Neuroscience. Attention--voluntary control of brain cells

Time-limited involvement of caudal anterior cingulate cortex in trace eyeblink conditioning retrieval is dependent on conditioned stimulus intensity

The medial prefrontal cortex (mPFC) has been widely investigated for its roles in learning and memory. The present study investigated the time-limited involvement of the caudal anterior cingulate cortex (cACC) of the mPFC in the retrieval process for a simple associative motor learning, trace eyeblink conditioning (tEBC), using a 75 dB or 100 dB tone as the conditioned stimulus (CS). The GABA_A receptor agonist muscimol was injected into the cACC of guinea pigs at 1 day or 4 weeks after tEBC acquisition. When muscimol was administered 1 day after tEBC acquisition, the conditioned response (CR) of the 75 dB group was severely impaired, whereas the CR of the 100 dB group exhibited no significant change relative to the control. When muscimol was administered 4 weeks after tEBC acquisition, the CR was impaired in both the 75 dB and 100 dB groups. This study indicate that the cACC of the mPFC is necessary for recent retrieval of tEBC with a low-intensity CS but not of tEBC with a high-intensity CS, whereas for remote retrieval of tEBC, the cACC of the mPFC is essential regardless of whether the CS intensity is high or low. These results support a conditional role for the mPFC in modulating recent retrieval of tEBC and a persistent role for its involvement in remote retrieval of tEBC.

Observed effects of "distributional learning" may not relate to the number of peaks. A test of "dispersion" as a confounding factor

Distributional learning of speech sounds is learning from simply being exposed to frequency distributions of speech sounds in one's surroundings. In laboratory settings, the mechanism has been reported to be discernible already after a few minutes of exposure, in both infants and adults. These "effects of distributional training" have traditionally been attributed to the difference in the number of peaks between the experimental distribution (two peaks) and the control distribution (one or zero peaks). However, none of the earlier studies fully excluded a possibly confounding effect of the dispersion in the distributions. Additionally, some studies with a non-speech control condition did not control for a possible difference between processing speech and non-speech. The current study presents an experiment that corrects both imperfections. Spanish listeners were exposed to either a bimodal distribution encompassing the Dutch contrast /ɑ/∼/a/ or a unimodal distribution with the same dispersion. Before and after training, their accuracy of categorization of [ɑ]- and [a]-tokens was measured. A traditionally calculated p-value showed no significant difference in categorization improvement between bimodally and unimodally trained participants. Because of this null result, a Bayesian method was used to assess the odds in favor of the null hypothesis. Four different Bayes factors, each calculated on a different belief in the truth value of previously found effect sizes, indicated the absence of a difference between bimodally and unimodally trained participants. The implication is that "effects of distributional training" observed in the lab are not induced by the number of peaks in the distributions.

Distributional vowel training is less effective for adults than for infants. A study using the mismatch response

Distributional learning of speech sounds (i.e., learning from simple exposure to frequency distributions of speech sounds in the environment) has been observed in the lab repeatedly in both infants and adults. The current study is the first attempt to examine whether the capacity for using the mechanism is different in adults than in infants. To this end, a previous event-related potential study that had shown distributional learning of the English vowel contrast /æ/∼/ε/ in 2-to-3-month old Dutch infants was repeated with Dutch adults. Specifically, the adults were exposed to either a bimodal distribution that suggested the existence of the two vowels (as appropriate in English), or to a unimodal distribution that did not (as appropriate in Dutch). After exposure the participants were tested on their discrimination of a representative [æ] and a representative [ε], in an oddball paradigm for measuring mismatch responses (MMRs). Bimodally trained adults did not have a significantly larger MMR amplitude, and hence did not show significantly better neural discrimination of the test vowels, than unimodally trained adults. A direct comparison between the normalized MMR amplitudes of the adults with those of the previously tested infants showed that within a reasonable range of normalization parameters, the bimodal advantage is reliably smaller in adults than in infants, indicating that distributional learning is a weaker mechanism for learning speech sounds in adults (if it exists in that group at all) than in infants.

Awareness is essential for differential delay eyeblink conditioning with soft-tone but not loud-tone conditioned stimuli

The role of awareness in differential delay eyeblink conditioning (DEC) remains controversial. Here, we investigated the involvement of awareness in differential DEC with a soft or a loud tone as the conditioned stimulus (CS). In the experiment, 36 participants were trained in differential DEC with a soft tone (60 dB) or a loud tone (85 dB) as the CS, paired with a corneal air-puff as the unconditioned stimulus (US). After conditioning, awareness of the relationship between the CS and the US was assessed with a 17-item true/false questionnaire. Interestingly, during differential DEC with a soft-tone CS, a higher proportion of differential conditioned responses (CRs) was evident in participants who were aware than those who were unaware. In contrast, when a loud tone was used as the CS, the proportion of differential CRs of the aware participants did not differ significantly from those who were unaware over any of the blocks of 20 trials. In unaware participants, the percentage of differential CRs with a loud-tone CS was significantly higher than that with a soft-tone CS; however in participants classified as aware, the percentage of differential CRs with a loud-tone CS did not differ significantly from that with a soft-tone CS. The present findings suggest that awareness is critical for differential DEC when the delay task is rendered more difficult.

Limited impairments of associative learning in a mouse model of accelerated senescence

Research concerning impairment of associative learning during aging remains limited. The senescence-accelerated mice (SAM) prone/8 (P8) has been proposed as a useful model for the study of aging, and SAM resistant/1(SAMR1) is its control as a normal aging strain. Classical eyeblink conditioning has long been served as a model of associative learning. In order to explore the effects of aging on associative learning in SAM, the present study successively tested three paradigms of eyeblink conditioning in SAMP8 and SAMR1: classical single cue trace eyeblink conditioning (TEC), discriminative trace eyeblink conditioning and reversal learning of TEC. Behavioral performance indicated that SAMP8 could acquire limited single-cue trace eyeblink conditioning task and two-tone discrimination trace eyeblink conditioning with a relative lower acquisition rate compared to SAMR1. Both SAMP8 and SAMR1 failed to acquire reversal learning of discriminative TEC, and SAMP8' startle reflex to tone CS was lower than SAMR1. These results indicated that the impairments of aging on associative learning were incomplete in SAMP8.

Experiencing your brain: neurofeedback as a new bridge between neuroscience and phenomenology

Neurophenomenology is a scientific research program aimed to combine neuroscience with phenomenology in order to study human experience. Nevertheless, despite several explicit implementations, the integration of first-person data into the experimental protocols of cognitive neuroscience still faces a number of epistemological and methodological challenges. Notably, the difficulties to simultaneously acquire phenomenological and neuroscientific data have limited its implementation into research projects. In our paper, we propose that neurofeedback paradigms, in which subjects learn to self-regulate their own neural activity, may offer a pragmatic way to integrate first-person and third-person descriptions. Here, information from first- and third-person perspectives is braided together in the iterative causal closed loop, creating experimental situations in which they reciprocally constrain each other. In real-time, the subject is not only actively involved in the process of data acquisition, but also assisted to directly influence the neural data through conscious experience. Thus, neurofeedback may help to gain a deeper phenomenological-physiological understanding of downward causations whereby conscious activities have direct causal effects on neuronal patterns. We discuss possible mechanisms that could mediate such effects and indicate a number of directions for future research.

Reevaluating the role of the medial prefrontal cortex in delay eyeblink conditioning

It has been proposed that the medial prefrontal cortex (mPFC) is not necessary for delay eyeblink conditioning (DEC). Here, we investigated the involvement of the mPFC in DEC with a soft or loud tone as the conditioned stimulus (CS) by using electrolytic lesions or muscimol inactivation of guinea pig mPFC. Interestingly, when a soft tone was used as a CS, electrolytic lesions of the mPFC significantly retarded acquisition of the conditioned response (CR), and muscimol infusions into mPFC distinctly inhibited the acquisition and expression of CR, but had no significant effect on consolidation of well-learned CR. In contrast, both electrolytic lesions and muscimol inactivation of mPFC produced no significant deficits in the CR when a loud tone was used as the CS, or in the unconditioned response (UR) when a soft or loud tone was used as the CS. These results demonstrate that the mPFC is essential for the DEC with the soft tone CS but not for the DEC with the loud tone CS.