Exploring Higher-Order Conceptual Learning in an Arthropod with a Large Multisensory Processing Center.
Ontology highlight
ABSTRACT:
SUBMITTER: Lehmann KDS
PROVIDER: S-EPMC8780652 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Naturally occurring signals in audition and touch can be complex and marked by temporal variations in frequency and amplitude. Auditory frequency sweep processing has been studied extensively; however, much less is known about sweep processing in touch because studies have primarily focused on the perception of simple sinusoidal vibrations. Given the extensive interactions between audition and touch in the frequency processing of pure tone signals, we reasoned that these senses might also interact in the processing of higher-order frequency representations like sweeps. In a series of psychophysical experiments, we characterized the influence of auditory distractors on the ability of participants to discriminate tactile frequency sweeps. Auditory frequency sweeps systematically biased the tactile perception of sweep direction. Importantly, auditory cues exerted little influence on tactile sweep direction perception when the sounds and vibrations occupied different absolute frequency ranges or when the sounds consisted of intensity sweeps. Thus, audition and touch interact in frequency sweep perception in a frequency- and feature-specific manner. Our results demonstrate that audio-tactile interactions are not constrained to the processing of simple sinusoids. Because higher-order frequency representations may be synthesized from simpler representations, our findings imply that multisensory interactions in the temporal frequency domain span multiple hierarchical levels in sensory processing. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
| S-EPMC6472995 | biostudies-literature
Project description:In the natural world, stimulus-outcome associations are often ambiguous, and most associations are highly complex and situation-dependent. Learning to disambiguate these complex associations to identify which specific outcomes will occur in which situations is critical for survival. Pavlovian occasion setters are stimuli that determine whether other stimuli will result in a specific outcome. Occasion setting is a well-established phenomenon, but very little investigation has been conducted on how occasion setters are disambiguated when they themselves are ambiguous (i.e., when they do not consistently signal whether another stimulus will be reinforced). In two preregistered studies, we investigated the role of higher-order Pavlovian occasion setting in humans. We developed and tested the first computational model predicting direct associative learning, traditional occasion setting (i.e., 1st-order occasion setting), and 2nd-order occasion setting. This model operationalizes stimulus ambiguity as a mechanism to engage in higher-order Pavlovian learning. Both behavioral and computational modeling results suggest that 2nd-order occasion setting was learned, as evidenced by lack and presence of transfer of occasion setting properties when expected and the superior fit of our 2nd-order occasion setting model compared to the 1st-order occasion setting or direct associations models. These results provide a controlled investigation into highly complex associative learning and may ultimately lead to improvements in the treatment of Pavlovian-based mental health disorders (e.g., anxiety disorders, substance use).
| S-EPMC9491594 | biostudies-literature
Project description:The engineering of biological systems is anticipated to provide effective solutions to challenges that include energy and food production, environmental quality, and health and medicine. Our ability to transmit information to and from living systems, and to process and act on information inside cells, is critical to advancing the scale and complexity at which we can engineer, manipulate, and probe biological systems. We developed a general approach for assembling RNA devices that can execute higher-order cellular information processing operations from standard components. The engineered devices can function as logic gates (AND, NOR, NAND, or OR gates) and signal filters, and exhibit cooperativity. RNA devices process and transmit molecular inputs to targeted protein outputs, linking computation to gene expression and thus the potential to control cellular function.
| S-EPMC2805114 | biostudies-literature
Project description:AimsThe aim of this study was to explore the relationship between the application of learning strategies and the emergence of higher-order learning behaviours among medical students in Chinese provincial undergraduate colleges, while also examining the impact of social demographic variables on the development of higher-order learning behaviours and learning strategy preferences.MethodologyWe conducted a relevant cross-sectional study using the Chinese College Student Survey (CCSS) online questionnaire to evaluate higher-order learning behaviours and learning strategies in medical undergraduate students attending provincial colleges in China. A total of 992 valid questionnaires were collected and analysed using SPSS 22.0 (SPSS Inc., Chicago, IL). We performed statistical analysis using one-sample t-tests to compare the results with the national norm score for medical subjects in undergraduate colleges. We also conducted variance analysis and regression analysis.ResultsThe study found that the average scores for higher-order learning behaviours, enquiry-based learning and receptive learning behaviour among medical undergraduate students in provincial colleges were higher than the national norm score for medical subjects, indicating a positive trend. However, the average scores for other indicators were lower than the national norm score. The utilization of learning strategies and the development of higher-order learning behaviours among students were affected by various factors such as grade and gender. The study suggests that the preference for certain learning strategies, such as enquiry-based, receptive, integrative and collaborative, can have a significant impact on the emergence of higher-order learning behaviours.ConclusionsThe study has demonstrated a positive correlation between the utilization of learning strategies and the development of higher-order learning behaviours. This relationship has been observed in medical students attending provincial undergraduate colleges, where the adoption of enquiry-based, receptive, integrative and collaborative learning strategies has been found to significantly influence the emergence of higher-order learning behaviours.KEY MESSAGESThe implementation of learning strategies among medical students in provincial undergraduate colleges in China has a significant impact on high-level learning behaviours.The impact of high-level learning behaviours is reliant on comprehensive support from four distinct learning strategies: receptive learning, inquiry-based learning, comprehensive learning and collaborative learning.One of the most impactful learning strategies is receptive learning, particularly on high-order learning behaviours. On the other hand, reflective learning does not seem to have a significant effect.Changes in grades can significantly impact higher-order learning behaviours and affect the propensity for reflective and collaborative learning strategies.Females generally exhibit a greater preference for receptive learning strategies, while males tend to exhibit a greater preference for inquiry-based learning strategies.
| S-EPMC10184605 | biostudies-literature
Project description:In response to empirical evidence and calls for change, individual undergraduate biology instructors are reforming their pedagogical practices. To assess the effectiveness of these reforms, many instructors use course-specific or skill-specific assessments (e.g., concept inventories). We commend our colleagues' noble efforts, yet we contend that this is only a starting point. In this Perspectives article, we argue that departments need to engage in reform and programmatic assessment to produce graduates who have both subject-matter knowledge and higher-order cognitive skills. We encourage biology education researchers to work collaboratively with content specialists to develop program-level assessments aimed at measuring students' conceptual understanding and higher-order cognitive skills, and we encourage departments to develop longitudinal plans for monitoring their students' development of these skills.
| S-EPMC5969447 | biostudies-literature
Project description:Nonlinear dynamics underpin a vast array of physical phenomena ranging from interfacial motion to jamming transitions. In many cases, insight into the nonlinear behavior can be gleaned through exploration of higher order harmonics. Here, a method using band excitation scanning probe microscopy (SPM) to investigate higher order harmonics of the electromechanical response, with nanometer scale spatial resolution is presented. The technique is demonstrated by probing the first three harmonics of strain for a Pb(Zr(1-x)Ti(x))O? (PZT) ferroelectric capacitor. It is shown that the second order harmonic response is correlated with the first harmonic response, whereas the third harmonic is not. Additionally, measurements of the second harmonic reveal significant deviations from Rayleigh-type models in the form of a much more complicated field dependence than is observed in the spatially averaged data. These results illustrate the versatility of n(th) order harmonic SPM detection methods in exploring nonlinear phenomena in nanoscale materials.
| S-EPMC3775308 | biostudies-literature
Project description:In mammals, the silencing step of the X-chromosome inactivation (XCI) process is initiated by the non-coding Xist RNA. Xist is known to be controlled by the non-coding Xite and Tsix loci, but the mechanisms by which Tsix and Xite regulate Xist are yet to be fully elucidated. Here, we examine the role of higher order chromatin structure across the 100-kb region of the mouse X-inactivation center (Xic) and map domains of specialized chromatin in vivo. By hypersensitive site mapping and chromosome conformation capture (3C), we identify two domains of higher order chromatin structure. Xite makes looping interactions with Tsix, while Xist makes contacts with Jpx/Enox, another non-coding gene not previously implicated in XCI. These regions interact in a developmentally-specific and sex-specific manner that is consistent with a regulatory role in XCI. We propose that dynamic changes in three-dimensional architecture leads to formation of separate chromatin hubs in Tsix and Xist that together regulate the initiation of X-chromosome inactivation.
| S-EPMC2567126 | biostudies-literature
Project description:We investigated the hypothesis that theory of mind (ToM) and epistemological understanding promote the aspect of science learning that concerns the ability to understand that there can be more than one representation of the same phenomenon in the physical world. Sixty-three students ranging in age from 10 to 12 years were administered two false-belief ToM tasks, an epistemological understanding task that investigated beliefs about the nature of science and a science learning task. The science learning task required distinguishing and reflecting upon phenomenal and scientific depictions of phenomena in observational astronomy. A three-stage hierarchical multiple regression showed that ToM was a significant predictor of performance in the astronomy task, supporting the hypothesis of a common underlying conceptual component. The results also showed that performance in the personal epistemology-nature of science task was a significant predictor of performance in the astronomy task, even when ToM and age were taken into consideration. The results indicate that both ToM and epistemological understanding promote the ability to construct and reflect on phenomenal and scientific representations of the same situation in the physical world and have important implications for science education.
| S-EPMC7303512 | biostudies-literature
Project description:The epidermal growth factor receptor (EGFR) kinase is generally considered to be activated by either ligand-induced dimerisation or a ligand-induced conformational change within pre-formed dimers. Ligand-induced higher-order EGFR oligomerisation or clustering has been reported but it is not clear how EGFR oligomers, as distinct from EGFR dimers, influence signaling outputs. To address this question, we combined measures of receptor clustering (microscopy; image correlation spectroscopy) and phosphorylation (Western blots) with modelling of mass-action chemical kinetics. A stable BaF/3 cell-line that contains a high proportion (>90%) of inactive dimers of EGFR-eGFP but no secreted ligand and no other detectable ErbB receptors was used as the model cell system. EGF at concentrations of greater than 1 nM was found to cluster EGFR-eGFP dimers into higher-order complexes and cause parallel increases in EGFR phosphorylation. The kinetics of EGFR clustering and phosphorylation were both rapid, plateauing within 2 minutes after stimulation with 30 nM EGF. A rule-based model was formulated to interpret the data. This model took into account ligand binding, ligand-induced conformational changes in the cytosolic tail, monomer-dimer-trimer-tetramer transitions via ectodomain- and kinase-mediated interactions, and phosphorylation. The model predicts that cyclic EGFR tetramers are the predominant phosphorylated species, in which activated receptor dimers adopt a cyclic side-by-side orientation, and that receptor kinase activation is stabilised by the intramolecular interactions responsible for cyclic tetramerization.
| S-EPMC3698845 | biostudies-literature
Project description:Life in a multisensory world requires the rapid and accurate integration of stimuli across the different senses. In this process, the temporal relationship between stimuli is critical in determining which stimuli share a common origin. Numerous studies have described a multisensory temporal binding window-the time window within which audiovisual stimuli are likely to be perceptually bound. In addition to characterizing this window's size, recent work has shown it to be malleable, with the capacity for substantial narrowing following perceptual training. However, the generalization of these effects to other measures of perception is not known. This question was examined by characterizing the ability of training on a simultaneity judgment task to influence perception of the temporally-dependent sound-induced flash illusion (SIFI). Results do not demonstrate a change in performance on the SIFI itself following training. However, data do show an improved ability to discriminate rapidly-presented two-flash control conditions following training. Effects were specific to training and scaled with the degree of temporal window narrowing exhibited. Results do not support generalization of multisensory perceptual learning to other multisensory tasks. However, results do show that training results in improvements in visual temporal acuity, suggesting a generalization effect of multisensory training on unisensory abilities.
| S-EPMC4802214 | biostudies-other