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Paper 3: Answers
Published in Sabina Burza, Beata Mougey, Srinivas Perecherla, Nakul Talwar, Practice Examination Papers for the MRCPsych Part 1, 2018
Sabina Burza, Beata Mougey, Srinivas Perecherla, Nakul Talwar
F. Implicit (non-declarative) memory refers to knowledge of how to do things. It consists of memory for skills, in addition to being involved in priming, conditioning and non-associative learning (such as habituation and sensitis-ation). It occurs without conscious recollection of the experiences that led to the improvement. (6: pp.289–91)
When cooling of the skin is perceived as warmth: Enhanced paradoxical heat sensation by pre-cooling of the skin in healthy individuals
Published in Temperature, 2023
Ellen L. Schaldemose, Niels T. Andersen, Nanna B. Finnerup, Francesca Fardo
The increased thermal thresholds during the TSL can be explained by different factors, such as habituation, sensory adaptation, or synaptic fatigue. Habituation is a type of non-associative learning that refers to reduced behavioral responses after repeated stimulation [35]. Studies have shown that the habituation is observed when investigating thermal pain threshold [36,37] but did not (or in a very limited manner) impact thermal detection thresholds [37]. In this study, we focused on thermal detection rather than thermal pain and, therefore, a possible influence of habituation seems negligible. One alternative possibility is that the reduced thermal detection thresholds are related to sensory adaptation since the detection of a subsequent thermal stimulus depends on the adapting skin temperature [38,39]. A recent study demonstrated that cold sensations are relative to the baseline skin temperature [40]. Here, the baseline temperature of the skin was set to 40°C for 5 seconds, which led to cold detection thresholds at around 35°C [40]. An adaptation effect may partly explain the increased thermal thresholds in the present study, although we only transiently cooled or warmed the skin and afterward returned the temperature of the thermode to 32°C before a new stimulus was initiated.
What can a worm learn in a bacteria-rich habitat?
Published in Journal of Neurogenetics, 2020
In addition to non-associative learning, previous studies have shown that olfactory responses can be respectively enhanced or weakened by paring odorant exposure with the presence or absence of food, which presumably represents an appetitive or aversive environment (Figure 1). Various neuronal circuits and molecular pathways have been characterized in regulating these associative learning behaviors [(Alcedo & Zhang, 2013; de Bono & Maricq, 2005) and the references therein]. C. elegans also remembers the salt concentration under its cultivation condition and seeks this concentration when tested in a salt gradient after the training. However, if the worm is kept at a salt concentration in the absence of food, it avoids the concentration during the post-training rest (Kunitomo et al., 2013; Luo et al., 2014; Saeki, Yamamoto, & Iino, 2001; Tomioka et al., 2006). As a critical condition, the cultivation temperature significantly modulates the navigation of the worm in a temperature gradient (Aoki & Mori, 2015; Biron et al., 2006; Goodman et al., 2014; Goodman & Sengupta, 2019; Hedgecock & Russell, 1975; Mori & Ohshima, 1995). Some of these forms of behavioral plasticity resemble associative learning identified in vertebrate animals and in fruit flies. While a one-time massed training in these paradigms often generates a memory for a couple hours, spaced training can generate a long-term memory that lasts for 16 h (Kauffman, Ashraf, Corces-Zimmerman, Landis, & Murphy, 2010).
Habituation Alteration in Infants with Periventricular Echogenicity as an Indicator of Neurocognitive Impairment
Published in Developmental Neuropsychology, 2021
Vania Aldrete-Cortez, Silvia A. Tafoya, Luz A. Ramírez-García, Adrián Poblano
Neuropsychological alterations in infants have rarely been studied. Habituation has been used as a paradigm for the early, quick, and easy identification of cognitive injury. Habituation is the simplest form of non-associative learning. It is defined as a behavioral decrement that results from repeated stimulation and does not involve sensory or motor fatigue (Kandel, 2001; Rankin et al., 2009). This implies a physiological process of adaptation to the environment and is related to the speed at which a novel stimulus is no longer perceived as novel and therefore should no longer be eliciting distress (Siddle, Kuiack, & Stenfert Kroese, 1983). Through the habituation paradigm, it is possible to evaluate the adaptive capability of newborns based on learning mechanisms requiring the integrity of the central nervous system (CNS) (Fairchild et al., 2014; Gonzalez-Frankenberger et al., 2008; Matuz et al., 2012). Because of its predictive power, it has been used in neonatal behavioral scales, such as the Assessment of Preterm Infants’ Behavior and the Neonatal Intensive Care Unit Network Neurobehavioral Scale, as well as in association with neurophysiological studies (Avecilla-Ramirez et al., 2011; Gonzalez-Frankenberger et al., 2008), during the fetal stage (Gaultney & Gingras, 2005), neonatal period (Castillo, Barros, & Guinsburg, 2014), and during the first year of life (Kavsek & Bornstein, 2010) to study the early development of perceptual and cognitive processes in infancy (Gonzalez-Frankenberger et al., 2008). However, it has not been used alone to screen infants suspected of subtle brain damage at an early age.