Interacting noradrenergic and corticosteroid systems shift human brain activation patterns during encoding

Emotionally arousing experiences are usually well retained, an effect that depends on the release of adrenal stress hormones. Animal studies have shown that corticosterone and noradrenaline – representing the two main stress hormone systems – act in concert to enhance memory formation by actions involving the amygdala, hippocampus and prefrontal cortex (PFC). Here we test whether interactions between these two stress hormone systems also affect human memory formation as well as the associated pattern of brain activation. To this end, forty-eight male human subjects received hydrocortisone, yohimbine or both before presentation of emotional and neutral pictures. Activity in the amygdala, hippocampus and PFC was monitored with functional Magnetic Resonance Imaging (fMRI) during encoding of these stimuli, when hormonal levels were elevated. Memory performance was tested 1 week later. We investigated whether an increased level of one of the two hormone systems would lead to differential effects compared to the combined application of the drugs on brain activation and memory performance. We report that the application of cortisol led to an overall enhancing effect on recognition memory, with no significant additional effect of yohimbine. However, during encoding the brain switched from amygdala/hippocampus activation with either hormone alone, to a strong deactivation of prefrontal areas under the influence of the combination of both exogenous hormones. Although we did not find evidence that exogenous stimulation of the noradrenergic and corticosteroid systems led to significant interaction effects on memory performance in this experiment, we conclude that stress hormone levels during encoding did differentially determine the activation pattern of the brain circuits here involved.     

Geometric and featural representations in semantic concepts

We explore the adequacy of two types of similarity representation in the context of semantic concepts. To this end, we evaluate different categorization models, assuming either a geometric or a featural representation, using categorization decisions involving familiar and unfamiliar foods and animals. The study aims to assess the optimal stimulus representation as a function of the familiarity of the stimuli. For the unfamiliar stimuli, the geometric categorization models provide the best account of the categorization data, whereas for the familiar stimuli, the featural categorization models provide the best account. This pattern of results suggests that people rely on perceptual information to assign an unfamiliar stimulus to a category but rely on more elaborate conceptual knowledge when assigning a familiar stimulus.     

The woodcock reading mastery test: impact of normative changes

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.     

Drosophila Mushroom Bodies Are Dispensable for Visual, Tactile, and Motor Learning

A total of 18 associative learning/memory tests have been applied to Drosophila melanogaster flies lacking mushroom bodies. Only in paradigms involving chemosensory cues as conditioned stimuli have flies been found to be compromised by a block in the mushroom body pathway. Among the learning tasks not requiring these structures are a case of motor learning (yaw torque/heat), a test of the fly’s spatial orientation in total darkness, conditioned courtship suppression by mated females, and nine different examples of visual learning. The latter used the reinforcers of heat, visual oscillations, mechanical shaking, or sucrose, and as conditioned stimuli, color, intensity contrast, as well as stationary and moving visual patterns. No forms of consolidated memory have been tested in mushroom body-less flies. With respect to short-term memory the mushroom bodies of Drosophila are specially required for chemosensory learning tasks, but not for associative learning and memory in general.     

Shortening of the QT interval of the EKG is associated primarily with increased ventricular contractility rather than heart rate

The objective of this study was to gather direct evidence on whether the duration of the QT interval relates primarily to heart rate or to ventricular contractility. The electrocardiographic and cardiodynamic consequences of electrical stimulation (15 V, 5 ms, 10Hz) of various intrathoracic sympathetic efferent neuronal structures were studied in 10 anesthetized mongrel dogs. Stimulation of efferent sympathetic axons in the right intraganglionic nerve, which innervates the sinoatrial node, induced tachycardia (110±5 - 133±6 bpm; p<0.01) without significantly altering right or left ventricular intramyocardial ventricular chamber pressures. The QT interval, as determined by leads I, II and III of the EKG and a transthoracic lead, was not affected by this intervention (310±8 - 302±ms). Increasing heart rate to a similar degree (111±3 - 131±3 bpm) by right atrial pacing did not induce changes in the QT interval. When right (23±3 - 49±8 mm Hg; p<0.01) and left (81±10 - 127±19 mm Hg; p<0.01) ventricular forces were augmented without concomitant increases in heart rate by stimulating efferent sympathetic axons in the left caudal pole cardiopulmonary nerve the QT interval shortened (322±11 - 290±12 ms; p<0.01). Only when an efferent sympathetic nerve, that contains fibers destined for both the sinoatrial node and the ventricles was stimulated did both heart rate and ventricular contractility augment and QT shorten (318±10 - 290±11 ms; p<0.01). These results indicate that QT interval shortening induced by efferent sympathetic neurons is primarily associated with augmentation of ventricular contractility rather than heart rate.     

Cognitive training in schizophrenic diseases

The comparison of an experimental group of schizophrenic patients undergoing cognitive training with a control group was tested for significance over a total of 23 psychometric features, using the test known as t-distribution or "Students distribution". Cognitive training results in varying degrees of improvement in the various parameters. Uncharacteristic schizophrenic basic disorders remitted significantly, and there was improvement in activity of intention, BP/RS sum score, and the BP/RS factors of anxiety/depression, anergy, and activation. The NOSIE factors of manifest psychosis, irritability, and depression remitted, and social interest improved. From the psychological data it can be concluded that cognitive training can help improve, in particular, cognitive adjustment and adaptability, and the organisation of complex societal conditions.     

In search of abstraction: The varying abstraction model of categorization

A longstanding debate in the categorization literature concerns representational abstraction. Generally, when exemplar models, which assume no abstraction, have been contrasted with prototype models, which assume total abstraction, the former models have been found to be superior to the latter. Although these findings may rule out the idea that total abstraction takes place during category learning and instead suggest that no abstraction is involved, the idea of abstraction retains considerable intuitive appeal. In this article, we propose the varying abstraction model of categorization (VAM), which investigates the possibility that partial abstraction may play a role in category learning. We apply the VAM to four previously published data sets that have been used to argue that no abstraction is involved. Contrary to the previous findings, our results provide support for the idea that some form of partial abstraction can be used in people's category representations.     

How to solve a mechanical problem: the relevance of visible and unobservable functionality for kea

Animals sometimes succeed quickly in solving a mechanical problem that is a modification of one they have previously learnt to solve. However, they may do so by attending to the visible features of the relevant physical dimension without knowing its causal functionality, if that is not directly perceivable. This kind of problem solving can be tested by simultaneously offering two mechanical devices with the same visual features but different inherent appropriateness for problem solving. Here, we provide data collected by following this procedure for the first time in a bird species. Captive kea, Nestor notabilis, a parrot species highly interested in the affordances of objects, were offered a mechanical problem in which they had to remove a baited tube from one of two upright poles where removal was blocked at the end of one pole but not the other. With extended but not with restricted exploration of a baseline apparatus, the kea immediately succeeded in removing the tube from an apparatus that had modified pole ends when they were able to visually observe (without touching) that one of these ends would block tube removal but the other would not. However, when the kea were allowed to explore two poles that had a removable and a fixed obstruction where the difference in function was not visible, they preferred the removable one during unbaited exploration but failed afterwards to push a tube to the end of the pole with the loose structure during subsequent baited test trials. Thus, in spite of the speed with which the kea learnt the tasks, there was no indication that they understood the underlying unobservable causal structure of the problem.