Association Learning
Mental Health Associations
Alzheimer Disease
National Institute on Aging (U.S.)
Dementia
Amyloid beta-Peptides
Dementia, Vascular
Amyloid beta-Protein Precursor
Olfactory Pathways
Reward
Odors
Computer Simulation
Decision Making
Post-ingestive feedbacks and associative learning regulate the intake of unsuitable sterols in a generalist grasshopper. (1/1661)
Behavioural studies of the grasshopper Schistocerca americana were undertaken to identify the mechanisms that regulate the intake of dietary sterols. In the first experiment, grasshoppers were allowed to feed on spinach, a plant containing only unsuitable sterols; immediately after this first meal, a suitable or unsuitable sterol was injected into the haemolymph. Grasshoppers injected with unsuitable sterols had second meals on spinach that were significantly shorter than those of grasshoppers injected with suitable sterols, indicating that unsuitable dietary sterols are detected post-ingestively. In the second experiment, grasshoppers were fed food containing only unsuitable sterols and were then presented with glass-fibre discs containing different concentrations of a suitable sterol or sucrose only (the control). The results suggest that grasshoppers do not use a direct feedback operating on mouthpart chemoreceptors to regulate their intake of suitable sterols. In the third experiment, grasshoppers were presented with artificial diets containing different sterols and flavours, and feeding was observed over a sequence of meals. The results from both the first and last experiments suggest a role for associative learning in regulating the intake of unsuitable sterols. (+info)Blocking a selective association in pigeons. (2/1661)
Experiment 1 demonstrated for the first time a stimulus-reinforcer interaction in pigeons trained with free-operant multiple schedules of reinforcement. Pigeons that treadle pressed in the presence of a tone-light (TL) compound for food exhibited primarily visual stimulus control on a stimulus-element test, whereas pigeons that avoided shock in TL exhibited auditory control. In Experiment 2, this selective association was blocked in pigeons pretrained with the biologically contingency-disadvantage element of the compound (i.e., tone-food or light-shock) before TL training. When this pretraining preceded compound-stimulus training, control was now auditory in pigeons that treadle pressed for food and was visual in pigeons that avoided shock. Previous attempts at blocking this selective association were unsuccessful in pigeons (LoLordo, Jacobs, & Foree, 1982) but were successful in rats (Schindler & Weiss, 1985). Experiment 2 established that selective associations can be blocked in pigeons when the procedures that were effective with rats were systematically replicated. These results further demonstrate the cross-species generality of an associative attentional mechanism involving a biological constraint on learning in species with different dominant sensory systems. (+info)Non-motor associative learning in patients with isolated degenerative cerebellar disease. (3/1661)
In recent decades it has become clear that the cerebellum is involved in associative motor learning, but its exact role in motor learning as such is still controversial. Recently, a contribution of the cerebellum to different cognitive abilities has also been considered, but it remains unclear whether the cerebellum contributes to cognitive associative learning. We compared nine patients with an isolated cerebellar degenerative disease in a cognitive associative learning task with 10 controls. Patients and controls were matched for age, sex, handedness, level of education, intelligence and capabilities of visual memory. The subjects were asked to learn the association between six pairs of colours and numerals by trial and error. Additionally, a simple reaction time and a visual scanning test were conducted in order to control for the influence of motor performance deficits in cerebellar patients. In comparison with the controls, it took the patients significantly longer to learn the correct associations between colours and numerals, and they were impaired in recognizing them later on. Two patients showed no associative learning effect at all. Neither the simple reaction time nor the visual scanning time correlated substantially with the results of associative learning. Therefore, motor-associated disabilities are unlikely to be the reason for the learning deficit in cerebellar patients. Our results suggest that the cerebellum might contribute to motor-independent processes that are generally involved in associative learning. (+info)The predictive value of changes in effective connectivity for human learning. (4/1661)
During learning, neural responses decrease over repeated exposure to identical stimuli. This repetition suppression is thought to reflect a progressive optimization of neuronal responses elicited by the task. Functional magnetic resonance imaging was used to study the neural basis of associative learning of visual objects and their locations. As expected, activation in specialized cortical areas decreased with time. However, with path analysis it was shown that, in parallel to this adaptation, increases in effective connectivity occurred between distinct cortical systems specialized for spatial and object processing. The time course of these plastic changes was highly correlated with individual learning performance, suggesting that interactions between brain areas underlie associative learning. (+info)Crossmodal associative memory representations in rodent orbitofrontal cortex. (5/1661)
Firing patterns of neurons in the orbitofrontal cortex (OF) were analyzed in rats trained to perform a task that encouraged incidental associations between distinct odors and the places where their occurrence was detected. Many of the neurons fired differentially when the animals were at a particular location or sampled particular odors. Furthermore, a substantial fraction of the cells exhibited odor-specific firing patterns prior to odor presentation, when the animal arrived at a location associated with that odor. These findings suggest that neurons in the OF encode cross-modal associations between odors and locations within long-term memory. (+info)Episodic retrieval activates the precuneus irrespective of the imagery content of word pair associates. A PET study. (6/1661)
The aim of this study was to evaluate further the role of the precuneus in episodic memory retrieval. The specific hypothesis addressed was that the precuneus is involved in episodic memory retrieval irrespective of the imagery content. Two groups of six right-handed normal male volunteers took part in the study. Each subject underwent six [15O]butanol-PET scans. In each of the six trials, the memory task began with the injection of a bolus of 1500 MBq of [15O]butanol. For Group 1, 12 word pair associates were presented visually, for Group 2 auditorily. The subjects of each group had to learn and retrieve two sets of 12 word pairs each. One set consisted of highly imaginable words and another one of abstract words. Words of both sets were not related semantically, representing 'hard' associations. The presentations of nonsense words served as reference conditions. We demonstrate that the precuneus shows consistent activation during episodic memory retrieval. Precuneus activation occurred in visual and auditory presentation modalities and for both highly imaginable and abstract words. The present study therefore provides further evidence that the precuneus has a specific function in episodic memory retrieval as a multimodal association area. (+info)Effects of talker, rate, and amplitude variation on recognition memory for spoken words. (7/1661)
This study investigated the encoding of the surface form of spoken words using a continuous recognition memory task. The purpose was to compare and contrast three sources of stimulus variability--talker, speaking rate, and overall amplitude--to determine the extent to which each source of variability is retained in episodic memory. In Experiment 1, listeners judged whether each word in a list of spoken words was "old" (had occurred previously in the list) or "new." Listeners were more accurate at recognizing a word as old if it was repeated by the same talker and at the same speaking rate; however, there was no recognition advantage for words repeated at the same overall amplitude. In Experiment 2, listeners were first asked to judge whether each word was old or new, as before, and then they had to explicitly judge whether it was repeated by the same talker, at the same rate, or at the same amplitude. On the first task, listeners again showed an advantage in recognition memory for words repeated by the same talker and at same speaking rate, but no advantage occurred for the amplitude condition. However, in all three conditions, listeners were able to explicitly detect whether an old word was repeated by the same talker, at the same rate, or at the same amplitude. These data suggest that although information about all three properties of spoken words is encoded and retained in memory, each source of stimulus variation differs in the extent to which it affects episodic memory for spoken words. (+info)Ultrasonic vocalizations elicit orienting and associative reactions in preweanling mice. (8/1661)
On postnatal days (PND) 12 and 13, 90 male Swiss CD-1 mice were tested for orientation to 3 intensities of recorded ultrasounds while climbing an inclined wire grid surface. Motor responses and vocalization to replayed ultrasounds (55-75 kHz) of 20-, 40-, and 60-dB SPL indicated an intensity dependence. In Experiment 2, 138 pups were exposed to either contingent or noncontingent pairings of recorded ultrasounds of 55-75 kHz, averaging 40 dB, and mild inescapable footshocks, or taped vocalizations or footshocks only on PND 12, 14, or 16. At PND 18, subjects were tested for passive avoidance following exposure to the taped ultrasounds only upon entry into the dark side of a black-white compartment. Results suggested only overall, nonspecific effects of pretreatment to elicit responses antagonistic to motor activity. In Experiment 3, 36 pups at PND 15 were tested for passive avoidance with the ultrasound recordings of 40- or 80-dB onset upon entry to the dark compartment; a third group had no ultrasound exposure. A significant intensity effect confirmed that the ultrasounds had prepotent properties. (+info)Association learning, also known as associative learning, is a type of learning in which an individual learns to associate two stimuli or a response with a particular outcome. This can occur through classical conditioning or operant conditioning.
In classical conditioning, first described by Ivan Pavlov, an initially neutral stimulus (the conditioned stimulus) is repeatedly paired with a biologically significant stimulus (the unconditioned stimulus), until the conditioned stimulus elicits a response (the conditioned response) similar to that of the unconditioned stimulus. For example, a dog may learn to salivate at the sound of a bell if the bell is repeatedly rung just before it is fed.
In operant conditioning, described by B.F. Skinner, behavior is modified by its consequences, with desired behaviors being reinforced and undesired behaviors being punished. For example, a child may learn to put their toys away if they are given a reward for doing so.
Association learning is an important mechanism in the acquisition of many types of knowledge and skills, and it plays a key role in the development and modification of behavior.
"Mental Health Associations" generally refer to organizations that aim to promote mental health awareness, education, and advocacy. They are dedicated to enhancing the mental well-being of individuals, families, and communities by providing resources, support, and services. These associations often work towards reducing stigma associated with mental illnesses, advancing appropriate and accessible mental health services, and encouraging policies that promote mental health. Examples include the American Psychological Association (APA), the National Alliance on Mental Illness (NAMI), and the World Federation for Mental Health (WFMH).
Alzheimer's disease is a progressive disorder that causes brain cells to waste away (degenerate) and die. It's the most common cause of dementia — a continuous decline in thinking, behavioral and social skills that disrupts a person's ability to function independently.
The early signs of the disease include forgetting recent events or conversations. As the disease progresses, a person with Alzheimer's disease will develop severe memory impairment and lose the ability to carry out everyday tasks.
Currently, there's no cure for Alzheimer's disease. However, treatments can temporarily slow the worsening of dementia symptoms and improve quality of life.
Dementia is a broad term that describes a decline in cognitive functioning, including memory, language, problem-solving, and judgment, severe enough to interfere with daily life. It is not a specific disease but rather a group of symptoms that may be caused by various underlying diseases or conditions. Alzheimer's disease is the most common cause of dementia, accounting for 60-80% of cases. Other causes include vascular dementia, Lewy body dementia, frontotemporal dementia, and Huntington's disease.
The symptoms of dementia can vary widely depending on the cause and the specific areas of the brain that are affected. However, common early signs of dementia may include:
* Memory loss that affects daily life
* Difficulty with familiar tasks
* Problems with language or communication
* Difficulty with visual and spatial abilities
* Misplacing things and unable to retrace steps
* Decreased or poor judgment
* Withdrawal from work or social activities
* Changes in mood or behavior
Dementia is a progressive condition, meaning that symptoms will gradually worsen over time. While there is currently no cure for dementia, early diagnosis and treatment can help slow the progression of the disease and improve quality of life for those affected.
Amyloid beta-peptides (Aβ) are small protein fragments that are crucially involved in the pathogenesis of Alzheimer's disease. They are derived from a larger transmembrane protein called the amyloid precursor protein (APP) through a series of proteolytic cleavage events.
The two primary forms of Aβ peptides are Aβ40 and Aβ42, which differ in length by two amino acids. While both forms can be harmful, Aβ42 is more prone to aggregation and is considered to be the more pathogenic form. These peptides have the tendency to misfold and accumulate into oligomers, fibrils, and eventually insoluble plaques that deposit in various areas of the brain, most notably the cerebral cortex and hippocampus.
The accumulation of Aβ peptides is believed to initiate a cascade of events leading to neuroinflammation, oxidative stress, synaptic dysfunction, and neuronal death, which are all hallmarks of Alzheimer's disease. Although the exact role of Aβ in the onset and progression of Alzheimer's is still under investigation, it is widely accepted that they play a central part in the development of this debilitating neurodegenerative disorder.
Vascular dementia is a type of dementia that is caused by damage to the blood vessels that supply blood to the brain. This damage can result from conditions such as stroke, chronic high blood pressure, diabetes, or other diseases that affect the circulatory system. The interruption in blood flow to the brain can lead to damaged or dead brain cells, which can impair cognitive function and cause symptoms similar to those seen in other types of dementia, such as Alzheimer's disease.
The symptoms of vascular dementia can vary depending on the severity and location of the damage to the blood vessels. However, common symptoms include difficulties with memory, attention, and decision-making; problems with language and speech; changes in mood or behavior; and difficulty walking or performing other physical tasks. Vascular dementia is typically a progressive condition, meaning that the symptoms tend to worsen over time.
It's important to note that vascular dementia can coexist with other types of dementia, such as Alzheimer's disease, and this is known as mixed dementia. Proper diagnosis and management of underlying medical conditions that contribute to vascular dementia can help slow down the progression of cognitive decline and improve quality of life for individuals living with this condition.
The Amyloid Beta-Protein Precursor (AβPP) is a type of transmembrane protein that is widely expressed in various tissues and organs, including the brain. It plays a crucial role in normal physiological processes, such as neuronal development, synaptic plasticity, and repair.
AβPP undergoes proteolytic processing by enzymes called secretases, resulting in the production of several protein fragments, including the amyloid-beta (Aβ) peptide. Aβ is a small peptide that can aggregate and form insoluble fibrils, which are the main component of amyloid plaques found in the brains of patients with Alzheimer's disease (AD).
The accumulation of Aβ plaques is believed to contribute to the neurodegeneration and cognitive decline observed in AD. Therefore, AβPP and its proteolytic processing have been the focus of extensive research aimed at understanding the pathogenesis of AD and developing potential therapies.
The olfactory pathways refer to the neural connections and structures involved in the sense of smell. The process begins with odor molecules that are inhaled through the nostrils, where they bind to specialized receptor cells located in the upper part of the nasal cavity, known as the olfactory epithelium.
These receptor cells then transmit signals via the olfactory nerve (cranial nerve I) to the olfactory bulb, a structure at the base of the brain. Within the olfactory bulb, the signals are processed and relayed through several additional structures, including the olfactory tract, lateral olfactory striae, and the primary olfactory cortex (located within the piriform cortex).
From there, information about odors is further integrated with other sensory systems and cognitive functions in higher-order brain regions, such as the limbic system, thalamus, and hippocampus. This complex network of olfactory pathways allows us to perceive and recognize various scents and plays a role in emotional responses, memory formation, and feeding behaviors.
In the context of medicine, particularly in behavioral neuroscience and psychology, "reward" is not typically used as a definitive medical term. However, it generally refers to a positive outcome or incentive that reinforces certain behaviors, making them more likely to be repeated in the future. This can involve various stimuli such as food, water, sexual activity, social interaction, or drug use, among others.
In the brain, rewards are associated with the activation of the reward system, primarily the mesolimbic dopamine pathway, which includes the ventral tegmental area (VTA) and the nucleus accumbens (NAcc). The release of dopamine in these areas is thought to reinforce and motivate behavior linked to rewards.
It's important to note that while "reward" has a specific meaning in this context, it is not a formal medical diagnosis or condition. Instead, it is a concept used to understand the neural and psychological mechanisms underlying motivation, learning, and addiction.
In the context of medicine, "odors" refer to smells or scents that are produced by certain medical conditions, substances, or bodily functions. These odors can sometimes provide clues about underlying health issues. For example, sweet-smelling urine could indicate diabetes, while foul-smelling breath might suggest a dental problem or gastrointestinal issue. However, it's important to note that while odors can sometimes be indicative of certain medical conditions, they are not always reliable diagnostic tools and should be considered in conjunction with other symptoms and medical tests.
A computer simulation is a process that involves creating a model of a real-world system or phenomenon on a computer and then using that model to run experiments and make predictions about how the system will behave under different conditions. In the medical field, computer simulations are used for a variety of purposes, including:
1. Training and education: Computer simulations can be used to create realistic virtual environments where medical students and professionals can practice their skills and learn new procedures without risk to actual patients. For example, surgeons may use simulation software to practice complex surgical techniques before performing them on real patients.
2. Research and development: Computer simulations can help medical researchers study the behavior of biological systems at a level of detail that would be difficult or impossible to achieve through experimental methods alone. By creating detailed models of cells, tissues, organs, or even entire organisms, researchers can use simulation software to explore how these systems function and how they respond to different stimuli.
3. Drug discovery and development: Computer simulations are an essential tool in modern drug discovery and development. By modeling the behavior of drugs at a molecular level, researchers can predict how they will interact with their targets in the body and identify potential side effects or toxicities. This information can help guide the design of new drugs and reduce the need for expensive and time-consuming clinical trials.
4. Personalized medicine: Computer simulations can be used to create personalized models of individual patients based on their unique genetic, physiological, and environmental characteristics. These models can then be used to predict how a patient will respond to different treatments and identify the most effective therapy for their specific condition.
Overall, computer simulations are a powerful tool in modern medicine, enabling researchers and clinicians to study complex systems and make predictions about how they will behave under a wide range of conditions. By providing insights into the behavior of biological systems at a level of detail that would be difficult or impossible to achieve through experimental methods alone, computer simulations are helping to advance our understanding of human health and disease.
Decision-making is the cognitive process of selecting a course of action from among multiple alternatives. In a medical context, decision-making refers to the process by which healthcare professionals and patients make choices about medical tests, treatments, or management options based on a thorough evaluation of available information, including the patient's preferences, values, and circumstances.
The decision-making process in medicine typically involves several steps:
1. Identifying the problem or issue that requires a decision.
2. Gathering relevant information about the patient's medical history, current condition, diagnostic test results, treatment options, and potential outcomes.
3. Considering the benefits, risks, and uncertainties associated with each option.
4. Evaluating the patient's preferences, values, and goals.
5. Selecting the most appropriate course of action based on a careful weighing of the available evidence and the patient's individual needs and circumstances.
6. Communicating the decision to the patient and ensuring that they understand the rationale behind it, as well as any potential risks or benefits.
7. Monitoring the outcomes of the decision and adjusting the course of action as needed based on ongoing evaluation and feedback.
Effective decision-making in medicine requires a thorough understanding of medical evidence, clinical expertise, and patient preferences. It also involves careful consideration of ethical principles, such as respect for autonomy, non-maleficence, beneficence, and justice. Ultimately, the goal of decision-making in healthcare is to promote the best possible outcomes for patients while minimizing harm and respecting their individual needs and values.
Reaction time, in the context of medicine and physiology, refers to the time period between the presentation of a stimulus and the subsequent initiation of a response. This complex process involves the central nervous system, particularly the brain, which perceives the stimulus, processes it, and then sends signals to the appropriate muscles or glands to react.
There are different types of reaction times, including simple reaction time (responding to a single, expected stimulus) and choice reaction time (choosing an appropriate response from multiple possibilities). These measures can be used in clinical settings to assess various aspects of neurological function, such as cognitive processing speed, motor control, and alertness.
However, it is important to note that reaction times can be influenced by several factors, including age, fatigue, attention, and the use of certain medications or substances.
British Association for Counselling and Psychotherapy
Association rule learning - Wikipedia
Alzheimer's Association | Alzheimer's Disease & Dementia Help
Density Ratio Estimation in Machine Learning | Mathematical Association of America
Learning Game for Kids: Picture Association
Learning Center - Assistive Technology Industry Association
USDLA - United States Distance Learning Association
Learn - DBpedia Association
Events | Association for Learning Technology
Learn With ABA « American Bus Association
14th Annual Conference of the Irish Learning Technology Association | University of Limerick
Support for Active Learning Spaces | Association of American Universities (AAU)
Biking to Learn | Washington Area Bicyclist Association
Association - eLearning Learning
Scientists Turn to Machine Learning to Save Lives - Association for Psychological Science - APS
Irish Learning Technology Association | Limerick.com
Learning & Enrichment Programs | Wisconsin Alumni Association
LEARNING MORE ABOUT HOW LIFSTYLE AFFECTS PD | American Parkinson Disease Association
Creating-learning-community | Board | Topics | News | Suzuki Association of the Americas
Value of Academic Libraries: Initiatives and Learning Opportunities | Association of College & Research Libraries (ACRL)
Policy Academy on Scaling Work-Based Learning: Second Cross-State Meeting - National Governors Association
Learn Block | Histiocytosis Association
Lifelong Learning Through Travel: Africa - Cal Alumni Association
Leading through learning - JCC Association of North America
Becoming a language teacher - Association for Language Learning
Learn the craft of beekeeping | British Beekeepers Association
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