning conditions were used. Using cytochrome oxidase histochemistry as a marker of cellular activity, the function of the 13 diverse cortical and subcortical regions was assessed in rats performing these two tasks. Our results show that allocentric learning depends on the recruitment of a large functional network, which includes the hippocampal CA3, dentate gyrus, medial mammillary nucleus and supramammillary nucleus. Along with the striatum, these last three structures are also related to egocentric spatial learning. The present study provides evidence for the contribution of these regions to spatial navigation and supports a possible functional interaction between the two memory systems, as their structural convergence may facilitate functional cooperation in the behaviours guided by more than one strategy. In summary, it can be argued that spatial learning is based on dynamic functional systems in which the interaction of brain regions is modulated by task requirements.

  8. The Joint Role of Spatial Ability and Imagery Strategy in Sustaining the Learning of Spatial Descriptions under Spatial Interference

    ERIC Educational Resources Information Center

    Meneghetti, Chiara; De Beni, Rossana; Gyselinck, Valerie; Pazzaglia, Francesca

    2013-01-01

    The present study investigates the joint role of spatial ability, imagery strategy and visuospatial working memory (VSWM) in spatial text processing. A set of 180 participants, half of them trained on the use of imagery strategy (training vs no-training groups), was further divided according to participants' high or low mental rotation ability…

  9. Women Match Men when Learning a Spatial Skill

    ERIC Educational Resources Information Center

    Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

    2009-01-01

    Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a…

  10. Improving Social Interactions in Virtual Learning Environments: Guidance on Spatial Factors for Online Teachers

    ERIC Educational Resources Information Center

    Hernandez-Serrano, Maria Jose; Gonzales-Sanchez, Margarita

    2011-01-01

    This paper reports on a project in which students' interactions with learning environments are investigated from the perspective of the spatial factors. Our research examines a significant dimension generated under the interrelationship between the subject and the virtual space, by establishing that spatial dimensions may determine the level of…

  11. Learning to Think Spatially: What Do Students "See" in Numeracy Test Items?

    ERIC Educational Resources Information Center

    Diezmann, Carmel M.; Lowrie, Tom

    2012-01-01

    Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results…

  12. Age Differences in Recall and Information Processing in Verbal and Spatial Learning.

    ERIC Educational Resources Information Center

    Mungas, Dan; And Others

    1991-01-01

    Three age groups of 24 people each completed verbal word list tasks and spatial learning tasks 5 times each. Significant age differences were found for total recall and type of task. Younger subjects showed increased levels of clustering--organizing information according to semantic or spatial clusters. Age was not related to temporal order of…

  13. Rhesus Monkeys (Macaca Mulatta) Maintain Learning Set Despite Second-Order Stimulus-Response Spatial Discontiguity

    ERIC Educational Resources Information Center

    Beran, Michael J.; Washburn, David A.; Rumbaugh, Duane M.

    2007-01-01

    In many discrimination-learning tests, spatial separation between stimuli and response loci disrupts performance in rhesus macaques. However, monkeys are unaffected by such stimulus-response spatial discontiguity when responses occur through joystick-based computerized movement of a cursor. To examine this discrepancy, five monkeys were tested on…

  14. Spatial Abilities in an Elective Course of Applied Anatomy after a Problem-Based Learning Curriculum

    ERIC Educational Resources Information Center

    Langlois, Jean; Wells, George A.; Lecourtois, Marc; Bergeron, Germain; Yetisir, Elizabeth; Martin, Marcel

    2009-01-01

    A concern on the level of anatomy knowledge reached after a problem-based learning curriculum has been documented in the literature. Spatial anatomy, arguably the highest level in anatomy knowledge, has been related to spatial abilities. Our first objective was to test the hypothesis that residents are interested in a course of applied anatomy…

  15. Representation of Survey and Route Spatial Descriptions in Children with Nonverbal (Visuospatial) Learning Disabilities

    ERIC Educational Resources Information Center

    Mammarella, Irene C.; Meneghetti, Chiara; Pazzaglia, Francesca; Gitti, Filippo; Gomez, Claudia; Cornoldi, Cesare

    2009-01-01

    This study aims to investigate the types of difficulty encountered by children with nonverbal (visuospatial) learning disabilities (NLD) during the processing of spatial information derived from descriptions. Two spatial descriptions--one in survey, one in route perspective--and one nonspatial description were orally presented to children aged…

  16. Spatial Ability: Its Influence on Learning with Visualizations--A Meta-Analytic Review

    ERIC Educational Resources Information Center

    Hoffler, Tim N.

    2010-01-01

    This meta-analytical review focuses on the role of spatial ability when learning with pictorial visualizations. By means of selective theoretical review and meta-analysis (the latter regarding 27 different experiments from 19 studies), several sub-factors of spatial ability are considered as well as dynamic and non-dynamic, interactive and…

  17. Active dictionary learning for image representation

    NASA Astrophysics Data System (ADS)

    Wu, Tong; Sarwate, Anand D.; Bajwa, Waheed U.

    2015-05-01

    Sparse representations of images in overcomplete bases (i.e., redundant dictionaries) have many applications in computer vision and image processing. Recent works have demonstrated improvements in image representations by learning a dictionary from training data instead of using a predefined one. But learning a sparsifying dictionary can be computationally expensive in the case of a massive training set. This paper proposes a new approach, termed active screening, to overcome this challenge. Active screening sequentially selects subsets of training samples using a simple heuristic and adds the selected samples to a "learning pool," which is then used to learn a newer dictionary for improved representation performance. The performance of the proposed active dictionary learning approach is evaluated through numerical experiments on real-world image data; the results of these experiments demonstrate the effectiveness of the proposed method.

  18. Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities.

    ERIC Educational Resources Information Center

    Williams, Janet K.; And Others

    1992-01-01

    Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, ages 7-14, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. All three groups showed significant task improvement after the training, with no significant…

  19. How Spatial Abilities and Dynamic Visualizations Interplay When Learning Functional Anatomy with 3D Anatomical Models

    ERIC Educational Resources Information Center

    Berney, Sandra; Bétrancourt, Mireille; Molinari, Gaëlle; Hoyek, Nady

    2015-01-01

    The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material…

  20. Disruption of estrogen receptor β gene impairs spatial learning in female mice

    PubMed Central

    Rissman, Emilie F.; Heck, Amy L.; Leonard, Julie E.; Shupnik, Margaret A.; Gustafsson, Jan-Åke

    2002-01-01

    Here we provide the first evidence, to our knowledge, that estradiol (E2) affects learning and memory via the newly discovered estrogen receptor β (ERβ). In this study, ERβ knockout (ERβKO) and wild-type littermates were tested for spatial learning in the Morris water maze after ovariectomy, appropriate control treatment, or one of two physiological doses of E2. Regardless of treatment, all wild-type females displayed significant learning. However, ERβKOs given the low dose of E2 were delayed in learning acquisition, and ERβKOs administered the higher dose of E2 failed to learn the task. These data show that ERβ is required for optimal spatial learning and may have implications for hormone replacement therapy in women. PMID:11891272

  1. Chronic enhancement of CREB activity in the hippocampus interferes with the retrieval of spatial information.

    PubMed

    Viosca, Jose; Malleret, Gaël; Bourtchouladze, Rusiko; Benito, Eva; Vronskava, Svetlana; Kandel, Eric R; Barco, Angel

    2009-03-01

    The activation of cAMP-responsive element-binding protein (CREB)-dependent gene expression is thought to be critical for the formation of different types of long-term memory. To explore the consequences of chronic enhancement of CREB function on spatial memory in mammals, we examined spatial navigation in bitransgenic mice that express in a regulated and restricted manner a constitutively active form of CREB, VP16-CREB, in forebrain neurons. We found that chronic enhancement of CREB activity delayed the acquisition of an allocentric strategy to solve the hidden platform task. The ability to turn on and off transgene expression allowed us to dissect the role of CREB in dissociable memory processes. In mice in which transgene expression was turned on during memory acquisition, turning off the transgene re-established the access to the memory trace, whereas in mice in which transgene expression was turned off during acquisition, turning on the transgene impaired memory expression in a reversible manner, indicating that CREB enhancement specifically interfered with the retrieval of spatial information. The defects on spatial navigation in mice with chronic enhancement of CREB function were not corrected by conditions that increased further CREB-dependent activation of hippocampal memory systems, such as housing in an enriched environment. These results along with previous findings in CREB-deficient mutants indicate that the relationship of CREB-mediated plasticity to spatial memory is an inverted-U function, and that optimal learning in the water maze requires accurate regulation of this pathway.

  2. Acquiring New Spatial Intuitions: Learning to Reason about Rotations

    ERIC Educational Resources Information Center

    Pani, John R.; Chariker, Julia H.; Dawson, Thomas E.; Johnson, Nathan

    2005-01-01

    There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain…

  3. Bamboo leaf extract improves spatial learning ability in a rat model with senile dementia*

    PubMed Central

    Liu, Jian-xiang; Zhu, Min-ying; Feng, Ci-yuan; Ding, Hai-bin; Zhan, Ying; Zhao, Zhan; Ding, Yue-min

    2015-01-01

    Senile dementia (SD) is a syndrome characterized by progressive neurological deterioration. Treatment for the disease is still under investigation. Bamboo leaf extract (B-extract) has been known for its biological efficacy in anti-oxidant and anti-cancer activities. However, study on B-extract for its protection against dementia is very limited. The effect of B-extract on a rat model with SD was examined. B-extract improved spatial learning ability of the dementia rats. The hippocampus of dementia model rats showed reduced levels of acetylcholine (ACh), epinephrine (E), norepinephrine (NE), and dopamine (DA), and increased activities of acetylcholine esterase (AChE) and monoamine oxidase (MAO). Treatment with B-extract 20 mg/(kg·d) for 7 weeks significantly inhibited the enzyme activity compared with untreated dementia rats, and raised the levels of ACh, E, and DA in the hippocampus. In addition, treatment with B-extract elevated the level of γ-aminobutyric acid (GABA), but reduced the level of glutamate (Glu) in the brain. These data suggest that B-extract might be a potential drug in treating impairment of spatial memory in dementia rats by regulating the central neurotransmitter function. PMID:26160717

  4. Spatial distribution of enzyme activities in the rhizosphere

    NASA Astrophysics Data System (ADS)

    Razavi, Bahar S.; Zarebanadkouki, Mohsen; Blagodatskaya, Evgenia; Kuzyakov, Yakov

    2015-04-01

    The rhizosphere, the tiny zone of soil surrounding roots, certainly represents one of the most dynamic habitat and interfaces on Earth. Activities of enzymes produced by both plant roots and microbes are the primary biological drivers of organic matter decomposition and nutrient cycling. That is why there is an urgent need in spatially explicit methods for the determination of the rhizosphere extension and enzyme distribution. Recently, zymography as a new technique based on diffusion of enzymes through the 1 mm gel plate for analysis has been introduced (Spohn & Kuzyakov, 2013). We developed the zymography technique to visualize the enzyme activities with a higher spatial resolution. For the first time, we aimed at quantitative imaging of enzyme activities as a function of distance from the root tip and the root surface in the soil. We visualized the two dimensional distribution of the activity of three enzymes: β-glucosidase, phosphatase and leucine amino peptidase in the rhizosphere of maize using fluorogenically labelled substrates. Spatial-resolution of fluorescent images was improved by direct application of a substrate saturated membrane to the soil-root system. The newly-developed direct zymography visualized heterogeneity of enzyme activities along the roots. The activity of all enzymes was the highest at the apical parts of individual roots. Across the roots, the enzyme activities were higher at immediate vicinity of the roots (1.5 mm) and gradually decreased towards the bulk soil. Spatial patterns of enzyme activities as a function of distance from the root surface were enzyme specific, with highest extension for phosphatase. We conclude that improved zymography is promising in situ technique to analyze, visualize and quantify spatial distribution of enzyme activities in the rhizosphere hotspots. References Spohn, M., Kuzyakov, Y., 2013. Phosphorus mineralization can be driven by microbial need for carbon. Soil Biology & Biochemistry 61: 69-75

  5. A Hybrid Approach to Active Learning.

    ERIC Educational Resources Information Center

    Ramsier, R. D.

    2001-01-01

    Describes an approach to incorporate active learning strategies into the first semester of a university-level introductory physics course. Combines cooperative and peer-based methods inside the classroom with project-based learning outside the classroom in an attempt to develop students' transferable skills as well as improving their understanding…

  6. Child Development: An Active Learning Approach

    ERIC Educational Resources Information Center

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  7. Discussing Active Learning from the Practitioner's Perspective

    ERIC Educational Resources Information Center

    Bamba, Priscilla

    2015-01-01

    The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and…

  8. Active Learning through Toy Design and Development

    ERIC Educational Resources Information Center

    Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

    2009-01-01

    This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

  9. Conditions for Apprentices' Learning Activities at Work

    ERIC Educational Resources Information Center

    Messmann, Gerhard; Mulder, Regina H.

    2015-01-01

    The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…

  10. Active learning in transportation engineering education

    NASA Astrophysics Data System (ADS)

    Weir, Jennifer Anne

    The objectives of this research were (1) to develop experimental active-based-learning curricula for undergraduate courses in transportation engineering and (2) to assess the effectiveness of an active-learning-based traffic engineering curriculum through an educational experiment. The researcher developed a new highway design course as a pilot study to test selected active-learning techniques before employing them in the traffic engineering curriculum. Active-learning techniques, including multiple-choice questions, short problems completed by individual students or small groups, and group discussions, were used as active interludes within lectures. The researcher also collected and analyzed student performance and attitude data from control and experimental classes to evaluate the relative effectiveness of the traditional lecture (control) approach and the active-learning (experimental) approach. The results indicate that the active-learning approach adopted for the experimental class did have a positive impact on student performance as measured by exam scores. The students in the experimental class also indicated slightly more positive attitudes at the end of the course than the control class, although the difference was not significant. The author recommends that active interludes similar to those in the experimental curricula be used in other courses in civil engineering.

  11. A critical review of chronic stress effects on spatial learning and memory.

    PubMed

    Conrad, Cheryl D

    2010-06-30

    The purpose of this review is to evaluate the effects of chronic stress on hippocampal-dependent function, based primarily upon studies using young, adult male rodents and spatial navigation tasks. Despite this restriction, variability amongst the findings was evident and how or even whether chronic stress influenced spatial ability depended upon the type of task, the dependent variable measured and how the task was implemented, the type and duration of the stressors, housing conditions of the animals that include accessibility to food and cage mates, and duration from the end of the stress to the start of behavioral assessment. Nonetheless, patterns emerged as follows: For spatial memory, chronic stress impairs spatial reference memory and has transient effects on spatial working memory. For spatial learning, however, chronic stress effects appear to be task-specific: chronic stress impairs spatial learning on appetitively motivated tasks, such as the radial arm maze or holeboard, tasks that evoke relatively mild to low arousal components from fear. But under testing conditions that evoke moderate to strong arousal components from fear, such as during radial arm water maze testing, chronic stress appears to have minimal impairing effects or may even facilitate spatial learning. Chronic stress clearly impacts nearly every brain region and thus, how chronic stress alters hippocampal spatial ability likely depends upon the engagement of other brain structures during behavioral training and testing.

  12. How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?

    ERIC Educational Resources Information Center

    Dori, Yehudit Judy; Belcher, John

    2005-01-01

    Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman…

  13. Combined administration of alpha1-adrenoceptor antagonist prazosin and beta-blocker propranolol impairs spatial avoidance learning on a dry arena.

    PubMed

    Petrasek, Tomas; Doulames, Vanessa; Prokopova, Iva; Vales, Karel; Stuchlik, Ales

    2010-04-02

    Spatial learning is a widely studied type of animal behavior often considered as a model of higher human cognitive functions. Noradrenergic receptors play a modulatory role in many nerve functions, including vigilance, attention, reward, learning and memory. The present study aimed at studying the effects of separate or combined systemic administration of the alpha1-adrenergic antagonist prazosin (1 and 2 mg/kg) and beta-blocker propranolol (5 and 20 mg/kg) on the hippocampus-dependent learning in the active allothetic place avoidance (AAPA) task. Both centrally active drugs impaired spatial learning when administered together, exerting no effect in separate applications. Locomotion was impaired only in a combined application of higher doses of both drugs (2 mg/kg prazosin and 20 mg/kg propranolol). These results suggest an in vivo interaction between these two types of receptors in spatial navigation regulation.

  14. Tau Reduction Diminishes Spatial Learning and Memory Deficits after Mild Repetitive Traumatic Brain Injury in Mice

    PubMed Central

    Cheng, Jason S.; Craft, Ryan; Yu, Gui-Qiu; Ho, Kaitlyn; Wang, Xin; Mohan, Geetha; Mangnitsky, Sergey; Ponnusamy, Ravikumar; Mucke, Lennart

    2014-01-01

    Objective Because reduction of the microtubule-associated protein Tau has beneficial effects in mouse models of Alzheimer's disease and epilepsy, we wanted to determine whether this strategy can also improve the outcome of mild traumatic brain injury (TBI). Methods We adapted a mild frontal impact model of TBI for wildtype C57Bl/6J mice and characterized the behavioral deficits it causes in these animals. The Barnes maze, Y maze, contextual and cued fear conditioning, elevated plus maze, open field, balance beam, and forced swim test were used to assess different behavioral functions. Magnetic resonance imaging (MRI, 7 Tesla) and histological analysis of brain sections were used to look for neuropathological alterations. We also compared the functional effects of this TBI model and of controlled cortical impact in mice with two, one or no Tau alleles. Results Repeated (2-hit), but not single (1-hit), mild frontal impact impaired spatial learning and memory in wildtype mice as determined by testing of mice in the Barnes maze one month after the injury. Locomotor activity, anxiety, depression and fear related behaviors did not differ between injured and sham-injured mice. MRI imaging did not reveal focal injury or mass lesions shortly after the injury. Complete ablation or partial reduction of tau prevented deficits in spatial learning and memory after repeated mild frontal impact. Complete tau ablation also showed a trend towards protection after a single controlled cortical impact. Complete or partial reduction of tau also reduced the level of axonopathy in the corpus callosum after repeated mild frontal impact. Interpretation Tau promotes or enables the development of learning and memory deficits and of axonopathy after mild TBI, and tau reduction counteracts these adverse effects. PMID:25551452

  15. Point-of-Purchase Advertising. Learning Activity.

    ERIC Educational Resources Information Center

    Shackelford, Ray

    1998-01-01

    In this technology education activity, students learn the importance of advertising, conduct a day-long survey of advertising strategies, and design and produce a tabletop point-of-purchase advertisement. (JOW)

  16. Modulation of spatial attention by goals, statistical learning, and monetary reward

    PubMed Central

    Sha, Li Z.; Remington, Roger W.

    2015-01-01

    This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention. PMID:26105657

  17. Modulation of spatial attention by goals, statistical learning, and monetary reward.

    PubMed

    Jiang, Yuhong V; Sha, Li Z; Remington, Roger W

    2015-10-01

    This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention.

  18. Dopamine, reward learning, and active inference

    PubMed Central

    FitzGerald, Thomas H. B.; Dolan, Raymond J.; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings. PMID:26581305

  19. Dissociable effects of dorsal and ventral hippocampal DHA content on spatial learning and anxiety-like behavior.

    PubMed

    Jašarević, Eldin; Hecht, Patrick M; Fritsche, Kevin L; Beversdorf, David Q; Geary, David C

    2014-12-01

    Chronic deficiency of dietary docosahexaenoic acid (DHA) during critical developmental windows results in severe deficits in spatial learning, anxiety and hippocampal neuroplasticity that parallel a variety of neuropsychiatric disorders. However, little is known regarding the influence of long-term, multigenerational exposure to dietary DHA enrichment on these same traits. To characterize the potential benefits of multigenerational DHA enrichment, mice were fed a purified 10:1 omega-6/omega-3 diet supplemented with either 0.1% preformed DHA/kg feed weight or 1.0% preformed DHA/kg feed weight through three generations. General locomotor activity, spatial learning, and anxiety-like behavior were assessed in adult male offspring of the third generation. Following behavioral assessments, ventral and dorsal hippocampus was collected for DHA and arachidonic acid (AA) analysis. Animals consuming the 0.1% and 1.0% DHA diet did not differ from control animals for locomotor activity or on performance during acquisition learning, but made fewer errors and showed more stable across-day performance during reversal learning on the spatial task and showed less anxiety-like behavior. Consumption of the DHA-enriched diets increased DHA content in the ventral and dorsal hippocampus in a region-specific manner. DHA content in the dorsal hippocampus predicted performance on the reversal training task. DHA content in the ventral hippocampus was correlated with anxiety-like behavior, but AA content in the dorsal hippocampus was a stronger predictor of this behavior. These results suggest that long-term, multigenerational DHA administration improves performance on some aspects of complex spatial learning, decreases anxiety-like behavior, and that modulation of DHA content in sub-regions of the hippocampus predicts which behaviors are likely to be affected.

  20. Near or far: The effect of spatial distance and vocabulary knowledge on word learning.

    PubMed

    Axelsson, Emma L; Perry, Lynn K; Scott, Emilly J; Horst, Jessica S

    2016-01-01

    The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed.

  1. Modulation of spatial and stimulus-response learning strategies by exogenous cortisol in healthy young women.

    PubMed

    Schwabe, Lars; Oitzl, Melly S; Richter, Steffen; Schächinger, Hartmut

    2009-04-01

    Glucocorticoids (GCs) are known to influence learning and memory processes. While most studies focus on the effects of GCs on the performance within a single memory system, we asked whether GCs modulate also the transition between hippocampus-dependent spatial and caudate nucleus-dependent stimulus-response memory systems. Eighty-four young healthy women received a placebo, 5 or 30 mg hydrocortisone orally. One hour later, participants were asked to locate a win-card in a 3D model of a room. The card could be located via two strategies: spatial (multiple distal cues) and stimulus-response (a single proximal cue). Relocation of the proximal cue after 12 trials revealed the strategy, number of trials to learning criterion the performance. As expected, more trials were needed to acquire the task with hydrocortisone. Remarkably, hydrocortisone switched the use of learning strategies towards more spatial learning (dose-dependently: placebo 4% < 5 mg 21%< 30 mg 32%), independent of autonomic and subjective arousal. The learning curves of spatial and stimulus-response learners were comparable. Our results demonstrate that exogenous GCs prior to learning affect the performance within a memory system and also coordinate the use of multiple memory systems. Taking into account this dual action of GCs will contribute to a better understanding of stress (hormone) effects on learning and memory.

  2. Retrosplenial cortex lesions impair water maze strategies learning or spatial place learning depending on prior experience of the rat.

    PubMed

    Cain, Donald P; Humpartzoomian, Richard; Boon, Francis

    2006-06-30

    There has been debate whether lesions strictly limited to retrosplenial (RS) cortex impair spatial navigation, and how robust and reliable any such impairment is. The present study used a detailed behavioral analysis with naive or strategies-pretrained rats given RS lesions and trained in a water maze (WM). Naive RS lesioned rats failed to acquire the required WM strategies throughout training. Strategies-pretrained RS lesioned rats were specifically impaired in spatial place memory without a WM strategies impairment. Additional training overcame the spatial memory impairment. Thus the behavioral consequences of the lesion depend on the specific previous experience of the animal. The use of appropriate training and testing techniques has revealed experience-dependant dissociable impairments in WM strategies learning and in spatial memory, indicating that RS cortex is involved in both forms of learning.

  3. People with Learning Disabilities and "Active Ageing"

    ERIC Educational Resources Information Center

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  4. Active learning: learning a motor skill without a coach.

    PubMed

    Huang, Vincent S; Shadmehr, Reza; Diedrichsen, Jörn

    2008-08-01

    When we learn a new skill (e.g., golf) without a coach, we are "active learners": we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence.

  5. Active Learning through Online Instruction

    ERIC Educational Resources Information Center

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  6. Teacher Directed Active Learning Games

    ERIC Educational Resources Information Center

    Scarlatos, Lori L.; Scarlatos, Tony

    2009-01-01

    Games are widely recognized for their potential to enhance students' learning. Yet they are only rarely used in classrooms because they cannot be modified to meet the needs of a particular class. This article describes a novel approach to creating educational software that addresses this problem: provide an interface specifically for teachers that…

  7. Gamma Synchronization Influences Map Formation Time in a Topological Model of Spatial Learning

    PubMed Central

    Basso, Edward; Arai, Mamiko; Dabaghian, Yuri

    2016-01-01

    The mammalian hippocampus plays a crucial role in producing a cognitive map of space—an internalized representation of the animal’s environment. We have previously shown that it is possible to model this map formation using a topological framework, in which information about the environment is transmitted through the temporal organization of neuronal spiking activity, particularly those occasions in which the firing of different place cells overlaps. In this paper, we discuss how gamma rhythm, one of the main components of the extracellular electrical field potential affects the efficiency of place cell map formation. Using methods of algebraic topology and the maximal entropy principle, we demonstrate that gamma modulation synchronizes the spiking of dynamical cell assemblies, which enables learning a spatial map at faster timescales. PMID:27636199

  8. Gamma Synchronization Influences Map Formation Time in a Topological Model of Spatial Learning.

    PubMed

    Basso, Edward; Arai, Mamiko; Dabaghian, Yuri

    2016-09-01

    The mammalian hippocampus plays a crucial role in producing a cognitive map of space-an internalized representation of the animal's environment. We have previously shown that it is possible to model this map formation using a topological framework, in which information about the environment is transmitted through the temporal organization of neuronal spiking activity, particularly those occasions in which the firing of different place cells overlaps. In this paper, we discuss how gamma rhythm, one of the main components of the extracellular electrical field potential affects the efficiency of place cell map formation. Using methods of algebraic topology and the maximal entropy principle, we demonstrate that gamma modulation synchronizes the spiking of dynamical cell assemblies, which enables learning a spatial map at faster timescales.

  9. Effect of leaf extract of Capparis zeylanica Linn. on spatial learning and memory in rats.

    PubMed

    Solanki, Ruchi; Chaudhary, Amrendra Kumar; Singh, Ranjit

    2012-10-01

    This study was designed to investigate the nootropic activity of Capparis zeylanica Linn. leaves in rats. The raw material of Capparis zeylanica leaves was successively extracted with petroleum ether and methanol using a Soxhlet apparatus and macerated to form an aqueous extract. The methanolic and aqueous extracts were evaluated for their effect on spatial learning and memory in rats using the Morris water maze task. Three doses (50, 100 and 150 mg/kg; p.o.) of methanolic and aqueous extracts of Capparis zeylanica were administered for 7 successive days to separate groups of animals. Results showed that both the extracts significantly enhanced memory, as shown by decrease in escape latency time. Furthermore, methanolic and aqueous extracts in all doses tested significantly increased the time spent in the target quadrant during the probe trial, indicating retention of spatial memory of the location of a previously placed platform in the target quadrant. These findings indicate that methanolic and aqueous extracts of Capparis zeylanica Linn. leaves have potent nootropic activity. The anti-oxidant property of Capparis zeylanica may contribute favorably to the memory enhancement effect. However, further studies are needed to identify the exact mechanism of action.

  10. Teachers' Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes

    ERIC Educational Resources Information Center

    Kyndt, Eva; Gijbels, David; Grosemans, Ilke; Donche, Vincent

    2016-01-01

    Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In…

  11. Resveratrol improved the spatial learning and memory in subclinical hypothyroidism rat induced by hemi-thyroid electrocauterization.

    PubMed

    Ge, Jin-Fang; Xu, Ya-Yun; Li, Ning; Zhang, Yue; Qiu, Guo-Liang; Chu, Cheng-Hao; Wang, Cai-Yun; Qin, Gan; Chen, Fei-Hu

    2015-01-01

    The major purpose of this study was to investigate the effect of resveratrol (RES) on the spatial learning and memory ability in subclinical hypothyroidism (SCH) rat model and the potential mechanism. A SCH rat model was induced by hemi-thyroid electrocauterization and the activity of hypothalamus-pituitary-thyroid (HPT) axis was detected. The spatial learning and memory ability was tested using Morris water maze (MWM) and Y-maze. The protein expressions of synaptotagmin-1 (syt-1) and brain-derived neurotrophic factor (BDNF) in the hippocampus were measured via western blot. The results showed that SCH rat model was successfully duplicated. The SCH rats showed impaired learning and memory in the behavioral tests. However, these changes were reversed by the treatment of RES (15mg/kg) and levothyroxine (LT4). Moreover, RES treated rats exhibited reduced plasma TSH level and hypothalamic thyrotropin releasing hormone (TRH) mRNA expression, which suggested that the imbalance of HPT axis in the SCH rats could be reversed by RES treatment. Furthermore, RES treatment up-regulated the protein levels of syt-1 and BDNF in hippocampus. These findings indicated an amelioration effect of RES on the spatial learning and memory in the SCH rats, the mechanism of which might be involved with its ability of modifying the hyperactive HPT axis and up-regulating the hippocampal hypo-expression of syt-1 and BDNF.

  12. Evolution of learning strategies in temporally and spatially variable environments: a review of theory.

    PubMed

    Aoki, Kenichi; Feldman, Marcus W

    2014-02-01

    The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change--coevolutionary, two-timescale, and information decay--are compared and shown to sometimes yield contradictory results. The so-called Rogers' paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers' paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent.

  13. Evolution of learning strategies in temporally and spatially variable environments: A review of theory.

    PubMed

    Aoki, Kenichi; Feldman, Marcus W

    2013-09-23

    The theoretical literature from 1985 to the present on the evolution of learning strategies in variable environments is reviewed, with the focus on deterministic dynamical models that are amenable to local stability analysis, and on deterministic models yielding evolutionarily stable strategies. Individual learning, unbiased and biased social learning, mixed learning, and learning schedules are considered. A rapidly changing environment or frequent migration in a spatially heterogeneous environment favors individual learning over unbiased social learning. However, results are not so straightforward in the context of learning schedules or when biases in social learning are introduced. The three major methods of modeling temporal environmental change-coevolutionary, two-timescale, and information decay-are compared and shown to sometimes yield contradictory results. The so-called Rogers' paradox is inherent in the two-timescale method as originally applied to the evolution of pure strategies, but is often eliminated when the other methods are used. Moreover, Rogers' paradox is not observed for the mixed learning strategies and learning schedules that we review. We believe that further theoretical work is necessary on learning schedules and biased social learning, based on models that are logically consistent and empirically pertinent.

  14. Sparse activity of identified dentate granule cells during spatial exploration

    PubMed Central

    Diamantaki, Maria; Frey, Markus; Berens, Philipp; Preston-Ferrer, Patricia; Burgalossi, Andrea

    2016-01-01

    In the dentate gyrus – a key component of spatial memory circuits – granule cells (GCs) are known to be morphologically diverse and to display heterogeneous activity profiles during behavior. To resolve structure–function relationships, we juxtacellularly recorded and labeled single GCs in freely moving rats. We found that the vast majority of neurons were silent during exploration. Most active GCs displayed a characteristic spike waveform, fired at low rates and showed spatial activity. Primary dendritic parameters were sufficient for classifying neurons as active or silent with high accuracy. Our data thus support a sparse coding scheme in the dentate gyrus and provide a possible link between structural and functional heterogeneity among the GC population. DOI: http://dx.doi.org/10.7554/eLife.20252.001 PMID:27692065

  15. Acute pentobarbital treatment impairs spatial learning and memory and hippocampal long-term potentiation in rats.

    PubMed

    Wang, Wei; Tan, Tao; Tu, Man; He, Wenting; Dong, Zhifang; Han, Huili

    2015-10-01

    Reports of the effects of pentobarbital on learning and memory are contradictory. Some studies have not shown any interference with learning and memory, whereas others have shown that pentobarbital impairs memory and that these impairments can last for long periods. However, it is unclear whether acute local microinjections of pentobarbital affect learning and memory, and if so, the potential mechanisms are also unclear. Here, we reported that the intra-hippocampal infusion of pentobarbital (8.0mM, 1μl per side) significantly impaired hippocampus-dependent spatial learning and memory retrieval. Moreover, in vitro electrophysiological recordings revealed that these behavioral changes were accompanied by impaired hippocampal CA1 long-term potentiation (LTP) and suppressed neuronal excitability as reflected by a decrease in the number of action potentials (APs). These results suggest that acute pentobarbital application causes spatial learning and memory deficits that might be attributable to the suppression of synaptic plasticity and neuronal excitability.

  16. Chronic developmental lead exposure reduces neurogenesis in adult rat hippocampus but does not impair spatial learning.

    PubMed

    Gilbert, M E; Kelly, M E; Samsam, T E; Goodman, J H

    2005-08-01

    The dentate granule cell (DG) layer of the hippocampal formation has the distinctive property of ongoing neurogenesis that continues throughout adult life. Although the function of these newly generated neurons and the mechanisms that control their birth are unknown, age, activity, diet and psychosocial stress have all been demonstrated to regulate this type of neurogenesis. Little information on the impact of environmental insults on this process has appeared to date. Developmental lead (Pb) exposure has been well documented to impair cognitive function in children and animals and reduce activity-dependent synaptic plasticity in the hippocampus of rodents. Therefore, we examined the effects of this classic environmental neurotoxicant on hippocampal-dependent learning and adult neurogenesis in the hippocampus. Pregnant rats were exposed to a low level of Pb-acetate (0.2%) via the drinking water from late gestation (GD 16) until weaning on postnatal day 21 (PN 21). At weaning, half of the Pb-exposed animals were weaned to control drinking water and the remainder were maintained on Pb water until termination of the study. Animals were paired- housed and on PN 75 were administered a series of injections of a thymidine analog bromodeoxyuridine (BrdU), a marker of DNA synthesis that labels proliferating cells and their progeny. At 12-h intervals for 12 days, rats received an ip injection of BrdU (50 mg/kg). Subjects were sacrificed and perfused 24 h and 28 days after the last injection. Spatial learning was assessed in an independent group of animals beginning on PN 110 using a Morris water maze. No Pb-induced impairments were evident in water maze learning. Immunohistochemistry for the detection of BrdU-labeled cells was performed on 40-microm coronal sections throughout the hippocampus. Continuous exposure to Pb (Life) reduced the total number of BrdU-positive cells at 28 days without affecting the total number of labeled cells evident 24 h after the last injection

  17. Manifold Regularized Experimental Design for Active Learning.

    PubMed

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  18. Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward.

    PubMed

    Gregory, Linda Rosemary; Hopwood, Nick; Boud, David

    2014-05-01

    It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre's tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar's room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning.

  19. Actively learning object names across ambiguous situations.

    PubMed

    Kachergis, George; Yu, Chen; Shiffrin, Richard M

    2013-01-01

    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies.

  20. Spatial learning of the water maze: progression of brain circuits mapped with cytochrome oxidase histochemistry.

    PubMed

    Conejo, N M; González-Pardo, H; Gonzalez-Lima, F; Arias, J L

    2010-03-01

    The progression of brain circuits involved in spatial learning tasks is still a matter of debate. In addition, the participation of individual regions at different stages of spatial learning remains a controversial issue. In order to address these questions, we used quantitative cytochrome oxidase histochemistry as a metabolic brain mapping method applied to rats (Rattus norvegicus) trained in a water maze for 1, 3 or 5 days of training. Sustained changes throughout training were found in the lateral septal nucleus and anteroventral thalamic nucleus. As compared to naïve or habituation groups, rats with 1 day of training in the spatial learning task showed involvement of the lateral mammillary nucleus, basolateral amygdala and anterodorsal thalamic nucleus. By 5 days of training, there were mean changes in the hippocampal CA3 field and the prefrontal cortex. The regions involved and their pattern of network interactions changed progressively over days of training. At 1-day there was an open serial network of pairwise correlations. At 3-days there was a more closed reciprocal network of intercorrelations. At 5-days there were three separate parallel networks. In addition, brain-behavior correlations showed that CA1 and CA3 hippocampal fields together with the parietal cortex are related to the mastery of the spatial learning task. The present study extends previous findings on the progressive contribution of neural networks to spatial learning.

  1. Hippocampus-dependent place learning enables spatial flexibility in C57BL6/N mice.

    PubMed

    Kleinknecht, Karl R; Bedenk, Benedikt T; Kaltwasser, Sebastian F; Grünecker, Barbara; Yen, Yi-Chun; Czisch, Michael; Wotjak, Carsten T

    2012-01-01

    Spatial navigation is a fundamental capability necessary in everyday life to locate food, social partners, and shelter. It results from two very different strategies: (1) place learning which enables for flexible way finding and (2) response learning that leads to a more rigid "route following." Despite the importance of knockout techniques that are only available in mice, little is known about mice' flexibility in spatial navigation tasks. Here we demonstrate for C57BL6/N mice in a water-cross maze (WCM) that only place learning enables spatial flexibility and relearning of a platform position, whereas response learning does not. This capability depends on an intact hippocampal formation, since hippocampus lesions by ibotenic acid (IA) disrupted relearning. In vivo manganese-enhanced magnetic resonance imaging revealed a volume loss of ≥60% of the hippocampus as a critical threshold for relearning impairments. In particular the changes in the left ventral hippocampus were indicative of relearning deficits. In summary, our findings establish the importance of hippocampus-dependent place learning for spatial flexibility and provide a first systematic analysis on spatial flexibility in mice.

  2. Hyperspectral Imagery Super-Resolution by Compressive Sensing Inspired Dictionary Learning and Spatial-Spectral Regularization

    PubMed Central

    Huang, Wei; Xiao, Liang; Liu, Hongyi; Wei, Zhihui

    2015-01-01

    Due to the instrumental and imaging optics limitations, it is difficult to acquire high spatial resolution hyperspectral imagery (HSI). Super-resolution (SR) imagery aims at inferring high quality images of a given scene from degraded versions of the same scene. This paper proposes a novel hyperspectral imagery super-resolution (HSI-SR) method via dictionary learning and spatial-spectral regularization. The main contributions of this paper are twofold. First, inspired by the compressive sensing (CS) framework, for learning the high resolution dictionary, we encourage stronger sparsity on image patches and promote smaller coherence between the learned dictionary and sensing matrix. Thus, a sparsity and incoherence restricted dictionary learning method is proposed to achieve higher efficiency sparse representation. Second, a variational regularization model combing a spatial sparsity regularization term and a new local spectral similarity preserving term is proposed to integrate the spectral and spatial-contextual information of the HSI. Experimental results show that the proposed method can effectively recover spatial information and better preserve spectral information. The high spatial resolution HSI reconstructed by the proposed method outperforms reconstructed results by other well-known methods in terms of both objective measurements and visual evaluation. PMID:25608212

  3. The Effect of Spatial Working Memory Deterioration on Strategic Visuomotor Learning across Aging

    PubMed Central

    Uresti-Cabrera, Luis A.; Diaz, Rosalinda; Vaca-Palomares, Israel; Fernandez-Ruiz, Juan

    2015-01-01

    Objective. To evaluate the effect of age-related cognitive changes in a visuomotor learning task that depends on strategic control and contrast it with the effect in a task principally depending on visuomotor recalibration. Methods. Participants performed a ball throwing task while donning either a reversing dove prism or a displacement wedge prism, which mainly depend on strategic control or visuomotor recalibration, respectively. Visuomotor performance was then analysed in relation to rule acquisition and reversal, recognition memory, visual memory, spatial planning, and spatial working memory with tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB). Results. The results confirmed previous works showing a detrimental effect of age on visuomotor learning. The analyses of the cognitive changes observed across age showed that both strategic control and visuomotor recalibration had significant negative correlations only with the number of errors in the spatial working memory task. However, when the effect of aging was controlled, the only significant correlation remaining was between the reversal adaptation magnitude and spatial working memory. Discussion. These results suggest that spatial working memory decline across aging could contribute to age-dependent deterioration in both visuomotor learning processes. However, spatial working memory integrity seems to affect strategic learning decline even after controlling for aging. PMID:26290623

  4. Understanding the Correlations Among Undergraduates’ Spatial Reasoning Skills and Their Ability to Learn Astronomy Concepts

    NASA Astrophysics Data System (ADS)

    Heyer, Inge

    2012-01-01

    We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students’ spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students’ spatial reasoning ability and their ability to learn astronomy content in college science classes are beginning to reveal insight into how students cognitively engage in learning astronomy. In support, researchers at the CAPER Center for Astronomy and Physics Education Research conducted a first-steps correlational study of 148 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students’ cognition was measured for pretest and posttest gains in astronomy understanding using established assessment tools, including the Test Of Astronomy STandards (TOAST) over the duration of instruction. In the middle of the semester they were tested for spatial reasoning ability using a subset of reliable spatial thinking assessment tools from the Spatial Intelligence and Learning Center (SILC). Results suggest some instructional techniques can be predicted as successful a priori while others are as yet unresolved. This work was supported, in part, by the Wyoming Excellence in Higher Education Endowment.

  5. Predicting brain activity using a Bayesian spatial model.

    PubMed

    Derado, Gordana; Bowman, F Dubois; Zhang, Lijun

    2013-08-01

    Increasing the clinical applicability of functional neuroimaging technology is an emerging objective, e.g. for diagnostic and treatment purposes. We propose a novel Bayesian spatial hierarchical framework for predicting follow-up neural activity based on an individual's baseline functional neuroimaging data. Our approach attempts to overcome some shortcomings of the modeling methods used in other neuroimaging settings, by borrowing strength from the spatial correlations present in the data. Our proposed methodology is applicable to data from various imaging modalities including functional magnetic resonance imaging and positron emission tomography, and we provide an illustration here using positron emission tomography data from a study of Alzheimer's disease to predict disease progression.

  6. Sleep Enhances a Spatially Mediated Generalization of Learned Values

    ERIC Educational Resources Information Center

    Javadi, Amir-Homayoun; Tolat, Anisha; Spiers, Hugo J.

    2015-01-01

    Sleep is thought to play an important role in memory consolidation. Here we tested whether sleep alters the subjective value associated with objects located in spatial clusters that were navigated to in a large-scale virtual town. We found that sleep enhances a generalization of the value of high-value objects to the value of locally clustered…

  7. Women and Spatial Change: Learning Resources for Social Science Courses.

    ERIC Educational Resources Information Center

    Rengert, Arlene C., Ed.; Monk, Janice J., Ed.

    Six units focusing on the effects of spatial change on women are designed to supplement college introductory courses in geography and the social sciences. Unit 1, Woman and Agricultural Landscapes, focuses on how women contributed to landscape change in prehistory, women's impact on the environment, and the hypothesis that women developed…

  8. Relationship between Spatial Abilities, Mental Rotation and Functional Anatomy Learning

    ERIC Educational Resources Information Center

    Guillot, Aymeric; Champely, Stephane; Batier, Christophe; Thiriet, Patrice; Collet, Christian

    2007-01-01

    This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered.…

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

    PubMed Central

    Carazo, Pau; Noble, Daniel W. A.; Chandrasoma, Dani; Whiting, Martin J.

    2014-01-01

    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. PMID:24619443

  10. Using the Morris water maze to assess spatial learning and memory in weanling mice.

    PubMed

    Barnhart, Christopher D; Yang, Dongren; Lein, Pamela J

    2015-01-01

    Mouse models have been indispensable for elucidating normal and pathological processes that influence learning and memory. A widely used method for assessing these cognitive processes in mice is the Morris water maze, a classic test for examining spatial learning and memory. However, Morris water maze studies with mice have principally been performed using adult animals, which preclude studies of critical neurodevelopmental periods when the cellular and molecular substrates of learning and memory are formed. While weanling rats have been successfully trained in the Morris water maze, there have been few attempts to test weanling mice in this behavioral paradigm even though mice offer significant experimental advantages because of the availability of many genetically modified strains. Here, we present experimental evidence that weanling mice can be trained in the Morris water maze beginning on postnatal day 24. Maze-trained weanling mice exhibit significant improvements in spatial learning over the training period and results of the probe trial indicate the development of spatial memory. There were no sex differences in the animals' performance in these tasks. In addition, molecular biomarkers of synaptic plasticity are upregulated in maze-trained mice at the transcript level. These findings demonstrate that the Morris water maze can be used to assess spatial learning and memory in weanling mice, providing a potentially powerful experimental approach for examining the influence of genes, environmental factors and their interactions on the development of learning and memory.

  11. Quantum Speedup for Active Learning Agents

    NASA Astrophysics Data System (ADS)

    Paparo, Giuseppe Davide; Dunjko, Vedran; Makmal, Adi; Martin-Delgado, Miguel Angel; Briegel, Hans J.

    2014-07-01

    Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  12. Spatial Learning Deficits in Adult Children of Alcoholic Parents.

    ERIC Educational Resources Information Center

    Schandler, Steven L.; And Others

    1991-01-01

    Investigated whether visuospatial deficits displayed by chronic alcoholics are present in persons at risk for alcoholism. Compared 17 social drinkers who were children of alcoholics and 17 who had no family alcoholism history. Visuospatial learning of children of alcoholics was significantly poorer than that of subjects with no family alcoholism…

  13. Spatial Context Learning Survives Interference from Working Memory Load

    ERIC Educational Resources Information Center

    Vickery, Timothy J.; Sussman, Rachel S.; Jiang, Yuhong V.

    2010-01-01

    The human visual system is constantly confronted with an overwhelming amount of information, only a subset of which can be processed in complete detail. Attention and implicit learning are two important mechanisms that optimize vision. This study addressed the relationship between these two mechanisms. Specifically we asked, Is implicit learning…

  14. Location-Aware Mobile Learning of Spatial Algorithms

    ERIC Educational Resources Information Center

    Karavirta, Ville

    2013-01-01

    Learning an algorithm--a systematic sequence of operations for solving a problem with given input--is often difficult for students due to the abstract nature of the algorithms and the data they process. To help students understand the behavior of algorithms, a subfield in computing education research has focused on algorithm…

  15. Signatures of hippocampal oxidative stress in aged spatial learning-impaired rodents.

    PubMed

    Nicolle, M M; Gonzalez, J; Sugaya, K; Baskerville, K A; Bryan, D; Lund, K; Gallagher, M; McKinney, M

    2001-01-01

    Neurons and glia within the hippocampus of aged, spatial learning-impaired Long-Evans rats exhibit uniquely altered gene expression profiles, and we have postulated oxidative stress as the basis for this. To test this hypothesis we quantitated the extent of protein and nucleic acid oxidative damage, evaluated the status of mitochondrial DNA integrity, and examined several signaling entities and molecular indicators frequently associated with oxidative stress and gliosis. Immunoblotting demonstrated elevated heme oxygenase-1 in the aged-impaired hippocampus and immunocytochemistry suggested that heme oxygenase-1 is largely cytosolic and at least partly neuronal in nature. In the aged-impaired group, immunoreactivity to 8-hydroxy-2'-deoxyguanosine, an oxidative nucleic acid adduct, was found to be elevated in the dentate gyrus and in area CA1 of the hippocampal formation. Isolated mitochondrial DNA was found to be significantly damaged in the aged-impaired group. In the aged learning-impaired rats only, proteins in a 65-kDa band were found to contain excessive levels of carbonyl residues. Glial activation was examined by in situ hybridization histochemistry to tumor necrosis factor alpha and by immunocytochemistry with OX-6, which detects activated microglia. White matter in aged brains exhibited a modest up-regulation of tumor necrosis factor alpha mRNA and OX-6 immunoreactivity, but the hippocampal formation expressed tumor necrosis factor alpha mRNA equivalent to young animals and few OX-6-positive microglia. The mRNA for manganese-dependent superoxide dismutase, which is elevated in the aged hippocampus, was found preferentially expressed in neurons. We conclude that aged hippocampal neurons appear to be under oxidative stress and this is more severe in the learning-impaired subjects, suggesting a possible basis for age-induced cognitive decline.

  16. Active route learning in virtual environments: disentangling movement control from intention, instruction specificity, and navigation control.

    PubMed

    von Stülpnagel, Rul; Steffens, Melanie C

    2013-09-01

    Active navigation research examines how physiological and psychological involvement in navigation benefits spatial learning. However, existing conceptualizations of active navigation comprise separable, distinct factors. This research disentangles the contributions of movement control (i.e., self-contained vs. observed movement) as a central factor from learning intention (Experiment 1), instruction specificity and instruction control (Experiment 2), as well as navigation control (Experiment 3) to spatial learning in virtual environments. We tested the effects of these factors on landmark recognition (landmark knowledge), tour-integration and route navigation (route knowledge). Our findings suggest that movement control leads to robust advantages in landmark knowledge as compared to observed movement. Advantages in route knowledge do not depend on learning intention, but on the need to elaborate spatial information. Whenever the necessary level of elaboration is assured for observed movement, too, the development of route knowledge is not inferior to that for self-contained movement.

  17. Can Active Navigation Be as Good as Driving? A Comparison of Spatial Memory in Drivers and Backseat Drivers

    ERIC Educational Resources Information Center

    von Stulpnagel, Rul; Steffens, Melanie C.

    2012-01-01

    When driving a vehicle, either the driver or a passenger (henceforth: backseat driver) may be responsible for navigation. Research on active navigation, primarily addressed in virtual environments, suggests that controlling navigation is more central for spatial learning than controlling movement. To test this assumption in a real-world scenario,…

  18. Bacteriophage: A Model System for Active Learning

    PubMed Central

    LUCIANO, CARL S.; YOUNG, MATTHEW W.; PATTERSON, ROBIN R.

    2002-01-01

    Although bacteriophage provided a useful model system for the development of molecular biology, its simplicity, accessibility, and familiarity have not been fully exploited in the classroom. We describe a student-centered laboratory course in which student teams selected phage from sewage samples and characterized the phage in a semester-long project that modeled real-life scientific research. The course used an instructional approach that included active learning, collaboration, and learning by inquiry. Cooperative student teams had primary responsibility for organizing the content of the course, writing to learn using a journal article format, involving the entire group in shared laboratory responsibilities, and applying knowledge to the choice of new experiments. The results of student evaluations indicated a high level of satisfaction with the course. Our positive experience with this course suggests that phage provides an attractive model system for an active-learning classroom. PMID:23653543

  19. Active learning in optics and photonics

    NASA Astrophysics Data System (ADS)

    Niemela, Joseph J.

    2016-09-01

    Active learning in optics and photonics (ALOP) is a program of the International Basic Sciences Program at UNESCO, in collaboration with the Abdus Salam International Centre for Theoretical Physics (ICTP) and supported by SPIE, which is designed to help teachers in the developing world attract and retain students in the physical sciences. Using optics and photonics, it naturally attracts the interest of students and can be implemented using relatively low cost technologies, so that it can be more easily reproduced locally. The active learning methodology is student-centered, meaning the teachers give up the role of lecturer in favor of guiding and facilitating a learning process in which students engage in hands-on activities and active peer-peer discussions, and is shown to effectively enhance basic conceptual understanding of physics.

  20. [An improved N-FINDR endmember extraction algorithm based on manifold learning and spatial information].

    PubMed

    Tang, Xiao-yan; Gao, Kun; Ni, Guo-qiang; Zhu, Zhen-yu; Cheng, Hao-bo

    2013-09-01

    An improved N-FINDR endmember extraction algorithm by combining manifold learning and spatial information is presented under nonlinear mixing assumptions. Firstly, adaptive local tangent space alignment is adapted to seek potential intrinsic low-dimensional structures of hyperspectral high-diemensional data and reduce original data into a low-dimensional space. Secondly, spatial preprocessing is used by enhancing each pixel vector in spatially homogeneous areas, according to the continuity of spatial distribution of the materials. Finally, endmembers are extracted by looking for the largest simplex volume. The proposed method can increase the precision of endmember extraction by solving the nonlinearity of hyperspectral data and taking advantage of spatial information. Experimental results on simulated and real hyperspectral data demonstrate that the proposed approach outperformed the geodesic simplex volume maximization (GSVM), vertex component analysis (VCA) and spatial preprocessing N-FINDR method (SPPNFINDR).

  1. Is Peer Interaction Necessary for Optimal Active Learning?

    ERIC Educational Resources Information Center

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  2. Karyotype Analysis Activity: A Constructivist Learning Design

    ERIC Educational Resources Information Center

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  3. RoboResource Technology Learning Activities.

    ERIC Educational Resources Information Center

    Keck, Tom, Comp.; Frye, Ellen, Ed.

    Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…

  4. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  5. Learning Activities for the Growth Season.

    ERIC Educational Resources Information Center

    Darby, Linda, Ed.

    This poster, illustrated with a graphic of a caterpillar changing to a cocoon and emerging as a butterfly, presents learning activities for 7 weeks based on the seven stages of growth in the President's "Call to Action." Each week includes 5 days of activities based on seven themes: (1) "Reading on Your Own"; (2) "Getting…

  6. Spatial Visualization Tasks to Support Students' Spatial Structuring in Learning Volume Measurement

    ERIC Educational Resources Information Center

    Revina, Shintia; Zulkardi; Darmawijoyo; van Galen, Frans

    2011-01-01

    Many prior researches found that most of students in grade five tended to have difficulty in fully grasping the concept of volume measurement because they have to build their competence in spatial structuring. The unit of volume "packing" measurement must be integrated and coordinated in three-dimension. On the other hand, it is revealed…

  7. Maternal dietary loads of α-tocopherol differentially influence fear conditioning and spatial learning in adult offspring.

    PubMed

    Ambrogini, Patrizia; Ciuffoli, Stefano; Lattanzi, Davide; Minelli, Andrea; Bucherelli, Corrado; Baldi, Elisabetta; Betti, Michele; Cuppini, Riccardo

    2011-10-24

    α-Tocopherol, the main component of vitamin E, is well known to be a radical scavenger, so an increased intake of vitamin E is recommended in complicated pregnancy, to prevent possible fetus damage by free radical. In a previous work, we found that maternal α-tocopherol supplementation affects PKC-mediated cellular signaling and hippocampal synaptic plasticity in developing brain; the latter effect persists in adulthood. Here, adult rats maternally exposed to supranutritional doses of α-tocopherol were evaluated for Contextual Fear Conditioning and spatial learning in Morris Water Maze, two different hippocampus-dependent learning tasks. Moreover, anxiety, spontaneous activity, and explorative drive were also evaluated as factors potentially affecting learning performance. Treated rats showed a different behavior with respect to controls: performance in Contextual Fear Conditioning was improved, while spatial learning tested in Morris Water Maze, was impaired. The improvement of fear response was not ascribable to differences in anxiety level and/or spontaneous activity; thus it appears to be a specific effect of α-tocopherol overloading during brain development. On the contrary, the impaired performance in Morris Water Maze exhibited by treated rats can be in part explained by their enhanced explorative drive. Although extrapolation from rats to humans is difficult, a caveat in assuming supranutritional doses of vitamin E in pregnancy arises from this study.

  8. Visuo-spatial path learning, stress, and cortisol secretion following military cadets' first parachute jump: the effect of increasing task complexity.

    PubMed

    Taverniers, John; Smeets, Tom; Lo Bue, Salvatore; Syroit, Jef; Van Ruysseveldt, Joris; Pattyn, Nathalie; von Grumbkow, Jasper

    2011-09-01

    The present field experiment examined how multi-trial visuo-spatial learning and memory performance are impacted by excessive arousal, instigated by a potentially life-threatening event (i.e., a first parachute jump). Throughout a parachute training activity, subjective and neuroendocrine (i.e., cortisol) stress levels were assessed of 61 male military cadets who were randomly assigned to a control (n = 30) or a jump stress condition (n = 31). Post-stress learning and memory capacity was assessed with a 10-trial path-learning task that permitted emergence of learning curves. Pre-activity cortisol concentrations indicated a significant neuroendocrine anticipatory stress response in the stress group. Following parachuting, subjective stress levels and salivary cortisol reactivity differed significantly between groups. Visuo-spatial path-learning performance was impaired significantly after jump stress exposure, relative to the control group. Moreover, examination of the learning curves showed similar learning and memory performance at onset of the trials, with curves bifurcating as the task became more complex. These findings are in accordance with leading theories that acknowledge a moderating effect of task complexity. In sum, the present study extends knowledge concerning anticipatory stress effects, endogenously instigated cortisol reactivity, and the influence of extreme arousal on visuo-spatial path learning.

  9. Sleep enhances a spatially mediated generalization of learned values

    PubMed Central

    Tolat, Anisha; Spiers, Hugo J.

    2015-01-01

    Sleep is thought to play an important role in memory consolidation. Here we tested whether sleep alters the subjective value associated with objects located in spatial clusters that were navigated to in a large-scale virtual town. We found that sleep enhances a generalization of the value of high-value objects to the value of locally clustered objects, resulting in an impaired memory for the value of high-valued objects. Our results are consistent with (a) spatial context helping to bind items together in long-term memory and serve as a basis for generalizing across memories and (b) sleep mediating memory effects on salient/reward-related items. PMID:26373834

  10. Brain Oscillatory Activity during Spatial Navigation: Theta and Gamma Activity Link Medial Temporal and Parietal Regions

    ERIC Educational Resources Information Center

    White, David J.; Congedo, Marco; Ciorciari, Joseph; Silberstein, Richard B.

    2012-01-01

    Brain oscillatory correlates of spatial navigation were investigated using blind source separation (BSS) and standardized low resolution electromagnetic tomography (sLORETA) analyses of 62-channel EEG recordings. Twenty-five participants were instructed to navigate to distinct landmark buildings in a previously learned virtual reality town…

  11. Fast automated segmentation of multiple objects via spatially weighted shape learning

    NASA Astrophysics Data System (ADS)

    Chandra, Shekhar S.; Dowling, Jason A.; Greer, Peter B.; Martin, Jarad; Wratten, Chris; Pichler, Peter; Fripp, Jurgen; Crozier, Stuart

    2016-11-01

    Active shape models (ASMs) have proved successful in automatic segmentation by using shape and appearance priors in a number of areas such as prostate segmentation, where accurate contouring is important in treatment planning for prostate cancer. The ASM approach however, is heavily reliant on a good initialisation for achieving high segmentation quality. This initialisation often requires algorithms with high computational complexity, such as three dimensional (3D) image registration. In this work, we present a fast, self-initialised ASM approach that simultaneously fits multiple objects hierarchically controlled by spatially weighted shape learning. Prominent objects are targeted initially and spatial weights are progressively adjusted so that the next (more difficult, less visible) object is simultaneously initialised using a series of weighted shape models. The scheme was validated and compared to a multi-atlas approach on 3D magnetic resonance (MR) images of 38 cancer patients and had the same (mean, median, inter-rater) Dice’s similarity coefficients of (0.79, 0.81, 0.85), while having no registration error and a computational time of 12-15 min, nearly an order of magnitude faster than the multi-atlas approach.

  12. Design and Implementation of an Object Oriented Learning Activity System

    ERIC Educational Resources Information Center

    Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming

    2009-01-01

    With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance.…

  13. Spatial and Temporal knowledge representation techniques for traditional machine learning classifiers applied to remote sensing data.

    NASA Astrophysics Data System (ADS)

    Cervone, G.; Kafatos, M.

    2005-12-01

    Formulating general hypotheses from limited observations is one of the fundamental principles of scientific discovery. The data mining approach consists, among others, in generating new knowledge analyzing massive amounts of data and using background knowledge. Knowledge representation is one of the fundamental topics of data mining, because the representation language dictates which algorithms to use, as well as the effective usefulness of the learned hypotheses. Programs that use richer representation languages have the advantage of generating hypotheses that are compact and easy to understand, and the disadvantage of being more complex, slower and ususally with more control parameters. On the other hand, programs that use simpler representaiton languages overcome these shortcomings, but fail to generate hypotheses that can be easily interpreted and used for problem solving and decision making. Symbolic machine learning methods, such as decision rule classifiers, use a complex representation language which can be used to describe difficult concepts, and allow to cope with spatial and temporal data, such as remote sensing data. Because data are usually collected as a sequence of observations over time and in specific locations, very often it is necessary to find relations not only in the data per se, but also in the temporal and spatial distribution of the observations. Due to the increasingly large amount of spatial and temporal data collected and analyzed in several fields such as remote sensing, geographical information systems (GIS), bioinformatics, medicine, bank transactions, etc, spatial and temporal knowledge representaion has become a problem of crucial importance. Present research investigates methods to use existing symbolic machine learning classifiers with temporal and spatial data. The data are converted in a representation language which is suitable to learn spatial and temporal relationship without modifying the existing algorithms. Results from

  14. Spatial cues more salient than color cues in cotton-top tamarins (Saguinus oedipus) reversal learning.

    PubMed

    Gaudio, Jennifer L; Snowdon, Charles T

    2008-11-01

    Animals living in stable home ranges have many potential cues to locate food. Spatial and color cues are important for wild Callitrichids (marmosets and tamarins). Field studies have assigned the highest priority to distal spatial cues for determining the location of food resources with color cues serving as a secondary cue to assess relative ripeness, once a food source is located. We tested two hypotheses with captive cotton-top tamarins: (a) Tamarins will demonstrate higher rates of initial learning when rewarded for attending to spatial cues versus color cues. (b) Tamarins will show higher rates of correct responses when transferred from color cues to spatial cues than from spatial cues to color cues. The results supported both hypotheses. Tamarins rewarded based on spatial location made significantly more correct choices and fewer errors than tamarins rewarded based on color cues during initial learning. Furthermore, tamarins trained on color cues showed significantly increased correct responses and decreased errors when cues were reversed to reward spatial cues. Subsequent reversal to color cues induced a regression in performance. For tamarins spatial cues appear more salient than color cues in a foraging task.

  15. Learning the spatial features of a locomotor task is slowed after stroke

    PubMed Central

    Tyrell, Christine M.; Helm, Erin

    2014-01-01

    The capacity for humans to learn a new walking pattern has been explored with a split-belt treadmill during single sessions of adaptation, but the split-belt treadmill can also be used to study longer-term motor learning. Although the literature provides some information about motor learning after stroke, existing studies have primarily involved the upper extremity and the results are mixed. The purpose of this study was to characterize learning of a novel locomotor task in stroke survivors. We hypothesized that the presence of neurological dysfunction from stroke would result in slower learning of a locomotor task and decreased retention of what was learned and that these deficits would be related to level of sensorimotor impairment. Sixteen participants with stroke and sixteen neurologically intact participants walked on a split-belt treadmill for 15 min on 5 consecutive days and during a retention test. Step length and limb phase were measured to capture learning of the spatial and temporal aspects of walking. Learning the spatial pattern of split-belt treadmill walking was slowed after stroke compared with neurologically intact subjects, whereas there were no differences between these two groups in learning the temporal pattern. During the retention test, poststroke participants demonstrated equal retention of the split-belt treadmill walking pattern compared with those who were neurologically intact. The results suggest that although stroke survivors are slower to learn a new spatial pattern of gait, if given sufficient time they are able to do so to the same extent as those who are neurologically intact. PMID:24790172

  16. Gait disorder as a predictor of spatial learning and memory impairment in aged mice

    PubMed Central

    Wang, Qing M.; Meng, Zhaoxiang; Yin, Zhenglu

    2017-01-01

    Objective To investigate whether gait dysfunction is a predictor of severe spatial learning and memory impairment in aged mice. Methods A total of 100 12-month-old male mice that had no obvious abnormal motor ability and whose Morris water maze performances were not significantly different from those of two-month-old male mice were selected for the study. The selected aged mice were then divided into abnormal or normal gait groups according to the results from the quantitative gait assessment. Gaits of aged mice were defined as abnormal when the values of quantitative gait parameters were two standard deviations (SD) lower or higher than those of 2-month-old male mice. Gait parameters included stride length, variability of stride length, base of support, cadence, and average speed. After nine months, mice exhibiting severe spatial learning and memory impairment were separated from mice with mild or no cognitive dysfunction. The rate of severe spatial learning and memory impairment in the abnormal and normal gait groups was tested by a chi-square test and the correlation between gait dysfunction and decline in cognitive function was tested using a diagnostic test. Results The 12-month-old aged mice were divided into a normal gait group (n = 75) and an abnormal gait group (n = 25). Nine months later, three mice in the normal gait group and two mice in the abnormal gait group had died. The remaining mice were subjected to the Morris water maze again, and 17 out of 23 mice in the abnormal gait group had developed severe spatial learning and memory impairment, including six with stride length deficits, 15 with coefficient of variation (CV) in stride length, two with base of support (BOS) deficits, five with cadence dysfunction, and six with average speed deficits. In contrast, only 15 out of 72 mice in the normal gait group developed severe spatial learning and memory impairment. The rate of severe spatial learning and memory impairment was significantly higher in

  17. Spatial working memory and arithmetic deficits in children with nonverbal learning difficulties.

    PubMed

    Mammarella, Irene Cristina; Lucangeli, Daniela; Cornoldi, Cesare

    2010-01-01

    Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matched for verbal abilities, age, gender, and sociocultural level. The children were presented with a visuospatial working memory battery of recognition tests involving visual, spatial-sequential and spatial-simultaneous processes, and two arithmetic tasks (number ordering and written calculations). The two groups were found to differ on some spatial tasks but not in the visual working memory tasks. On the arithmetic tasks, the children with nonverbal learning difficulties made more errors than controls in calculation and were slower in number ordering. A discriminant function analysis confirmed the crucial role of spatial-sequential working memory in distinguishing between the two groups. Results are discussed with reference to spatial working memory and arithmetic difficulties in nonverbal learning disabilities. Implications for the relationship between visuospatial working memory and arithmetic are also considered.

  18. Loss of spatial learning in a patient with topographical disorientation in new environments

    PubMed Central

    Turriziani, P; Carlesimo, G; Perri, R; Tomaiuolo, F; Caltagirone, C

    2003-01-01

    The case is described of a patient who, following cerebral hypoxia, developed severe difficulty in orienting himself in new environments in the context of a mild global amnesic syndrome. Some episodes he related suggested that his main difficulty was remembering the spatial/directional value of landmarks he recognised. A neuroradiological examination documented severe bilateral atrophy of the hippocampi associated with atrophic changes in the cerebral hemispheres, most marked in the dorsal regions. Neuropsychological and experimental evaluation showed a severe deficit of spatial learning with substantially preserved ability to learn verbal and visual-object information. He was also virtually unable to learn a route in a maze task based exclusively on spatial data, but the availability of visual cues substantially improved his learning. Finally, he performed within normal limits on various tests investigating knowledge acquired premorbidly regarding famous buildings, routes in the town he had been living in since childhood, and geography. Topographical disorientation may be subtended by a specific difficulty in storing the spatial/directional value of visual landmarks in novel environments. The hippocampus appears to be involved in the acquisition of new topographical spatial knowledge. PMID:12486268

  19. Interleukin-1beta induces anorexia but not spatial learning and memory deficits in the rat.

    PubMed

    Thomson, Lisa M; Sutherland, Robert J

    2006-06-30

    Sickness behaviors are a set of adaptive responses to infection that include lethargy, anorexia, and, of direct relevance to this work, learning and memory impairments. The proinflammatory cytokine, interleukin-1 beta (IL-1beta) has been proposed as the primary peripheral mediator of these sickness behaviors, though few studies have investigated the effects of peripheral IL-1beta on learning and memory. We used three different versions of the Morris water task (Morris water task), a spatial learning and memory task, to separately assess the effects of peripheral IL-1beta on acquisition, consolidation, and retention of spatial location information. Using a dose that induced anorexia, assessed as a significant reduction in body weight, we observed no performance impairments in the IL-1beta-treated rats across the different versions of the task, suggesting that peripheral IL-1beta alone is insufficient to induce spatial learning and memory impairments in the rat. The observed dissociation of anorexia and cognitive dysfunction suggests that, either spatial learning and memory are not principal components of the sickness response, or cognitive dysfunction requires different or additional peripheral mediator(s).

  20. Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring.

    PubMed

    Rand, Kristina M; Creem-Regehr, Sarah H; Thompson, William B

    2015-06-01

    The ability to navigate without getting lost is an important aspect of quality of life. In 5 studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2, participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared with degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared with degraded vision. With degraded vision, auditory task performance was better when guided compared with unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing.

  1. Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring

    PubMed Central

    Rand, Kristina M.; Creem-Regehr, Sarah H.; Thompson, William B.

    2015-01-01

    The ability to navigate without getting lost is an important aspect of quality of life. In five studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low-vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2 participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared to degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared to degraded vision. With degraded vision, auditory task performance was better when guided compared to unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing. PMID:25706766

  2. Learning plan applicability through active mental entities

    SciTech Connect

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-03-22

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles.

  3. Can zebrafish learn spatial tasks? An empirical analysis of place and single CS-US associative learning.

    PubMed

    Karnik, Indraneel; Gerlai, Robert

    2012-08-01

    The zebrafish may be an ideal tool with which genes underlying learning and memory can be identified and functionally investigated. From a translational viewpoint, relational learning and episodic memory are particularly important as their impairment is the hallmark of prevalent human neurodegenerative diseases. Recent reports suggest that zebrafish are capable of solving complex relational-type associative learning tasks, namely spatial learning tasks. However, it is not known whether good performance in these tasks was truly based upon relational learning or upon a single CS-US association. Here we study whether zebrafish can find a rewarding stimulus (sight of conspecifics) based upon a single associative cue or/and upon the location of the reward using a method conceptually similar to 'context and cue dependent fear conditioning' employed with rodents. Our results confirm that zebrafish can form an association between a salient visual cue and the rewarding stimulus and at the same time they can also learn where the reward is presented. Although our results do not prove that zebrafish form a dynamic spatial map of their surroundings and use this map to locate their reward, they do show that these fish perform similarly to rodents whose hippocampal function is unimpaired. These results further strengthen the notion that complex cognitive abilities exist in the zebrafish and thus they may be analyzed using the excellent genetic tool set developed for this simple vertebrate.

  4. Can zebrafish learn spatial tasks? An empirical analysis of place and single CS-US associative learning

    PubMed Central

    Karnik, Indraneel; Gerlai, Robert

    2012-01-01

    The zebrafish may be an ideal tool with which genes underlying learning and memory can be identified and functionally investigated. From a translational viewpoint, relational learning and episodic memory are particularly important as their impairment is the hallmark of prevalent human neurodegenerative diseases. Recent reports suggest that zebrafish are capable of solving complex relational-type associative learning tasks, namely spatial learning tasks. However, it is not known whether good performance in these tasks was truly based upon relational learning or upon a single CS-US association. Here we study whether zebrafish can find a rewarding stimulus (sight of conspecifics) based upon a single associative cue or/and upon the location of the reward using a method conceptually similar to ‘context and cue dependent fear conditioning’ employed with rodents. Our results confirm that zebrafish can form an association between a salient visual cue and the rewarding stimulus and at the same time they can also learn where the reward is presented. Although our results do not prove that zebrafish form a dynamic spatial map of their surroundings and use this map to locate their reward, they do show that these fish perform similarly to rodents whose hippocampal function is unimpaired. These results further strengthen the notion that complex cognitive abilities exist in the zebrafish and thus they may be analyzed using the excellent genetic tool set developed for this simple vertebrate. PMID:22633962

  5. The selective serotonin reuptake inhibitor, escitalopram, enhances inhibition of prepotent responding and spatial reversal learning.

    PubMed

    Brown, Holden D; Amodeo, Dionisio A; Sweeney, John A; Ragozzino, Michael E

    2012-11-01

    Previous findings indicate treatment with a selective serotonin reuptake inhibitor (SSRI) facilitates behavioral flexibility when conditions require inhibition of a learned response pattern. The present experiment investigated whether acute treatment with the SSRI, escitalopram, affects behavioral flexibility when conditions require inhibition of a naturally biased response pattern (elevated conflict test) and/or reversal of a learned response pattern (spatial reversal learning). An additional experiment was carried out to determine whether escitalopram, at doses that affected behavioral flexibility, also reduced anxiety as tested in the elevated plus-maze. In each experiment, Long-Evans rats received an intraperitoneal injection of either saline or escitalopram (0.03, 0.3 or 1.0 mg/kg) 30 min prior to behavioral testing. Escitalopram, at all doses tested, enhanced acquisition in the elevated conflict test, but did not affect performance in the elevated plus-maze. Escitalopram (0.3 and 1.0 mg/kg) did not alter acquisition of the spatial discrimination, but facilitated reversal learning. In the elevated conflict and spatial reversal learning test, escitalopram enhanced the ability to maintain the relevant strategy after being initially selected. The present findings suggest that enhancing serotonin transmission with an SSRI facilitates inhibitory processes when conditions require a shift away from either a naturally biased response pattern or a learned choice pattern.

  6. Acquisition of knowledge about spatial location: assessing the generality of the mechanism of learning.

    PubMed

    Chamizo, V D

    2003-02-01

    A selection of studies in the last 20 years is reviewed. These studies show basic Pavlovian phenomena in the spatial domain (like blocking, overshadowing, latent inhibition, and perceptual learning) with nonhuman subjects, specifically with rats, both in the radial maze and in the circular pool. The generality of these phenomena with respect to other species and to other spatial preparations is also discussed. The conclusion is that the mechanism responsible for the acquisition of knowledge about spatial location seems to be associative in nature.

  7. Active Learning in Engineering Education: A (Re)Introduction

    ERIC Educational Resources Information Center

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  8. The effect of arsenite on spatial learning: Involvement of autophagy and apoptosis.

    PubMed

    BonakdarYazdi, Behnoosh; Khodagholi, Fariba; Shaerzadeh, Fatemeh; Sharifzadeh, Azadeh; Ahmadi, Ramesh; Sanati, Mehdi; Mehdizadeh, Hajar; Payandehmehr, Borna; Vali, Leila; Jahromi, Mehrnoush Moghaddasi; Taghizadeh, Ghorban; Sharifzadeh, Mohammad

    2017-02-05

    Spatial learning plays a major role in one's information recording. Arsenic is one of ubiquitous environmental toxins with known neurological effects. However, studies investigating the effects of arsenic on spatial learning and related mechanisms are limited. This study was planned toexaminethe effects of bilateral intra-hippocampal infusion of different concentrations of sodium arsenite (5, 10 and 100nM, 5µl/side) on spatial learning in Wistar rats. Moreover, we evaluated levels of LC3-II, Atg7 and Atg12 as reliable biomarkers of autophagy and caspase-3 and Bax/Bcl-2 ratio as indicators of apoptosis in the hippocampus. Interestingly, low concentrations of sodium arsenite (5 and 10nM) significantly increased spatial acquisition but pre-training administration of sodium arsenite100nM did not significantly alter spatial learning. LC3-II levels were significantly increased in groups treated with sodium arsenite 5 and 10nM and decreased in the group receiving arsenite 100nM compared to the control group. Atg7 and Atg12 levels were obviously higher in all groups treated with sodium arsenite compared to control. However, caspase-3 cleavage and Bax/Bcl-2 ratio were notably greater in 100nM, and lesser in 5nM arsenite group in comparison with control animals. The results of this study showed that the low concentrations of sodium arsenite could facilitate spatial learning. This facilitation could be attributed to neuronal autophagy induced by low concentrations of sodium arsenite. These findings may help to clarify the regulatory pathways for apoptosis and autophagy balance due to sodium arsenite.

  9. Astronomy Learning Activities for Tablets

    NASA Astrophysics Data System (ADS)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  10. A consistent but non-coincident visual pattern facilitates the learning of spatial relations among locations.

    PubMed

    Katz, Scott S; Brown, Michael F; Sturz, Bradley R

    2014-02-01

    Human participants searched in a dynamic three-dimensional computer-generated virtual-environment open-field search task for four hidden goal locations arranged in a diamond configuration located in a 5 × 5 matrix of raised bins. Participants were randomly assigned to one of two groups: visual pattern or visual random. All participants experienced 30 trials in which four goal locations maintained the same spatial relations to each other (i.e., a diamond pattern), but this diamond pattern moved to random locations within the 5 × 5 matrix from trial to trial. For participants in the visual pattern group, four locations were marked in a distinct color and arranged in a diamond pattern that moved to a random location independent of the hidden spatial pattern from trial to trial throughout the experimental session. For participants in the visual random group, four random locations were marked with a distinct color and moved to random locations independent from the hidden spatial pattern from trial to trial throughout the experimental session. As a result, the visual cues for the visual pattern group were consistent but not coincident with the hidden spatial pattern, whereas the visual cues for the visual random group were neither consistent nor coincident with the hidden spatial pattern. Results indicated that participants in both groups learned the spatial configuration of goal locations and that the presence of consistent but noncoincident visual cues facilitated the learning of spatial relations among locations.

  11. Using Oceanography to Support Active Learning

    NASA Astrophysics Data System (ADS)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  12. Adaptive social learning strategies in temporally and spatially varying environments : how temporal vs. spatial variation, number of cultural traits, and costs of learning influence the evolution of conformist-biased transmission, payoff-biased transmission, and individual learning.

    PubMed

    Nakahashi, Wataru; Wakano, Joe Yuichiro; Henrich, Joseph

    2012-12-01

    Long before the origins of agriculture human ancestors had expanded across the globe into an immense variety of environments, from Australian deserts to Siberian tundra. Survival in these environments did not principally depend on genetic adaptations, but instead on evolved learning strategies that permitted the assembly of locally adaptive behavioral repertoires. To develop hypotheses about these learning strategies, we have modeled the evolution of learning strategies to assess what conditions and constraints favor which kinds of strategies. To build on prior work, we focus on clarifying how spatial variability, temporal variability, and the number of cultural traits influence the evolution of four types of strategies: (1) individual learning, (2) unbiased social learning, (3) payoff-biased social learning, and (4) conformist transmission. Using a combination of analytic and simulation methods, we show that spatial-but not temporal-variation strongly favors the emergence of conformist transmission. This effect intensifies when migration rates are relatively high and individual learning is costly. We also show that increasing the number of cultural traits above two favors the evolution of conformist transmission, which suggests that the assumption of only two traits in many models has been conservative. We close by discussing how (1) spatial variability represents only one way of introducing the low-level, nonadaptive phenotypic trait variation that so favors conformist transmission, the other obvious way being learning errors, and (2) our findings apply to the evolution of conformist transmission in social interactions. Throughout we emphasize how our models generate empirical predictions suitable for laboratory testing.

  13. Spatial diversity of spontaneous activity in the cortex

    PubMed Central

    Tan, Andrew Y. Y.

    2015-01-01

    The neocortex is a layered sheet across which a basic organization is thought to widely apply. The variety of spontaneous activity patterns is similar throughout the cortex, consistent with the notion of a basic cortical organization. However, the basic organization is only an outline which needs adjustments and additions to account for the structural and functional diversity across cortical layers and areas. Such diversity suggests that spontaneous activity is spatially diverse in any particular behavioral state. Accordingly, this review summarizes the laminar and areal diversity in cortical activity during fixation and slow oscillations, and the effects of attention, anesthesia and plasticity on the cortical distribution of spontaneous activity. Among questions that remain open, characterizing the spatial diversity in spontaneous membrane potential may help elucidate how differences in circuitry among cortical regions supports their varied functions. More work is also needed to understand whether cortical spontaneous activity not only reflects cortical circuitry, but also contributes to determining the outcome of plasticity, so that it is itself a factor shaping the functional diversity of the cortex. PMID:26441547

  14. Interpreting collective neural activity underlying spatial navigation in virtual reality

    NASA Astrophysics Data System (ADS)

    Meshulam, Leenoy; Gauthier, Jeff; Tank, David; Bialek, William

    2015-03-01

    Traditionally, cognitive- demanding processes like spatial navigation were studied by recording the activity of single neurons. However, recent technological progress allows imaging the simultaneous activity of large neuronal populations in awake behaving animals. This progress in experimental work calls for a similar adjustments of the modeling frameworks. To achieve a description of the ``real thermodynamics'' of the neural system, we construct maximum entropy models for optical imaging data taken in vivo, from the hippocampus of mice navigating in a virtual reality environment. This provides a natural extension of statistical mechanics applicable to brain activity, by focusing on the interactions between cells rather than on single cell's activity. We aim to determine how the topology of the energy landscape predicted by the model corresponds to the location of the animal in the environment. Since large subpopulations of the neurons in this area are spatially modulated, we expect the landscape to exhibit a large ``valley'' structure of local minima, corresponding to the animal's position along the environment. Such a finding is especially of interest because the location information emerges solely from the activity patterns that are accessible to the brain.

  15. Spatial variability of the dehydrogenase activity in forest soils

    NASA Astrophysics Data System (ADS)

    Błońska, Ewa; Lasota, Jarosław

    2014-05-01

    The aim of this study was to assess the spatial variability of the dehydrogenase activity (DH) in forest soils using geostatistics. We have studied variability soil dehydrogenase and their relationship with variability of some physic-chemical properties. Two study areas (A and B) were set up in southern Poland in the Zlotoryja Forest District. Study areas were covered by different types of vegetation (A- broadleaf forest with beech, ash and sycamore), B- coniferous forest with Norway spruce). The soils were classified as Dystric Cambisols (WRB 2006). The samples for laboratory testing were collected from 49 places on each areas. 15 cm of surface horizon of soil were taken (with previously removed litter). Dehydrogenase activity was marked with Lenhard's method according to the Casida procedure. Soil pH, nitrogen (N) and soil organic carbon (C) content (by LECO CNS 2000 carbon analyzer) was marked. C/N ratio was calculated. Particle size composition was determined using laser diffraction. Statistical analysis were performed using STATISTICA 10 software. Geostatistical analysis and mapping were done by application of GS 9+ (Gamma Design) and Surfer 11 (Golden Software). The activity of DH ranged between 5,02 and 71,20 mg TPP• kg-1 •24 h-1 on the A area and between 0,94 and 16,47 mg TPP• kg-1 •24 h-1. Differences in spatial variability of the analised features were noted. The variability of dehydrogenase activity on the A study area was described by an exponential model, whereas on the B study area the spatial correlation has not been noted. The relationship of dehydrogenase activity with the remaining parameters of soil was noted only in the case of A study area. The variability of organic carbon content on the A and B study areas were described by an exponential model. The variability of nitrogen content on both areas were described by an spherical model.

  16. Seizures in early life suppress hippocampal dendrite growth while impairing spatial learning.

    PubMed

    Nishimura, Masataka; Gu, Xue; Swann, John W

    2011-11-01

    Impaired learning and memory are common in epilepsy syndromes of childhood. Clinical investigations suggest that the developing brain may be particularly vulnerable to the effects of intractable seizure disorders. Magnetic resonance imaging (MRI) studies have demonstrated reduced volumes in brain regions involved in learning and memory. The earlier the onset of an epilepsy the larger the effects seem to be on both brain anatomy and cognition. Thus, childhood epilepsy has been proposed to interfere in some unknown way with brain development. Experiments reported here explore these ideas by examining the effects of seizures in infant mice on learning and memory and on the growth of CA1 hippocampal pyramidal cell dendrites. Fifteen brief seizures were induced by flurothyl between postnatal days 7 and 11 in mice that express green fluorescent protein (GFP) in hippocampal pyramidal cells. One to 44days later, dendritic arbors were reconstructed to measure growth. Spatial learning and memory were also assessed in a water maze. Our results show that recurrent seizures produced marked deficits in learning and memory. Seizures also dramatically slowed the growth of basilar dendrites while neurons in littermate control mice continued to add new dendritic branches and lengthen existing branches. When experiments were performed in older mice, seizures had no measureable effects on either dendrite arbor complexity or spatial learning and memory. Our results suggest that the recurring seizures of intractable childhood epilepsy contribute to associated learning and memory deficits by suppressing dendrite growth.

  17. Failure to learn a new spatial format in children with developmental dyslexia

    PubMed Central

    Pontillo, Maria; De Luca, Maria; Ellis, Andrew W.; Marinelli, Chiara Valeria; Spinelli, Donatella; Zoccolotti, Pierluigi

    2014-01-01

    A general problem in studying children with developmental dyslexia is how to separate inefficiency in learning on the one hand from exposure to written texts on the other. To evaluate dyslexic children's learning abilities with graphemic materials, we tested their improvement in a condition that minimized previous experience with words (i.e., “novel words”) and with the standard, horizontal spatial letter array (i.e., a non-canonical “zigzag” format). We selected five pairs of children with dyslexia and (younger) typically developing readers matched for reading speed and accuracy in these specific conditions. Reading performance on novel words in the zigzag format was measured in 23 sessions; learning curves were fitted by power functions. Similar to typically developing readers, children with dyslexia improved their reading of novel words presented in the new format; however, their rate of learning was slower than that of typically developing readers. Furthermore, their learning to read in the new format did not generalize to novel untrained items, whereas significant generalization was present in typically developing readers. As the failure to generalize learning of the spatial format could not be attributed to reduced experience, it indicates a genuine disability and points to impaired perceptual learning as a factor in developmental dyslexia. PMID:24785494

  18. Spatial frequency components influence cell activity in the inferotemporal cortex.

    PubMed

    Bermudez, Maria A; Vicente, Ana F; Romero, Maria C; Perez, Rogelio; Gonzalez, Francisco

    2009-01-01

    We studied the correlation between the spatial frequency of complex stimuli and neuronal activity in the monkey inferotemporal (IT) cortex while performing a task that required visual recognition. Single-cell activity was recorded from the right IT cortex. The frequency components of the images used as stimuli were analyzed by using a fast Fourier transform, and a modulus was obtained for 40 spatial frequency ranges from 0.3 to 11.1 cycles/deg. We recorded 82 cells showing statistically significant responses (analysis of variance, P < 0.05) to at least one of the images used as a stimulus. Seventy-eight percent of these cells (n = 64) showed significant responses to at least three images, and in two thirds of them (n = 42), we found a statistically significant correlation (P < 0.05) between cell response and the modulus amplitude of at least one frequency range present in the images. Our results suggest that information about spatial frequency of the visual images is present in the IT cortex.

  19. Chlorpheniramine impairs spatial choice learning in telencephalon-ablated fish.

    PubMed

    Romaguera, Fernanda; Mattioli, Rosana

    2008-01-01

    This work investigated the effect of the H1 receptor blockade in the forebrain of ablated Carassius auratus in a simple stimulus-response learning task using a T-maze test with positive reinforcement. The goldfish were submitted to surgery for removal of both telencephalic lobes five days before beginning the experiment. A T-shaped glass aquarium was employed, with two feeders located at the extremities of the long arm. One of the two feeders was blocked. The experimental trials were performed in nine consecutive days. Each fish was individually placed in the short arm and confined there for thirty seconds, then it was allowed to swim through the aquarium to search for food for ten minutes (maximum period). Time to find food was analysed in seconds. Animals were injected intraperitoneally with chlorpheniramine (CPA) at 16 mg/kg of body weight or saline after every trial, ten minutes after being placed back in the home aquarium. The results show that all the training latencies of the A-SAL group were higher than the latencies of the S-SAL group. The S-SAL group had decreased latencies from the second trial on, while the S-CPA group showed decreased latencies after the fourth trial. The A-SAL group showed reduced latencies after the fifth trial, but the A-CPA group maintained the latencies throughout the experiment. This suggests that CPA impairs the consolidation of learning both on telencephalon ablated animals and in sham-operated ones through its action on mesencephalic structures of the brain and/or on the cerebellum in teleost fish.

  20. Chronic enhancement of CREB activity in the hippocampus interferes with the retrieval of spatial information

    PubMed Central

    Viosca, Jose; Malleret, Gaël; Bourtchouladze, Rusiko; Benito, Eva; Vronskava, Svetlana; Kandel, Eric R.; Barco, Angel

    2009-01-01

    The activation of cAMP-responsive element-binding protein (CREB)-dependent gene expression is thought to be critical for the formation of different types of long-term memory. To explore the consequences of chronic enhancement of CREB function on spatial memory in mammals, we examined spatial navigation in bitransgenic mice that express in a regulated and restricted manner a constitutively active form of CREB, VP16-CREB, in forebrain neurons. We found that chronic enhancement of CREB activity delayed the acquisition of an allocentric strategy to solve the hidden platform task. The ability to turn on and off transgene expression allowed us to dissect the role of CREB in dissociable memory processes. In mice in which transgene expression was turned on during memory acquisition, turning off the transgene re-established the access to the memory trace, whereas in mice in which transgene expression was turned off during acquisition, turning on the transgene impaired memory expression in a reversible manner, indicating that CREB enhancement specifically interfered with the retrieval of spatial information. The defects on spatial navigation in mice with chronic enhancement of CREB function were not corrected by conditions that increased further CREB-dependent activation of hippocampal memory systems, such as housing in an enriched environment. These results along with previous findings in CREB-deficient mutants indicate that the relationship of CREB-mediated plasticity to spatial memory is an inverted-U function, and that optimal learning in the water maze requires accurate regulation of this pathway. PMID:19237642

  1. The modified Location Learning Test: norms for the assessment of spatial memory function in neuropsychological patients.

    PubMed

    Kessels, Roy P C; Nys, Gudrun M S; Brands, Augustina M A; van den Berg, Esther; Van Zandvoort, Martine J E

    2006-12-01

    This study examines the applicability of the modified Location Learning Test (mLLT) as a test of spatial memory in neuropsychological patients. Three groups of participants were examined: stroke patients, patients with diabetes mellitus and healthy participants (N=411). Three error measures were computed, the Total Score (index of overall performance), the Learning Index (the learning curve over subsequent trials) and the Delayed Recall Score, measuring decay over time. The Learning Index was the most sensitive measure, showing differences between the three groups as well as lateralization effects within the stroke group. Also, the mLLT correlated significantly with the Rey Auditory Verbal Learning Test, as well as with age and education level. Regression-based normative data were computed based on the healthy participants. In all, the mLLT appears to be a sensitive and valid test for the detection of object-location memory impairments in clinical groups.

  2. User Control and Task Authenticity for Spatial Learning in 3D Environments

    ERIC Educational Resources Information Center

    Dalgarno, Barney; Harper, Barry

    2004-01-01

    This paper describes two empirical studies which investigated the importance for spatial learning of view control and object manipulation within 3D environments. A 3D virtual chemistry laboratory was used as the research instrument. Subjects, who were university undergraduate students (34 in the first study and 80 in the second study), undertook…

  3. THE EFFECT OF SELECTED SPATIAL DESIGN FACTORS IN EDUCATIONAL DISPLAYS ON LEARNING AND RETENTION.

    ERIC Educational Resources Information Center

    ROCKETT, AGNES M.; SAUL, EZRA V.

    CRITERIA WERE DEVELOPED FOR THE DESIGN OF LABELS IN VERBAL-PICTORIAL EDUCATIONAL DISPLAYS. THE INFLUENCE OF SPATIAL DISTRIBUTION OF LABELS ON EASE OF LEARNING AND DEGREE OF RETENTION WAS INVESTIGATED. THIRTY ANATOMICAL PARTS OF THE HUMAN DIGESTIVE TRACT WERE LABELED ON 10 CHARTS SHOWING THE SAME DIAGRAM OF THE HUMAN BODY, BUT WITH DIFFERENT…

  4. Who Benefits from Learning with 3D Models?: The Case of Spatial Ability

    ERIC Educational Resources Information Center

    Huk, T.

    2006-01-01

    Empirical studies that focus on the impact of three-dimensional (3D) visualizations on learning are to date rare and inconsistent. According to the ability-as-enhancer hypothesis, high spatial ability learners should benefit particularly as they have enough cognitive capacity left for mental model construction. In contrast, the…

  5. Semantic Features, Perceptual Expectations, and Frequency as Factors in the Learning of Polar Spatial Adjective Concepts.

    ERIC Educational Resources Information Center

    Dunckley, Candida J. Lutes; Radtke, Robert C.

    Two semantic theories of word learning, a perceptual complexity hypothesis (H. Clark, 1970) and a quantitative complexity hypothesis (E. Clark, 1972) were tested by teaching 24 preschoolers and 16 college students CVC labels for five polar spatial adjective concepts having single word representations in English, and for three having no direct…

  6. Variable impact of chronic stress on spatial learning and memory in BXD mice.

    PubMed

    Shea, Chloe J A; Carhuatanta, Kimberly A K; Wagner, Jessica; Bechmann, Naomi; Moore, Raquel; Herman, James P; Jankord, Ryan

    2015-10-15

    The effects of chronic stress on learning are highly variable across individuals. This variability stems from gene-environment interactions. However, the mechanisms by which stress affects genetic predictors of learning are unclear. Thus, we aim to determine whether the genetic pathways that predict spatial memory performance are altered by previous exposure to chronic stress. Sixty-two BXD recombinant inbred strains of mice, as well as parent strains C57BL/6J and DBA/2J, were randomly assigned as behavioral control or to a chronic variable stress paradigm and then underwent behavioral testing to assess spatial memory and learning performance using the Morris water maze. Quantitative trait loci (QTL) mapping was completed for average escape latency times for both control and stress animals. Loci on chromosomes 5 and 10 were found in both control and stress environmental populations; eight additional loci were found to be unique to either the control or stress environment. In sum, results indicate that certain genetic loci predict spatial memory performance regardless of prior stress exposure, while exposure to stress also reveals unique genetic predictors of training during the memory task. Thus, we find that genetic predictors contributing to spatial learning and memory are susceptible to the presence of chronic stress.

  7. Increasing Content-Area Learning: A Comparison of Mnemonic and Visual-Spatial Direct Instruction.

    ERIC Educational Resources Information Center

    Scruggs, Thomas E.; And Others

    In two experiments, learning disabled (LD) students were taught attributes of North American minerals via mnemonic instruction, free study, or a visual-spatial display condition similar to that proposed by Engelmann and Carnine (1982). In the first experiement, 36 junior high school-age LD students were taught specific attribute values (hardness =…

  8. Incidental Learning of Links during Navigation: The Role of Visuo-Spatial Capacity

    ERIC Educational Resources Information Center

    Rouet, Jean-Francois; Voros, Zsofia; Pleh, Csaba

    2012-01-01

    We investigated the impact of readers' visuo-spatial (VS) capacity on their incidental learning of page links during the exploration of simple hierarchical hypertextual documents. Forty-three university students were asked to explore a series of hypertexts for a limited period of time. Then the participants were asked to recall the layout and the…

  9. Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum

    ERIC Educational Resources Information Center

    National Academies Press, 2006

    2006-01-01

    Spatial thinking is a cognitive skill that can be used in everyday life, the workplace, and science to structure problems, find answers, and express solutions using the properties of space. It can be learned and taught formally to students using appropriately designed tools, technologies, and curricula. This report explains the nature and…

  10. Blocking of Spatial Learning between Enclosure Geometry and a Local Landmark

    ERIC Educational Resources Information Center

    Wilson, Paul N.; Alexander, Tim

    2008-01-01

    In a virtual environment, blocking of spatial learning to locate an invisible target was found reciprocally between a distinctively shaped enclosure and a local landmark within its walls. The blocking effect was significantly stronger when the shape of the enclosure rather than the landmark served as the blocking cue. However, the extent to which…

  11. Does Spatial Ability Help the Learning of Anatomy in a Biomedical Science Course?

    ERIC Educational Resources Information Center

    Sweeney, Kevin; Hayes, Jennifer A.; Chiavaroli, Neville

    2014-01-01

    A three-dimensional appreciation of the human body is the cornerstone of clinical anatomy. Spatial ability has previously been found to be associated with students' ability to learn anatomy and their examination performance. The teaching of anatomy has been the subject of major change over the last two decades with the reduction in time spent…

  12. The Effects of Spatial Configuration on Preschoolers' Attention Strategies, Selective Attention, and Incidental Learning

    ERIC Educational Resources Information Center

    Blumberg, Fran C.; Torenberg, Meira

    2005-01-01

    This study investigated the effects of spatial arrangement on preschool children's selective attention and incidental learning. Three- and four-year old children were shown a multi-coloured box designated as a "special place" containing miniature chairs and models of animals. One category of objects were designated as relevant and one as…

  13. Learning the Visualisation of Three-Dimensional Spatial Relationships in Diagrams at Different Ages in Bahrain.

    ERIC Educational Resources Information Center

    Seddon, G. M.; Shubber, K. E.

    1985-01-01

    Evaluated effectiveness of six instructional programs (each dealing with a different aspect of a spatial task related to diagrams of three-dimensional structures) with Bahraini students (ages 13- to 17-years-old). All brought about a significant degree of learning over all age groups. Implications of these and other findings are discussed.…

  14. A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing

    ERIC Educational Resources Information Center

    Ponce, Hector R.; Mayer, Richard E.; Lopez, Mario J.

    2013-01-01

    This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic…

  15. Fractal dimensions: A new paradigm to assess spatial memory and learning using Morris water maze.

    PubMed

    Singh, Surjeet; Kaur, Harpreet; Sandhir, Rajat

    2016-02-15

    Morris water maze has been widely used for analysis of cognitive functions and relies on the time taken by animal to find the platform i.e. escape latency as a parameter to quantify spatial memory and learning. However, escape latency is confounded by swimming speed which is not necessarily a cognitive factor. Rather, path length may be a more appropriate and reliable parameter to assess spatial learning. This paper presents fractal dimension as a new paradigm to assess spatial memory and learning in animals. Male wistar rats were administrated with pentylenetetrazole and scopolamine to induce chronic epilepsy and dementia respectively. Fractal dimension of the random path followed by the animals on Morris water maze was analyzed and statistically compared among different experimental groups; the results suggest that fractal dimension is more reliable and accurate parameter to assess cognitive deficits compared to escape latency. Thus, the present study suggests that fractal dimensions could be used as an independent parameter to assess spatial memory and learning in animals using Morris water maze.

  16. Fluoxetine Restores Spatial Learning but Not Accelerated Forgetting in Mesial Temporal Lobe Epilepsy

    ERIC Educational Resources Information Center

    Barkas, Lisa; Redhead, Edward; Taylor, Matthew; Shtaya, Anan; Hamilton, Derek A.; Gray, William P.

    2012-01-01

    Learning and memory dysfunction is the most common neuropsychological effect of mesial temporal lobe epilepsy, and because the underlying neurobiology is poorly understood, there are no pharmacological strategies to help restore memory function in these patients. We have demonstrated impairments in the acquisition of an allocentric spatial task,…

  17. Knockdown of Nurr1 in the Rat Hippocampus: Implications to Spatial Discrimination Learning and Memory

    ERIC Educational Resources Information Center

    Colon-Cesario, Wanda I.; Martinez-Montemayor, Michelle M.; Morales, Sohaira; Felix, Jahaira; Cruz, Juan; Adorno, Monique; Pereira, Lixmar; Colon, Nydia; Maldonado-Vlaar, Carmen S.; Pena de Ortiz, Sandra

    2006-01-01

    Nurr1 expression is up-regulated in the brain following associative learning experiences, but its relevance to cognitive processes remains unclear. In these studies, rats initially received bilateral hippocampal infusions of control or antisense oligodeoxynucleotides (ODNs) 1 hour prior to training in a holeboard spatial discrimination task. Such…

  18. Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

    ERIC Educational Resources Information Center

    Rabab'h, Belal; Veloo, Arsaythamby

    2015-01-01

    Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

  19. 5-HT(1A) and NMDA receptors interact in the rat medial septum and modulate hippocampal-dependent spatial learning.

    PubMed

    Elvander-Tottie, Elin; Eriksson, Therese M; Sandin, Johan; Ogren, Sven Ove

    2009-12-01

    Cholinergic and GABAergic neurons in the medial septum/vertical limb of the diagonal band of Broca (MS/vDB) projecting to the hippocampus, constitute the septohippocampal projection, which is important for hippocampal-dependent learning and memory. There is also evidence for an extrinsic as well as an intrinsic glutamatergic network within the MS/vDB. GABAergic and cholinergic septohippocampal neurons express the serotonergic 5-HT(1A) receptor and most likely also glutamatergic NMDA receptors. The aim of the present study was to examine whether septal 5-HT(1A) receptors are important for hippocampal-dependent long-term memory and whether these receptors interact with glutamatergic NMDA receptor transmission in a manner important for hippocampal-dependent spatial memory. Intraseptal infusion of the 5-HT(1A) receptor agonist (R)-8-OH-DPAT (1 or 4 microg/rat) did not affect spatial learning in the water maze task but impaired emotional memory in the passive avoidance task at the higher dose tested (4 microg/rat). While intraseptal administration of (R)-8-OH-DPAT (4 microg) combined with a subthreshold dose of the NMDA receptor antagonist D-AP5 (1 microg) only marginally affected spatial acquisition, it produced a profound impairment in spatial memory. In conclusion, septal 5-HT(1A) receptors appears to play a more prominent role in emotional than in spatial memory. Importantly, septal 5-HT(1A) and NMDA receptors appear to interact in a manner, which is particularly critical for the expression or retrieval of hippocampal-dependent long-term spatial memory. It is proposed that NMDA receptor hypofunction in the septal area may unmask a negative effect of 5-HT(1A) receptor activation on memory, which may be clinically relevant.

  20. Active Collaborative Learning through Remote Tutoring

    ERIC Educational Resources Information Center

    Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C.

    2017-01-01

    An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in…

  1. Active/Cooperative Learning in Schools

    ERIC Educational Resources Information Center

    Bandiera, Milena; Bruno, Costanza

    2006-01-01

    The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

  2. Accounting for Sustainability: An Active Learning Assignment

    ERIC Educational Resources Information Center

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

  3. Measuring Active Learning to Predict Course Quality

    ERIC Educational Resources Information Center

    Taylor, John E.; Ku, Heng-Yu

    2011-01-01

    This study investigated whether active learning within computer-based training courses can be measured and whether it serves as a predictor of learner-perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data.…

  4. Active Learning Strategies and Vocabulary Achievement

    ERIC Educational Resources Information Center

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  5. World War II Memorial Learning Activities.

    ERIC Educational Resources Information Center

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…

  6. Shock & Anaphylactic Shock. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on shock and anaphylactic shock is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  7. Effects of Review Activities on EFL Learning

    ERIC Educational Resources Information Center

    Lin, Chiu-Lan Nina

    2009-01-01

    The utmost goal of foreign language instruction is aimed at helping the learner master the language. At the same time the learner shall become equipped with linguistic, pragmatic and social-linguistic competence. This study was done to explore if review activities in EFL classes should be mandatory for learners to learn the new knowledge. One…

  8. Live Scale Active Shooter Exercise: Lessons Learned

    ERIC Educational Resources Information Center

    Ervin, Randy

    2008-01-01

    On October 23, 2007, the Lake Land College Public Safety Department conducted a full-scale live exercise that simulated an active shooter and barricaded hostage. In this article, the author will emphasize what they learned, and how they intend to benefit from it. He will list the law enforcement issues and general issues they encountered, and then…

  9. Cashier/Checker Learning Activity Packets (LAPs).

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    Twenty-four learning activity packets (LAPs) are provided for six areas of instruction in a cashier/checker program. Section A, Orientation, contains an LAP on exploring the job of cashier-checker. Section B, Operations, has nine LAPs, including those on operating the cash register, issuing trading stamps, and completing the cash register balance…

  10. Learning Activity Package, Algebra-Trigonometry.

    ERIC Educational Resources Information Center

    Holland, Bill

    A series of ten teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, the units cover logic; absolute value, inequalities, exponents, and complex numbers; functions; higher degree equations and the derivative; the trigonometric function; graphs and applications of the trigonometric functions; sequences and…

  11. Active Citizenship, Education and Service Learning

    ERIC Educational Resources Information Center

    Birdwell, Jonathan; Scott, Ralph; Horley, Edward

    2013-01-01

    This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…

  12. Active Learning Strategies in Physics Teaching

    ERIC Educational Resources Information Center

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  13. The Enlightenment Revisited: Sources & Interpretations. Learning Activities.

    ERIC Educational Resources Information Center

    Donato, Clorinda; And Others

    This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include: (1) "What Was the Enlightenment?"; (2) "An Introduction to the Philosophes"; (3) "Was the Enlightenment a Revolt Against Rationalism?"; (4) "Were the Philosophes Democrats? A…

  14. The Surgical Scrub. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on the surgical scrub is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These…

  15. Active Learning via Student Karaoke Videos

    ERIC Educational Resources Information Center

    Grossman, Gary D.; Richards, Travis

    2016-01-01

    We evaluated students' perceptions and reactions to an active learning Karaoke Video project in both a large (104 student) undergraduate class in Natural History of Georgia and a small graduate seminar in Fish Ecology. Undergraduate responses were evaluated with both questionnaires and triangulation interviews and graduate student responses…

  16. Spatially Offset Active Galactic Nuclei. I. Selection and Spectroscopic Properties

    NASA Astrophysics Data System (ADS)

    Barrows, R. Scott; Comerford, Julia M.; Greene, Jenny E.; Pooley, David

    2016-09-01

    We present a sample of 18 optically selected and X-ray-detected spatially offset active galactic nuclei (AGNs) from the Sloan Digital Sky Survey (SDSS). In nine systems, the X-ray active galactic nucleus (AGN) is spatially offset from the galactic stellar core that is located within the 3″ diameter SDSS spectroscopic fiber. In 11 systems, the X-ray AGN is spatially offset from a stellar core that is located outside the fiber, with an overlap of two. To build the sample, we cross-matched Type II AGNs selected from the SDSS galaxy catalog with archival Chandra imaging and employed our custom astrometric and registration procedure. The projected angular (physical) offsets span a range of 0.″6 (0.8 kpc) to 17.″4 (19.4 kpc), with a median value of 2.″7 (4.6 kpc). The offset nature of an AGN is an unambiguous signature of a galaxy merger, and these systems can be used to study the properties of AGNs in galaxy mergers without the biases introduced by morphological merger selection techniques. In this paper (Paper I), we use our sample to assess the kinematics of AGN photoionized gas in galaxy mergers. We find that spectroscopic offset AGN selection may be up to {89}-16+7% incomplete due to small projected velocity offsets. We also find that the magnitude of the velocity offsets are generally larger than expected if our spatial selection introduces a bias toward face-on orbits, suggesting the presence of complex kinematics in the emission line gas of AGNs in galaxy mergers.

  17. Spatially-varying metric learning for diffeomorphic image registration: a variational framework.

    PubMed

    Vialard, François-Xavier; Risser, Laurent

    2014-01-01

    This paper introduces a variational strategy to learn spatially-varying metrics on large groups of images, in the Large Deformation Diffeomorphic Metric Mapping (LDDMM) framework. Spatially-varying metrics we learn not only favor local deformations but also correlated deformations in different image regions and in different directions. In addition, metric parameters can be efficiently estimated using a gradient descent method. We first describe the general strategy and then show how to use it on 3D medical images with reasonable computational ressources. Our method is assessed on the 3D brain images of the LPBA40 dataset. Results are compared with ANTS-SyN and LDDMM with spatially-homogeneous metrics.

  18. Spatial water maze learning using celestial cues by the meadow vole, Microtus pennsylvanicus.

    PubMed

    Kavaliers, M; Galea, L A

    1994-03-31

    The Morris water maze is widely used to evaluate to evaluate the spatial learning ability of rodents under laboratory settings. The present study demonstrates that reproductive male meadow voles, Microtus pennsylvanicus, are able to acquire and retain a spatial water maze task using celestial cues. Voles were able to acquire a modified outdoor Morris water maze task over 4 trials per day, whereby they had to learn and remember the location of a submerged hidden platform, using the position of the sun and associated celestial cues. Their proficiency on this task was related to the availability of the celestial cues, with voles displaying significantly poorer spatial navigation on overcast than clear days and when the testing time (and position of the sun and associated celestial cues) was shifted from morning to afternoon. These findings with meadow voles support the ecological relevance of the water maze task.

  19. Representation of survey and route spatial descriptions in children with nonverbal (visuospatial) learning disabilities.

    PubMed

    Mammarella, Irene C; Meneghetti, Chiara; Pazzaglia, Francesca; Gitti, Filippo; Gomez, Claudia; Cornoldi, Cesare

    2009-11-01

    This study aims to investigate the types of difficulty encountered by children with nonverbal (visuospatial) learning disabilities (NLD) during the processing of spatial information derived from descriptions. Two spatial descriptions--one in survey, one in route perspective--and one nonspatial description were orally presented to children aged 9-12 divided in three groups: (i) with NLD (N=12), (ii) with reading disability (RD) (N=11), and (iii) without learning disabilities who served as controls (N=16). Children performed two tasks: sentence verification and location. In the verification task, NLD performed worse in survey text than control and RD groups. Moreover, in the location task NLD were worse than controls in both survey and route descriptions, but significantly poorer than the RD group only in the survey description. The results are discussed considering their implications in understanding the neuropsychological profile of NLD and the processes involved by different types of spatial descriptions.

  20. Treadmill exercise enhances spatial learning ability through suppressing hippocampal apoptosis in Huntington's disease rats.

    PubMed

    Ji, Eun-Sang; Kim, You-Mi; Shin, Mal-Soon; Kim, Chang-Ju; Lee, Kwang-Sik; Kim, Kijeong; Ha, Jonglin; Chung, Yong-Rak

    2015-06-01

    Huntington's disease is a chronic neurodegenerative disorder inherited in an autosomal dominant fashion, and characterized as involuntary movement. Quinolinic acid has been used to produce an animal model of Huntington's disease. In the present study, the effect of treadmill exercise on spatial-learning ability and motor coordination focusing on the apoptosis in the hippocampus was investigated using quinolinic acid-induced Huntington's disease rats. Huntington's disease was induced by unilateral intrastriatal injection of quinolinic acid (2 μL of 100 nmol) using stereotaxic instrument. The rats in the treadmill exercise groups were subjected to run on a treadmill for 30 min once a day during 14 days. Spatial learning ability and motor coordination were determined by radial 8-arm maze test and rota-rod test. Immunohistochemistry for caspase-3 and western blot for Bax and Bcl-2 were also conducted for the detection of apoptosis. In the present results, spatial learning ability and motor coordination were deteriorated by intrastriatal injection of quinolinic acid. In contrast, treadmill exercise exerted ameliorating effect on quinolinic acid-induced deterioration of spatial learning ability and motor coordination. Bcl-2 expression in the hippocampus was de-creased and expressions of casepase-3 and Bax in the hippocampus were increased in the quinolinic acid-induced Huntington's disease rats. Treadmill exercise increased Bcl-2 expression and decreased expressions of casepase-3 and Bax in the Huntington's disease rats. The present results showed that treadmill exercise might ameliorate quinolinic acid-induced loss of spatial learning ability and motor coordination by suppressing apoptosis in the hippocampus.

  1. Sleep directly following learning benefits consolidation of spatial associative memory.

    PubMed

    Talamini, Lucia M; Nieuwenhuis, Ingrid L C; Takashima, Atsuko; Jensen, Ole

    2008-04-01

    The last decade has brought forth convincing evidence for a role of sleep in non-declarative memory. A similar function of sleep in episodic memory is supported by various correlational studies, but direct evidence is limited. Here we show that cued recall of face-location associations is significantly higher following a 12-h retention interval containing sleep than following an equally long period of waking. Furthermore, retention is significantly higher over a 24-h sleep-wake interval than over an equally long wake-sleep interval. This difference occurs because retention during sleep was significantly better when sleep followed learning directly, rather than after a day of waking. These data demonstrate a beneficial effect of sleep on memory that cannot be explained solely as a consequence of reduced interference. Rather, our findings suggest a competitive consolidation process, in which the fate of a memory depends, at least in part, on its relative stability at sleep onset: Strong memories tend to be preserved, while weaker memories erode still further. An important aspect of memory consolidation may thus result from the removal of irrelevant memory "debris."

  2. Exposure to radiation accelerates normal brain aging and produces deficits in spatial learning and memory

    NASA Astrophysics Data System (ADS)

    Shukitt-Hale, B.; Casadesus, G.; Carey, A.; Rabin, B. M.; Joseph, J. A.

    Previous studies have shown that radiation exposure, particularly to particles of high energy and charge (HZE particles), produces deficits in spatial learning and memory. These adverse behavioral effects are similar to those seen in aged animals. It is possible that these shared effects may be produced by the same mechanism; oxidative stress damage to the central nervous system caused by an increased release of reactive oxygen species is likely responsible for the deficits seen in aging and following irradiation. Both aged and irradiated rats display cognitive impairment in tests of spatial learning and memory such as the Morris water maze and the radial arm maze. These rats have decrements in the ability to build spatial representations of the environment and they utilize non-spatial strategies to solve tasks. Furthermore, they show a lack of spatial preference, due to a decline in the ability to process or retain place (position of a goal with reference to a "map" provided by the configuration of numerous cues in the environment) information. These declines in spatial memory occur in measures dependent on both reference and working memory, and in the flexibility to reset mental images. These results show that irradiation with high-energy particles produces age-like decrements in cognitive behavior that may impair the ability of astronauts to perform critical tasks during long-term space travel beyond the magnetosphere. Supported by NASA Grants NAG9-1190 and NAG9-1529

  3. Severity of spatial learning impairment in aging: Development of a learning index for performance in the Morris water maze.

    PubMed

    Gallagher, Michela; Burwell, Rebecca; Burchinal, Margaret

    2015-08-01

    The Morris water maze task was originally designed to assess the rat's ability to learn to navigate to a specific location in a relatively large spatial environment. This article describes new measures that provide information about the spatial distribution of the rat's search during both training and probe trial performance. The basic new measure optimizes the use of computer tracking to identify the rat's position with respect to the target location. This proximity measure was found to be highly sensitive to age-related impairment in an assessment of young and aged male Long-Evans rats. Also described is the development of a learning index that provides a continuous, graded measure of the severity of age-related impairment in the task. An index of this type should be useful in correlational analyses with other neurobiological or behavioral measures for the study of individual differences in functional/biological decline in aging.

  4. An active learning approach to Bloom's Taxonomy.

    PubMed

    Weigel, Fred K; Bonica, Mark

    2014-01-01

    As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.

  5. The spatial learning and memory performance in methamphetamine–sensitized and withdrawn rats

    PubMed Central

    Bigdeli, Imanollah; Asia, Masomeh Nikfarjam- Haft; Miladi-Gorji, Hossein; Fadaei, Atefeh

    2015-01-01

    Objective(s): There is controversial evidence about the effect of methamphetamine (METH) on spatial memory. We tested the time- dependent effects of METH on spatial short-term (working) and long-term (reference) memory in METH –sensitized and withdrawn rats in the Morris water maze. Materials and Methods: Rats were sensitized to METH (2 mg/kg, daily/5 days, SC). Rats were trained in water maze (4 trials/day/for 5 days). Probe test was performed 24 hr after training. Two days after probe test, working memory training (2 trials/day/for 5 days) was conducted. Acquisition–retention interval was 75 min. The treatment was continued per day 30 and 120 min before the test. Two groups of METH –sensitized rats were trained in reference memory after a longer period of withdrawal (30 days). Results: Sensitized rats exhibited significantly longer escape latencies on the training, spent significantly less time in the target zone (all, P<0.05), and their working memory impaired 30 min after injection. While, METH has no effect on the spatial learning process 120 min after injection, and rats spent significantly less time in the target zone (P<0.05), as well it has no effect on working memory. Also, impairment of reference memory persisted after prolonged abstinence. Conclusion: Our findings indicated that METH impaired spatial learning and memory 30 min after injection, but spared spatial learning, either acquisition or retention of spatial working, but partially impaired retention of spatial reference memory following 120 min after injection in sensitized rats, which persisted even after prolonged abstinence. PMID:25945235

  6. Spatial learning in the genetically heterogeneous NIH-HS rat stock and RLA-I/RHA-I rats: revisiting the relationship with unconditioned and conditioned anxiety.

    PubMed

    Martínez-Membrives, Esther; López-Aumatell, Regina; Blázquez, Gloria; Cañete, Toni; Tobeña, Adolf; Fernández-Teruel, Alberto

    2015-05-15

    To characterize learning/memory profiles for the first time in the genetically heterogeneous NIH-HS rat stock, and to examine whether these are associated with anxiety, we evaluated NIH-HS rats for spatial learning/memory in the Morris water maze (MWM) and in the following anxiety/fear tests: the elevated zero-maze (ZM; unconditioned anxiety), a context-conditioned fear test and the acquisition of two-way active avoidance (conditioned anxiety). NIH-HS rats were compared with the Roman High- (RHA-I) and Low-Avoidance (RLA-I) rat strains, given the well-known differences between the Roman strains/lines in anxiety-related behavior and in spatial learning/memory. The results show that: (i) As expected, RLA-I rats were more anxious in the ZM test, displayed more frequent context-conditioned freezing episodes and fewer avoidances than RHA-I rats. (ii) Scores of NIH-HS rats in these tests/tasks mostly fell in between those of the Roman rat strains, and were usually closer to the values of the RLA-I strain. (iii) Pigmented NIH-HS (only a small part of NIH-HS rats were albino) rats were the best spatial learners and displayed better spatial memory than the other three (RHA-I, RLA-I and NIH-HS albino) groups. (iv) Albino NIH-HS and RLA-I rats also showed better learning/memory than the RHA-I strain. (v) Within the NIH-HS stock, the most anxious rats in the ZM test presented the best learning and/or memory efficiency (regardless of pigmentation). In summary, NIH-HS rats display a high performance in spatial learning/memory tasks and a passive coping strategy when facing conditioned conflict situations. In addition, unconditioned anxiety in NIH-HS rats predicts better spatial learning/memory.

  7. Selective importance of the rat anterior thalamic nuclei for configural learning involving distal spatial cues.

    PubMed

    Dumont, Julie R; Amin, Eman; Aggleton, John P

    2014-01-01

    To test potential parallels between hippocampal and anterior thalamic function, rats with anterior thalamic lesions were trained on a series of biconditional learning tasks. The anterior thalamic lesions did not disrupt learning two biconditional associations in operant chambers where a specific auditory stimulus (tone or click) had a differential outcome depending on whether it was paired with a particular visual context (spot or checkered wall-paper) or a particular thermal context (warm or cool). Likewise, rats with anterior thalamic lesions successfully learnt a biconditional task when they were reinforced for digging in one of two distinct cups (containing either beads or shredded paper), depending on the particular appearance of the local context on which the cup was placed (one of two textured floors). In contrast, the same rats were severely impaired at learning the biconditional rule to select a specific cup when in a particular location within the test room. Place learning was then tested with a series of go/no-go discriminations. Rats with anterior thalamic nuclei lesions could learn to discriminate between two locations when they were approached from a constant direction. They could not, however, use this acquired location information to solve a subsequent spatial biconditional task where those same places dictated the correct choice of digging cup. Anterior thalamic lesions produced a selective, but severe, biconditional learning deficit when the task incorporated distal spatial cues. This deficit mirrors that seen in rats with hippocampal lesions, so extending potential interdependencies between the two sites.

  8. Selective importance of the rat anterior thalamic nuclei for configural learning involving distal spatial cues

    PubMed Central

    Dumont, Julie R; Amin, Eman; Aggleton, John P

    2013-01-01

    To test potential parallels between hippocampal and anterior thalamic function, rats with anterior thalamic lesions were trained on a series of biconditional learning tasks. The anterior thalamic lesions did not disrupt learning two biconditional associations in operant chambers where a specific auditory stimulus (tone or click) had a differential outcome depending on whether it was paired with a particular visual context (spot or checkered wall-paper) or a particular thermal context (warm or cool). Likewise, rats with anterior thalamic lesions successfully learnt a biconditional task when they were reinforced for digging in one of two distinct cups (containing either beads or shredded paper), depending on the particular appearance of the local context on which the cup was placed (one of two textured floors). In contrast, the same rats were severely impaired at learning the biconditional rule to select a specific cup when in a particular location within the test room. Place learning was then tested with a series of go/no-go discriminations. Rats with anterior thalamic nuclei lesions could learn to discriminate between two locations when they were approached from a constant direction. They could not, however, use this acquired location information to solve a subsequent spatial biconditional task where those same places dictated the correct choice of digging cup. Anterior thalamic lesions produced a selective, but severe, biconditional learning deficit when the task incorporated distal spatial cues. This deficit mirrors that seen in rats with hippocampal lesions, so extending potential interdependencies between the two sites. PMID:24215178

  9. Stochasticity and spatial heterogeneity in T-cell activation.

    PubMed

    Burroughs, Nigel J; van der Merwe, P Anton

    2007-04-01

    Stochastic and spatial aspects are becoming increasingly recognized as an important factor in T-cell activation. Activation occurs in an intrinsically noisy environment, requiring only a handful of agonist peptide-major histocompatibility complex molecules, thus making consideration of signal to noise of prime importance in understanding sensitivity and specificity. Furthermore, it is widely established that surface-bound ligands are more effective at activation than soluble forms, while surface patternation has highlighted the role of spatial relocation in activation. Here we consider the results of a number of models of T-cell activation, from a realistic model of kinetic segregation-induced T-cell receptor (TCR) triggering through to simple queuing theory models. These studies highlight the constraints on cell activation by a surface receptor that recruits kinases. Our analysis shows that TCR triggering based on trapping of bound TCRs in regions of close proximity that exclude large ectodomain-containing molecules, such as the phosphatases CD45 and CD148, can effectively reproduce known signaling characteristics and is a viable 'signal transduction' mechanism distinct from oligomerization and conformation-based mechanisms. A queuing theory analysis shows the interrelation between sensitivity and specificity, emphasizing that these are properties of individual cell functions and need not be, nor are likely to be, uniform across different functions. In fact, threshold-based mechanisms of detection are shown to be poor at ligand discrimination because, although they can be highly specific, that specificity is limited to a small range of peptide densities. Time integration mechanisms however are able to control noise effectively, while kinetic proofreading mechanisms endow them with good specificity properties. Thus, threshold mechanisms are likely to be important for rapidly detecting minimal signaling requirements, thus achieving efficient scanning of antigen

  10. The Validation of the Active Learning in Health Professions Scale

    ERIC Educational Resources Information Center

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  11. Active Learning Environment with Lenses in Geometric Optics

    ERIC Educational Resources Information Center

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  12. Repeated acquisition and performance chamber for mice: a paradigm for assessment of spatial learning and memory.

    PubMed

    Brooks, A I; Cory-Slechta, D A; Murg, S L; Federoff, H J

    2000-11-01

    these two strains under these experimental conditions and thus precluding the ability to make systematic strain comparisons of learning capabilities. Hippocampal lesions in C57BL/6J mice resulted in substantially longer latencies and increased errors in the learning but not the performance component, demonstrating the importance of this region to spatial learning as measured in the RAPC. In aggregate, this positive reinforcement-based operant paradigm to evaluate murine spatial learning detects strain differences and hippocampal dependence and permits explicit differentiation of the impact of noncognitive contributions to learning measures on a within-subject, within-session basis.

  13. Spatial frequency multiplier with active linearly tapered slot antenna array

    NASA Technical Reports Server (NTRS)

    Simons, Rainee N.; Lee, Richard Q.

    1994-01-01

    A frequency multiplier with active linearly tapered slot antennas (LTSA's) has been demonstrated at the second harmonic frequency. In each antenna element, a GaAs monolithic microwave integrated circuit (MMIC) distributed amplifier is integrated with two LTSA's. The multiplier has a very wide bandwidth and large dynamic range. The fundamental-to-second harmonic conversion efficiency is 8.1 percent. The spatially combined second harmonic signal is 50 dB above the noise level. The design is suitable for constructing a large array using monolithic integration techniques.

  14. [Gly14]-Humanin Protects Against Amyloid β Peptide-Induced Impairment of Spatial Learning and Memory in Rats.

    PubMed

    Yuan, Li; Liu, Xiao-Jie; Han, Wei-Na; Li, Qing-Shan; Wang, Zhao-Jun; Wu, Mei-Na; Yang, Wei; Qi, Jin-Shun

    2016-08-01

    Alzheimer disease (AD), a progressive neurodegenerative disorder, is characterized by cognitive decline and the accumulation of senile plaques in the brain. Amyloid β protein (Aβ) in the plaques is thought to be responsible for the memory loss in AD patients. [Gly14]-humanin (HNG), a derivative of humanin (HN), has much stronger neuroprotective effects than natural HN in vitro. However, clarification of the Aβ active center and the neuroprotective mechanism of HN still need in vivo evidence. The present study first compared the in vivo biological effects of three Aβ fragments (1-42, 31-35, and 35-31) on spatial memory in rats, and investigated the neuroprotective effects and molecular mechanisms of HNG. The results showed that intrahippocampal injection of Aβ1-42 and Aβ31-35 almost equally impaired spatial learning and memory, but the reversed sequence Aβ35-31 did not have any effect; a high dose of Aβ31-35 (20 nmol) produced a more detrimental response than a low dose (2 nmol); Aβ31-35 injection also disrupted gene and protein expression in the hippocampus, with up-regulation of caspase3 and down-regulation of STAT3; pretreatment with HNG not only protected spatial memory but also rescued STAT3 from Aβ-induced disruption; and the neuroprotective effects of HNG were effectively counteracted by genistein, a specific tyrosine kinase inhibitor. These results clearly show that sequence 31-35 in Aβ is the shortest active center responsible for the neurotoxicity of Aβ from molecule to behavior; and HNG protects spatial learning and memory in rats against Aβ-induced insults; and probably involves the activation of tyrosine kinases and subsequent beneficial modulation of STAT3 and caspase3.

  15. Search strategy selection in the Morris water maze indicates allocentric map formation during learning that underpins spatial memory formation.

    PubMed

    Rogers, Jake; Churilov, Leonid; Hannan, Anthony J; Renoir, Thibault

    2017-03-01

    Using a Matlab classification algorithm, we demonstrate that a highly salient distal cue array is required for significantly increased likelihoods of spatial search strategy selection during Morris water maze spatial learning. We hypothesized that increased spatial search strategy selection during spatial learning would be the key measure demonstrating the formation of an allocentric map to the escape location. Spatial memory, as indicated by quadrant preference for the area of the pool formally containing the hidden platform, was assessed as the main measure that this allocentric map had formed during spatial learning. Our C57BL/6J wild-type (WT) mice exhibit quadrant preference in the highly salient cue paradigm but not the low, corresponding with a 120% increase in the odds of a spatial search strategy selection during learning. In contrast, quadrant preference remains absent in serotonin 1A receptor (5-HT1AR) knockout (KO) mice, who exhibit impaired search strategy selection during spatial learning. Additionally, we also aimed to assess the impact of the quality of the distal cue array on the spatial learning curves of both latency to platform and path length using mixed-effect regression models and found no significant associations or interactions. In contrast, we demonstrated that the spatial learning curve for search strategy selection was absent during training in the low saliency paradigm. Therefore, we propose that allocentric search strategy selection during spatial learning is the learning parameter in mice that robustly indicates the formation of a cognitive map for the escape goal location. These results also suggest that both latency to platform and path length spatial learning curves do not discriminate between allocentric and egocentric spatial learning and do not reliably predict spatial memory formation. We also show that spatial memory, as indicated by the absolute time in the quadrant formerly containing the hidden platform alone (without

  16. Concerted Gene Expression of Hippocampal Steroid Receptors during Spatial Learning in Male Wistar Rats: A Correlation Analysis

    PubMed Central

    Lubec, Gert; Korz, Volker

    2016-01-01

    Adrenal and gonadal steroid receptor activities are significantly involved and interact in the regulation of learning, memory and stress. Thus, a coordinated expression of steroid receptor genes during a learning task can be expected. Although coexpression of steroid receptors in response to behavioral tasks has been reported the correlative connection is unclear. According to the inverted U-shape model of the impact of stress upon learning and memory we hypothesized that glucocorticoid (GR) receptor expression should be correlated to corticosterone levels in a linear or higher order manner. Other cognition modulating steroid receptors like estrogen receptors (ER) should be correlated to GR receptors in a quadratic manner, which describes a parabola and thus a U-shaped connection. Therefore, we performed a correlational meta-analyis of data of a previous study (Meyer and Korz, 2013a) of steroid receptor gene expressions during spatial learning, which provides a sufficient data basis in order to perform such correlational connections. In that study male rats of different ages were trained in a spatial holeboard or remained untrained and the hippocampal gene expression of different steroid receptors as well as serum corticosterone levels were measured. Expressions of mineralocorticoid (MR) and GR receptors were positively and linearly correlated with blood serum corticosterone levels in spatially trained but not in untrained animals. Training induced a cubic (best fit) relationship between mRNA levels of estrogen receptor α (ERα) and androgen receptor (AR) with MR mRNA. GR gene expression was linearly correlated with MR expression under both conditions. ERα m RNA levels were negatively and linearily and MR and GR gene expressions were cubicely correlated with reference memory errors (RME). Due to only three age classes correlations with age could not be performed. The findings support the U-shape theory of steroid receptor interaction, however the cubic fit

  17. Learning new movement patterns: a study on good and poor writers comparing learning conditions emphasizing spatial, timing or abstract characteristics.

    PubMed

    Overvelde, Anneloes; Hulstijn, Wouter

    2011-08-01

    In the earliest stages of motor-skill learning cognitive, visuo-spatial and dynamic processes play an important role. Which of these should be addressed first when children need to learn a new complex movement sequence? This study compares three learning methods in a within-subject design by having 18 good and 18 poor 8-year-old writers master unfamiliar, letter-like patterns by (1) tracing a trajectory on a screen, (2) tracking a moving target (pursuit), and (3) performing the pattern using written explicit instructions. Following each 10-trial learning phase, the children completed a short test phase. Besides errors and kinematic data, Dynamic Time Warping (DTW) was used to calculate the deviation for each pattern from the ideal shape (DTW-distance). As predicted, the number of errors and DTW-distance were very low during the learning phase of the tracing and pursuit conditions and higher in the explicit condition. Conversely, in the test phase, tracing yielded the highest DTW-distance and the explicit condition the lowest DTW-distance and error percentages. The results were remarkably similar for the good and poor writers. The poor learning results of the tracing condition and the good results of the explicit condition have important implications for the teaching of handwriting and remedial therapy.

  18. SVR learning-based spatiotemporal fuzzy logic controller for nonlinear spatially distributed dynamic systems.

    PubMed

    Zhang, Xian-Xia; Jiang, Ye; Li, Han-Xiong; Li, Shao-Yuan

    2013-10-01

    A data-driven 3-D fuzzy-logic controller (3-D FLC) design methodology based on support vector regression (SVR) learning is developed for nonlinear spatially distributed dynamic systems. Initially, the spatial information expression and processing as well as the fuzzy linguistic expression and rule inference of a 3-D FLC are integrated into spatial fuzzy basis functions (SFBFs), and then the 3-D FLC can be depicted by a three-layer network structure. By relating SFBFs of the 3-D FLC directly to spatial kernel functions of an SVR, an equivalence relationship of the 3-D FLC and the SVR is established, which means that the 3-D FLC can be designed with the help of the SVR learning. Subsequently, for an easy implementation, a systematic SVR learning-based 3-D FLC design scheme is formulated. In addition, the universal approximation capability of the proposed 3-D FLC is presented. Finally, the control of a nonlinear catalytic packed-bed reactor is considered as an application to demonstrate the effectiveness of the proposed 3-D FLC.

  19. Systems genetic analysis of hippocampal neuroanatomy and spatial learning in mice

    PubMed Central

    Delprato, Anna; Bonheur, Brice; Algéo, Marie-Paule; Rosay, Philippe; Lu, Lu; Williams, Robert W.

    2016-01-01

    Variation in hippocampal neuroanatomy correlates well with spatial learning ability in mice. Here we have studied both hippocampal neuroanatomy and behavior in 53 isogenic BXD recombinant strains derived from C57BL/6J and DBA/2J parents. A combination of experimental, neuroinformatic, and systems genetics methods were used to test the genetic bases of variation and covariation among traits. Data were collected on seven hippocampal subregions in CA3 and CA4 after testing spatial memory in an 8-arm radial maze task. Quantitative trait loci (QTLs) were identified for hippocampal structure, including the areas of the intra- and infrapyramidal mossy fibers, stratum radiatum, and stratum pyramidale, and for a spatial learning parameter, error rate. We identified multiple loci and gene variants linked to either structural differences or behavior. Gpc4 and Tenm2 are strong candidate genes that may modulate intra- and infrapyramidal mossy fiber areas. Analysis of gene-expression networks and trait correlations highlight several processes influencing morphometrical variation and spatial learning. PMID:26449520

  20. Neurodevelopmental role for VGLUT2 in pyramidal neuron plasticity, dendritic refinement, and in spatial learning.

    PubMed

    He, Hongbo; Mahnke, Amanda H; Doyle, Sukhjeevan; Fan, Ni; Wang, Chih-Chieh; Hall, Benjamin J; Tang, Ya-Ping; Inglis, Fiona M; Chen, Chu; Erickson, Jeffrey D

    2012-11-07

    The level and integrity of glutamate transmission during critical periods of postnatal development plays an important role in the refinement of pyramidal neuron dendritic arbor, synaptic plasticity, and cognition. Presently, it is not clear how excitatory transmission via the two predominant isoforms of the vesicular glutamate transporter (VGLUT1 and VGLUT2) participate in this process. To assess a neurodevelopmental role for VGLUT2 in pyramidal neuron maturation, we generated recombinant VGLUT2 knock-out mice and inactivated VGLUT2 throughout development using Emx1-Cre(+/+) knock-in mice. We show that VGLUT2 deficiency in corticolimbic circuits results in reduced evoked glutamate transmission, release probability, and LTD at hippocampal CA3-CA1 synapses during a formative developmental period (postnatal days 11-14). In adults, we find a marked reduction in the amount of dendritic arbor across the span of the dendritic tree of CA1 pyramidal neurons and reduced long-term potentiation and levels of synaptic markers spinophilin and VGLUT1. Loss of dendritic arbor is accompanied by corresponding reductions in the number of dendritic spines, suggesting widespread alterations in synaptic connectivity. Conditional VGLUT2 knock-out mice exhibit increased open-field exploratory activity yet impaired spatial learning and memory, endophenotypes similar to those of NMDA receptor knock-down mice. Remarkably, the impairment in learning can be partially restored by selectively increasing NMDA receptor-mediated glutamate transmission in adult mice by prolonged treatment with d-serine and a d-amino acid oxidase inhibitor. Our data indicate that VGLUT2 expression is pivotal to the proper development of mature pyramidal neuronal architecture and plasticity, and that such glutamatergic deficiency leads to cognitive malfunction as observed in several neurodevelopmental psychiatric disorders.

  1. Incorporation of Socio-scientific Content into Active Learning Activities

    NASA Astrophysics Data System (ADS)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  2. Sex-related differences in spatial learning during the early postnatal development of the rat.

    PubMed

    Cimadevilla, J M; González-Pardo, H; López, L; Diaz, F; Cueto, E G; Garcia-Moreno, L M; Arias, J L

    1999-06-01

    Some authors have reported that male rats younger than 21 days old are unable to perform spatial learning correctly because they have still not developed the ability to use extra-maze cues. In experiment 1, we analyzed spatial learning in 14-, 21-, 30- and 42-day-old rats using the Morris water maze (MWM). According to our results, a good performance was observed in 30-day-old male rats whereas this was not observed in female rats until they were 42 days old. In experiment 2 we studied the role of sex hormones in this kind of learning using the MWM and 30-day-old rats (castrated male rats and female rats treated with testosterone propionate (TP) after birth). The latter group, the male control group and the castrated males all solved the task correctly. The objective of experiment 3 was to determine possible differences between the sexes in the use of taxon strategies in the T water maze. To summarize, sexual dimorphism was only observed in spatial learning during development.

  3. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  4. Context-specific effects of estradiol on spatial learning and memory in the zebra finch.

    PubMed

    Rensel, M A; Salwiczek, L; Roth, J; Schlinger, B A

    2013-02-01

    Estradiol is known to impact cognitive function including spatial learning and memory, with studies focused largely on rodent models. Estrogens can be produced peripherally or centrally as neuroestrogens, and the specific role for neuroestrogens in memory processes remains unresolved. Many songbirds possess remarkable spatial memory capabilities and also express the estrogen synthetic enzyme aromatase abundantly in the hippocampus, suggesting that locally-produced estrogens may promote the acquisition or retrieval of spatial memories in these birds. We examined the effect of estradiol on spatial memory in three contexts in the zebra finch: retrieval after discrimination training, retrieval after familiarization but without discrimination training, and memory acquisition, using a combination of estradiol implants and oral dosing with the aromatase inhibitor fadrozole (FAD). Retrieval of spatial memory in both contexts was impaired when estradiol production was blocked. However, spatial memory acquisition was enhanced when estradiol production was inhibited whereas estradiol replacement impaired acquisition. These results provide evidence for a context-specific role of estradiol in songbird spatial memory, results that find accord with some mammalian studies but have not yet been observed in birds.

  5. GR3027 antagonizes GABAA receptor-potentiating neurosteroids and restores spatial learning and motor coordination in rats with chronic hyperammonemia and hepatic encephalopathy.

    PubMed

    Johansson, Maja; Agusti, Ana; Llansola, Marta; Montoliu, Carmina; Strömberg, Jessica; Malinina, Evgenya; Ragagnin, Gianna; Doverskog, Magnus; Bäckström, Torbjörn; Felipo, Vicente

    2015-09-01

    Hepatic encephalopathy (HE) is one of the primary complications of liver cirrhosis. Current treatments for HE, mainly directed to reduction of ammonia levels, are not effective enough because they cannot completely eliminate hyperammonemia and inflammation, which induce the neurological alterations. Studies in animal models show that overactivation of GABAA receptors is involved in cognitive and motor impairment in HE and that reducing this activation restores these functions. We have developed a new compound, GR3027, that selectively antagonizes the enhanced activation of GABAA receptors by neurosteroids such as allopregnanolone and 3α,21-dihydroxy-5α-pregnan-20-one (THDOC). This work aimed to assess whether GR3027 improves motor incoordination, spatial learning, and circadian rhythms of activity in rats with HE. GR3027 was administered subcutaneously to two main models of HE: rats with chronic hyperammonemia due to ammonia feeding and rats with portacaval shunts (PCS). Motor coordination was assessed in beam walking and spatial learning and memory in the Morris water maze and the radial maze. Circadian rhythms of ambulatory and vertical activity were also assessed. In both hyperammonemic and PCS rats, GR3027 restores motor coordination, spatial memory in the Morris water maze, and spatial learning in the radial maze. GR3027 also partially restores circadian rhythms of ambulatory and vertical activity in PCS rats. GR3027 is a novel approach to treatment of HE that would normalize neurological functions altered because of enhanced GABAergic tone, affording more complete normalization of cognitive and motor function than current treatments for HE.

  6. GR3027 antagonizes GABAA receptor-potentiating neurosteroids and restores spatial learning and motor coordination in rats with chronic hyperammonemia and hepatic encephalopathy

    PubMed Central

    Johansson, Maja; Agusti, Ana; Llansola, Marta; Montoliu, Carmina; Strömberg, Jessica; Malinina, Evgenya; Ragagnin, Gianna; Doverskog, Magnus; Bäckström, Torbjörn

    2015-01-01

    Hepatic encephalopathy (HE) is one of the primary complications of liver cirrhosis. Current treatments for HE, mainly directed to reduction of ammonia levels, are not effective enough because they cannot completely eliminate hyperammonemia and inflammation, which induce the neurological alterations. Studies in animal models show that overactivation of GABAA receptors is involved in cognitive and motor impairment in HE and that reducing this activation restores these functions. We have developed a new compound, GR3027, that selectively antagonizes the enhanced activation of GABAA receptors by neurosteroids such as allopregnanolone and 3α,21-dihydroxy-5α-pregnan-20-one (THDOC). This work aimed to assess whether GR3027 improves motor incoordination, spatial learning, and circadian rhythms of activity in rats with HE. GR3027 was administered subcutaneously to two main models of HE: rats with chronic hyperammonemia due to ammonia feeding and rats with portacaval shunts (PCS). Motor coordination was assessed in beam walking and spatial learning and memory in the Morris water maze and the radial maze. Circadian rhythms of ambulatory and vertical activity were also assessed. In both hyperammonemic and PCS rats, GR3027 restores motor coordination, spatial memory in the Morris water maze, and spatial learning in the radial maze. GR3027 also partially restores circadian rhythms of ambulatory and vertical activity in PCS rats. GR3027 is a novel approach to treatment of HE that would normalize neurological functions altered because of enhanced GABAergic tone, affording more complete normalization of cognitive and motor function than current treatments for HE. PMID:26138462

  7. Autism-related Neuroligin-3 Mutation Alters Social Behavior and Spatial Learning

    PubMed Central

    Jaramillo, Thomas C.; Liu, Shunan; Pettersen, Ami; Birnbaum, Shari G; Powell, Craig M.

    2014-01-01

    deficits, enhanced spatial learning, and increased locomotor activity. These data extend our previous findings that NL3R451C mice exhibit autism-relevant behavioral abnormalities and further suggest that different genetic backgrounds can modify this behavioral phenotype through epistatic genetic interactions. PMID:24619977

  8. The Effects of Restricted Peripheral Field-of-View on Spatial Learning while Navigating

    PubMed Central

    2016-01-01

    Recent work with simulated reductions in visual acuity and contrast sensitivity has found decrements in survey spatial learning as well as increased attentional demands when navigating, compared to performance with normal vision. Given these findings, and previous work showing that peripheral field loss has been associated with impaired mobility and spatial memory for room-sized spaces, we investigated the role of peripheral vision during navigation using a large-scale spatial learning paradigm. First, we aimed to establish the magnitude of spatial memory errors at different levels of field restriction. Second, we tested the hypothesis that navigation under these different levels of restriction would use additional attentional resources. Normally sighted participants walked on novel real-world paths wearing goggles that restricted the field-of-view (FOV) to severe (15°, 10°, 4°, or 0°) or mild angles (60°) and then pointed to remembered target locations using a verbal reporting measure. They completed a concurrent auditory reaction time task throughout each path to measure cognitive load. Only the most severe restrictions (4° and blindfolded) showed impairment in pointing error compared to the mild restriction (within-subjects). The 10° and 4° conditions also showed an increase in reaction time on the secondary attention task, suggesting that navigating with these extreme peripheral field restrictions demands the use of limited cognitive resources. This comparison of different levels of field restriction suggests that although peripheral field loss requires the actor to use more attentional resources while navigating starting at a less extreme level (10°), spatial memory is not negatively affected until the restriction is very severe (4°). These results have implications for understanding of the mechanisms underlying spatial learning during navigation and the approaches that may be taken to develop assistance for navigation with visual impairment. PMID

  9. Topographical Subcomponents of Electrical Brain Activity Allow to Identify Semantic Learning.

    PubMed

    Skrandies, Wolfgang; Shinoda, Haruo

    2017-03-03

    We investigated the change of event-related brain activity elicited by reading meaningful or meaningless Japanese symbols in 20 healthy German adults. In a learning phase of about 20 min, subjects acquired the meaning of 20 Kanji characters. As control stimuli 20 different Kanji characters were presented. Electrical brain activity was obtained before and after learning, The mean learning performance of all subjects was 92.5% correct responses. EEG was measured simultaneously from 30 channels, artifacts were removed offline, and the data before and after learning were compared. We found five spatial principal components that accounted for 83.8% of the variance. A significant interaction between training time (before/after learning) and stimulus (learning/control) illustrates a significant relation between successful learning and topographical changes of brain activity elicited by Kanji characters. Effects that were induced by learning were seen at short latencies in the order of 100 ms. In addition, we present evidence that differences in the weighted combination of spatial components allow to identify experimental conditions successfully by linear discriminant analysis using topographical ERP data of a single time point. In conclusion, semantic meaning can be aquired rapidly and it is associated with specific changes of ERP components.

  10. The impact of symbolic and non-symbolic quantity on spatial learning.

    PubMed

    McCrink, Koleen; Galamba, Jennifer

    2015-01-01

    An implicit mapping of number to space via a "mental number line" occurs automatically in adulthood. Here, we systematically explore the influence of differing representations of quantity (no quantity, non-symbolic magnitudes, and symbolic numbers) and directional flow of stimuli (random flow, left-to-right, or right-to-left) on learning and attention via a match-to-sample working memory task. When recalling a cognitively demanding string of spatial locations, subjects performed best when information was presented right-to-left. When non-symbolic or symbolic numerical arrays were embedded in these spatial locations, and mental number line congruency prompted, this effect was attenuated and in some cases reversed. In particular, low-performing female participants who viewed increasing non-symbolic number arrays paired with the spatial locations exhibited better recall for left-to-right directional flow information relative to right-to-left, and better processing for the left side of space relative to the right side of space. The presence of symbolic number during spatial learning enhanced recall to a greater degree than non-symbolic number--especially for female participants, and especially when cognitive load is high--and this difference was independent of directional flow of information. We conclude that quantity representations have the potential to scaffold spatial memory, but this potential is subtle, and mediated by the nature of the quantity and the gender and performance level of the learner.

  11. Spatial and temporal variations of thunderstorm activities over Sri Lanka

    NASA Astrophysics Data System (ADS)

    Sonnadara, Upul

    2016-05-01

    Spatial and temporal variation of frequencies of thunderstorms over Sri Lanka using thunder day data is presented. A thunder day is simply a calendar day in which thunder is heard at least once at a given location. Two sets of data were collected and analyzed: annual totals for 10 climatological stations for a period of 50 years and monthly totals for 20 climatological stations for a period of 20 years. The average annual thunder days over Sri Lanka was found to be 76. Among the climatological stations considered, a high number of annual thunder days was recorded in Ratnapura (150 days/year), followed by Colombo (108 days/year) and Bandarawela (106 days/year). It appears that there are no widespread long-term increasing or decreasing trends in thunderstorm frequencies. However, Colombo, the capital of Sri Lanka which has over two million people shows an increasing trend of 0.8 thunder days per year. Although there is a high variability between stations reporting the number of thunder days, the overall pattern within a year is clear. Thunderstorm frequencies are high during two periods: March-May and September-November, which coincide with the first inter-monsoon and second inter-monsoon periods. Compared to the dry zone, the wet zone, especially the southwestern region, has high thunderstorm activity. There is a clear spatial difference in thunderstorm activities during the southwest and northeast monsoon seasons. During both these seasons, enhanced thunderstorm activities are reported on the leeward side of the mountain range. A slight reduction in the thunderstorm activities was found in the high elevation areas of the hill country compared to the surrounding areas. A lightning ground flash density map derived using annual thunder days is also presented.

  12. Differentiation of forebrain and hippocampal dopamine 1-class receptors, D1R and D5R, in spatial learning and memory.

    PubMed

    Sariñana, Joshua; Tonegawa, Susumu

    2016-01-01

    Activation of prefrontal cortical (PFC), striatal, and hippocampal dopamine 1-class receptors (D1R and D5R) is necessary for normal spatial information processing. Yet the precise role of the D1R versus the D5R in the aforementioned structures, and their specific contribution to the water-maze spatial learning task remains unknown. D1R- and D5R-specific in situ hybridization probes showed that forebrain restricted D1R and D5R KO mice (F-D1R/D5R KO) displayed D1R mRNA deletion in the medial (m)PFC, dorsal and ventral striatum, and the dentate gyrus (DG) of the hippocampus. D5R mRNA deletion was limited to the mPFC, the CA1 and DG hippocampal subregions. F-D1R/D5R KO mice were given water-maze training and displayed subtle spatial latency differences between genotypes and spatial memory deficits during both regular and reversal training. To differentiate forebrain D1R from D5R activation, forebrain restricted D1R KO (F-D1R KO) and D5R KO (F-D5R KO) mice were trained on the water-maze task. F-D1R KO animals exhibited escape latency deficits throughout regular and reversal training as well as spatial memory deficits during reversal training. F-D1R KO mice also showed perseverative behavior during the reversal spatial memory probe test. In contrast, F-D5R KO animals did not present observable deficits on the water-maze task. Because F-D1R KO mice showed water-maze deficits we tested the necessity of hippocampal D1R activation for spatial learning and memory. We trained DG restricted D1R KO (DG-D1R KO) mice on the water-maze task. DG-D1R KO mice did not present detectable spatial memory deficit, but did show subtle deficits during specific days of training. Our data provides evidence that forebrain D5R activation plays a unique role in spatial learning and memory in conjunction with D1R activation. Moreover, these data suggest that mPFC and striatal, but not DG D1R activation are essential for spatial learning and memory.

  13. Spatial Analysis of Crime Incidence and Adolescent Physical Activity

    PubMed Central

    Robinson, Alyssa I.; Carnes, Fei

    2016-01-01

    Adolescents do not achieve recommended levels of physical activity. Crime is believed to be a barrier to physical activity among youth, but findings are inconsistent. This study compares the spatial distribution of crime incidences and moderate-to-vigorous physical activity (MVPA) among adolescents in Massachusetts between 2011 and 2012, and examines the correlation between crime and MVPA. Eighty adolescents provided objective physical activity (accelerometer) and location (Global Positioning Systems) data. Crime report data were obtained from the city police department. Data were mapped using geographic information systems, and crime and MVPA densities were calculated using kernel density estimations. Spearman’s correlation tested for associations between crime and MVPA. Overall, 1,694 reported crimes and 16,702 minutes of MVPA were included in analyses. A strong positive correlation was present between crime and adolescent MVPA (ρ=0.72, p<0.0001). Crime remained positively associated with MVPA in locations falling within the lowest quartile (ρ=0.43, p<0.0001) and highest quartile (ρ=0.32, p<0.0001) of crime density. This study found a strong positive association between crime and adolescent MVPA, despite research suggesting the opposite relationship. This counterintuitive finding may be explained by the logic of a common destination: neighborhood spaces which are desirable destinations and promote physical activity may likewise attract crime. PMID:26820115

  14. Nonuniform spatial patterns of respiratory activity within biofilms during disinfection.

    PubMed Central

    Huang, C T; Yu, F P; McFeters, G A; Stewart, P S

    1995-01-01

    Fluorescent stains in conjunction with cryoembedding and image analysis were applied to demonstrate spatial gradients in respiratory activity within bacterial biofilms during disinfection with monochloramine. Biofilms of Klebsiella pneumoniae and Pseudomonas aeruginosa grown together on stainless steel surfaces in continuous-flow annular reactors were treated with 2 mg of monochloramine per liter (influent concentration) for 2 h. Relatively little biofilm removal occurred as evidenced by total cell direct counts. Plate counts (of both species summed) indicated an average 1.3-log decrease after exposure to 2 mg of monochloramine per liter. The fluorogenic redox indicator 5-cyano-2,3-ditolyl tetrazolium chloride (CTC) and the DNA stain 4',6-diamidino-2-phenylindole (DAPI) were used to differentiate respiring and nonrespiring cells in biofilms. Epifluorescence micrographs of frozen biofilm cross sections clearly revealed gradients of respiratory activity within biofilms in response to monochloramine treatment. These gradients in specific respiratory activity were quantified by calculating the ratio of CTC and DAPI intensities measured by image analysis. Cells near the biofilm-bulk fluid interface lost respiratory activity first. After 2 h of biocide treatment, greater respiratory activity persisted deep in the biofilm than near the biofilm-bulk fluid interface. PMID:7793945

  15. Immune challenge but not dietary restriction affects spatial learning in the wild subterranean rodent Ctenomys talarum.

    PubMed

    Schleich, Cristian E; Zenuto, Roxana R; Cutrera, Ana P

    2015-02-01

    Several lines of evidence suggest that learning and triggering an immune response are both metabolically expensive and thus likely to be subject to nutritional trade-offs between them and other competing demands. Therefore, we evaluated if an immune challenge with a novel antigen affects spatial learning in the subterranean rodent Ctenomys talarum under two different dietary conditions. The results showed that immune-challenged animals were affected in their spatial learning capabilities, increasing the number of errors and marginally the time required to reach the goal of a complex labyrinth. No effect of the dietary restriction nor interaction between factors were observed. This work provides support for the existence of a trade-off between the costs of the immune defense and learning abilities, indicating that when investment is required to fight infection, fewer resources are available for learning. The absence of effect of nutritional condition on this trade-off suggests that other physiological processes, besides cognition, may be limited by the energetic resources necessary to the more immediately critical immune response.

  16. Knockdown of Nurr1 in the rat hippocampus: implications to spatial discrimination learning and memory.

    PubMed

    Colón-Cesario, Wanda I; Martínez-Montemayor, Michelle M; Morales, Sohaira; Félix, Jahaira; Cruz, Juan; Adorno, Monique; Pereira, Lixmar; Colón, Nydia; Maldonado-Vlaar, Carmen S; Peña de Ortiz, Sandra

    2006-01-01

    Nurr1 expression is up-regulated in the brain following associative learning experiences, but its relevance to cognitive processes remains unclear. In these studies, rats initially received bilateral hippocampal infusions of control or antisense oligodeoxynucleotides (ODNs) 1 h prior to training in a holeboard spatial discrimination task. Such pre-training infusions of nurr1 antisense ODNs caused a moderate effect in learning the task and also impaired LTM tested 7 d later. In a second experiment, ODN infusions were given immediately after the animals had received two sessions of training, during which all animals showed normal learning. Although antisense treated rats were significantly impaired during the post-infusion stages of acquisition of the task, no group differences were observed during the LTM test given 7 d later. These animals were subjected 3 d later to reversal training in the same maze in the absence of any additional treatments. Remarkably, rats previously treated with antisense ODNs displayed perseveration: The animals were fixated with the previously learned pattern of baited holes, causing them to be significantly impaired in the extinction of acquired spatial preferences and future learning. We postulate that Nurr1 function in the hippocampus is important for normal cognitive processes.

  17. Age-Related Wayfinding Differences in Real Large-Scale Environments: Detrimental Motor Control Effects during Spatial Learning Are Mediated by Executive Decline?

    PubMed Central

    Taillade, Mathieu; Sauzéon, Hélène; Arvind Pala, Prashant; Déjos, Marie; Larrue, Florian; Gross, Christian; N’Kaoua, Bernard

    2013-01-01

    The aim of this study was to evaluate motor control activity (active vs. passive condition) with regards to wayfinding and spatial learning difficulties in large-scale spaces for older adults. We compared virtual reality (VR)-based wayfinding and spatial memory (survey and route knowledge) performances between 30 younger and 30 older adults. A significant effect of age was obtained on the wayfinding performances but not on the spatial memory performances. Specifically, the active condition deteriorated the survey measure in all of the participants and increased the age-related differences in the wayfinding performances. Importantly, the age-related differences in the wayfinding performances, after an active condition, were further mediated by the executive measures. All of the results relative to a detrimental effect of motor activity are discussed in terms of a dual task effect as well as executive decline associated with aging. PMID:23843992

  18. Perceptual learning to discriminate the intensity and spatial location of nociceptive stimuli

    PubMed Central

    Mancini, Flavia; Dolgevica, Karina; Steckelmacher, James; Haggard, Patrick; Friston, Karl; Iannetti, Giandomenico D.

    2016-01-01

    Accurate discrimination of the intensity and spatial location of nociceptive stimuli is essential to guide appropriate behaviour. The ability to discriminate the attributes of sensory stimuli is continuously refined by practice, even throughout adulthood - a phenomenon called perceptual learning. In the visual domain, perceptual learning to discriminate one of the features that define a visual stimulus (e.g., its orientation) can transfer to a different feature of the same stimulus (e.g., its contrast). Here, we performed two experiments on 48 volunteers to characterize perceptual learning in nociception, which has been rarely studied. We investigated whether learning to discriminate either the intensity or the location of nociceptive stimuli (1) occurs during practice and is subsequently maintained, (2) requires feedback on performance, and (3) transfers to the other, unpractised stimulus feature. First, we found clear evidence that perceptual learning in discriminating both the intensity and the location of nociceptive stimuli occurs, and is maintained for at least 3 hours after practice. Second, learning occurs only when feedback is provided during practice. Finally, learning is largely confined to the feature for which feedback was provided. We discuss these effects in a predictive coding framework, and consider implications for future studies. PMID:27996022

  19. Active Learning: The Importance of Developing a Comprehensive Measure

    ERIC Educational Resources Information Center

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

  20. Reference Framework for Active Learning in Higher Education

    ERIC Educational Resources Information Center

    Naithani, Pranav

    2008-01-01

    The work presented in this paper traces the history of active learning and further utilizes the available literature to define the meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies…

  1. Changing University Students' Alternative Conceptions of Optics by Active Learning

    ERIC Educational Resources Information Center

    Hadžibegovic, Zalkida; Sliško, Josip

    2013-01-01

    Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

  2. Active Kids Active Minds: A Physical Activity Intervention to Promote Learning?

    ERIC Educational Resources Information Center

    lisahunter; Abbott, Rebecca; Macdonald, Doune; Ziviani, Jennifer; Cuskelly, Monica

    2014-01-01

    This study assessed the feasibility and impact of introducing a programme of an additional 30 minutes per day of moderate physical activity within curriculum time on learning and readiness to learn in a large elementary school in south-east Queensland, Australia. The programme, Active Kids Active Minds (AKAM), involved Year 5 students (n = 107),…

  3. Effects of environmental enrichment on anxiety responses, spatial memory and cytochrome c oxidase activity in adult rats.

    PubMed

    Sampedro-Piquero, P; Zancada-Menendez, C; Begega, A; Rubio, S; Arias, J L

    2013-09-01

    We have studied the effect of an environmental enrichment (EE) protocol in adult Wistar rats on the activity in the elevated zero-maze (EZM), performance in the radial-arm water maze (RAWM) and we have also examined the changes in the neuronal metabolic activity of several brain regions related to anxiety response and spatial memory through cytochrome c oxidase histochemistry (COx). Our EE protocol had anxiolytic effect in the EZM; the animals spent more time and made more entries into the open quadrants, they had lower latency to enter into the open quadrant and lower levels of defecation. Also, the EE group showed fewer working memory and reference memory errors, as well as lesser distance travelled in the first day of the spatial training. In relation to the neuronal metabolic activity, EE reduced the COx activity in brain regions related to anxiety response, such as the infralimbic cortex, the paraventricular thalamic and hypothalamic nucleus, the basolateral amygdala, and the ventral hippocampus. Interestingly, there were no significant differences between groups in the dorsal hippocampus, more related to spatial cognition. These results suggest a beneficial effect of EE on spatial memory as a result of reducing anxiety levels and the COx activity in brain regions involved in anxiety response. We also found a differential pattern of activation inside the hippocampus, suggesting that the dorsal hippocampus has a preferential involvement in spatial learning and memory, whereas the ventral hippocampus has a role in anxiety response.

  4. The importance of spatial ability and mental models in learning anatomy

    NASA Astrophysics Data System (ADS)

    Chatterjee, Allison K.

    As a foundational course in medical education, gross anatomy serves to orient medical and veterinary students to the complex three-dimensional nature of the structures within the body. Understanding such spatial relationships is both fundamental and crucial for achievement in gross anatomy courses, and is essential for success as a practicing professional. Many things contribute to learning spatial relationships; this project focuses on a few key elements: (1) the type of multimedia resources, particularly computer-aided instructional (CAI) resources, medical students used to study and learn; (2) the influence of spatial ability on medical and veterinary students' gross anatomy grades and their mental models; and (3) how medical and veterinary students think about anatomy and describe the features of their mental models to represent what they know about anatomical structures. The use of computer-aided instruction (CAI) by gross anatomy students at Indiana University School of Medicine (IUSM) was assessed through a questionnaire distributed to the regional centers of the IUSM. Students reported using internet browsing, PowerPoint presentation software, and email on a daily bases to study gross anatomy. This study reveals that first-year medical students at the IUSM make limited use of CAI to study gross anatomy. Such studies emphasize the importance of examining students' use of CAI to study gross anatomy prior to development and integration of electronic media into the curriculum and they may be important in future decisions regarding the development of alternative learning resources. In order to determine how students think about anatomical relationships and describe the features of their mental models, personal interviews were conducted with select students based on students' ROT scores. Five typologies of the characteristics of students' mental models were identified and described: spatial thinking, kinesthetic approach, identification of anatomical structures

  5. Multi-Perspective Indexing of Diverse Spatial Characteristics of an Outdoor Field toward Redesigning of Real-World Learning

    ERIC Educational Resources Information Center

    Okada, Masaya; Tada, Masahiro

    2014-01-01

    Real-world learning is important because it encourages learners to obtain knowledge through various experiences. To design effective real-world learning, it is necessary to analyze the diverse learning activities that occur in real-world learning and to develop effective strategies for learning support. By inventing the technologies of multimodal…

  6. Spatial sequence memory and spatial error monitoring in the Groton Maze Learning Task (GMLT): A validation study of GMLT sub-measures in healthy children.

    PubMed

    Thomas, Elizabeth; Maruff, Paul; Paul, Jacob; Reeve, Robert

    2016-01-01

    The stepping-stone variant of the hidden pathway maze learning (HPML) task paradigm has been extensively used to investigate cognitive functions in neuropsychology and neuropharmacology. Previous studies have used total error across trials, as well as rule-break errors and learning errors, to define spatial memory and/or executive function in healthy and impaired adults and children. However, the construct validity of performance measures on HPML tasks has not been established in healthy children. To assess the construct validity of measures of exploratory and rule-break errors on the Groton Maze Learning Task (GMLT) measures of spatial sequence memory (Corsi Blocks Task) and spatial error monitoring (Continuous Paired Associate Learning; CPAL) were used. The results indicate that Corsi span predicted GMLT spatial sequence memory and CPAL accuracy predicted GMLT spatial error monitoring. The construct validity of the GMLT as a measure of spatial memory and executive function are discussed with regard to prior research using HPML tasks in neuropsychological contexts.

  7. Towards a fourth spatial dimension of brain activity.

    PubMed

    Tozzi, Arturo; Peters, James F

    2016-06-01

    Current advances in neurosciences deal with the functional architecture of the central nervous system, paving the way for general theories that improve our understanding of brain activity. From topology, a strong concept comes into play in understanding brain functions, namely, the 4D space of a "hypersphere's torus", undetectable by observers living in a 3D world. The torus may be compared with a video game with biplanes in aerial combat: when a biplane flies off one edge of gaming display, it does not crash but rather it comes back from the opposite edge of the screen. Our thoughts exhibit similar behaviour, i.e. the unique ability to connect past, present and future events in a single, coherent picture as if we were allowed to watch the three screens of past-present-future "glued" together in a mental kaleidoscope. Here we hypothesize that brain functions are embedded in a imperceptible fourth spatial dimension and propose a method to empirically assess its presence. Neuroimaging fMRI series can be evaluated, looking for the topological hallmark of the presence of a fourth dimension. Indeed, there is a typical feature which reveal the existence of a functional hypersphere: the simultaneous activation of areas opposite each other on the 3D cortical surface. Our suggestion-substantiated by recent findings-that brain activity takes place on a closed, donut-like trajectory helps to solve long-standing mysteries concerning our psychological activities, such as mind-wandering, memory retrieval, consciousness and dreaming state.

  8. Inflammation During Gestation Induced Spatial Memory and Learning Deficits: Attenuated by Physical Exercise in Juvenile Rats

    PubMed Central

    Thangarajan, Rajesh; Rai, Kiranmai. S.; Gopalakrishnan, Sivakumar; Perumal, Vivek

    2015-01-01

    Background Gestational infections induced inflammation (GIII) is a cause of various postnatal neurological deficits in developing countries. Such intra uterine insults could result in persistent learning-memory disabilities. There are no studies elucidating the efficacy of adolescence exercise on spatial learning- memory abilities of young adult rats pre-exposed to inflammatory insult during fetal life. Aims and Objectives The present study addresses the efficacy of physical (running) exercise during adolescent period in attenuating spatial memory deficits induced by exposure to GIII in rats. Materials and Methods Pregnant Wistar dams were randomly divided into control and lipopolysaccharide (LPS) groups, injected intra peritoneally (i.p) with saline (0.5ml) or lipopolysaccharide (LPS) (0.5mg/kg) on alternate days from gestation day 14 (GD 14) till delivery. After parturition, pups were divided into 3 groups (n=6/group) a) Sham control and LPS group divided into 2 subgroups- b) LPS and c) LPS exercise group. Running exercise was given only to LPS exercise group during postnatal days (PNDs) 30 to 60 (15min/day). Spatial learning and memory performance was assessed by Morris water maze test (MWM), on postnatal day 61 to 67 in all groups. Results Young rats pre-exposed to GIII and subjected to running exercise through juvenile period displayed significant decrease in latency to reach escape platform and spent significant duration in target quadrant in MWM test, compared to age matched LPS group. Results of the current study demonstrated that exercise through juvenile/adolescent period effectively mitigates gestational inflammation-induced cognitive deficits in young adult rats. Conclusion Inflammation during gestation impairs offspring’s spatial memory and learning abilities. Whereas, early postnatal physical exercise attenuates, to higher extent, cognitive impairment resulted from exposure to LPS induced inflammation during intrauterine growth period. PMID:26266117

  9. Between-task transfer of learning from spatial compatibility to a color stroop task.

    PubMed

    Marini, Maddalena; Iani, Cristina; Nicoletti, Roberto; Rubichi, Sandro

    2011-01-01

    Responses to a relevant stimulus dimension are faster and more accurate when the stimulus and response spatially correspond compared to when they do not, even though stimulus position is irrelevant (Simon effect). It has been demonstrated that practicing with an incompatible spatial stimulus-response (S-R) mapping before performing a Simon task can eliminate this effect. In the present study we assessed whether a learned spatially incompatible S-R mapping can be transferred to a nonspatial conflict task, hence supporting the view that transfer effects are due to acquisition of a general "respond to the opposite stimulus value" rule. To this aim, we ran two experiments in which participants performed a spatial compatibility task with either a compatible or an incompatible mapping and then transferred, after a 5 min delay, to a color Stroop task. In Experiment 1, responses were executed by pressing one of two keys on the keyboard in both practice and transfer tasks. In Experiment 2, responses were manual in the practice task and vocal in the transfer task. The spatially incompatible practice significantly reduced the color Stroop effect only when responses were manual in both tasks. These results suggest that during practice participants develop a response-selection strategy of emitting the alternative spatial response.

  10. Active Learning in the Era of Big Data

    SciTech Connect

    Jamieson, Kevin; Davis, IV, Warren L.

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  11. Effects of Housing on Methamphetamine-Induced Neurotoxicity and Spatial Learning and Memory.

    PubMed

    Gutierrez, Arnold; Jablonski, Sarah A; Amos-Kroohs, Robyn M; Barnes, Anna C; Williams, Michael T; Vorhees, Charles V

    2017-03-27

    Severe stress potentiates methamphetamine (MA) neurotoxicity. However, whether moderate stress increases or decreases the neurotoxic effects of MA is unknown. We assessed the effects of MA (4 × 10 mg/kg at 2 h intervals) in combination with prior barren-cage housing in adult male Sprague-Dawley rats on monoamines and glial fibrillary acid protein (GFAP) in one cohort and spatial learning and memory in the Morris water maze in another cohort. MA reduced dopamine (DA) and serotonin (5-HT) in the neostriatum and nucleus accumbens, 5-HT in the hippocampus, and increased GFAP in neostriatum and nucleus accumbens compared with saline controls. In neostriatum, barren-cage housing protected against MA-induced increases in GFAP, but it did not prevent DA and 5-HT reductions, although it did increase hippocampal norepinephrine. MA impaired spatial learning during acquisition, reversal, and shift phases and impaired reference memory on reversal and shift probe trials. Barren-cage housing enhanced performance during acquisition but not during reversal or shift or on probe trials. The data indicate that prior barren-cage housing moderates MA-induced neostriatal astrogliosis and initial spatial learning, but has no protective effect when the platform is smaller and relocated and therefore requires cognitive flexibility in relearning.

  12. Dopamine release from the locus coeruleus to the dorsal hippocampus promotes spatial learning and memory

    PubMed Central

    Kempadoo, Kimberly A.; Mosharov, Eugene V.; Choi, Se Joon; Sulzer, David; Kandel, Eric R.

    2016-01-01

    Dopamine neurotransmission in the dorsal hippocampus is critical for a range of functions from spatial learning and synaptic plasticity to the deficits underlying psychiatric disorders such as attention-deficit hyperactivity disorder. The ventral tegmental area (VTA) is the presumed source of dopamine in the dorsal hippocampus. However, there is a surprising scarcity of VTA dopamine axons in the dorsal hippocampus despite the dense network of dopamine receptors. We have explored this apparent paradox using optogenetic, biochemical, and behavioral approaches and found that dopaminergic axons and subsequent dopamine release in the dorsal hippocampus originate from neurons of the locus coeruleus (LC). Photostimulation of LC axons produced an increase in dopamine release in the dorsal hippocampus as revealed by high-performance liquid chromatography. Furthermore, optogenetically induced release of dopamine from the LC into the dorsal hippocampus enhanced selective attention and spatial object recognition via the dopamine D1/D5 receptor. These results suggest that spatial learning and memory are energized by the release of dopamine in the dorsal hippocampus from noradrenergic neurons of the LC. The present findings are critical for identifying the neural circuits that enable proper attention selection and successful learning and memory. PMID:27930324

  13. Dopamine release from the locus coeruleus to the dorsal hippocampus promotes spatial learning and memory.

    PubMed

    Kempadoo, Kimberly A; Mosharov, Eugene V; Choi, Se Joon; Sulzer, David; Kandel, Eric R

    2016-12-20

    Dopamine neurotransmission in the dorsal hippocampus is critical for a range of functions from spatial learning and synaptic plasticity to the deficits underlying psychiatric disorders such as attention-deficit hyperactivity disorder. The ventral tegmental area (VTA) is the presumed source of dopamine in the dorsal hippocampus. However, there is a surprising scarcity of VTA dopamine axons in the dorsal hippocampus despite the dense network of dopamine receptors. We have explored this apparent paradox using optogenetic, biochemical, and behavioral approaches and found that dopaminergic axons and subsequent dopamine release in the dorsal hippocampus originate from neurons of the locus coeruleus (LC). Photostimulation of LC axons produced an increase in dopamine release in the dorsal hippocampus as revealed by high-performance liquid chromatography. Furthermore, optogenetically induced release of dopamine from the LC into the dorsal hippocampus enhanced selective attention and spatial object recognition via the dopamine D1/D5 receptor. These results suggest that spatial learning and memory are energized by the release of dopamine in the dorsal hippocampus from noradrenergic neurons of the LC. The present findings are critical for identifying the neural circuits that enable proper attention selection and successful learning and memory.

  14. Navigating the Active Learning Swamp: Creating an Inviting Environment for Learning.

    ERIC Educational Resources Information Center

    Johnson, Marie C.; Malinowski, Jon C.

    2001-01-01

    Reports on a survey of faculty members (n=29) asking them to define active learning, to rate how effectively different teaching techniques contribute to active learning, and to list the three teaching techniques they use most frequently. Concludes that active learning requires establishing an environment rather than employing a specific teaching…

  15. Predicting Reading and Mathematics from Neural Activity for Feedback Learning

    ERIC Educational Resources Information Center

    Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A.

    2017-01-01

    Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task…

  16. Understanding Fatty Acid Metabolism through an Active Learning Approach

    ERIC Educational Resources Information Center

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  17. Impairment of simultaneous-spatial working memory in nonverbal (visuospatial) learning disability: a treatment case study.

    PubMed

    Mammarella, Irene C; Coltri, Silvia; Lucangeli, Daniela; Cornoldi, Cesare

    2009-10-01

    We report the case of B.A., an 11-year-old child with a nonverbal (visuospatial) learning disability (NLD). Detailed psychometric and neuropsychological assessment on visuospatial working memory (VSWM) revealed specific simultaneous-spatial working memory impairment. A treatment targeting simultaneous-spatial working memory was given to B.A. for seven sessions (over one month); this resulted in improvement of simultaneous-spatial working memory, with the benefit that the training was maintained after six months. Discussion of clinical and theoretical implications is given, taking account of the distinctions that can be made between the different components of visuospatial working memory and different subtypes of NLD, thus allowing the tailoring of specific training to target the impaired VSWM component.

  18. High Spatial Resolution Fe XII Observations of Solar Active Regions

    NASA Astrophysics Data System (ADS)

    Testa, Paola; De Pontieu, Bart; Hansteen, Viggo

    2016-08-01

    We use UV spectral observations of active regions with the Interface Region Imaging Spectrograph (IRIS) to investigate the properties of the coronal Fe xii 1349.4 Å emission at unprecedented high spatial resolution (˜0.33″). We find that by using appropriate observational strategies (i.e., long exposures, lossless compression), Fe xii emission can be studied with IRIS at high spatial and spectral resolution, at least for high-density plasma (e.g., post-flare loops and active region moss). We find that upper transition region (TR; moss) Fe xii emission shows very small average Doppler redshifts ({v}{{D}} ˜ 3 km s-1) as well as modest non-thermal velocities (with an average of ˜24 km s-1 and the peak of the distribution at ˜15 km s-1). The observed distribution of Doppler shifts appears to be compatible with advanced three-dimensional radiative MHD simulations in which impulsive heating is concentrated at the TR footpoints of a hot corona. While the non-thermal broadening of Fe xii 1349.4 Å peaks at similar values as lower resolution simultaneous Hinode Extreme Ultraviolet Imaging Spectrometer (EIS) measurements of Fe xii 195 Å, IRIS observations show a previously undetected tail of increased non-thermal broadening that might be suggestive of the presence of subarcsecond heating events. We find that IRIS and EIS non-thermal line broadening measurements are affected by instrumental effects that can only be removed through careful analysis. Our results also reveal an unexplained discrepancy between observed 195.1/1349.4 Å Fe xii intensity ratios and those predicted by the CHIANTI atomic database.

  19. Active Learning With Optimal Instance Subset Selection.

    PubMed

    Fu, Yifan; Zhu, Xingquan; Elmagarmid, A K

    2013-04-01

    Active learning (AL) traditionally relies on some instance-based utility measures (such as uncertainty) to assess individual instances and label the ones with the maximum values for training. In this paper, we argue that such approaches cannot produce good labeling subsets mainly because instances are evaluated independently without considering their interactions, and individuals with maximal ability do not necessarily form an optimal instance subset for learning. Alternatively, we propose to achieve AL with optimal subset selection (ALOSS), where the key is to find an instance subset with a maximum utility value. To achieve the goal, ALOSS simultaneously considers the following: 1) the importance of individual instances and 2) the disparity between instances, to build an instance-correlation matrix. As a result, AL is transformed to a semidefinite programming problem to select a k-instance subset with a maximum utility value. Experimental results demonstrate that ALOSS outperforms state-of-the-art approaches for AL.

  20. How the Learning Path and the Very Structure of a Multifloored Environment Influence Human Spatial Memory

    PubMed Central

    Dollé, Laurent; Droulez, Jacques; Bennequin, Daniel; Berthoz, Alain; Thibault, Guillaume

    2015-01-01

    Few studies have explored how humans memorize landmarks in complex multifloored buildings. They have observed that participants memorize an environment either by floors or by vertical columns, influenced by the learning path. However, the influence of the building’s actual structure is not yet known. In order to investigate this influence, we conducted an experiment using an object-in-place protocol in a cylindrical building to contrast with previous experiments which used rectilinear environments. Two groups of 15 participants were taken on a tour with a first person perspective through a virtual cylindrical three-floored building. They followed either a route discovering floors one at a time, or a route discovering columns (by simulated lifts across floors). They then underwent a series of trials, in which they viewed a camera movement reproducing either a segment of the learning path (familiar trials), or performing a shortcut relative to the learning trajectory (novel trials). We observed that regardless of the learning path, participants better memorized the building by floors, and only participants who had discovered the building by columns also memorized it by columns. This expands on previous results obtained in a rectilinear building, where the learning path favoured the memory of its horizontal and vertical layout. Taken together, these results suggest that both learning mode and an environment’s structure influence the spatial memory of complex multifloored buildings. PMID:26770288

  1. Spatial learning and memory in male mice with altered growth hormone action.

    PubMed

    Basu, Amrita; McFarlane, Hewlet G; Kopchick, John J

    2017-04-04

    Growth hormone (GH) has a significant influence on cognitive performance in humans and other mammals. To understand the influence of altered GH action on cognition, we assessed spatial learning and memory using a Barnes maze (BM) comparing twelve-month old, male, bovine GH (bGH) and GH receptor antagonist (GHA) transgenic mice and their corresponding wild type (WT) littermates. During the acquisition training period in the BM, bGH mice showed increased latency, traveled longer path lengths and made more errors to reach the target than WT mice indicating significantly poorer learning. Short-term memory (STM) and long-term memory (LTM) trials showed significantly suppressed memory retention in bGH mice when compared to the WT group. Conversely, GHA mice showed significantly better learning parameters (latency, path length and errors) and increased use of an efficient search strategy than WT mice. Our study indicates a negative impact of GH excess and a beneficial effect of the inhibition of GH action on spatial learning and memory and, therefore, cognitive performance in male mice. Further research to elucidate GH's role in brain function will facilitate identifying therapeutic applications of GH or GHA for neuropathological and neurodegenerative conditions.

  2. Learning of spatial statistics in nonhuman primates: contextual cueing in baboons (Papio papio).

    PubMed

    Goujon, Annabelle; Fagot, Joel

    2013-06-15

    A growing number of theories of cognition suggest that many of our behaviors result from the ability to implicitly extract and use statistical redundancies present in complex environments. In an attempt to develop an animal model of statistical learning mechanisms in humans, the current study investigated spatial contextual cueing (CC) in nonhuman primates. Twenty-five baboons (Papio papio) were trained to search for a target (T) embedded within configurations of distrators (L) that were either predictive or non-predictive of the target location. Baboons exhibited an early CC effect, which remained intact after a 6-week delay and stable across extensive training of 20,000 trials. These results demonstrate the baboons' ability to learn spatial contingencies, as well as the robustness of CC as a cognitive phenomenon across species. Nevertheless, in both the youngest and oldest baboons, CC required many more trials to emerge than in baboons of intermediate age. As a whole, these results reveal strong similarities between CC in humans and baboons, suggesting similar statistical learning mechanisms in these two species. Therefore, baboons provide a valid model to investigate how statistical learning mechanisms develop and/or age during the life span, as well as how these mechanisms are implemented in neural networks, and how they have evolved throughout the phylogeny.

  3. CA1 cell activity sequences emerge after reorganization of network correlation structure during associative learning

    PubMed Central

    Modi, Mehrab N; Dhawale, Ashesh K; Bhalla, Upinder S

    2014-01-01

    Animals can learn causal relationships between pairs of stimuli separated in time and this ability depends on the hippocampus. Such learning is believed to emerge from alterations in network connectivity, but large-scale connectivity is difficult to measure directly, especially during learning. Here, we show that area CA1 cells converge to time-locked firing sequences that bridge the two stimuli paired during training, and this phenomenon is coupled to a reorganization of network correlations. Using two-photon calcium imaging of mouse hippocampal neurons we find that co-time-tuned neurons exhibit enhanced spontaneous activity correlations that increase just prior to learning. While time-tuned cells are not spatially organized, spontaneously correlated cells do fall into distinct spatial clusters that change as a result of learning. We propose that the spatial re-organization of correlation clusters reflects global network connectivity changes that are responsible for the emergence of the sequentially-timed activity of cell-groups underlying the learned behavior. DOI: http://dx.doi.org/10.7554/eLife.01982.001 PMID:24668171

  4. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

    PubMed Central

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588

  5. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others.

    PubMed

    Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

    2017-01-01

    National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning.

  6. Strategies for active learning in online continuing education.

    PubMed

    Phillips, Janet M

    2005-01-01

    Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

  7. Distinct discrimination learning strategies and their relation with spatial memory and attentional control in 4- to 14-year-olds.

    PubMed

    Schmittmann, Verena D; van der Maas, Han L J; Raijmakers, Maartje E J

    2012-04-01

    Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In this study, strategies in performing a discrimination learning task were distinguished in a cross-sectional sample of 302 children from 4 to 14 years of age. The trial-by-trial accuracy data were analyzed with mathematical learning models. The best-fitting model revealed three learning strategies: hypothesis testing, slow abrupt learning, and nonlearning. The proportion of hypothesis-testing children increased with age. Nonlearners were present only in the youngest age group. Feature preferences for the irrelevant dimension had a detrimental effect on performance in the youngest age group. The executive functions spatial working memory and attentional control significantly predicted posterior learning strategy probabilities after controlling for age.

  8. Cholinergic parameters and the retrieval of learned and re-learned spatial information: a study using a model of Wernicke-Korsakoff Syndrome.

    PubMed

    Pires, Rita G W; Pereira, Silvia R C; Oliveira-Silva, Ieda F; Franco, Glaura C; Ribeiro, Angela M

    2005-07-01

    This is a factorial (2 x 2 x 2) spatial memory and cholinergic parameters study in which the factors are chronic ethanol, thiamine deficiency and naivety in Morris water maze task. Both learning and retention of the spatial version of the water maze were assessed. To assess retrograde retention of spatial information, half of the rats were pre-trained on the maze before the treatment manipulations of pyrithiamine (PT)-induced thiamine deficiency and post-tested after treatment (pre-trained group). The other half of the animals was only trained after treatment to assess anterograde amnesia (post-trained group). Thiamine deficiency, associated to chronic ethanol treatment, had a significant deleterious effect on spatial memory performance of post-trained animals. The biochemical data revealed that chronic ethanol treatment reduced acetylcholinesterase (AChE) activity in the hippocampus while leaving the neocortex unchanged, whereas thiamine deficiency reduced both cortical and hippocampal AChE activity. Regarding basal and stimulated cortical acetylcholine (ACh) release, both chronic ethanol and thiamine deficiency treatments had significant main effects. Significant correlations were found between both cortical and hippocampal AChE activity and behaviour parameters for pre-trained but not for post-trained animals. Also for ACh release, the correlation found was significant only for pre-trained animals. These biochemical parameters were decreased by thiamine deficiency and chronic ethanol treatment, both in pre-trained and post-trained animals. But the correlation with the behavioural parameters was observed only for pre-trained animals, that is, those that were retrained and assessed for retrograde retention.

  9. Antiamnesic activity of Syzygium cumini against scopolamine induced spatial memory impairments in rats.

    PubMed

    Alikatte, Kanaka Latha; Akondi, Butchi Raju; Yerragunta, Venu Gopal; Veerareddy, Prabhakar Reddy; Palle, Suresh

    2012-11-01

    We evaluated the Antiamnesic effects of methanolic extract of Syzygium cumini (MESC) on spatial memory impairments induced by scopolamine (1 mg/kg, i.p.), a muscarinic antagonist, using the Radial arm maze, Morris water maze, learned helpless ness tests. Effect of MESC was evaluated and compared to standard drug, piracetam (200 mg/kg, i.p.). The MESC significantly (p<0.05) improved the impairment of short term or working memory induced by scopolamine in the Radial arm maze test, and significantly (p<0.05) reversed cognitive impairments in rats as measured by the learned helplessness test. In addition, MESC decreased escape latencies in the Morris water maze test. The activity of acetylcholinesterase in the brain was inhibited significantly (p<0.05) by treatment with MESC to a level similar to that observed in rats treated with piracetam. Moreover treatment with MESC (200 and 400 mg/kg, p.o.) to scopolamine induced rats significantly (p<0.05) decreased TBARS levels which was accompanied by an increase in the activities of SOD and Catalase. MESC has dose dependent effect and 400 mg/kg dose shown more prominent results when compared to 200 mg/kg dose of MESC. These results indicate that MESC may exert anti-amnesic activity via inhibition of acetylcholinesterase and antioxidant mechanisms in the brain.

  10. Interaction between age and perceptual similarity in olfactory discrimination learning in F344 rats: relationships with spatial learning.

    PubMed

    Yoder, Wendy M; Gaynor, Leslie S; Burke, Sara N; Setlow, Barry; Smith, David W; Bizon, Jennifer L

    2017-02-07

    Emerging evidence suggests that aging is associated with a reduced ability to distinguish perceptually similar stimuli in one's environment. As the ability to accurately perceive and encode sensory information is foundational for explicit memory, understanding the neurobiological underpinnings of discrimination impairments that emerge with advancing age could help elucidate the mechanisms of mnemonic decline. To this end, there is a need for preclinical approaches that robustly and reliably model age-associated perceptual discrimination deficits. Taking advantage of rodents' exceptional olfactory abilities, the present study applied rigorous psychophysical techniques to the evaluation of discrimination learning in young and aged F344 rats. Aging did not influence odor detection thresholds or the ability to discriminate between perceptually distinct odorants. In contrast, aged rats were disproportionately impaired relative to young on problems that required discriminations between perceptually similar olfactory stimuli. Importantly, these disproportionate impairments in discrimination learning did not simply reflect a global learning impairment in aged rats, as they performed other types of difficult discriminations on par with young rats. Among aged rats, discrimination deficits were strongly associated with spatial learning deficits. These findings reveal a new, sensitive behavioral approach for elucidating the neural mechanisms of cognitive decline associated with normal aging.

  11. STEM learning activity among home-educating families

    NASA Astrophysics Data System (ADS)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  12. Effects of Sharing Clickers in an Active Learning Environment

    ERIC Educational Resources Information Center

    Daniel, Todd; Tivener, Kristin

    2016-01-01

    Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

  13. Clickers in the Classroom: An Active Learning Approach

    ERIC Educational Resources Information Center

    Martyn, Margie

    2007-01-01

    Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promoted active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the…

  14. Silent Students' Participation in a Large Active Learning Science Classroom

    ERIC Educational Resources Information Center

    Obenland, Carrie A.; Munson, Ashlyn H.; Hutchinson, John S.

    2012-01-01

    Active learning in large science classrooms furthers opportunities for students to engage in the content and in meaningful learning, yet students can still remain anonymously silent. This study aims to understand the impact of active learning on these silent students in a large General Chemistry course taught via Socratic questioning and…

  15. Integrating Active Learning and Assessment in the Accounting Classroom

    ERIC Educational Resources Information Center

    Carter, Fonda L.; Hogan, Patrick T.

    2013-01-01

    Some colleges and universities are utilizing the inclusion of more active learning techniques in course content. Active learning involves students in thinking about what they are doing as they accomplish tasks or assignments in order to develop a deeper understanding of the topic or issue. In addition to a focus on enhancing student learning, the…

  16. Opportunities to Create Active Learning Techniques in the Classroom

    ERIC Educational Resources Information Center

    Camacho, Danielle J.; Legare, Jill M.

    2015-01-01

    The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

  17. Teacher Educators' Design and Implementation of Group Learning Activities

    ERIC Educational Resources Information Center

    De Hei, Miranda S. A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, Jan-Willem

    2016-01-01

    The aim of this study was to describe how teacher educators design and implement group learning activities (GLAs). We used the Group Learning Activities Instructional Design (GLAID) framework to analyse their descriptions. The GLAID framework includes eight components: (1) interaction, (2) learning objectives and outcomes, (3) assessment, (4) task…

  18. Incorporating Active Learning Techniques into a Genetics Class

    ERIC Educational Resources Information Center

    Lee, W. Theodore; Jabot, Michael E.

    2011-01-01

    We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

  19. Contemplating a Constructivist Stance for Active Learning within Music Education

    ERIC Educational Resources Information Center

    Scott, Sheila

    2011-01-01

    This article examines constructivist philosophies for learning with an emphasis on student-centered environments in education and the active involvement of students in learning as they relate new understanding to what they already know and refine previous skills in terms of newly acquired proficiencies. Active learning is explored from a…

  20. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    ERIC Educational Resources Information Center

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  1. Environmental Monitoring Networks Optimization Using Advanced Active Learning Algorithms

    NASA Astrophysics Data System (ADS)

    Kanevski, Mikhail; Volpi, Michele; Copa, Loris

    2010-05-01

    The problem of environmental monitoring networks optimization (MNO) belongs to one of the basic and fundamental tasks in spatio-temporal data collection, analysis, and modeling. There are several approaches to this problem, which can be considered as a design or redesign of monitoring network by applying some optimization criteria. The most developed and widespread methods are based on geostatistics (family of kriging models, conditional stochastic simulations). In geostatistics the variance is mainly used as an optimization criterion which has some advantages and drawbacks. In the present research we study an application of advanced techniques following from the statistical learning theory (SLT) - support vector machines (SVM) and the optimization of monitoring networks when dealing with a classification problem (data are discrete values/classes: hydrogeological units, soil types, pollution decision levels, etc.) is considered. SVM is a universal nonlinear modeling tool for classification problems in high dimensional spaces. The SVM solution is maximizing the decision boundary between classes and has a good generalization property for noisy data. The sparse solution of SVM is based on support vectors - data which contribute to the solution with nonzero weights. Fundamentally the MNO for classification problems can be considered as a task of selecting new measurement points which increase the quality of spatial classification and reduce the testing error (error on new independent measurements). In SLT this is a typical problem of active learning - a selection of the new unlabelled points which efficiently reduce the testing error. A classical approach (margin sampling) to active learning is to sample the points closest to the classification boundary. This solution is suboptimal when points (or generally the dataset) are redundant for the same class. In the present research we propose and study two new advanced methods of active learning adapted to the solution of

  2. Learning Bayesian networks from big meteorological spatial datasets. An alternative to complex network analysis

    NASA Astrophysics Data System (ADS)

    Gutiérrez, Jose Manuel; San Martín, Daniel; Herrera, Sixto; Santiago Cofiño, Antonio

    2016-04-01

    The growing availability of spatial datasets (observations, reanalysis, and regional and global climate models) demands efficient multivariate spatial modeling techniques for many problems of interest (e.g. teleconnection analysis, multi-site downscaling, etc.). Complex networks have been recently applied in this context using graphs built from pairwise correlations between the different stations (or grid boxes) forming the dataset. However, this analysis does not take into account the full dependence structure underlying the data, gien by all possible marginal and conditional dependencies among the stations, and does not allow a probabilistic analysis of the dataset. In this talk we introduce Bayesian networks as an alternative multivariate analysis and modeling data-driven technique which allows building a joint probability distribution of the stations including all relevant dependencies in the dataset. Bayesian networks is a sound machine learning technique using a graph to 1) encode the main dependencies among the variables and 2) to obtain a factorization of the joint probability distribution of the stations given by a reduced number of parameters. For a particular problem, the resulting graph provides a qualitative analysis of the spatial relationships in the dataset (alternative to complex network analysis), and the resulting model allows for a probabilistic analysis of the dataset. Bayesian networks have been widely applied in many fields, but their use in climate problems is hampered by the large number of variables (stations) involved in this field, since the complexity of the existing algorithms to learn from data the graphical structure grows nonlinearly with the number of variables. In this contribution we present a modified local learning algorithm for Bayesian networks adapted to this problem, which allows inferring the graphical structure for thousands of stations (from observations) and/or gridboxes (from model simulations) thus providing new

  3. Route learning in Korsakoff's syndrome: Residual acquisition of spatial memory despite profound amnesia.

    PubMed

    Oudman, Erik; Van der Stigchel, Stefan; Nijboer, Tanja C W; Wijnia, Jan W; Seekles, Maaike L; Postma, Albert

    2016-03-01

    Korsakoff's syndrome (KS) is characterized by explicit amnesia, but relatively spared implicit memory. The aim of this study was to assess to what extent KS patients can acquire spatial information while performing a spatial navigation task. Furthermore, we examined whether residual spatial acquisition in KS was based on automatic or effortful coding processes. Therefore, 20 KS patients and 20 matched healthy controls performed six tasks on spatial navigation after they navigated through a residential area. Ten participants per group were instructed to pay close attention (intentional condition), while 10 received mock instructions (incidental condition). KS patients showed hampered performance on a majority of tasks, yet their performance was superior to chance level on a route time and distance estimation tasks, a map drawing task and a route walking task. Performance was relatively spared on the route distance estimation task, but there were large variations between participants. Acquisition in KS was automatic rather than effortful, since no significant differences were obtained between the intentional and incidental condition on any task, whereas for the healthy controls, the intention to learn was beneficial for the map drawing task and the route walking task. The results of this study suggest that KS patients are still able to acquire spatial information during navigation on multiple domains despite the presence of the explicit amnesia. Residual acquisition is most likely based on automatic coding processes.

  4. Blockade of hippocampal bradykinin B1 receptors improves spatial learning and memory deficits in middle-aged rats.

    PubMed

    Bitencourt, Rafael M; Guerra de Souza, Ana C; Bicca, Maíra A; Pamplona, Fabrício A; de Mello, Nelson; Passos, Giselle F; Medeiros, Rodrigo; Takahashi, Reinaldo N; Calixto, João B; Prediger, Rui D

    2017-01-01

    Previous studies have demonstrated that targeting bradykinin receptors is a promising strategy to counteract the cognitive impairment related with aging and Alzheimer's disease (AD). The hippocampus is critical for cognition, and abnormalities in this brain region are linked to the decline in mental ability. Nevertheless, the impact of bradykinin signaling on hippocampal function is unknown. Therefore, we sought to determine the role of hippocampal bradykinin receptors B1R and B2R on the cognitive decline of middle-aged rats. Twelve-month-old rats exhibited impaired ability to acquire and retrieve spatial information in the Morris water maze task. A single intra-hippocampal injection of the selective B1R antagonist des-Arg(9)-[Leu(8)]-bradykinin (DALBK, 3 nmol), but not the selective B2R antagonist D-Arg-[Hyp(3),Thi(5),D-Tic(7),Oic(8)]-BK (Hoe 140, 3 nmol), reversed the spatial learning and memory deficits on these animals. However, both drugs did not affect the cognitive function in 3-month-old rats, suggesting absence of nootropic properties. Molecular biology analysis revealed an up-regulation of B1R expression in the hippocampal CA1 sub-region and in the pre-frontal cortex of 12-month-old rats, whereas no changes in the B2R expression were observed in middle-aged rats. These findings provide new evidence that inappropriate hippocampal B1R expression and activation exert a critical role on the spatial learning and memory deficits in middle-aged rats. Therefore, selective B1R antagonists, especially orally active non-peptide antagonists, may represent drugs of potential interest to counteract the age-related cognitive decline.

  5. Getting To Know You: Activities for Learning Names.

    ERIC Educational Resources Information Center

    Jordan, Debra J.

    1998-01-01

    Learning names is vital to the enjoyment and productivity of a group. Presents four games to help campers learn each others' names. Sidebar presents three additional teambuilding activities and ice breakers. (TD)

  6. Selecting statistical or machine learning techniques for regional landslide susceptibility modelling by evaluating spatial prediction

    NASA Astrophysics Data System (ADS)

    Goetz, Jason; Brenning, Alexander; Petschko, Helene; Leopold, Philip

    2015-04-01

    With so many techniques now available for landslide susceptibility modelling, it can be challenging to decide on which technique to apply. Generally speaking, the criteria for model selection should be tied closely to end users' purpose, which could be spatial prediction, spatial analysis or both. In our research, we focus on comparing the spatial predictive abilities of landslide susceptibility models. We illustrate how spatial cross-validation, a statistical approach for assessing spatial prediction performance, can be applied with the area under the receiver operating characteristic curve (AUROC) as a prediction measure for model comparison. Several machine learning and statistical techniques are evaluated for prediction in Lower Austria: support vector machine, random forest, bundling with penalized linear discriminant analysis, logistic regression, weights of evidence, and the generalized additive model. In addition to predictive performance, the importance of predictor variables in each model was estimated using spatial cross-validation by calculating the change in AUROC performance when variables are randomly permuted. The susceptibility modelling techniques were tested in three areas of interest in Lower Austria, which have unique geologic conditions associated with landslide occurrence. Overall, we found for the majority of comparisons that there were little practical or even statistically significant differences in AUROCs. That is the models' prediction performances were very similar. Therefore, in addition to prediction, the ability to interpret models for spatial analysis and the qualitative qualities of the prediction surface (map) are considered and discussed. The measure of variable importance provided some insight into the model behaviour for prediction, in particular for "black-box" models. However, there were no clear patterns in all areas of interest to why certain variables were given more importance over others.

  7. Developmental Effects of ±3,4-Methylenedioxymethamphetamine on Spatial Versus Path Integration Learning: Effects of Dose Distribution

    PubMed Central

    VORHEES, CHARLES V.; SCHAEFER, TORI L.; WILLIAMS, MICHAEL T.

    2010-01-01

    We previously demonstrated that postnatal day 11–20 ±3,4-methylenedioxymethamphetamine (MDMA) exposure reduces locomotor activity and impairs path integration and spatial learning independent of the effects on activity. The effects were seen when the drug was administered twice per day, but the optimal dosing regimen is unknown. We tested whether the same total daily dose of MDMA administered in different patterns would equally affect later behavior. A split-litter design (15 litters) was used with one male/female pair per litter receiving one of four treatment regimens. All offspring received four injections per day on P11–20 as follows: 40 × 1 (40 mg/kg MDMA × 1 + saline × 3), 20 × 2 (20 mg/kg MDMA × 2 + saline × 2), 10 × 4 (10 mg/kg MDMA × 4), or Saline (saline × 4). Does were spaced 2 h apart. Group 40 × 1 received MDMA as the first daily dose followed by three saline doses; group 20 × 2 received MDMA as the first and last dose and saline for the middle two doses; group 10 × 4 received MDMA for all four doses; and the saline group received saline for all four doses. Regardless of dose schedule, all groups treated with MDMA exhibited reduced locomotor activity. No MDMA effects were found on swimming ability in a straight channel. Modest MDMA effects were found on Barnes maze performance. The major findings were that the 40 × 1 and 20 × 2 MDMA groups showed impaired Cincinnati multiple T-water-maze learning and the 10 × 4 and 20 × 2 MDMA groups showed impaired Morris water maze learning. The results suggest that MDMA dose distribution has a long-term differential effect on different types of learning. Dose distribution warrants greater attention in the design of developmental drug studies along with the standard considerations of dose and age. PMID:17415794

  8. Double dissociation between the contributions of the septal and temporal hippocampus to spatial learning: the role of prior experience.

    PubMed

    de Hoz, Livia; Martin, Stephen J

    2014-08-01

    The mammalian hippocampus is anatomically heterogeneous along its longitudinal axis, and there is evidence that distinct functions are executed by different septotemporal subregions. The best documented example is the dependency of spatial learning on the septal, but not the temporal, hippocampus. Here, we carried out a watermaze memory task in rats with partial lesions of the septal or temporal hippocampus made either before or after training. We then studied memory retention, reversal, and new spatial learning in a novel environment. This resulted in the surprising finding that spatial learning in a new environment is dependent on the temporal hippocampus in rats with preoperative experience of a different pool. Rats with septal hippocampal lesions made after learning not only retained the focused search strategy that was acquired during preoperative training, but were also capable of rapid spatial learning in a second pool. This demonstrates that once spatial information has been acquired in one context, related new learning in a different context can be mediated by the temporal hippocampus, a result that challenges the widely held view that spatial memory is an exclusive function of the septal hippocampus.

  9. Sharpening coarse-to-fine stereo vision by perceptual learning: asymmetric transfer across the spatial frequency spectrum.

    PubMed

    Li, Roger W; Tran, Truyet T; Craven, Ashley P; Leung, Tsz-Wing; Chat, Sandy W; Levi, Dennis M

    2016-01-01

    Neurons in the early visual cortex are finely tuned to different low-level visual features, forming a multi-channel system analysing the visual image formed on the retina in a parallel manner. However, little is known about the potential 'cross-talk' among these channels. Here, we systematically investigated whether stereoacuity, over a large range of target spatial frequencies, can be enhanced by perceptual learning. Using narrow-band visual stimuli, we found that practice with coarse (low spatial frequency) targets substantially improves performance, and that the improvement spreads from coarse to fine (high spatial frequency) three-dimensional perception, generalizing broadly across untrained spatial frequencies and orientations. Notably, we observed an asymmetric transfer of learning across the spatial frequency spectrum. The bandwidth of transfer was broader when training was at a high spatial frequency than at a low spatial frequency. Stereoacuity training is most beneficial when trained with fine targets. This broad transfer of stereoacuity learning contrasts with the highly specific learning reported for other basic visual functions. We also revealed strategies to boost learning outcomes 'beyond-the-plateau'. Our investigations contribute to understanding the functional properties of the network subserving stereovision. The ability to generalize may provide a key principle for restoring impaired binocular vision in clinical situations.

  10. Sharpening coarse-to-fine stereo vision by perceptual learning: asymmetric transfer across the spatial frequency spectrum

    PubMed Central

    Tran, Truyet T.; Craven, Ashley P.; Leung, Tsz-Wing; Chat, Sandy W.; Levi, Dennis M.

    2016-01-01

    Neurons in the early visual cortex are finely tuned to different low-level visual features, forming a multi-channel system analysing the visual image formed on the retina in a parallel manner. However, little is known about the potential ‘cross-talk’ among these channels. Here, we systematically investigated whether stereoacuity, over a large range of target spatial frequencies, can be enhanced by perceptual learning. Using narrow-band visual stimuli, we found that practice with coarse (low spatial frequency) targets substantially improves performance, and that the improvement spreads from coarse to fine (high spatial frequency) three-dimensional perception, generalizing broadly across untrained spatial frequencies and orientations. Notably, we observed an asymmetric transfer of learning across the spatial frequency spectrum. The bandwidth of transfer was broader when training was at a high spatial frequency than at a low spatial frequency. Stereoacuity training is most beneficial when trained with fine targets. This broad transfer of stereoacuity learning contrasts with the highly specific learning reported for other basic visual functions. We also revealed strategies to boost learning outcomes ‘beyond-the-plateau’. Our investigations contribute to understanding the functional properties of the network subserving stereovision. The ability to generalize may provide a key principle for restoring impaired binocular vision in clinical situations. PMID:26909178

  11. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    ERIC Educational Resources Information Center

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

  12. Patterns of Field Learning Activities and Their Relation to Learning Outcome

    ERIC Educational Resources Information Center

    Lee, Mingun; Fortune, Anne E.

    2013-01-01

    Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently, process…

  13. 3-D Visualisation: Using Internet-based Activities to Enhance Student Understanding of 3-dimensional Spatial Relationships

    NASA Astrophysics Data System (ADS)

    Boyle, A. P.; Williams, M.; Williams, P.

    2011-12-01

    Spatial ability forms its own category separate from verbal ability. Various spatial abilities have been identified over the last three decades and classified into three types: mental rotation, spatial rotation and spatial visualization, which have been linked to high performance in STEM subjects. Geoscience demands spatial thinking from learners and practitioners, and spatial literacy has been seen as a fundamental skill in Geography, Earth & Environmental Sciences (GEES disciplines) essential for progression. First year GEES students not only have to cope with new learning and teaching environments (Maguire et al., 2008), but, arriving with different science backgrounds, are faced with the challenge of developing essential skills that may be novel for them. These essential skills are subject-specific, as well as transferable, and require an understanding of 3-dimensional spatial relationships. However, spatial skills can be troublesome for some students to master. Not only do many students find difficulty in acquiring spatial skills, facing a succession of hurdles that need to be overcome in developing their understanding, but also educators, often strong spatial thinkers themselves and unaware of the degree to which some students are spatially-challenged, may find it difficult to help. Recent studies have suggested that performance on abstract and applied spatial tasks may be enhanced through instruction and practice and spatially-intensive geoscience courses may strengthen performance on spatial tasks. At Liverpool, many first year geoscience modules require understanding of 3-D spatial relationships, often from initial 2-D observations (e.g. mineralogy, petrography, vulcanology, sedimentology, palaeontology, geological map work, structural geology and fieldwork). In this paper we outline work, supported by the UK Subject Centre for Geography, Earth and Environmental Sciences (GEES), involving first year geosciences students at Liverpool, in which we explored

  14. Ensemble learning for spatial interpolation of soil potassium content based on environmental information.

    PubMed

    Liu, Wei; Du, Peijun; Wang, Dongchen

    2015-01-01

    One important method to obtain the continuous surfaces of soil properties from point samples is spatial interpolation. In this paper, we propose a method that combines ensemble learning with ancillary environmental information for improved interpolation of soil properties (hereafter, EL-SP). First, we calculated the trend value for soil potassium contents at the Qinghai Lake region in China based on measured values. Then, based on soil types, geology types, land use types, and slope data, the remaining residual was simulated with the ensemble learning model. Next, the EL-SP method was applied to interpolate soil potassium contents at the study site. To evaluate the utility of the EL-SP method, we compared its performance with other interpolation methods including universal kriging, inverse distance weighting, ordinary kriging, and ordinary kriging combined geographic information. Results show that EL-SP had a lower mean absolute error and root mean square error than the data produced by the other models tested in this paper. Notably, the EL-SP maps can describe more locally detailed information and more accurate spatial patterns for soil potassium content than the other methods because of the combined use of different types of environmental information; these maps are capable of showing abrupt boundary information for soil potassium content. Furthermore, the EL-SP method not only reduces prediction errors, but it also compliments other environmental information, which makes the spatial interpolation of soil potassium content more reasonable and useful.

  15. Robotic guidance benefits the learning of dynamic, but not of spatial movement characteristics.

    PubMed

    Lüttgen, Jenna; Heuer, Herbert

    2012-10-01

    Robotic guidance is an engineered form of haptic-guidance training and intended to enhance motor learning in rehabilitation, surgery, and sports. However, its benefits (and pitfalls) are still debated. Here, we investigate the effects of different presentation modes on the reproduction of a spatiotemporal movement pattern. In three different groups of participants, the movement was demonstrated in three different modalities, namely visual, haptic, and visuo-haptic. After demonstration, participants had to reproduce the movement in two alternating recall conditions: haptic and visuo-haptic. Performance of the three groups during recall was compared with regard to spatial and dynamic movement characteristics. After haptic presentation, participants showed superior dynamic accuracy, whereas after visual presentation, participants performed better with regard to spatial accuracy. Added visual feedback during recall always led to enhanced performance, independent of the movement characteristic and the presentation modality. These findings substantiate the different benefits of different presentation modes for different movement characteristics. In particular, robotic guidance is beneficial for the learning of dynamic, but not of spatial movement characteristics.

  16. Experimental field study of spatial memory and learning in wild capuchin monkeys (Cebus capucinus).

    PubMed

    Garber, P A; Paciulli, L M

    1997-01-01

    Despite a large body of data on diet and ranging patterns in prosimians, monkeys and apes, little is known regarding the types of information that non-human primates use when making foraging decisions. In a series of controlled field experiments, we tested the ability of wild capuchins (Cebus capucinus) at La Suerte Biological Research Station in north-eastern Costa Rica to remember the spatial positions of 13 feeding platforms and use olfactory and visual cues to identify baited (real bananas) versus sham (plastic bananas) feeding sites. The results indicate that when 'place' was predictable, the capuchins learned the spatial locations of food and non-food sites rapidly (one-trial learning). In a second experiment, the positions of baited feeding sites were random. In the absence of other information, the capuchins used the presence of a local landmark cue (yellow block) placed at reward platforms to select feeding sites. In a final experiment, there was evidence that expectations regarding the amount of food available at a platform (2 bananas vs. 1/2 banana) had a significant influence on capuchin foraging decisions. Although the capuchins were sensitive to changes in experimental conditions, when they were given conflicting cues, spatial information was predominant over other information in selecting feeding sites.

  17. Resveratrol ameliorates spatial learning memory impairment induced by Aβ1-42 in rats.

    PubMed

    Wang, Rui; Zhang, Yu; Li, Jianguo; Zhang, Ce

    2017-03-06

    β-amyloid (Aβ) deposition is considered partially responsible for cognitive dysfunction in Alzheimer's disease (AD). Recently, resveratrol has been reported to play a potential role as a neuroprotective biofactor by modulating Aβ pathomechanisms, including through anti-neuronal apoptotic, anti-oxidative stress, and anti-neuroinflammatory effects. In addition, SIRT1 has been demonstrated to modulate learning and memory function by regulating the expression of cAMP response binding protein (CREB), which involves in modulating the expression of SIRT1. However, whether resveratrol can alleviate Aβ-induced cognitive dysfunction, whether SIRT1 expression and CREB phosphorylation in the hippocampus are affected by Aβ, and whether resveratrol influences these effects remain unknown. In the present study, we used a hippocampal injection model in rats to investigate the effects of resveratrol on Aβ1-42-induced impairment of spatial learning, memory and synaptic plasticity as well as on alterations of SIRT1 expression and CREB phosphorylation. We found that resveratrol significantly reversed the water maze behavioral impairment and the attenuation of long-term potentiation (LTP) in area CA1 that were induced by hippocampal injection of Aβ1-42. Interestingly, resveratrol also prevented the Aβ1-42-induced reductions in SIRT1 expression and CREB phosphorylation in rat hippocampus. In conclusion, in rats, resveratrol protects neurons against Aβ1-42-induced disruption of spatial learning, memory and hippocampal LTP. The mechanisms underlying the neuroprotective effects may involve rescue of SIRT1 expression and CREB phosphorylation.

  18. Horses fail to use social learning when solving spatial detour tasks.

    PubMed

    Rørvang, Maria Vilain; Ahrendt, Line Peerstrup; Christensen, Janne Winther

    2015-07-01

    Social animals should have plenty of opportunities to learn from conspecifics, but most studies have failed to document social learning in horses. This study investigates whether young Icelandic horses can learn a spatial detour task through observation of a trained demonstrator horse of either the same age (Experiments 1 and 2, n = 22) or older (Experiment 3, n = 24). Observer horses were allowed to observe the demonstrator being led three times through the detour route immediately before being given the opportunity to solve the task themselves. Controls were allowed only to observe the demonstrator horse eating at the final position, but not the demonstration of the route. Although we found a tendency towards better performance by observer horses in the second experiment, we were unable to repeat this result in a similar set-up with a new group of horses and older, dominant demonstrator horses. We conclude that horses exposed to prior demonstration did not perform better than control horses in solving spatial detour tasks.

  19. Activity Learning and Learning Activity: Discussions of a Concept, and an Outline for an Empirical Study.

    ERIC Educational Resources Information Center

    Hallden, Ola

    This paper is a first report from the project "Activity Learning and Cooperation," financed by the Swedish Board of Education. The aim of the project is to establish a theoretical basis for a field study of locally initiated experiments using various teaching strategies. More specifically, this paper is restricted to a discussion of the…

  20. Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

    ERIC Educational Resources Information Center

    Smith, C. Veronica; Cardaciotto, LeeAnn

    2011-01-01

    Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

  1. "Heart Shots": a classroom activity to instigate active learning.

    PubMed

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning.

  2. On-line and Mobil Learning Activities

    NASA Astrophysics Data System (ADS)

    Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

    2012-12-01

    Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

  3. The Synergetic Effect of Learning Styles on the Interaction between Virtual Environments and the Enhancement of Spatial Thinking

    ERIC Educational Resources Information Center

    Hauptman, Hanoch; Cohen, Arie

    2011-01-01

    Students have difficulty learning 3D geometry; spatial thinking is an important aspect of the learning processes in this academic area. In light of the unique features of virtual environments and the influence of metacognitive processes (e.g., self-regulating questions) on the teaching of mathematics, we assumed that a combination of…

  4. Distinct Discrimination Learning Strategies and Their Relation with Spatial Memory and Attentional Control in 4- to 14-Year-Olds

    ERIC Educational Resources Information Center

    Schmittmann, Verena D.; van der Maas, Han L. J.; Raijmakers, Maartje E. J.

    2012-01-01

    Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In…

  5. How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals.

    PubMed

    Augustin, Marc

    2014-06-01

    Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge.

  6. The impact of fornix lesions in rats on spatial learning tasks sensitive to anterior thalamic and hippocampal damage

    PubMed Central

    Dumont, Julie R.; Amin, Eman; Wright, Nicholas F.; Dillingham, Christopher M.; Aggleton, John P.

    2015-01-01

    The present study sought to understand how the hippocampus and anterior thalamic nuclei are conjointly required for spatial learning by examining the impact of cutting a major tract (the fornix) that interconnects these two sites. The initial experiments examined the consequences of fornix lesions in rats on spatial biconditional discrimination learning. The rationale arose from previous findings showing that fornix lesions spare the learning of spatial biconditional tasks, despite the same task being highly sensitive to both hippocampal and anterior thalamic nuclei lesions. In the present study, fornix lesions only delayed acquisition of the spatial biconditional task, pointing to additional contributions from non-fornical routes linking the hippocampus with the anterior thalamic nuclei. The same fornix lesions spared the learning of an analogous nonspatial biconditional task that used local contextual cues. Subsequent tests, including T-maze place alternation, place learning in a cross-maze, and a go/no-go place discrimination, highlighted the impact of fornix lesions when distal spatial information is used flexibly to guide behaviour. The final experiment examined the ability to learn incidentally the spatial features of a square water-maze that had differently patterned walls. Fornix lesions disrupted performance but did not stop the rats from distinguishing the various corners of the maze. Overall, the results indicate that interconnections between the hippocampus and anterior thalamus, via the fornix, help to resolve problems with flexible spatial and temporal cues, but the results also signal the importance of additional, non-fornical contributions to hippocampal-anterior thalamic spatial processing, particularly for problems with more stable spatial solutions. PMID:25453745

  7. Enhanced learning of proportional math through music training and spatial-temporal training.

    PubMed

    Graziano, A B; Peterson, M; Shaw, G L

    1999-03-01

    It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

  8. Sensitivity of modified Biel-maze task, compared with Y-maze task, to measure spatial learning and memory deficits of ethanol teratogenicity in the guinea pig.

    PubMed

    Dobson, Christine C; Mongillo, Daniel L; Poklewska-Koziell, Margo; Winterborn, Andrew; Brien, James F; Reynolds, James N

    2012-07-15

    Ethanol consumption during pregnancy can produce a variety of teratogenic effects in offspring, termed Fetal Alcohol Spectrum Disorders (FASD). The most debilitating and permanent consequence of chronic prenatal ethanol exposure (CPEE) is neurobehavioral teratogenicity, which often manifests as cognitive and behavioral impairments, including deficits in spatial learning and memory. This study tested the hypothesis that a modified dry-land version of the multi-choice Biel-maze task is more sensitive than the rewarded-alternation Y-maze task for the determination of spatial learning and memory deficits of ethanol teratogenicity. Pregnant guinea pigs received ethanol (4 g/kg maternal body weight/day) or isocaloric-sucrose/pair-feeding (control) for 5days/week throughout gestation. CPEE resulted in ethanol neurobehavioral teratogenicity in offspring, as demonstrated by increased spontaneous locomotor activity at postnatal day (PD) 10 and decreased brain weight at euthanasia (PD 150-200). On PD 21, offspring were randomly assigned to one of two tasks to assess spatial learning and memory performance: a dry-land version of the Biel maze or a rewarded-alternation Y-maze. Animals were habituated to the environment of their assigned task and performance of each CPEE or control offspring was measured. In the modified Biel maze, CPEE and control offspring were not different for percent completed trials or time to complete a trial. However, CPEE offspring made more errors (reversals and entering dead ends) in the Biel maze, demonstrating impaired spatial learning and memory. In contrast, CPEE offspring did not have impaired performance of the rewarded-alternation Y-maze task. Therefore, the modified dry-land version of the Biel-maze task, which measures cognitive performance using a complex multi-choice design, is more sensitive in demonstrating CPEE-induced spatial learning and memory deficits compared with a simple, rewarded-alternation Y-maze task.

  9. From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.

    PubMed

    Grossberg, Stephen

    2015-09-24

    This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex; learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation; and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory.

  10. Spatial learning in a virtual reality-based task is altered in very preterm children.

    PubMed

    Cimadevilla, José M; Roldán, Lola; París, María; Arnedo, Marisa; Roldán, Susana

    2014-01-01

    Very preterm births prevent a complete development of the nervous system. The hippocampus is especially vulnerable in this population since the perinatal period is critical for its growth and development. Learning and memory abilities, like spatial memory, depend on the hippocampal integrity. In this study we applied virtual-reality-based tasks to assess spatial memory in a sample of 20 very preterm children of 7 and 8 years of age. Two different conditions of difficulty were used. Very preterm children performed poorly in the task in comparison with the control group. They committed more errors than controls searching for the rewarded positions. However, no significant differences were observed in the mean speed, an index of the motor abilities and joystick handling. These results suggest that the hippocampal function is affected in this sample. Nevertheless, other variables to consider are discussed.

  11. Acetaldehyde self-administration by a two-bottle choice paradigm: consequences on emotional reactivity, spatial learning, and memory.

    PubMed

    Plescia, Fulvio; Brancato, Anna; Venniro, Marco; Maniaci, Giuseppe; Cannizzaro, Emanuele; Sutera, Flavia Maria; De Caro, Viviana; Giannola, Libero Italo; Cannizzaro, Carla

    2015-03-01

    Acetaldehyde, the first alcohol metabolite, is responsible for many pharmacological effects that are not clearly distinguishable from those exerted by its parent compound. It alters motor performance, induces reinforced learning and motivated behavior, and produces different reactions according to the route of administration and the relative accumulation in the brain or in the periphery. The effective activity of oral acetaldehyde represents an unresolved field of inquiry that deserves further investigation. Thus, this study explores the acquisition and maintenance of acetaldehyde drinking behavior in adult male rats, employing a two-bottle choice paradigm for water and acetaldehyde solution (from 0.9% to 3.2% v/v), over 8 weeks. The behavioral consequences exerted by chronic acetaldehyde intake are assessed by a set of different tests: trials in an open-field arena and elevated-plus maze provided information on both general motor and explorative activity, and anxiety-driven behavioral responses. The Morris water maze allowed the exploration of cognitive processes such as spatial learning and memory. Determination of acetaldehyde levels in the brain was carried out at the end of the drinking paradigm. Our results indicate that rats exposed for the first time to acetaldehyde at 0.9% displayed a regular and stable daily drinking pattern that reached higher values and a "peaks and drops" shaped-trend when acetaldehyde concentration was increased to 3.2%. Accordingly, an increase in acetaldehyde levels in the brain was determined compared to non-acetaldehyde drinking rats. Acetaldehyde intake during the free-choice paradigm exerted an anxiogenic response in the open-field arena and elevated-plus maze, which in turn correlates with an enhancement in cognitive flexibility and spatial orientation skills, when an adaptive response to a stressful environmental challenge was required. These findings further support the idea that acetaldehyde is indeed a centrally active and

  12. Perceptrons with Hebbian Learning Based on Wave Ensembles in Spatially Patterned Potentials

    NASA Astrophysics Data System (ADS)

    Espinosa-Ortega, T.; Liew, T. C. H.

    2015-03-01

    A general scheme to realize a perceptron for hardware neural networks is presented, where multiple interconnections are achieved by a superposition of Schrödinger waves. Spatially patterned potentials process information by coupling different points of reciprocal space. The necessary potential shape is obtained from the Hebbian learning rule, either through exact calculation or construction from a superposition of known optical inputs. This allows implementation in a wide range of compact optical systems, including (1) any nonlinear optical system, (2) optical systems patterned by optical lithography, and (3) exciton-polariton systems with phonon or nuclear spin interactions.

  13. HIPPOCAMPAL ADULT NEUROGENESIS: ITS REGULATION AND POTENTIAL ROLE IN SPATIAL LEARNING AND MEMORY

    PubMed Central

    Lieberwirth, Claudia; Pan, Yongliang; Liu, Yan; Zhang, Zhibin; Wang, Zuoxin

    2016-01-01

    Adult neurogenesis, defined here as progenitor cell division generating functionally integrated neurons in the adult brain, occurs within the hippocampus of numerous mammalian species including humans. The present review details various endogenous (e.g., neurotransmitters) and environmental (e.g., physical exercise) factors that have been shown to influence hippocampal adult neurogenesis. In addition, the potential involvement of adult-generated neurons in naturally-occurring spatial learning behavior is discussed by summarizing the literature focusing on traditional animal models (e.g., rats and mice), non-traditional animal models (e.g., tree shrews), as well as natural populations (e.g., chickadees and Siberian chipmunk). PMID:27174001

  14. Simulated systemic recurrent Mycoplasma infection in rats induces recurrent sickness responses without residual impairment in spatial learning and memory.

    PubMed

    Swanepoel, Tanya; Harvey, Brian H; Harden, Lois M; Laburn, Helen P; Mitchell, Duncan

    2012-02-01

    In spite of their prevalence and importance, recurrent acute infections seldom have been investigated in the laboratory. We set out to measure fever and sickness behaviour in simulated recurrent Mycoplasma infection; Mycoplasma is a common clinical cause of recurrent acute infection. Male Sprague-Dawley rats had radiotransponders implanted to measure abdominal temperature and cage activity. After recovery, rats received three intraperitoneal (I.P.) injections, 10 days apart, of either fibroblast-stimulating lipopeptide-1 (FLS-1), a pyrogenic moiety of Mycoplasma salivarium, at a dose of 500 μg.kg(-1) in 1 ml.kg(-1) phosphate-buffered saline (PBS), or vehicle (PBS, 1 ml.kg(-1)). Body mass and food intake were measured daily. For measurement of learning and memory, training in a Morris Water Maze commenced 10 days after the last of the three successive injections and continued daily for 4 days. Spatial memory was assessed on the following day. Hippocampal tissue of rats was collected on the day of the last exposure to the maze. Recurrent FSL-1 administration induced recurrent fevers (~1°C) for about 9h, recurrent lethargy (~40-60%) for 1 day, recurrent anorexia (~16-30%) for 1 day, and recurrent reductions in the rate of mass gain (~112%) for 1 day, but did not induce persistent stunting. Recurrent FSL-1 administration did not result in tolerance to fever, lethargy or anorexia. There was no residual histological damage to the hippocampus and no residual detrimental effect in learning or memory in rats. Though we cannot extrapolate our results directly to humans, clinical recurrent acute Mycoplasma infection may not impose a high risk of stunting or impaired spatial learning and memory.

  15. Geo-spatial modelling with unbalanced data: modelling the spatial pattern of human activity during the Stone Age

    NASA Astrophysics Data System (ADS)

    Jasiewicz, Jarosław; Sobkowiak-Tabaka, Iwona

    2015-08-01

    With the increasing availability of data, geoscience provides many methods to model the spatial extent of various phenomena.Acquiring representative, high quality data is the most important criterion to assess the value of any spatial analysis, however, there are many situations in which these criteria cannot be fulfilled. Archived data, collected in the past, for which analysis cannot be repeated or supplemented is a very common information source. Archaeological data collected at a regional extent during years of field work and superficial observations are an additional example. Such data rarely provide representative samples and are usually imbalanced; only very few examples contain useful data, while many examples remain without any archaeological traces. In spite of these limitations archaeological information presented in the form of maps can be a useful and helpful tool to analyse the spatial patterns of some phenomena and, from a more practical point of view, a tool to predict the location of undiscovered occurrences. The primary goal of this paper is to present a methodology for modelling spatial patterns based on imbalanced categorical data which do not fulfil the criteria of spatial representation and incorporates uncertainty in its decision process. This concept will be discussed using a collection of Stone Age sites and set of environmental variables from the postglacial lowlands in Western Poland. We will propose a machine-learning system which adopts CART through bootstrap simulation to incorporate uncertainty into the spatial model and utilise that uncertainty in the decision-making process. Finally, we will describe the relationships between the model and environmental variables and present our results in cartographic form using the principles of decision-tree cartography.

  16. Meeting "Learned Helplessness" Head on with "Active Learning."

    ERIC Educational Resources Information Center

    Spence, Ian; Stan-Spence, Aileen

    Learned helplessness is an insidious condition involving undeveloped executive functioning, lack of persistence, and an undeveloped sense of connecting new words or concepts into a web of meanings. Remedial teaching in most small-group, diagnostic/prescriptive settings encourages continued learned helplessness because students are dependent on the…

  17. An eye movement analysis of the spatial contiguity effect in multimedia learning.

    PubMed

    Johnson, Cheryl I; Mayer, Richard E

    2012-06-01

    In three studies, eye movements of participants were recorded while they viewed a single-slide multimedia presentation about how car brakes work. Some of the participants saw an integrated presentation in which each segment of words was presented near its corresponding area of the diagram (integrated group, Experiments 1 and 3) or an integrated presentation that also included additional labels identifying each part (integrated-with-labels group, Experiment 2), whereas others saw a separated presentation in which the words were presented as a paragraph below the diagrams (separated group, Experiments 1 and 2) or as a legend below the diagrams (legend group, Experiment 3). On measures of cognitive processing during learning, the integrated groups made significantly more eye-movements from text to diagram and vice versa (integrative transitions; d = 1.65 in Experiment 1, d = 0.85 in Experiment 2, and d = 1.44 in Experiment 3) and significantly more eye-movements from the text to the corresponding part of the diagram (corresponding transitions; d = 2.02 in Experiment 1 and d = 1.35 in Experiment 3) than the separated groups. On measures of learning outcome the integrated groups significantly outperformed the separated groups on transfer test score in Experiment 1(d = .80) and Experiment 2 (d = .73) but not in Experiment 3 (d = .35). Spatial contiguity encourages more attempts to integrate words and pictures and enables more successful integration of words and pictures during learning, which can result in meaningful learning outcomes.

  18. Spatial learning results in elevated agmatine levels in the rat brain.

    PubMed

    Liu, Ping; Collie, Nicola D; Chary, Sree; Jing, Yu; Zhang, Hu

    2008-01-01

    Accumulating evidence suggests that agmatine, a metabolite of L-arginine by arginine decarboxylase, is a novel neurotransmitter, and exogenous agmatine can modulate behavior functions including learning and memory. However, direct evidence of its involvement in learning and memory processes is currently lacking. This study measured agmatine levels in the hippocampus, parahippocampal region, cerebellum, and vestibular nucleus in rats that were trained to find a hidden escape platform in the water-maze task, or forced to swim in the pool with no platform presented, or kept in the holding-box, using liquid chromatography/mass spectrometry. Compared with the swimming only group and holding-box group, agmatine levels were significantly increased in the CA1 and dentate gyrus subregions of the hippocampus, the entorhinal cortex and the vestibular nucleus in the water-maze training group. These results, for the first time, demonstrate spatial learning-induced region-specific elevation in agmatine, and raise a novel issue of the involvement of agmatine in the processes of learning and memory.

  19. Three dimensional spatial memory and learning in real and virtual environments.

    PubMed

    Oman, Charles M; Shebilske, Wayne L; Richards, Jason T; Tubre, Travis C; Beall, Andrew C; Natapoff, Alan

    2002-01-01

    Human orientation and spatial cognition partly depends on our ability to remember sets of visual landmarks and imagine their relationship to us from a different viewpoint. We normally make large body rotations only about a single axis which is aligned with gravity. However, astronauts who try to recognize environments rotated in 3 dimensions report that their terrestrial ability to imagine the relative orientation of remembered landmarks does not easily generalize. The ability of human subjects to learn to mentally rotate a simple array of six objects around them was studied in 1-G laboratory experiments. Subjects were tested in a cubic chamber (n = 73) and a equivalent virtual environment (n = 24), analogous to the interior of a space station node module. A picture of an object was presented at the center of each wall. Subjects had to memorize the spatial relationships among the six objects and learn to predict the direction to a specific object if their body were in a specified 3D orientation. Percent correct learning curves and response times were measured. Most subjects achieved high accuracy from a given viewpoint within 20 trials, regardless of roll orientation, and learned a second view direction with equal or greater ease. Performance of the subject group that used a head mounted display/head tracker was qualitatively similar to that of the second group tested in a physical node simulator. Body position with respect to gravity had a significant but minor effect on performance of each group, suggesting that results may also apply to weightless situations. A correlation was found between task performance measures and conventional paper-and-pencil tests of field independence and 2&3 dimensional figure rotation ability.

  20. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed Central

    Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. PMID:26086656

  1. Is Peer Interaction Necessary for Optimal Active Learning?

    PubMed

    Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.

  2. Distinct roles of methamphetamine in modulating spatial memory consolidation, retrieval, reconsolidation and the accompanying changes of ERK and CREB activation in hippocampus and prefrontal cortex.

    PubMed

    Cao, Guofen; Zhu, Jie; Zhong, Qing; Shi, Chaofeng; Dang, Yonghui; Han, Wei; Liu, Xinshe; Xu, Ming; Chen, Teng

    2013-04-01

    Drugs of abuse modulated learning and memory in humans yet the underlying mechanism remained unclear. The extracellular signal-regulated kinase (ERK) and the transcription factor cAMP response element-binding protein (CREB) were involved in neuroplastic changes associated with learning and memory. In the current study, we used a Morris water maze to examine the effect of methamphetamine (METH) on different processes of spatial memory in mice. We then investigated the status of ERK and CREB in the hippocampus and prefrontal cortex (PFC). We found that 1.0 mg/kg dose of METH facilitated spatial memory consolidation when it was injected immediately after the last learning trial. In contrast, the same dose of METH had no effect on spatial memory retrieval when it was injected 30 min before the test. Furthermore, 1.0 mg/kg dose of METH injected immediately after retrieval had no effect on spatial memory reconsolidation. Activation of both ERK and CREB in the hippocampus was found following memory consolidation but not after retrieval or reconsolidation in METH-treated mouse groups. In contrast, activation of both ERK and CREB in the PFC was found following memory retrieval but not other processes in METH-treated mouse groups. These results suggested that METH facilitated spatial memory consolidation but not retrieval or reconsolidation. Moreover, activation of the ERK and CREB signaling pathway in the hippocampus might be involved in METH-induced spatial memory changes.

  3. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    NASA Astrophysics Data System (ADS)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  4. Innate Visual Learning through Spontaneous Activity Patterns

    PubMed Central

    Albert, Mark V.; Schnabel, Adam; Field, David J.

    2008-01-01

    Patterns of spontaneous activity in the developing retina, LGN, and cortex are necessary for the proper development of visual cortex. With these patterns intact, the primary visual cortices of many newborn animals develop properties similar to those of the adult cortex but without the training benefit of visual experience. Previous models have demonstrated how V1 responses can be initialized through mechanisms specific to development and prior to visual experience, such as using axonal guidance cues or relying on simple, pairwise correlations on spontaneous activity with additional developmental constraints. We argue that these spontaneous patterns may be better understood as part of an “innate learning” strategy, which learns similarly on activity both before and during visual experience. With an abstraction of spontaneous activity models, we show how the visual system may be able to bootstrap an efficient code for its natural environment prior to external visual experience, and we continue the same refinement strategy upon natural experience. The patterns are generated through simple, local interactions and contain the same relevant statistical properties of retinal waves and hypothesized waves in the LGN and V1. An efficient encoding of these patterns resembles a sparse coding of natural images by producing neurons with localized, oriented, bandpass structure—the same code found in early visual cortical cells. We address the relevance of higher-order statistical properties of spontaneous activity, how this relates to a system that may adapt similarly on activity prior to and during natural experience, and how these concepts ultimately relate to an efficient coding of our natural world. PMID:18670593

  5. Perception towards Mobile Learning Activities among Post Graduate Students

    ERIC Educational Resources Information Center

    Thiyagu, K.

    2012-01-01

    M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime…

  6. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    ERIC Educational Resources Information Center

    Montrezor, Luís H.

    2016-01-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

  7. Active Learning by Play Dough Modeling in the Medical Profession

    ERIC Educational Resources Information Center

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  8. Individualized Instruction in Science, Earth Space Project, Learning Activities Package.

    ERIC Educational Resources Information Center

    Kuczma, R. M.

    Learning Activity Packages (LAP) relating to the earth and space are presented for use in sampling a new type of learning for a whole year. Eighteen topics are incorporated into five units: (1) introduction to individualized learning, (2) observation versus interpretation, (3) chemistry in the space age, (4) the space age interdisciplines, and (5)…

  9. CurioCity, Developing an "Active Learning" Game.

    ERIC Educational Resources Information Center

    Ferguson, Lynne

    1999-01-01

    Describes a case study that takes readers through a human-centered design process used in developing an "Active Learning" tool, CurioCity, a game for students in grades 7-10. Attempts to better understand multiculturalism and to bridge formal in-school learning with informal field trip learning. (SC)

  10. Teacher Feedback during Active Learning: Current Practices in Primary Schools

    ERIC Educational Resources Information Center

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-01-01

    Background: Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears dif?cult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning.…

  11. An Experimental Method for the Active Learning of Greedy Algorithms

    ERIC Educational Resources Information Center

    Velazquez-Iturbide, J. Angel

    2013-01-01

    Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve.We present a didacticmethod aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an…

  12. Oxalate Blockage of Calcium and Iron: A Student Learning Activity.

    ERIC Educational Resources Information Center

    Walker, Noojin

    1988-01-01

    Describes a student learning activity used to teach the meaning of percentage composition, mole concept, selective precipitation, and limiting factors. Presents two word problems and their solutions. (CW)

  13. Spatially Offset Active Galactic Nuclei. II. Triggering in Galaxy Mergers

    NASA Astrophysics Data System (ADS)

    Barrows, R. Scott; Comerford, Julia M.; Greene, Jenny E.; Pooley, David

    2017-04-01

    Galaxy mergers are likely to play a role in triggering active galactic nuclei (AGNs), but the conditions under which this process occurs are poorly understood. In Paper I, we constructed a sample of spatially offset X-ray AGNs that represent galaxy mergers hosting a single AGN. In this paper, we use our offset AGN sample to constrain the parameters that affect AGN observability in galaxy mergers. We also construct dual-AGN samples with similar selection properties for comparison. We find that the offset AGN fraction shows no evidence for a dependence on AGN luminosity, while the dual-AGN fractions show stronger evidence for a positive dependence, suggesting that the merger events forming dual AGNs are more efficient at instigating accretion onto supermassive black holes than those forming offset AGNs. We also find that the offset and dual-AGN fractions both have a negative dependence on nuclear separation and are similar in value at small physical scales. This dependence may become stronger when restricted to high AGN luminosities, although a larger sample is needed for confirmation. These results indicate that the probability of AGN triggering increases at later merger stages. This study is the first to systematically probe down to nuclear separations of <1 kpc (∼0.8 kpc) and is consistent with predictions from simulations that AGN observability peaks in this regime. We also find that the offset AGNs are not preferentially obscured compared to the parent AGN sample, suggesting that our selection may be targeting galaxy mergers with relatively dust-free nuclear regions.

  14. Using active learning strategies to present bloodborne pathogen programs.

    PubMed

    Weaver, Mary G

    2003-06-01

    Every year, school nurses have the responsibility for developing and presenting a bloodborne pathogen presentation to the education and clerical staff of their buildings. Although the information is similar from year to year, the manner in which the information is presented can be altered. Teachers are using active learning strategies in a variety of learning environments, engaging students in the learning process by having them play an active role. With some planning, preparation, and imagination, active learning strategies can be incorporated into bloodborne pathogen presentations. The purpose of this article is to define active learning, describe how to develop a program using active learning strategies, and provide some examples of bloodborne pathogen presentations that have already been developed. Several sources are identified that can provide the school nurse with information regarding bloodborne pathogens. Information about how computers can be integrated into the bloodborne pathogen presentation is also presented.

  15. Sex-dependent effects of developmental exposure to different pesticides on spatial learning. The role of induced neuroinflammation in the hippocampus.

    PubMed

    Gómez-Giménez, Belén; Llansola, Marta; Hernández-Rabaza, Vicente; Cabrera-Pastor, Andrea; Malaguarnera, Michele; Agusti, Ana; Felipo, Vicente

    2017-01-01

    The use of pesticides has been associated with impaired neurodevelopment in children. The aims of this work were to assess: 1) the effects on spatial learning of developmental exposure to pesticides 2) if the effects are sex-dependent and 3) if hippocampal neuroinflammation is associated with the impairment of spatial learning. We analyzed the effects of developmental exposure to four pesticides: chlorpyrifos, carbaryl, endosulfan and cypermethrin. Exposure was from gestational day 7 to post-natal day 21 and spatial learning and memory was assessed when the rats were young adults. The effects of pesticides on spatial learning were pesticide and gender-dependent. Carbaryl did not affect spatial learning in males or females. Endosulfan and chlorpyrifos impaired learning in males but not in females. Cypermethrin improved spatial learning in the Morris water maze both in males and females while impaired learning in the radial maze only in males. Spatial learning ability was lower in control female rats than in males. All pesticides induced neuroinflammation, increasing IL-1b content in the hippocampus and there is a negative correlation between IL-1b levels in the hippocampus and spatial learning. Neuroinflammation would contribute to the effects of pesticides on spatial learning.

  16. Differential neural activity patterns for spatial relations in humans: a MEG study.

    PubMed

    Scott, Nicole M; Leuthold, Arthur; Sera, Maria D; Georgopoulos, Apostolos P

    2016-02-01

    Children learn the words for above-below relations earlier than for left-right relations, despite treating these equally well in a simple visual categorization task. Even as adults--conflicts in congruency, such as when a stimulus is depicted in a spatially incongruent manner with respect to salient global cues--can be challenging. Here we investigated the neural correlates of encoding and maintaining in working memory above-below and left-right relational planes in 12 adults using magnetoencephalography in order to discover whether above-below relations are represented by the brain differently than left-right relations. Adults performed perfectly on the task behaviorally, so any differences in neural activity were attributed to the stimuli's cognitive attributes. In comparing above-below to left-right relations during stimulus encoding, we found the greatest differences in neural activity in areas associated with space and movement. In comparing congruent to incongruent trials, we found the greatest differential activity in premotor areas. For both contrasts, brain areas involved in the encoding phase were also involved in the maintenance phase, which provides evidence that those brain areas are particularly important in representing the relational planes or congruency types throughout the trial. When comparing neural activity associated with the relational planes during working memory, additional right posterior areas were implicated, whereas the congruent-incongruent contrast implicated additional bilateral frontal and temporal areas. These findings are consistent with the hypothesis left-right relations are represented differently than above-below relations.

  17. Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics.

    PubMed

    DeSutter, D; Stieff, M

    2017-01-01

    Spatial thinking is a vital component of the science, technology, engineering, and mathematics curriculum. However, to date, broad development of learning environments that target domain-specific spatial thinking is incomplete. The present article visits the problem of improving spatial thinking by first reviewing the evidence that the human mind is embodied: that cognition, memory, and knowledge representation maintain traces of sensorimotor impressions from acting and perceiving in a physical environment. In particular, we review the evidence that spatial cognition and the ways that humans perceive and conceive of space are embodied. We then propose a set of design principles to aid researchers, designers, and practitioners in creating and evaluating learning environments that align principled embodied actions to targets of spatial thinking in science, technology, engineering, and mathematics.

  18. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    ERIC Educational Resources Information Center

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  19. The contribution of the androgen receptor (AR) in human spatial learning and memory: A study in women with complete androgen insensitivity syndrome (CAIS).

    PubMed

    Mueller, S C; Verwilst, T; Van Branteghem, A; T'Sjoen, G; Cools, M

    2016-02-01

    Few studies have examined the impact of androgen insensitivity on human spatial learning and memory. In the present study, we tested 11 women with complete androgen insensitivity syndrome (CAIS), a rare genetic disorder characterized by complete absence of AR activity, and compared their performance against 20 comparison males and 19 comparison females on a virtual analog of the Morris Water Maze task. The results replicated a main sex effect showing that men relative to women were faster in finding the hidden platform and had reduced heading error. Furthermore, findings indicated that mean performance of women with CAIS was between control women and control men, though the differences were not statistically significant. Effect size estimates (and corresponding confidence intervals) of spatial learning trials showed little difference between women with CAIS and control women but CAIS women differed from men, but not women, on two variables, latency to find the platform and first-move latency. No differences between groups were present during visible platform trials or the probe trial, a measure of spatial memory. Moreover, groups also did not differ on estimates of IQ and variability of performance. The findings are discussed in relation to androgen insensitivity in human spatial learning and memory.

  20. Long-lasting effects of neonatal dexamethasone treatment on spatial learning and hippocampal synaptic plasticity: involvement of the NMDA receptor complex.

    PubMed

    Kamphuis, Patrick J G H; Gardoni, Fabrizio; Kamal, Amer; Croiset, Gerda; Bakker, Joost M; Cattabeni, Flaminio; Gispen, Willem Hendrik; van Bel, Frank; Di Luca, Monica; Wiegant, Victor M

    2003-05-01

    The effects of neonatal dexamethasone (DEX) treatment on spatial learning and hippocampal synaptic plasticity were investigated in adult rats. Spatial learning in reference and working memory versions of the Morris maze was impaired in DEX-treated rats. In hippocampal slices of DEX rats, long-term depression was facilitated and potentiation was impaired. Paired-pulse facilitation was normal, suggesting a postsynaptic defect as cause of the learning and plasticity deficits. Western blot analysis of hippocampal postsynaptic densities (PSD) revealed a reduction in NR2B subunit protein, whereas the abundance of the other major N-methyl-D-aspartate (NMDA) receptor subunits (NR1, NR2A), AMPA receptor subunits (GluR2/3), scaffolding proteins, and Ca2+/calmodulin-dependent protein kinase II (alphaCaMKII) were unaltered. This selective reduction in NR2B likely resulted from altered receptor assembly rather than subunit expression, because the abundance of NR2B in the homogenate and crude synaptosomal fractions was unaltered. In addition, the activity of alphaCaMKII, an NMDA receptor complex associated protein kinase, was increased in PSD of DEX rats. The results indicate that neonatal treatment with DEX causes alterations in composition and function of the hippocampal NMDA receptor complex that persist into adulthood. These alterations likely explain the deficits in hippocampal synaptic plasticity and spatial learning induced by neonatal DEX treatment.

  1. Spatial Memory in the Morris Water Maze and Activation of Cyclic AMP Response Element-Binding (CREB) Protein within the Mouse Hippocampus

    ERIC Educational Resources Information Center

    Porte, Yves; Buhot, Marie Christine; Mons, Nicole E.

    2008-01-01

    We investigated the spatio-temporal dynamics of learning-induced cAMP response element-binding protein activation/phosphorylation (pCREB) in mice trained in a spatial reference memory task in the water maze. Using immunohistochemistry, we examined pCREB immunoreactivity (pCREB-ir) in hippocampal CA1 and CA3 and related brain structures. During the…

  2. E-Learning in Photogrammetry, Remote Sensing and Spatial Information Science

    NASA Astrophysics Data System (ADS)

    Vyas, Anjana; König, Gerhard

    2016-06-01

    Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a

  3. Effects of aerobic and anaerobic exercise on spatial learning ability in hypothyroid rats: a pilot study

    PubMed Central

    Park, Sung-Hyun; Song, MinYoung

    2016-01-01

    [Purpose] This pilot study analyzed the degradation of spatial learning ability caused by hypothyroidism using aerobic and anaerobic exercise. [Subjects and Methods] The experiments were performed on 11, four-week-old male Sprague-Dawley rats. Hypothyroidism-induced rats receiving propylthiouracil (PTU) treatment were divided into aerobic exercise, anaerobic exercise, and control groups. Each group performed exercise and rest for four weeks. Changes in lethargy, memory deterioration, and thyroid function were measured in each group by blood analysis and open field and Morris water maze tests. [Results] After four weeks, blood analysis revealed that the thyroid hormone levels had returned to normal in the aerobic exercise, anaerobic exercise, and control groups, whereas the open field and Morris water maze tests showed that the aerobic and anaerobic exercise groups had faster recovery compared to that of the control group. In addition, comparison of aerobic and anaerobic groups showed that the anaerobic exercise group had faster recovery compared to that of the aerobic group. [Conclusion] The findings of this study suggest that exercise helped to improve lethargy and deteriorated spatial learning ability caused by hypothyroidism and to recover function in rats. Anaerobic exercise was more beneficial than aerobic exercise in alleviating symptoms. PMID:28174480

  4. The effects of bilateral lesions to the dorsal tegmental nucleus on spatial learning in rats.

    PubMed

    Dwyer, Jessica A; Ingram, Matthew L; Snow, Anna C; Thorpe, Christina M; Martin, Gerard M; Skinner, Darlene M

    2013-12-01

    The head-direction (HD) signal is believed to originate in the dorsal tegmental nucleus (DTN) and lesions to this structure have been shown to disrupt HD cell firing in other areas along the HD cell circuit. To investigate the role of the DTN in spatial navigation, rats with bilateral, electrolytic (Experiment 1), or neurotoxic (Experiment 2) lesions to the DTN were compared with sham controls on two tasks that differed in difficulty and could be solved using directional heading. Rats were first trained on a direction problem in a water T maze where they learned to travel either east or west from two locations in the experimental room. DTN-lesioned rats were impaired relative to sham controls, both early in training, on the first block of eight trials, and on the total trials taken to reach criterion. In the food-foraging task, rats were trained to leave a home cage at the periphery of a circular table, find food in the center of the table and return to the home cage. Again, DTN-lesioned rats were impaired relative to sham rats, making more errors on the return component of the foraging trip. These data extend previous cell-recording studies and behavioral tests in which rats with electrolytic DTN lesions were used, and they demonstrate the importance of the direction system to spatial learning.

  5. Paternal treadmill exercise enhances spatial learning and memory related to hippocampus among male offspring.

    PubMed

    Yin, M M; Wang, W; Sun, J; Liu, S; Liu, X L; Niu, Y M; Yuan, H R; Yang, F Y; Fu, L

    2013-09-15

    Both epidemiologic and laboratory studies suggest that parents can shape their offspring's development. Recently, it has been shown that maternal exercise during pregnancy benefits the progeny's brain function. However, little is known regarding the influence of paternal exercise on their offspring's phenotype. In this study we attempt to determine the effects of 6 weeks paternal treadmill exercise on spatial learning and memory and the expression of brain-derived neurotrophic factor (BDNF) and reelin in their male offspring. Sibling males were divided into two groups: the control (C) and the exercise group (E). The mice in the E group were exercised on a motor-driven rodent treadmill for 5 days per week for 6 weeks. After 6 weeks of exercise, the male mouse was mated with its sibling female. After weaning, male pups underwent behavioral assessment (Open field and Morris water maze tests). Immunohistochemistry staining, real time-PCR and western blot were performed to determine hippocampal BDNF and reelin expression of the male pups after behavior tasks. Our results showed that paternal treadmill exercise improved the spatial learning and memory capability of male pups, which was accompanied by significantly increased expression of BDNF and reelin, as compared to those of C group. Our results provide novel evidence that paternal treadmill exercise can enhance the brain functions of their F1 male offspring.

  6. Cell segmentation in histopathological images with deep learning algorithms by utilizing spatial relationships.

    PubMed

    Hatipoglu, Nuh; Bilgin, Gokhan

    2017-02-28

    In many computerized methods for cell detection, segmentation, and classification in digital histopathology that have recently emerged, the task of cell segmentation remains a chief problem for image processing in designing computer-aided diagnosis (CAD) systems. In research and diagnostic studies on cancer, pathologists can use CAD systems as second readers to analyze high-resolution histopathological images. Since cell detection and segmentation are critical for cancer grade assessments, cellular and extracellular structures should primarily be extracted from histopathological images. In response, we sought to identify a useful cell segmentation approach with histopathological images that uses not only prominent deep learning algorithms (i.e., convolutional neural networks, stacked autoencoders, and deep belief networks), but also spatial relationships, information of which is critical for achieving better cell segmentation results. To that end, we collected cellular and extracellular samples from histopathological images by windowing in small patches with various sizes. In experiments, the segmentation accuracies of the methods used improved as the window sizes increased due to the addition of local spatial and contextual information. Once we compared the effects of training sample size and influence of window size, results revealed that the deep learning algorithms, especially convolutional neural networks and partly stacked autoencoders, performed better than conventional methods in cell segmentation.

  7. A Framework for Adaptive E-Learning Based on Distributed Re-Usable Learning Activities.

    ERIC Educational Resources Information Center

    Brusilovsky, Peter; Nijhavan, Hemanta

    This paper suggests that a way to the new generation of powerful E-learning systems starts on the crossroads of two emerging fields: courseware re-use and adaptive educational systems. The paper presents the KnowledgeTree, a framework for adaptive E-learning based on distributed re-usable learning activities currently under development. The goal…

  8. Advancing the M-Learning Research Agenda for Active, Experiential Learning: Four Case Studies

    ERIC Educational Resources Information Center

    Dyson, Laurel Evelyn; Litchfield, Andrew; Lawrence, Elaine; Raban, Ryszard; Leijdekkers, Peter

    2009-01-01

    This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology,…

  9. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    ERIC Educational Resources Information Center

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  10. Multiliteracies and Active Learning in CLIL--The Development of Learn Web2.0

    ERIC Educational Resources Information Center

    Marenzi, I.; Zerr, S.

    2012-01-01

    This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with…

  11. Collegewide Promotion of E-Learning/Active Learning and Faculty Development

    ERIC Educational Resources Information Center

    Ogawa, Nobuyuki; Shimizu, Akira

    2016-01-01

    Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning…

  12. Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

    ERIC Educational Resources Information Center

    Haselberger, David; Motsching, Renate

    2016-01-01

    Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

  13. Active-Learning Processes Used in US Pharmacy Education

    PubMed Central

    Brown, Stacy D.; Clavier, Cheri W.; Wyatt, Jarrett

    2011-01-01

    Objective To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques. Methods A survey instrument was developed to assess whether and to what extent active learning was used by faculty members of US colleges and schools of pharmacy. This survey instrument was distributed via the American Association of Colleges of Pharmacy (AACP) mailing list. Results Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with at least 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategies included younger faculty member age (inverse relationship), lower faculty member rank (inverse relationship), and departments that focused on practice, clinical and social, behavioral, and/or administrative sciences. Conclusions Active learning has been embraced by pharmacy educators and is used to some extent by the majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain even broader acceptance throughout the academy, and how the effect of active learning on programmatic outcomes can be better documented. PMID:21769144

  14. History of Reading Struggles Linked to Enhanced Learning in Low Spatial Frequency Scenes

    PubMed Central

    Schneps, Matthew H.; Brockmole, James R.; Sonnert, Gerhard; Pomplun, Marc

    2012-01-01

    People with dyslexia, who face lifelong struggles with reading, exhibit numerous associated low-level sensory deficits including deficits in focal attention. Countering this, studies have shown that struggling readers outperform typical readers in some visual tasks that integrate distributed information across an expanse. Though such abilities would be expected to facilitate scene memory, prior investigations using the contextual cueing paradigm failed to find corresponding advantages in dyslexia. We suggest that these studies were confounded by task-dependent effects exaggerating known focal attention deficits in dyslexia, and that, if natural scenes were used as the context, advantages would emerge. Here, we investigate this hypothesis by comparing college students with histories of severe lifelong reading difficulties (SR) and typical readers (TR) in contexts that vary attention load. We find no differences in contextual-cueing when spatial contexts are letter-like objects, or when contexts are natural scenes. However, the SR group significantly outperforms the TR group when contexts are low-pass filtered natural scenes [F(3, 39) = 3.15, p<.05]. These findings suggest that perception or memory for low spatial frequency components in scenes is enhanced in dyslexia. These findings are important because they suggest strengths for spatial learning in a population otherwise impaired, carrying implications for the education and support of students who face challenges in school. PMID:22558210

  15. Hierarchical Sparse Learning with Spectral-Spatial Information for Hyperspectral Imagery Denoising

    PubMed Central

    Liu, Shuai; Jiao, Licheng; Yang, Shuyuan

    2016-01-01

    During the acquisition process hyperspectral images (HSI) are inevitably corrupted by various noises, which greatly influence their visual impression and subsequent applications. In this paper, a novel Bayesian approach integrating hierarchical sparse learning and spectral-spatial information is proposed for HSI denoising. Based on the structure correlations, spectral bands with similar and continuous features are segmented into the same band-subset. To exploit local similarity, each subset is then divided into overlapping cubic patches. All patches can be regarded as consisting of clean image component, Gaussian noise component and sparse noise component. The first term is depicted by a linear combination of dictionary elements, where Gaussian process with Gamma distribution is applied to impose spatial consistency on dictionary. The last two terms are utilized to fully depict the noise characteristics. Furthermore, the sparseness of the model is adaptively manifested through Beta-Bernoulli process. Calculated by Gibbs sampler, the proposed model can directly predict the noise and dictionary without priori information of the degraded HSI. The experimental results on both synthetic and real HSI demonstrate that the proposed approach can better suppress the existing various noises and preserve the structure/spectral-spatial information than the compared state-of-art approaches. PMID:27763511

  16. Effects of prenatal alcohol exposure on hippocampal volume, verbal learning, and verbal and spatial recall in late childhood.

    PubMed

    Willoughby, Karen A; Sheard, Erin D; Nash, Kelly; Rovet, Joanne

    2008-11-01

    Children with prenatal alcohol exposure (PAE) show deficits in verbal learning and spatial memory, as well as abnormal hippocampal development. The relationship between their memory and neuroanatomic impairments, however, has not been directly explored. Given that the hippocampus is integral for the synthesis and retrieval of learned information and is particularly vulnerable to the teratogenic effects of alcohol, we assessed whether reduced learning and recall abilities in children with fetal alcohol spectrum disorders (FASDs) are associated with abnormal hippocampal volumes. Nineteen children with FASDs and 18 typically developing controls aged 9 to 15 years were assessed for verbal learning and verbal and spatial recall and underwent structural magnetic resonance imaging. Images were analyzed for total intracranial volume and for right and left hippocampal volumes. Results revealed smaller left hippocampi and poorer verbal learning and verbal and spatial recall performance in children with FASDs than controls, as well as positive correlations between selective memory indices and hippocampal volumes only in the FASD group. Additionally, hippocampal volumes increased significantly with age in controls only, suggesting that PAE may be associated with long-term abnormalities in hippocampal development that may contribute to impaired verbal learning and verbal and spatial recall.

  17. The perirhinal cortex of the rat is necessary for spatial memory retention long after but not soon after learning.

    PubMed

    Ramos, Juan M J; Vaquero, Joaquín M M

    2005-09-15

    Many observations in humans and experimental animals support the view that the hippocampus is critical immediately after learning in order for long-term memory formation to take place. However, exactly when the medial temporal cortices adjacent to the hippocampus are necessary for this process to occur normally is not yet well known. Using a spatial task, we studied whether the perirhinal cortex of rats is necessary to establish representations in long-term memory. Results showed that, in a spatial task sensitive to hippocampal lesions, control and perirhinal lesioned rats can both learn at the same rate (Experiment 1). Interestingly, a differential involvement of the perirhinal cortex in memory retention was observed as time passes after learning. Thus, 24 days following the end of learning, lesioned and control rats remembered the task perfectly as measured by a retraining test. In contrast, 74 days after the learning the perirhinal animals showed a profound impairment in the retention of the spatial information (Experiment 2). Taken together, these results suggest that the perirhinal region is critical for the formation of long-term spatial memory. However, its contribution to memory formation and retention is time-dependent, it being necessary only long after learning takes place and not during the phase immediately following acquisition.

  18. Differential effects of osmotic and SSR149415 challenges in maternally separated and control rats: the role of vasopressin on spatial learning.

    PubMed

    Hernandez, Vito S; Ruíz-Velazco, Silvia; Zhang, Limei

    2012-10-24

    Maternal separation (MS) has been demonstrated to up-regulate the hypothalamic vasopressin (VP) system. Intracerebrally released VP has been demonstrated to affect several types of animal behaviour, such as active/passive avoidance, social recognition, and learning and memory. However, the role of VP in spatial learning remains unclear. In the present study, we investigated the effects of an osmotic challenge and a V1b receptor-specific (V1bR) antagonist, SSR149415, on spatial learning of maternally separated and animal facility reared (AFR) adult male Wistar rats. The osmotic challenge was applied by injecting a hypertonic saline solution, 1h before the Morris water maze test (MWM). V1bR antagonist SSR149415 (5mg/kg) was injected i.p. twice (1h and 30 min) previous to the MWM. A combined treatment with both osmotic challenge and the SSR149415 was applied to the third group whereas rats for basal condition were injected with isotonic saline. Under basal condition no differences between AFR and MS groups were observed. MS rats showed severe impairment during the MWM after the osmotic challenge, but not after the administration of SSR149415. For AFR rats, the opposite phenomenon was observed. The joint application of SSR149415 and osmotic challenge restored the spatial learning ability for both groups. The differential impairment produced by osmotic stress-induced up-regulation and SSR149415 induced V1bR blockage in MS and control rats suggested that VP involvement in spatial learning depends on the individual intrinsic ligand-receptor functional state.

  19. Long-term moderate dose exogenous erythropoietin treatment protects from intermittent hypoxia-induced spatial learning deficits and hippocampal oxidative stress in young rats.

    PubMed

    Al-Qahtani, Jobran M; Abdel-Wahab, Basel A; Abd El-Aziz, Samy M

    2014-01-01

    Exposure to intermittent hypoxia (IH) is associated with cognitive impairments and oxidative stress in brain regions involved in learning and memory. In earlier studies, erythropoietin (EPO) showed a neuroprotective effect in large doses. The aim of the present study was to explore the effect of smaller doses of EPO, such as those used in the treatment of anemia, on IH-induced cognitive deficits and hippocampal oxidative stress in young rats. The effect of concurrent EPO treatment (500 and 1,000 IU/kg/day ip) on spatial learning and memory deficits induced by long-term exposure to IH for 6 weeks was tested using the Morris water maze (MWM) test and the elevated plus maze (EPM) test. Moreover, the effect on hippocampal glutamate and oxidative stress were assessed. Exposure to IH induced a significant impairment of spatial learning and cognition of animals in both MWM and EPM performance parameters. Moreover, hippocampal glutamate and thiobarbituric acid reactive substances (TBARS) increased while antioxidant defenses (GSH and GSH-Px) decreased. EPO in the tested doses significantly reduced the IH-induced spatial learning deficits in both MWM and EPM tests and dose-dependently antagonized the effects of IH on hippocampal glutamate, TBARS, GSH levels, and GSH-Px activity. Treatment with EPO in moderate doses that used for anemia, concurrently with IH exposure can antagonize IH-induced spatial learning deficits and protect hippocampal neurons from IH-induced lipid peroxidation and oxidative stress-induced damage in young rats, possibly through multiple mechanisms involving a potential antioxidative effect.

  20. Emergence of reproducible spatiotemporal activity during motor learning.

    PubMed

    Peters, Andrew J; Chen, Simon X; Komiyama, Takaki

    2014-06-12

    The motor cortex is capable of reliably driving complex movements yet exhibits considerable plasticity during motor learning. These observations suggest that the fundamental relationship between motor cortex activity and movement may not be fixed but is instead shaped by learning; however, to what extent and how motor learning shapes this relationship are not fully understood. Here we addressed this issue by using in vivo two-photon calcium imaging to monitor the activity of the same population of hundreds of layer 2/3 neurons while mice learned a forelimb lever-press task over two weeks. Excitatory and inhibitory neurons were identified by transgenic labelling. Inhibitory neuron activity was relatively stable and balanced local excitatory neuron activity on a movement-by-movement basis, whereas excitatory neuron activity showed higher dynamism during the initial phase of learning. The dynamics of excitatory neurons during the initial phase involved the expansion of the movement-related population which explored various activity patterns even during similar movements. This was followed by a refinement into a smaller population exhibiting reproducible spatiotemporal sequences of activity. This pattern of activity associated with the learned movement was unique to expert animals and not observed during similar movements made during the naive phase, and the relationship between neuronal activity and individual movements became more consistent with learning. These changes in population activity coincided with a transient increase in dendritic spine turnover in these neurons. Our results indicate that a novel and reproducible activity-movement relationship develops as a result of motor learning, and we speculate that synaptic plasticity within the motor cortex underlies the emergence of reproducible spatiotemporal activity patterns for learned movements. These results underscore the profound influence of learning on the way that the cortex produces movements.