Journal articles: 'Spatial learning and memory'

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Healy, Susan D., and T. Andrew Hurly. "Spatial Learning and Memory in Birds." Brain, Behavior and Evolution 63, no. 4 (2004): 211–20. http://dx.doi.org/10.1159/000076782.

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Knight, Matthew James, and Michael Tlauka. "Map learning and working memory: Multimodal learning strategies." Quarterly Journal of Experimental Psychology 71, no. 6 (January 1, 2018): 1405–18. http://dx.doi.org/10.1080/17470218.2017.1326954.

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The current research investigated whether learning spatial information from a map involves different modalities, which are managed by discrete components in working memory. In four experiments, participants studied a map either while performing a simultaneous interference task (high cognitive load) or without interference (low cognitive load). The modality of interference varied between experiments. Experiment 1 used a tapping task (visuospatial), Experiment 2 a backward counting task (verbal), Experiment 3 an articulatory suppression task (verbal) and Experiment 4 an n-back task (central executive). Spatial recall was assessed in two tests: directional judgements and map drawing. Cognitive load was found to affect spatial recall detrimentally regardless of interference modality. The findings suggest that when learning maps, people use a multimodal learning strategy, utilising resources from all components of working memory.

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Vorhees, C. V., and M. T. Williams. "Assessing Spatial Learning and Memory in Rodents." ILAR Journal 55, no. 2 (January 1, 2014): 310–32. http://dx.doi.org/10.1093/ilar/ilu013.

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Cassilhas, Ricardo C., Sergio Tufik, and Marco Túlio de Mello. "Physical exercise, neuroplasticity, spatial learning and memory." Cellular and Molecular Life Sciences 73, no. 5 (December 8, 2015): 975–83. http://dx.doi.org/10.1007/s00018-015-2102-0.

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Robinson, Lianne, Susan McKillop-Smith, Nicola L. Ross, Roger G. Pertwee, Robert E. Hampson, Bettina Platt, and Gernot Riedel. "Hippocampal endocannabinoids inhibit spatial learning and limit spatial memory in rats." Psychopharmacology 198, no. 4 (November 30, 2007): 551–63. http://dx.doi.org/10.1007/s00213-007-1012-8.

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Lange-Küttner, Christiane. "Array Effects, Spatial Concepts, or Information Processing Speed." Swiss Journal of Psychology 72, no. 4 (January 2013): 197–217. http://dx.doi.org/10.1024/1421-0185/a000113.

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A reaction time/accuracy experiment investigated the development of visual memory for object shape and location in 6–7- and 8–9-year-old children and adults (N = 72) in three array types: (1) an empty screen, (2) a frame delineating a region, and (3) a grid with individually delineated places. A maximized learning design was used. Explicit array boundaries in the frame and in the grid facilitated place memory in both children and adults, while place memory in the empty screen was less correct, slower, and did not improve. Children’s visual memory was initially low, but learning during the task resulted in better object than place memory. Like the children at the end of the session, adults showed better object than place memory at the beginning of the task. They subsequently also improved their object memory, but doubled their place memory performance. Children with object-region binding showed better place memory and more systematic learning effects that were specific to arrays. However, neither array boundaries nor spatial binding concepts explained the absence of place learning in children. Instead, children tried to prevent proactive shape interference in the repeated memory sets at the cost of place learning, while adults did not.

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Solari, Nicola, and Balázs Hangya. "Cholinergic modulation of spatial learning, memory and navigation." European Journal of Neuroscience 48, no. 5 (August 19, 2018): 2199–230. http://dx.doi.org/10.1111/ejn.14089.

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Anguera, Joaquin A., Patricia A. Reuter-Lorenz, Daniel T. Willingham, and Rachael D. Seidler. "Contributions of Spatial Working Memory to Visuomotor Learning." Journal of Cognitive Neuroscience 22, no. 9 (September 2010): 1917–30. http://dx.doi.org/10.1162/jocn.2009.21351.

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Previous studies of motor learning have described the importance of cognitive processes during the early stages of learning; however, the precise nature of these processes and their neural correlates remains unclear. The present study investigated whether spatial working memory (SWM) contributes to visuomotor adaptation depending on the stage of learning. We tested the hypothesis that SWM would contribute early in the adaptation process by measuring (i) the correlation between SWM tasks and the rate of adaptation, and (ii) the overlap between the neural substrates of a SWM mental rotation task and visuomotor adaptation. Participants completed a battery of neuropsychological tests, a visuomotor adaptation task, and an SWM task involving mental rotation, with the latter two tasks performed in a 3.0-T MRI scanner. Performance on a neuropsychological test of SWM (two-dimensional mental rotation) correlated with the rate of early, but not late, visuomotor adaptation. During the early, but not late, adaptation period, participants showed overlapping brain activation with the SWM mental rotation task, in right dorsolateral prefrontal cortex and the bilateral inferior parietal lobules. These findings suggest that the early, but not late, phase of visuomotor adaptation engages SWM processes.

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Liu, Si-Cheng, Ming Zhang, Ping Gan, Hao-Fei Yu, Cai-Feng Ding, Rong-Ping Zhang, Zhi-Yong He, and Wei-Yan Hu. "Wip1 phosphatase deficiency impairs spatial learning and memory." Biochemical and Biophysical Research Communications 533, no. 4 (December 2020): 1309–14. http://dx.doi.org/10.1016/j.bbrc.2020.10.010.

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Wender, Karl F., Monika Wagener-Wender, and Rainer Rothkege. "Measures of spatial memory and routes of learning." Psychological Research 59, no. 4 (February 1997): 269–78. http://dx.doi.org/10.1007/bf00439304.

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Tóth, Elisabetta, Jan P. C. de Bruin, Rob P. W. Heinsbroek, and Ruud N. J. M. A. Joosten. "Spatial Learning and Memory in Calpastatin-Deficient Rats." Neurobiology of Learning and Memory 66, no. 2 (September 1996): 230–35. http://dx.doi.org/10.1006/nlme.1996.0063.

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Lanca, Margaret, and John R. Kirby. "The Benefits of Verbal and Spatial Tasks in Contour Map Learning." Cartographic Perspectives, no. 21 (June 1, 1995): 3–15. http://dx.doi.org/10.14714/cp21.867.

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It has been proposed that the ability to read a map stems from both verbal-analytic and spatial-holistic processes. It has, in tum, been argued that these processes are affected by both spatial ability and gender. This essay presents the results of a study exploring these relationships. Subjects studied a contour map in one of four conditions: a verbal learning group, a spatial learning group, a combined spatial and verbal learning group, and a study-only control group. Contrary to previous reference map learning studies, this study found that the verbal task had no effect upon memory for two-dimensional map information. As predicted, the spatial task did increase memory for three-dimensional map information. In terms of spatial learning instructions, males performed significantly better than females for three-dimensional map information, and females' two-dimensional map memory was better in the non-spatial task groups than in the spatial task groups. There was no effect of spatial ability for map memory. These results suggest limits for the benefit of a verbal learning task in contour map learning.

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Kessels, Roy P. C., L. Jaap Kappelle, Edward H. F. de Haan, and Albert Postma. "Lateralization of spatial-memory processes: evidence on spatial span, maze learning, and memory for object locations." Neuropsychologia 40, no. 8 (January 2002): 1465–73. http://dx.doi.org/10.1016/s0028-3932(01)00199-3.

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Kim, Tae-Woon, Sang-Seo Park, and Hye-Sang Park. "Physical exercise ameliorates memory impairment in offspring of old mice." Journal of Exercise Rehabilitation 18, no. 3 (June 27, 2022): 155–61. http://dx.doi.org/10.12965/jer.2244262.131.

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For humans, maternal old age means the age of 35 or older at the time of childbirth. Maternal metabolism not only affects the cognitive func-tion of the offspring, but also affects their physical and neurological de-velopment. This study aims to elucidate the effects of exercise training on spatial learning memory, neurogenesis, and apoptosis in the off-spring of old mice. Using mice, the offspring of old mothers showed im-paired spatial learning memory, decreased brain-derived neurotrophic factor and postsynaptic density protein 95 levels, suppressed neuro-genesis, and increased hippocampal apoptotic cell death. In contrast, the offspring of the old mothers had improved spatial learning memory, increased brain-derived neurotrophic factor and postsynaptic density protein 95 levels, increased neurogenesis, and decreased hippocampal apoptotic cell death when they received exercise training. The present results indicate that there is apparent spatial learning memory impair-ment among the offspring of old mothers, but by contrast, exercise can ameliorate spatial learning memory impairment. Exercise can be an ef-fective countermeasure against memory decline in the offspring of old mothers.

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Anaya, Esperanza M., David B. Pisoni, and William G. Kronenberger. "Visual-spatial sequence learning and memory in trained musicians." Psychology of Music 45, no. 1 (July 8, 2016): 5–21. http://dx.doi.org/10.1177/0305735616638942.

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Previous research has shown that musicians have enhanced visual-spatial abilities and sensory-motor skills. As a result of their long-term musical training and their experience-dependent activities, musicians may learn to associate sensory information with fine motor movements. Playing a musical instrument requires musicians to rapidly translate musical symbols into specific sensory-motor actions while also simultaneously monitoring the auditory signals produced by their instrument. In this study, we assessed the visual-spatial sequence learning and memory abilities of long-term musicians. We recruited 24 highly trained musicians and 24 nonmusicians, individuals with little or no musical training experience. Participants completed a visual-spatial sequence learning task as well as receptive vocabulary, nonverbal reasoning, and short-term memory tasks. Results revealed that musicians have enhanced visual-spatial sequence learning abilities relative to nonmusicians. Musicians also performed better than nonmusicians on the vocabulary and nonverbal reasoning measures. Additional analyses revealed that the large group difference observed on the visual-spatial sequencing task between musicians and nonmusicians remained even after controlling for vocabulary, nonverbal reasoning, and short-term memory abilities. Musicians’ improved visual-spatial sequence learning may stem from basic underlying differences in visual-spatial and sensory-motor skills resulting from long-term experience and activities associated with playing a musical instrument.

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Milgram, Norton W., Beth Adams, Heather Callahan, Elizabeth Head, Bill Mackay, Celeste Thirlwell, and Carl W. Cotman. "Landmark Discrimination Learning in the Dog." Learning & Memory 6, no. 1 (January 1, 1999): 54–61. http://dx.doi.org/10.1101/lm.6.1.54.

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Allocentric spatial memory was studied in dogs of varying ages and sources using a landmark discrimination task. The primary goal of this study was to develop a protocol to test landmark discrimination learning in the dog. Using a modified version of a landmark test developed for use in monkeys, we successfully trained dogs to make a spatial discrimination on the basis of the position of a visual landmark relative to two identical discriminanda. Task performance decreased, however, as the distance between the landmark and the “discriminandum” was increased. A subgroup of these dogs was also tested on a delayed nonmatching to position spatial memory task (DNMP), which relies on egocentric spatial cues. These findings suggest that dogs can acquire both allocentric and egocentric spatial tasks. These data provide a useful tool for evaluating the ability of canines to use allocentric cues in spatial learning.

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Jordan, Jake T., Yi Tong, and Carolyn L. Pytte. "Transection of the ventral hippocampal commissure impairs spatial reference but not contextual or spatial working memory." Learning & Memory 29, no. 1 (December 15, 2021): 29–37. http://dx.doi.org/10.1101/lm.053483.121.

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Plasticity is a neural phenomenon in which experience induces long-lasting changes to neuronal circuits and is at the center of most neurobiological theories of learning and memory. However, too much plasticity is maladaptive and must be balanced with substrate stability. Area CA3 of the hippocampus provides such a balance via hemispheric lateralization, with the left hemisphere dominant in providing plasticity and the right specialized for stability. Left and right CA3 project bilaterally to CA1; however, it is not known whether this downstream merging of lateralized plasticity and stability is functional. We hypothesized that interhemispheric convergence of input from these pathways is essential for integrating spatial memory stored in the left CA3 with navigational working memory facilitated by the right CA3. To test this, we severed interhemispheric connections between the left and right hippocampi in mice and assessed learning and memory. Despite damage to this major hippocampal fiber tract, hippocampus-dependent navigational working memory and short- and long-term memory were both spared. However, tasks that required the integration of information retrieved from memory with ongoing navigational working memory and navigation were impaired. We propose that one function of interhemispheric communication in the mouse hippocampus is to integrate lateralized processing of plastic and stable circuits to facilitate memory-guided spatial navigation.

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Kennard, John, and Diana S. Woodruff-Pak. "Aging and exercise effects on motor learning and spatial memory." Ageing Research 2, no. 1 (April 13, 2011): 2. http://dx.doi.org/10.4081/ar.2011.e2.

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The aim of this experiment was to determine whether low impact forced exercise improved learning and memory in middle aged and older mice. The effects of 12 weeks of low impact, forced running on motor learning and spatial memory were compared in 32 C57BL/6 mice in three age groups with a mean age of 13, 17, and 25 months. Motor learning was assessed with the rotorod, and spatial memory was assessed with the Morris water maze (MWM). Mice were randomly assigned to the forced exercise or sedentary control group and were treated for 60 min/day (2 30-min sessions) for 12 weeks. Significant age differences were observed on the rotorod (15 and 25 RPM) with the 13-month-old mice outperforming 17- and 25-month-old mice. Age differences were also observed on the MWM, with 25-month mice impaired in latency to escape and distance covered. The effect of exercise on rotorod performance did not attain statistical significance, but the mean performance of runners was higher than that of controls. Exercise improved spatial memory retention in the MWM and led to significant improvement in acquisition distance. Low impact forced exercise did not have strong effects on motor learning as assessed by the rotorod. However, low impact forced exercise did improve retention of spatial memory in 13-month-old mice. Slight improvements in spatial memory were seen in the oldest runners, though this experiment suggested that the beneficial effect of exercise and plasticity in memory was generally limited to 13-month-old middle aged mice, with significant age-related differences in motor and spatial learning occurring in the 4- month period between 13 and 17 months.

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Uresti-Cabrera, Luis A., Rosalinda Diaz, Israel Vaca-Palomares, and Juan Fernandez-Ruiz. "The Effect of Spatial Working Memory Deterioration on Strategic Visuomotor Learning across Aging." Behavioural Neurology 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/512617.

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Objective. To evaluate the effect of age-related cognitive changes in a visuomotor learning task that depends on strategic control and contrast it with the effect in a task principally depending on visuomotor recalibration.Methods. Participants performed a ball throwing task while donning either a reversing dove prism or a displacement wedge prism, which mainly depend on strategic control or visuomotor recalibration, respectively. Visuomotor performance was then analysed in relation to rule acquisition and reversal, recognition memory, visual memory, spatial planning, and spatial working memory with tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB).Results. The results confirmed previous works showing a detrimental effect of age on visuomotor learning. The analyses of the cognitive changes observed across age showed that both strategic control and visuomotor recalibration had significant negative correlations only with the number of errors in the spatial working memory task. However, when the effect of aging was controlled, the only significant correlation remaining was between the reversal adaptation magnitude and spatial working memory.Discussion. These results suggest that spatial working memory decline across aging could contribute to age-dependent deterioration in both visuomotor learning processes. However, spatial working memory integrity seems to affect strategic learning decline even after controlling for aging.

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Ootou, Hironori. "Effect of visuo-spatial working memory on route learning." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 3PM—082–3PM—082. http://dx.doi.org/10.4992/pacjpa.79.0_3pm-082.

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Su, Zhiyuan, Shiyuan Xu, Tao Chen, and Junxing Chen. "Dexmedetomidine protects spatial learning and memory ability in rats." Journal of the Renin-Angiotensin-Aldosterone System 16, no. 4 (December 12, 2014): 995–1000. http://dx.doi.org/10.1177/1470320314562059.

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Wilkinson, Anna, Hui-Minn Chan, and Geoffrey Hall. "Spatial learning and memory in the tortoise (Geochelone carbonaria)." Journal of Comparative Psychology 121, no. 4 (2007): 412–18. http://dx.doi.org/10.1037/0735-7036.121.4.412.

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Shephard, R. J. "Alterations in spatial learning and memory after forced exercise." Yearbook of Sports Medicine 2007 (January 2007): 131–33. http://dx.doi.org/10.1016/s0162-0908(08)70117-x.

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Stevens, Charles F. "Spatial Learning and Memory: The Beginning of a Dream." Cell 87, no. 7 (December 1996): 1147–48. http://dx.doi.org/10.1016/s0092-8674(00)81808-5.

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Ang, Eng-Tat, Gavin S. Dawe, Peter T. H. Wong, Shabbir Moochhala, and Yee-Kong Ng. "Alterations in spatial learning and memory after forced exercise." Brain Research 1113, no. 1 (October 2006): 186–93. http://dx.doi.org/10.1016/j.brainres.2006.07.023.

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Vigorito, Michael, Abigail L. LaShomb, and Sulie L. Chang. "Spatial Learning and Memory in HIV-1 Transgenic Rats." Journal of Neuroimmune Pharmacology 2, no. 4 (June 22, 2007): 319–28. http://dx.doi.org/10.1007/s11481-007-9078-y.

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Vickery, Timothy J., Rachel S. Sussman, and Yuhong V. Jiang. "Spatial context learning survives interference from working memory load." Journal of Experimental Psychology: Human Perception and Performance 36, no. 6 (2010): 1358–71. http://dx.doi.org/10.1037/a0020558.

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Won, Bo-Yeong, and Andrew B. Leber. "Spatial constraints on probability learning in visual working memory." Visual Cognition 25, no. 1-3 (March 16, 2017): 34–50. http://dx.doi.org/10.1080/13506285.2017.1346738.

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Everatt, John, Sharman Jeffries, Gad Elbeheri, Ian Smythe, and Kazuvire Veii. "Cross language learning disabilities and verbal versus spatial memory." Cognitive Processing 7, S1 (August 8, 2006): 32. http://dx.doi.org/10.1007/s10339-006-0054-x.

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Weiss, Craig, Arati Shroff, and John F. Disterhoft. "Spatial learning and memory in aging C57BL/6 mice." Neuroscience Research Communications 23, no. 2 (September 1998): 77–92. http://dx.doi.org/10.1002/(sici)1520-6769(199809/10)23:2<77::aid-nrc2>3.0.co;2-y.

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Bannerman, David M. "Fractionating spatial memory with glutamate receptor subunit-knockout mice." Biochemical Society Transactions 37, no. 6 (November 19, 2009): 1323–27. http://dx.doi.org/10.1042/bst0371323.

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In recent years, the contribution that different glutamate receptor subtypes and subunits make to spatial learning and memory has been studied extensively using genetically modified mice in which key proteins are knocked out. This has revealed dissociations between different aspects of spatial memory that were not previously apparent from lesion studies. For example, studies with GluA1 AMPAR [AMPA (α-amino-3-hydroxy-5-methylisoxazole-4-propionic acid) receptor] subunit-knockout mice have revealed the presence of a GluA1-dependent, non-associative short-term memory mechanism that is important for performance on spatial working memory tasks, and a GluA1-independent, long-term associative memory mechanism which underlies performance on spatial reference memory tasks. Within this framework we have also studied the contributions of different GluN2-containing NMDARs [NMDA (N-methyl-D-aspartate) receptors] to spatial memory. Studies with GluN2 NMDAR mutants have revealed different contributions from GluN2A- and GluN2B-containing NMDARs to spatial learning. Furthermore, comparison of forebrain- and hippocampus-specific GluN2B-knockout mice has demonstrated that both hippocampal and extra-hippocampal NMDARs make important contributions to spatial memory performance.

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Pilly, Praveen K., and Stephen Grossberg. "How Do Spatial Learning and Memory Occur in the Brain? Coordinated Learning of Entorhinal Grid Cells and Hippocampal Place Cells." Journal of Cognitive Neuroscience 24, no. 5 (May 2012): 1031–54. http://dx.doi.org/10.1162/jocn_a_00200.

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Spatial learning and memory are important for navigation and formation of episodic memories. The hippocampus and medial entorhinal cortex (MEC) are key brain areas for spatial learning and memory. Place cells in hippocampus fire whenever an animal is located in a specific region in the environment. Grid cells in the superficial layers of MEC provide inputs to place cells and exhibit remarkable regular hexagonal spatial firing patterns. They also exhibit a gradient of spatial scales along the dorsoventral axis of the MEC, with neighboring cells at a given dorsoventral location having different spatial phases. A neural model shows how a hierarchy of self-organizing maps, each obeying the same laws, responds to realistic rat trajectories by learning grid cells with hexagonal grid firing fields of multiple spatial scales and place cells with unimodal firing fields that fit neurophysiological data about their development in juvenile rats. The hippocampal place fields represent much larger spaces than the grid cells to support navigational behaviors. Both the entorhinal and hippocampal self-organizing maps amplify and learn to categorize the most energetic and frequent co-occurrences of their inputs. Top–down attentional mechanisms from hippocampus to MEC help to dynamically stabilize these spatial memories in both the model and neurophysiological data. Spatial learning through MEC to hippocampus occurs in parallel with temporal learning through lateral entorhinal cortex to hippocampus. These homologous spatial and temporal representations illustrate a kind of “neural relativity” that may provide a substrate for episodic learning and memory.

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Berens, Sam C., Chris M. Bird, and Neil A. Harrison. "Minocycline differentially modulates human spatial memory systems." Neuropsychopharmacology 45, no. 13 (August 24, 2020): 2162–69. http://dx.doi.org/10.1038/s41386-020-00811-8.

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Abstract Microglia play a critical role in many processes fundamental to learning and memory in health and are implicated in Alzheimer’s pathogenesis. Minocycline, a centrally-penetrant tetracycline antibiotic, inhibits microglial activation and enhances long-term potentiation, synaptic plasticity, neurogenesis and hippocampal-dependent spatial memory in rodents, leading to clinical trials in human neurodegenerative diseases. However, the effects of minocycline on human memory have not previously been investigated. Utilising a double-blind, randomised crossover study design, we recruited 20 healthy male participants (mean 24.6 ± 5.0 years) who were each tested in two experimental sessions: once after 3 days of Minocycline 150 mg (twice daily), and once 3 days of placebo (identical administration). During each session, all completed an fMRI task designed to tap boundary- and landmark-based navigation (thought to rely on hippocampal and striatal learning mechanisms respectively). Given the rodent literature, we hypothesised that minocycline would selectively modulate hippocampal learning. In line with this, minocycline biased use of boundary- compared to landmark-based information (t980 = 3.140, p = 0.002). However, though this marginally improved performance for boundary-based objects (t980 = 1.972, p = 0.049), it was outweighed by impaired landmark-based navigation (t980 = 6.374, p < 0.001) resulting in an overall performance decrease (t980 = 3.295, p = 0.001). Furthermore, against expectations, minocycline significantly reduced activity during memory encoding in the right caudate (t977 = 2.992, p = 0.003) and five other cortical regions, with no significant effect in the hippocampus. In summary, minocycline impaired human spatial memory performance, likely through disruption of striatal processing resulting in greater biasing towards reliance on boundary-based navigation.

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Taffe, Michael A. "Δ9tetrahydrocannabinol impairs visuo-spatial associative learning and spatial working memory in rhesus macaques." Journal of Psychopharmacology 26, no. 10 (April 22, 2012): 1299–306. http://dx.doi.org/10.1177/0269881112443743.

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Plescia, Fulvio, Rosa A. M. Marino, Michele Navarra, Giuditta Gambino, Anna Brancato, Pierangelo Sardo, and Carla Cannizzaro. "Early handling effect on female rat spatial and non-spatial learning and memory." Behavioural Processes 103 (March 2014): 9–16. http://dx.doi.org/10.1016/j.beproc.2013.10.011.

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Csicsvari, Jozsef, and David Dupret. "Sharp wave/ripple network oscillations and learning-associated hippocampal maps." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1635 (February 5, 2014): 20120528. http://dx.doi.org/10.1098/rstb.2012.0528.

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Sharp wave/ripple (SWR, 150–250 Hz) hippocampal events have long been postulated to be involved in memory consolidation. However, more recent work has investigated SWRs that occur during active waking behaviour: findings that suggest that SWRs may also play a role in cell assembly strengthening or spatial working memory. Do such theories of SWR function apply to animal learning? This review discusses how general theories linking SWRs to memory-related function may explain circuit mechanisms related to rodent spatial learning and to the associated stabilization of new cognitive maps.

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Ladyka-Wojcik, Natalia, Rosanna K. Olsen, Jennifer D. Ryan, and Morgan D. Barense. "Flexible Use of Spatial Frames of Reference for Object–Location Memory in Older Adults." Brain Sciences 11, no. 11 (November 20, 2021): 1542. http://dx.doi.org/10.3390/brainsci11111542.

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In memory, representations of spatial features are stored in different reference frames; features relative to our position are stored egocentrically and features relative to each other are stored allocentrically. Accessing these representations engages many cognitive and neural resources, and so is susceptible to age-related breakdown. Yet, recent findings on the heterogeneity of cognitive function and spatial ability in healthy older adults suggest that aging may not uniformly impact the flexible use of spatial representations. These factors have yet to be explored in a precisely controlled task that explicitly manipulates spatial frames of reference across learning and retrieval. We used a lab-based virtual reality task to investigate the relationship between object–location memory across frames of reference, cognitive status, and self-reported spatial ability. Memory error was measured using Euclidean distance from studied object locations to participants’ responses at testing. Older adults recalled object locations less accurately when they switched between frames of reference from learning to testing, compared with when they remained in the same frame of reference. They also showed an allocentric learning advantage, producing less error when switching from an allocentric to an egocentric frame of reference, compared with the reverse direction of switching. Higher MoCA scores and better self-assessed spatial ability predicted less memory error, especially when learning occurred egocentrically. We suggest that egocentric learning deficits are driven by difficulty in binding multiple viewpoints into a coherent representation. Finally, we highlight the heterogeneity of spatial memory performance in healthy older adults as a potential cognitive marker for neurodegeneration, beyond normal aging.

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Guttesen, A. V., G. Appleby, E. Madden, M. Gaskell, and S. A. Cairney. "0102 The Relationship Between Overnight Consolidation and Next-Day Learning." Sleep 43, Supplement_1 (April 2020): A40—A41. http://dx.doi.org/10.1093/sleep/zsaa056.100.

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Abstract Introduction Contemporary models of sleep-associated consolidation posit that overnight memory processing paves the way for next-day learning in hippocampus. However, the extent to which new hippocampal learning is dependent on overnight consolidation has yet to be investigated. In this study, we compared the impacts of sleep and sleep deprivation on the consolidation and encoding of hippocampus-dependent memories and, importantly, examined whether individual differences in consolidation were associated with individual differences in encoding. Methods Thirty healthy adults (17 females, mean age 20.1±1.65) were trained on a spatial memory task in the evening before a night of sleep or total sleep deprivation (repeated measures). Participants completed a spatial memory test the following morning, and then encoded a novel set of word-image pairs. Two days later (after recovery sleep), memory for the word-image pairs was tested. We predicted that participants’ spatial memory recall would predict performance on the word-image test, suggesting that overnight consolidation lays the groundwork for new encoding in hippocampus. Results Sleep (vs. sleep deprivation) improved spatial memory accuracy the following morning (t(29)=3.93, p<.001, d=0.72) and word-image recall two days later (t(29)=12.19, p<.001, d=2.23), suggesting that sleep facilitated the consolidation and encoding of hippocampus-dependent memories, respectively. However, the benefit of sleep for spatial memory recall was not significantly correlated with the benefit of sleep for word-image encoding (r(28)= 0.01, p=0.971), suggesting that hippocampal encoding was not contingent on foregoing overnight consolidation processes. Conclusion In support of previous findings, overnight sleep improved consolidation and next-day encoding, as compared to an equivalent period of sleep deprivation. However, the present results did not reveal any relationship between an individual’s sleep-associated consolidation and their next-day learning. Support Department of Psychology, University of York scholarship to A.áV.G. Medical Research Council Career Development Award (MR/P020208/1) to S.A.C.

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Gao, Xiaoyan, Sergio Castro-Gomez, Jasper Grendel, Sabine Graf, Ute Süsens, Lars Binkle, Daniel Mensching, Dirk Isbrandt, Dietmar Kuhl, and Ora Ohana. "Arc/Arg3.1 mediates a critical period for spatial learning and hippocampal networks." Proceedings of the National Academy of Sciences 115, no. 49 (November 15, 2018): 12531–36. http://dx.doi.org/10.1073/pnas.1810125115.

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During early postnatal development, sensory regions of the brain undergo periods of heightened plasticity which sculpt neural networks and lay the foundation for adult sensory perception. Such critical periods were also postulated for learning and memory but remain elusive and poorly understood. Here, we present evidence that the activity-regulated and memory-linked gene Arc/Arg3.1 is transiently up-regulated in the hippocampus during the first postnatal month. Conditional removal of Arc/Arg3.1 during this period permanently alters hippocampal oscillations and diminishes spatial learning capacity throughout adulthood. In contrast, post developmental removal of Arc/Arg3.1 leaves learning and network activity patterns intact. Long-term memory storage continues to rely on Arc/Arg3.1 expression throughout life. These results demonstrate that Arc/Arg3.1 mediates a critical period for spatial learning, during which Arc/Arg3.1 fosters maturation of hippocampal network activity necessary for future learning and memory storage.

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Talamini, L. M., I. L. C. Nieuwenhuis, A. Takashima, and O. Jensen. "Sleep directly following learning benefits consolidation of spatial associative memory." Learning & Memory 15, no. 4 (April 3, 2008): 233–37. http://dx.doi.org/10.1101/lm.771608.

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Gupta, Neeraj, Hu Zhang, and Ping Liu. "Chronic difluoromethylornithine treatment impairs spatial learning and memory in rats." Pharmacology Biochemistry and Behavior 100, no. 3 (January 2012): 464–73. http://dx.doi.org/10.1016/j.pbb.2011.10.011.

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Nategh, Mohsen, Sara Nikseresht, Fariba Khodagholi, and Fereshteh Motamedi. "Nucleus incertus inactivation impairs spatial learning and memory in rats." Physiology & Behavior 139 (February 2015): 112–20. http://dx.doi.org/10.1016/j.physbeh.2014.11.014.

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Alaei, HojjatAllah, RohAllah Moloudi, Ali Reza Sarkaki, Hamid Azizi-Malekabadi, and Osmo Hanninen. "RETRACTED: Daily running promotes spatial learning and memory in rats." Pathophysiology 14, no. 2 (October 2007): 105–8. http://dx.doi.org/10.1016/j.pathophys.2007.07.001.

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Denis, Michel, and Jack M. Loomis. "Perspectives on human spatial cognition: memory, navigation, and environmental learning." Psychological Research 71, no. 3 (September 6, 2006): 235–39. http://dx.doi.org/10.1007/s00426-006-0079-x.

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Shu, Zaixi, Lingyi Liu, Pengfei Geng, Jiawei Liu, Wangyang Shen, and Mengjie Tu. "Sesame cake hydrolysates improved spatial learning and memory of mice." Food Bioscience 31 (October 2019): 100440. http://dx.doi.org/10.1016/j.fbio.2019.100440.

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Andrews-Zwilling, Yaisa, Anna K. Gillespie, Alexxai V. Kravitz, Alexandra B. Nelson, Nino Devidze, Iris Lo, Seo Yeon Yoon, et al. "Hilar GABAergic Interneuron Activity Controls Spatial Learning and Memory Retrieval." PLoS ONE 7, no. 7 (July 5, 2012): e40555. http://dx.doi.org/10.1371/journal.pone.0040555.

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Wolfer, David P., Marijana Stagljar-Bozicevic, Mick L. Errington, and Hans-Peter Lipp. "Spatial Memory and Learning in Transgenic Mice: Fact or Artifact?" Physiology 13, no. 3 (June 1998): 118–23. http://dx.doi.org/10.1152/physiologyonline.1998.13.3.118.

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Spatial learning of transgenic mice is often assessed in the Morris watermaze, where mice must use distant cues to locate a submerged platform. Such learning is confounded by species-specific noncognitive swimming strategies. Factor analysis permits cognitive and noncognitive strategies to be disentangled and their association with electrophysiological phenomena to be investigated.

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Hannesson, D. K., P. Mohapel, and M. E. Corcoran. "Dorsal hippocampal kindling selectively impairs spatial learning/short-term memory." Hippocampus 11, no. 3 (2001): 275–86. http://dx.doi.org/10.1002/hipo.1042.

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Fong, Tamara G., Norton H. Neff, and Maria Hadjiconstantinou. "GM1 ganglioside improves spatial learning and memory of aged rats." Behavioural Brain Research 85, no. 2 (May 1997): 203–11. http://dx.doi.org/10.1016/s0166-4328(97)87584-5.

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Li, Xuesheng, Yun Zhang, and Xia Zhang. "Tat-3L4F does not significantly affect spatial learning and memory." Behavioural Brain Research 193, no. 2 (November 2008): 170–73. http://dx.doi.org/10.1016/j.bbr.2008.05.007.

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Journal articles on the topic 'Spatial learning and memory'

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