scholarly journals Brain size does not predict learning strategies in a serial reversal learning test

2020 ◽  
Vol 223 (15) ◽  
pp. jeb224741
Author(s):  
Annika Boussard ◽  
Séverine D. Buechel ◽  
Mirjam Amcoff ◽  
Alexander Kotrschal ◽  
Niclas Kolm
Keyword(s):  
Learning Strategies ◽  
Reversal Learning ◽  
Brain Size ◽  
Learning Test ◽  
Serial Reversal

scholarly journals Brain size affects performance in a reversal-learning test

2018 ◽  
Vol 285 (1871) ◽  
pp. 20172031 ◽  
Author(s):  
Séverine D. Buechel ◽  
Annika Boussard ◽  
Alexander Kotrschal ◽  
Wouter van der Bijl ◽  
Niclas Kolm
Keyword(s):  
Reversal Learning ◽  
Cognitive Complexity ◽  
Poecilia Reticulata ◽  
Brain Size ◽  
Learning Ability ◽  
Colour Discrimination ◽  
Reward Contingency ◽  
Cognitive Benefits ◽  
Learning Test ◽  
Basic Learning

It has become increasingly clear that a larger brain can confer cognitive benefits. Yet not all of the numerous aspects of cognition seem to be affected by brain size. Recent evidence suggests that some more basic forms of cognition, for instance colour vision, are not influenced by brain size. We therefore hypothesize that a larger brain is especially beneficial for distinct and gradually more complex aspects of cognition. To test this hypothesis, we assessed the performance of brain size selected female guppies ( Poecilia reticulata ) in two distinct aspects of cognition that differ in cognitive complexity. In a standard reversal-learning test we first investigated basic learning ability with a colour discrimination test, then reversed the reward contingency to specifically test for cognitive flexibility. We found that large-brained females outperformed small-brained females in the reversed-learning part of the test but not in the colour discrimination part of the test. Large-brained individuals are hence cognitively more flexible, which probably yields fitness benefits, as they may adapt more quickly to social and/or ecological cognitive challenges. Our results also suggest that a larger brain becomes especially advantageous with increasing cognitive complexity. These findings corroborate the significance of brain size for cognitive evolution.

Styrene Impairs Serial Spatial Reversal Learning in Rats

1994 ◽  
Vol 13 (4) ◽  
pp. 279-300 ◽  
Author(s):  
Philip J. Bushnell
Keyword(s):  
Total Dose ◽  
Reversal Learning ◽  
Positive Response ◽  
Corn Oil ◽  
Behavioral Effect ◽  
Food Delivery ◽  
Reversal Training ◽  
Factors Affecting ◽  
Styrene Exposure ◽  
Serial Reversal

To evaluate the effects of styrene exposure on learning, adult male Long-Evans rats learned repeated reversals of a spatial discrimination task. Styrene monomer (50% vol/vol in corn oil) was administered by gavage to groups of eight rats at 500 mg/kg/day, 5 days/week, for 8 weeks in Experiments (Exps) I and II (total dose = 20.0 g/kg) or for 1,3,5, or 8 weeks in Exp III (total dose = 2.5, 7.5, 12.5, or 20.0 g/kg). Control rats received corn oil vehicle for 8 weeks. Reversal training began 8 (Exp I), 10 (Exp II), or 32 (Exp III) weeks after termination of dosing. In Exp I, an instrumental (IN) schedule was used, under which rats received food after each presentation of a “positive” response lever (S+ ) only if they had made at least one response during that presentation of S+. In Exps II and III, an automaintenance (AU) schedule was used, under which rats received food after every presentation of S+, regardless of responding. In all experiments, a second manipulandum (S°) was presented randomly in time with respect to S + and food delivery. A discrimination ratio (DR) was calculated as the proportion of total responses on S+ in each block of 10 trials. A reversal involved switching the reward values of S+ and S°. Serial reversal learning was quantified in terms of trials to criterion. Reversal learning improved similarly in control and treated rats trained under the IN schedule, whereas treated rats trained under the AU schedule failed to improve as much as controls. Reversal learning of some styrene-treated AU rats in Exp III continued to be impaired for > 1 year after treatment. Increased responding on S° featured prominently in the behavioral effect of styrene. An IN schedule requiring suppression of S° responses for food in Exp III revealed a clear deficit in rats exposed to styrene. Not all treated rats were affected by styrene; nevertheless, changes in the affected individuals were as large as those previously observed after trimethyltin-induced lesions of the CNS. The incidence of impairment was not related to the total dose of styrene given, suggesting the action of other, undetermined factors affecting individual sensitivity to styrene.

scholarly journals Selective Role of the Putamen in Serial Reversal Learning in the Marmoset

2018 ◽  
Vol 29 (1) ◽  
pp. 447-460 ◽  
Author(s):  
Stacey A W Jackson ◽  
Nicole K Horst ◽  
Sebastian F A Axelsson ◽  
Naotaka Horiguchi ◽  
Gemma J Cockcroft ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Serial Reversal

Serial reversal learning of position discrimination in developing rats

2005 ◽  
Vol 48 (1) ◽  
pp. 79-94 ◽  
Author(s):  
Deborah J. Watson ◽  
Jesse R. Sullivan ◽  
Julie G. Frank ◽  
Mark E. Stanton
Keyword(s):  
Reversal Learning ◽  
Position Discrimination ◽  
Serial Reversal

Spatial Discrimination Reversal Learning for Mice Genetically Selected for Differing Brain Size: A Supplementary Report

1970 ◽  
Vol 30 (1) ◽  
pp. 239-245 ◽  
Author(s):  
Merrill F. Elias
Keyword(s):  
Reversal Learning ◽  
Water Maze ◽  
Brain Size ◽  
Discrimination Reversal ◽  
Spatial Discrimination ◽  
Control Line ◽  
Positive Relation ◽  
High Brain ◽  
High Line ◽  
Supplementary Report

Spatial discrimination reversal learning was explored for mice genetically selected for high brain weight and unselected controls with lower brain weights. Control-line Ss escaped from a water maze more rapidly, but high-line Ss made fewer errors and took less trials to reach criterion on the first reversal. Control-line Ss were unable to complete more than 1 reversal, while high-line Ss all completed at least 7 reversals. This positive relation between reversal learning and brain size is consistent with comparisons among species and experiments manipulating brain size by means of drugs or surgery.

Impairment of olfactory, auditory, and spatial serial reversal learning in rats recovered from pyrithiamine-induced thiamine deficiency.

1991 ◽  
Vol 105 (3) ◽  
pp. 360-374 ◽  
Author(s):  
Robert G. Mair ◽  
Russell L. Knoth ◽  
Sharon A. Rabchenuk ◽  
Philip J. Langlais
Keyword(s):  
Reversal Learning ◽  
Thiamine Deficiency ◽  
Serial Reversal

scholarly journals Cortical and thalamic influences on striatal involvement in instructed, serial reversal learning; implications for the organisation of flexible behaviour.

2021 ◽  
Author(s):  
Brendan Williams ◽  
Anastasia Christakou
Keyword(s):  
Functional Connectivity ◽  
Cognitive Flexibility ◽  
Reversal Learning ◽  
Orbitofrontal Cortex ◽  
Dorsal Striatum ◽  
Response Strategy ◽  
Flexible Control ◽  
The Right ◽  
Serial Reversal

Cognitive flexibility is essential for enabling an individual to respond adaptively to changes in their environment. Evidence from human and animal research suggests that the control of cognitive flexibility is dependent on an array of neural architecture. Cortico-basal ganglia circuits have long been implicated in cognitive flexibility. In particular, the role of the striatum is pivotal, acting as an integrative hub for inputs from the prefrontal cortex and thalamus, and modulation by dopamine and acetylcholine. Striatal cholinergic modulation has been implicated in the flexible control of behaviour, driven by input from the centromedian-parafascicular nuclei of the thalamus. However, the role of this system in humans is not clearly defined as much of the current literature is based on animal work. Here, we aim to investigate the roles corticostriatal and thalamostriatal connectivity in serial reversal learning. Functional connectivity between the left centromedian-parafascicular nuclei and the associative dorsal striatum was significantly increased for negative feedback compared to positive feedback. Similar differences in functional connectivity were observed for the right lateral orbitofrontal cortex, but these were localised to when participants switched to using an alternate response strategy following reversal. These findings suggest that connectivity between the centromedian-parafascicular nuclei and the striatum may be used to generally identify potential changes in context based on negative outcomes, and the effect of this signal on striatal output may be influenced by connectivity between the lateral orbitofrontal cortex and the striatum.

Serial reversal learning in bumble bees

2011 ◽  
Author(s):  
Caroline G. Strang ◽  
David F. Sherry
Keyword(s):  
Reversal Learning ◽  
Bumble Bees ◽  
Serial Reversal
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