scholarly journals Learning strategies and long-term memory in Asian short-clawed otters ( Aonyx cinereus )

2020 ◽  
Vol 7 (11) ◽  
pp. 201215
Author(s):  
Alexander M. Saliveros ◽  
Eleanor C. Blyth ◽  
Carrie Easter ◽  
Georgina V. Hume ◽  
Fraser McAusland ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Food Sources ◽  
Conservation Strategies ◽  
Future Research ◽  
Long Term Memory ◽  
Term Memory ◽  
Wide Range ◽  
Social Learning Strategies

Social learning, where information is acquired from others, is taxonomically widespread. There is growing evidence that animals selectively employ ‘social learning strategies', which determine e.g. when to copy others instead of learning asocially and whom to copy. Furthermore, once animals have acquired new information, e.g. regarding profitable resources, it is beneficial for them to commit it to long-term memory (LTM), especially if it allows access to profitable resources in the future. Research into social learning strategies and LTM has covered a wide range of taxa. However, otters (subfamily Lutrinae), popular in zoos due to their social nature and playfulness, remained neglected until a recent study provided evidence of social learning in captive smooth-coated otters ( Lutrogale perspicillata ), but not in Asian short-clawed otters ( Aonyx cinereus ). We investigated Asian short-clawed otters' learning strategies and LTM performance in a foraging context. We presented novel extractive foraging tasks twice to captive family groups and used network-based diffusion analysis to provide evidence of a capacity for social learning and LTM in this species. A major cause of wild Asian short-clawed otter declines is prey scarcity. Furthering our understanding of how they learn about and remember novel food sources could inform key conservation strategies.

Social learning within and across species: information transfer in mouse-eared bats

2014 ◽  
Vol 92 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Theresa M.A. Clarin ◽  
Ivailo Borissov ◽  
Rachel A. Page ◽  
John M. Ratcliffe ◽  
Björn M. Siemers
Keyword(s):  
Social Learning ◽  
Observational Learning ◽  
Information Transfer ◽  
Direct Interaction ◽  
Food Sources ◽  
Long Term Memory ◽  
Term Memory ◽  
Initial Learning ◽  
Large Groups

Social learning describes information transfer between individuals through observation or direct interaction. Bats can live and forage in large groups, sometimes comprising several species, and are thus well suited for investigations of both intraspecific and interspecific information transfer. Although social learning has been documented within several bat species, it has not been shown to occur between species. Furthermore, it is not fully understood what level of interaction between individuals is necessary for social learning in bats. We address these questions by comparing the efficiency of observation versus interaction in intraspecific social learning and by considering interspecific social learning in sympatric bat species. Observers learned from demonstrators to identify food sources using a light cue. We show that intraspecific social learning exists in the greater mouse-eared bat (Myotis myotis (Borkhausen, 1797)) and that direct interaction with a demonstrator more efficiently leads to information transfer than observational learning alone. We also found evidence for interspecific information transfer from M. myotis to the lesser mouse-eared bat (Myotis oxygnathus Monticelli, 1885). Additionally, we opportunistically retested one individual that we recaptured from the wild 1 year after initial learning and found long-term memory of the trained association. Our study adds to the understanding of learning, information transfer, and long-term memory in wild-living animals.

scholarly journals STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fitriati
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Knowledge Retention ◽  
Memory Storage ◽  
Long Term Memory ◽  
Mathematics Students ◽  
Potential Implication ◽  
Term Memory ◽  
Learning Mathematics

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

Effects of self-regulatory processes on cognitive representation of team-specific tactics in junior male soccer players

2019 ◽  
pp. 13-21
Author(s):  
Gabriela Andrade Vorraber Lawson ◽  
Gerson Américo Janczura ◽  
Heiko Lex
Keyword(s):  
Learning Strategies ◽  
Mental Representation ◽  
Soccer Players ◽  
Long Term Memory ◽  
Cognitive Representation ◽  
Term Memory ◽  
Regulatory Processes ◽  
Tactical Knowledge ◽  
Experimental Group

The present study aims to demonstrate the relationship between cognitive and behavioral variables that configure expert performance by testing if training in self-regulatory processes would affect the organization of tactics mental representation in soccer. A 2 × 2 mixed design was applied, manipulating the level of training in self-regulatory processes between groups and the moment of evaluation within groups. Participants were 13 under-15 year-old male soccer players from Montevideo, Uruguay, with an average of 9.38 years of competitive experience. The experimental group went through 10 individual weekly sessions of training in self-regulatory processes comprising 11 out of 18 self-regulatory processes presented in Zimerman’s Multiphasic Cycle of Self Regulatory Processes. Greater improvement on the cognitive representation of tactics was observed in the experimental group, which revealed more functionally organized clustering of offensive and defensive team-specific tactical concepts in long-term memory after the training. Results showed significant differences in the organization of tactical knowledge in long-term memory due to the participation in a training program on self-regulatory processes focusing on tactical actions in soccer. This study extended the effects of self-regulatory processes, previously evidenced in specific situations in other sports, to the organization of tactics mental representation in soccer. The effects are related to the facilitation of learning processes caused by the use of self-regulatory processes. The systematic application of learning strategies adapted to tactical situations seemed to enable participants to organize tactical knowledge in long-term memory.

A Memória de Longo Prazo e a Análise Sobre sua Função no Processo de Aprendizagem

2018 ◽  
Vol 19 (1) ◽  
pp. 66
Author(s):  
Lia Almeida Mapurunga ◽  
Elcyana Bezerra Elcyana Bezerra Carvalho
Keyword(s):  
Cognitive Psychology ◽  
Learning Strategies ◽  
Long Term Memory ◽  
Term Memory ◽  
Positive Effects ◽  
Bibliographical Survey ◽  
And Function ◽  
The Relationship ◽  
The Brain

A neurociência é uma ciência natural que estuda a função e a estrutura, que compõem o cérebro. A educação, embora tenha outra natureza, tem tido muitos benefícios com as contribuições que a neurociência tem para oferecer. Como o cérebro aprende e por que aprende traz para o ensino o objetivo e a função de criar condições (entre estratégias, recursos e adequação do meio), para que ocorra a aprendizagem. E, para que essa ocorra, é necessário que as funções mentais superiores, como a memória, estejam envolvidas. O objetivo deste estudo consiste em fazer uma revisão de literatura para conhecer a função da memória de longo prazo na aprendizagem, analisar os mecanismos neurobiológicos, que ocorrem durante esse processo e algumas estratégias de aprendizagem, que se utilizam da memória como recurso. Para isso, foi realizado no período de agosto a outubro de 2016, um levantamento bibliográfico nas bases de dados Scielo, Capes, Bireme e Google Acadêmico, buscando artigos científicos, que poderiam trazer alguma contribuição na construção dessa pesquisa. Foram selecionados, preferencialmente, os que continham enfoque na relação entre aprendizagem e memória, tanto na perspectiva da neurociência, quanto da psicologia cognitiva, trazendo argumentos que pudessem  comprovar o entendimento das estratégias de aprendizagem, a partir da memória de longo prazo. Também foram selecionados livros que apresentavam apoio às temáticas discorridas para esse trabalho, possibilitando essa relação. Os resultados apontam que estratégias de aprendizagens, que utilizam a memória, produzem efeitos positivos para a retenção de longo prazo.Palavras-chave: Aprendizagem. Neurociências. Estratégias de Aprendizagem.AbstractNeuroscience is a natural science that studies the function and structure that forms the brain. Although education has another nature, it has had many benefits from the contributions that neuroscience has to offer. How the brain learns and why it learns brings to teaching the intent and function to create conditions (among strategies, resources and suitability to the environment) so that learning can happen. And, for it to occur, it is  necessary that higher mental functions, such as memory, beinvolved. The purpose of this study is to do a literature review to get to know the function of long-term memory on the learning process, to analyze the neurobiological mechanisms that happen during that process, and some learning strategies that use memory as a resource. Therefore a bibliographical survey was conducted at the databases Scielo, Capes, Bireme and Academic Google, from August to October 2016, searching for scientific articles that could contribute somehow on the construction of this research. The articles that used the neuroscience perspective or the cognitive psychology to focus on the relationship  between learning and memory were chosen, preferentially those whose arguments could prove the  learning strategies understanding about he long-term memory. Books supporting the themes discussed for this work were also selected, creating, therefore, a relationship. The results show that learning strategies that use memory have positive effects for long-term retention.Keywords: Learning. Neuroscience. Learning Strategies.

The Integrated Stress Response in Memory and Cognitive Disorders

2020 ◽  
Author(s):  
Jacqunae L. Mays ◽  
Mauro Costa-Mattioli
Keyword(s):  
Protein Synthesis ◽  
Stress Response ◽  
Cognitive Disorders ◽  
Memory Formation ◽  
Model Systems ◽  
Long Term Memory ◽  
Integrated Stress Response ◽  
Term Memory ◽  
Wide Range

The integrated stress response (ISR) is an evolutionarily conserved intracellular signaling network that responds to proteostasis defects and stress conditions by tuning protein synthesis rates. While it has been long recognized that long-term memory formation requires new protein synthesis, our understanding of the central translational control mechanisms that regulate memory formation has advanced vastly. Indeed, novel causal and convergent evidence across different species and model systems shows that the ISR serves as a universal regulator of long-term memory formation. This chapter discusses the evidence explaining how inhibition of the ISR enhances long-term memory formation while activation of the ISR prevents it. In addition, it highlights the role of the ISR in different forms of long-lasting synaptic plasticity in the brain. Finally, the chapter addresses how dysregulated ISR signaling contributes to the pathogenesis of a wide range of cognitive and neurodegenerative disorders and discusses the future prospects for therapeutically targeting the ISR for the treatment of cognitive disorders.

Fractionating Executive Functions of Adults With ADHD

2014 ◽  
Vol 21 (11) ◽  
pp. 944-955 ◽  
Author(s):  
Viviane Freire Bueno ◽  
Maria Aparecida da Silva ◽  
Tânia Maria Alves ◽  
Mario Rodrigues Louzã ◽  
Sabine Pompéia
Keyword(s):  
Executive Functions ◽  
Adult Adhd ◽  
Anxiety And Depression ◽  
Control Group ◽  
Long Term Memory ◽  
Depression Symptoms ◽  
Term Memory ◽  
Wide Range ◽  
Healthy Control

Objective: To evaluate the performance of adults with ADHD considering the fractionation of executive functions into six different domains. Method: Participants were adult ADHD patients who were not under the acute effects of medication ( n = 48). Their performance was compared with that of a healthy control group ( n = 20) of comparable age, education, and nonverbal intelligence quotient. The cognitive domains assessed were executive shifting, updating, inhibition of prepotent responses, dual-task performance, planning, and access to long-term memory. We also assessed the symptoms of inattention, hyperactivity/impulsivity, anxiety, and depression by validated questionnaires. Results: Compared with controls, patients reported more symptoms related to ADHD, anxiety and depression symptoms and were impaired in the shifting cost measure and phonemic fluency (measure of access to long-term memory). Conclusion: ADHD in adults selectively impaired executive shifting and access to long-term memory, domains that may alter performance in a wide range of daily tasks.

Introducing a chaotic map with a wide range of long-term memory as a model of patch-clamped ion channels current time series

2019 ◽  
Vol 126 ◽  
pp. 361-368 ◽  
Author(s):  
Alireza Bahramian ◽  
Ali Nouri ◽  
Golnaz Baghdadi ◽  
Shahriar Gharibzadeh ◽  
Farzad Towhidkhah ◽  
...  
Keyword(s):  
Time Series ◽  
Ion Channels ◽  
Chaotic Map ◽  
Long Term Memory ◽  
Current Time ◽  
Term Memory ◽  
Wide Range

scholarly journals Beyond existence and aiming outside the laboratory: estimating frequency-dependent and pay-off-biased social learning strategies

2008 ◽  
Vol 363 (1509) ◽  
pp. 3515-3528 ◽  
Author(s):  
Richard McElreath ◽  
Adrian V Bell ◽  
Charles Efferson ◽  
Mark Lubell ◽  
Peter J Richerson ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Social Information ◽  
Evolutionary Model ◽  
Evolutionary Analysis ◽  
Natural Behaviour ◽  
Wide Range ◽  
Learning Heuristics ◽  
The Impact ◽  
Social Learning Strategies

The existence of social learning has been confirmed in diverse taxa, from apes to guppies. In order to advance our understanding of the consequences of social transmission and evolution of behaviour, however, we require statistical tools that can distinguish among diverse social learning strategies. In this paper, we advance two main ideas. First, social learning is diverse, in the sense that individuals can take advantage of different kinds of information and combine them in different ways. Examining learning strategies for different information conditions illuminates the more detailed design of social learning. We construct and analyse an evolutionary model of diverse social learning heuristics, in order to generate predictions and illustrate the impact of design differences on an organism's fitness. Second, in order to eventually escape the laboratory and apply social learning models to natural behaviour, we require statistical methods that do not depend upon tight experimental control. Therefore, we examine strategic social learning in an experimental setting in which the social information itself is endogenous to the experimental group, as it is in natural settings. We develop statistical models for distinguishing among different strategic uses of social information. The experimental data strongly suggest that most participants employ a hierarchical strategy that uses both average observed pay-offs of options as well as frequency information, the same model predicted by our evolutionary analysis to dominate a wide range of conditions.

scholarly journals The Effects of Acute Exercise on Memory and Brain-Derived Neurotrophic Factor (BDNF)

2016 ◽  
Vol 38 (4) ◽  
pp. 331-340 ◽  
Author(s):  
Jennifer L. Etnier ◽  
Laurie Wideman ◽  
Jeffrey D. Labban ◽  
Aaron T. Piepmeier ◽  
Daniel M. Pendleton ◽  
...  
Keyword(s):  
Exercise Intensity ◽  
Neurotrophic Factor ◽  
Acute Exercise ◽  
Short Term Memory ◽  
Verbal Learning ◽  
Brain Derived Neurotrophic Factor ◽  
Future Research ◽  
Long Term Memory ◽  
Term Memory

Acute exercise benefits cognition, and some evidence suggests that brain-derived neurotrophic factor (BDNF) plays a role in this effect. The purpose of this study was to explore the dose–response relationship between exercise intensity, memory, and BDNF. Young adults completed 3 exercise sessions at different intensities relative to ventilator threshold (Vt) (VO2max, Vt – 20%, Vt + 20%). For each session, participants exercised for approximately 30 min. Following exercise, they performed the Rey Auditory Verbal Learning Test (RAVLT) to assess short-term memory, learning, and long-term memory recall. Twenty-four hours later, they completed the RAVLT recognition trial, which provided another measure of long-term memory. Blood was drawn before exercise, immediately postexercise, and after the 30-min recall test. Results indicated that long-term memory as assessed after the 24-hr delay differed as a function of exercise intensity with the largest benefits observed following maximal intensity exercise. BDNF data showed a significant increase in response to exercise; however, there were no differences relative to exercise intensity and there were no significant associations between BDNF and memory. Future research is warranted so that we can better understand how to use exercise to benefit cognitive performance.

scholarly journals Animations Are Dynamic, Effective Tools For Science Teaching: If You Just Follow The Rules!

2010 ◽  
Vol 7 (12) ◽  
Author(s):  
Danton H. O'Day
Keyword(s):  
Future Research ◽  
Long Term Memory ◽  
Original Research ◽  
Memory Retention ◽  
Term Memory ◽  
Dynamic Events ◽  
Complementary Resources ◽  
Short And Long Term ◽  
Males And Females

Textbook companies are increasingly including larger numbers of animations as complementary resources for students and teachers. Are all animations useful as teaching tools? The answer is no. Animations can be useful for communicating dynamic events and processes but only when specific rules are followed. The authors review the important components of effective animations and their extensive, original research on the value of animations in learning and long-term memory retention. When the rules are applied, students can learn complex material more easily and retain more of what they have learned in short and long term memory than they can by viewing static textbook figures. Our results also indicate that learning from animations and graphics differs between males and females. Insight gained from student feedback is highlighted with some final comments on future research.

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