Cognition allows animals to acquire, process, and store sensory information from the environment and use it to adapt to their surroundings. A battery of behavioral tests was used to assess the cognitive abilities of black-handed spider monkeys (Ateles geoffroyi). Black and white cups were used to assess (1) object permanence by showing the animals under which cup the reward was placed, (2) associative learning by concealing where the reward was placed, and (3) long-term memory by repeating the second task after a 4-month break; petri dishes with varying amounts of food were used to assess (4) relative quantity discrimination; and boxes fitted with dotted cards were used to assess discrete number discrimination with (5) equallysized dots and (6) various-sized dots. For each task, one session comprised 10 trials (i.e. responses). All nine animals succeeded in all tests and, as a group, reached the learning criterion of 70% correct responses on session two in the object permanence and associative learning tasks; on session eleven in the quantity discrimination task; on session sixteen in the numerosity task with equally-sized dots; on session three in the numerosity task with various-sized dots; and averaged 84.4% correct responses in the long-term memory task. Their prompt high score in the numerosity task with various-sized dots suggests that the animals acknowledged the task for its numerical properties as opposed to the size or pattern of the dots. These cognitive abilities are thought to shape the necessary behaviors for the ecological and social needs of the species.

This paper investigated whether retrieval may be facilitated by a process in which one learns to retrieve in a manner analogous to learning to learn as demonstrated by both Harlow's (1965) work with monkeys and Postman's and Keppel's (1966; Keppel, Postman, & Zavortnik, 1968) work in verbal recall. While the major focus of this study was to demonstrate this phenomenon, and the analogies cited suggest that the process will remain unspecified, an attempt was made to indicate and analyze the processes involved in the facilitation.

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第19214号 / 教博第177号 / 新制||教||154(附属図書館) / 32213 / 京都大学大学院教育学研究科教育科学専攻 / (主査)准教授 齊藤 智, 教授 楠見 孝, 教授 Emmanuel MANALO / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

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University evaluations often reflect an individual’s ability to memorize and recall lecture material during exams. Consequently, the ability to effectively encode, store, and later retrieve information is an integral part of learning and academic success. Notably, students who are more physically active tend to have better academic performance. The neurobiology of stress is a strong candidate for the mechanism underlying this exercise-cognition interaction. Given that exercise is a physical stressor, it is hypothesized that exercise-induced adrenocortical activations increase cortisol levels. Critically, cortisol increases memory consolidation for newly learned information. One hundred twenty-eight young adults (36 males; age: M±SD =19.47±1.55 years) viewed a video lecture before exercise (n = 41), after exercise (n = 42), or after rest (n = 45). The exercise was high intensity interval training on a cycle ergometer and memory for the lecture material was assessed using a multiple-choice quiz conducted 14 minutes and 48 hours after the lecture. There was a significant positive correlation between aerobic fitness and grade point average [r(95) = 0.22, p < .05], immediate recall [r(100) = 0.39, p < .001], and delayed recall [r(98) = 0.28, p < .01]. A mixed model ANOVA found a significant main effect of group on comprehension of the lecture material, F(2, 96) = 3.34, p < .05, revealing greater memory benefits at both 14 minutes and 48 hour delays for those who exercised compared to those who did not exercise; however, pairwise comparisons found this effect specific to the exercise post group. There was also a main effect of group on cortisol levels, F(2, 107) = 3.97, p < .05; however, only the exercise prior group exhibited significantly greater levels than the control group. Thus cortisol levels collected during the experimental session did not clearly differentiate the exercise conditions or reflect the observed memory benefits for the exercise post group. This may have resulted from the gradual increase in cortisol following exercise that had time to increase when exercise was completed at the beginning of the exercise session (exercise prior) rather than at the end (exercise post). Overall, this study suggests that both physical fitness and an acute bout of aerobic exercise are associated with academic and memory performance. More research is needed to understand the mechanism. / Thesis / Master of Science (MSc)

Comprised of six distinct layers, the neocortex is a key brain structure for many of our advanced cognitive abilities, ranging from sensation to decision making to movement. Each layer contains distinct cell types differing in their genes, biophysical properties, and connectivity with other parts of the brain. Yet how these diverse cortical layers and cell types contribute to any given behavior remains unresolved. Because sensory cortical areas have stereotyped anatomies and the six cortical layer organization is highly conserved across all mammals, understanding computations in one cortical area, such as the mouse barrel cortex within the primary somatosensory cortex, may inform us of computations being performed by similar microcircuits across the neocortex. This thesis is an investigation of cortical circuit function as it pertains to (1) distinct functional role of cortical layers in sensory discrimination, (2) increased cortical connectivity enhancing sensation, (3) a cautionary tale of selecting appropriate transgenic mouse lines for in vivo manipulations, (4) and the role of proprioception in the establishment of long-term visuospatial memory. Investigating layer-specific function first requires a cortex-dependent task. Yet, despite our extensive understanding of cortical anatomy and physiology, the contributions of different cortical layers to behaviors remain unknown. We developed a two-alternative forced choice paradigm in which head-fixed mice use a single whisker to either discriminate textures of parametrically varied roughness or detect the same textured surfaces. Lesioning barrel cortex revealed that texture discrimination, but not detection, was cortex-dependent. Paralyzing the whisker pad demonstrated that passive can rival active perception and cortical dependence is not movement-related. Transgenic Cre lines were used to target inhibitory opsins to excitatory cortical neurons of specific layers for selective perturbations. Discrimination required all layers, but deep layers (layers 5/6) were critical for accumulation of sensory evidence whereas superficial layers (layers 2-4) appeared to provide top-down motor input. This thesis shows that superficial layers contextually interpret sensory evidence to modify the deep layer output in behaviorally appropriate ways. Having identified distinct functional roles of deep and superficial layers through perturbation experiments, we next sought to enhance texture task performance by selectively activating texture-encoding neurons. However, given that all layers are involved in the task and the technical difficulties of targeting stimulus-selective cells, we turned to humanized mouse model (SRGAP2C) that exhibits increased local and long-range cortico-cortical connections and increased response selectivity to whisker stimulations in layer 2/3 pyramidal neurons in the barrel cortex. This thesis demonstrates that the increased cortico-cortical connectivity not only improved sensory coding accuracy in SRGAP2C mice, but the humanized animals trained on the texture discrimination task displayed increased learning rate and were more likely to learn the task compared to control. Next, we provide a cautionary tale of selecting appropriate mouse lines for in vivo experiments. Advances in optogenetics and transgenic Cre mouse lines enable us to probe the function of genetically defined neuronal populations, but transgene expression can adversely affect cell health and cause neural and behavioral abnormalities. We discovered learning impairments specific to cortex-dependent sensory discrimination behaviors in Emx1-Cre animals that express inhibitory opsins in excitatory cortical neurons. We suggest Nex1-Cre line as a more reliable and robust alternative to Emx1-Cre animals. The thesis highlights the importance of characterizing and selecting appropriate transgenic lines for in vivo optogenetic experiments.  In addition to touch, the primary somatosensory cortex processes other tactile information including temperature, pain, and proprioception. Creating a spatially accurate representation of the visual world requires transforming spatially inaccurate visual information coming from a constantly moving retina into a representation that can be used for accurate perception and action. This thesis shows that the dysgranular zone, the proprioceptive region of the primary somatosensory cortex, is required to establish long-term visuospatial memory.

京都大学 / 新制・課程博士 / 博士(教育学) / 甲第24988号 / 教博第297号 / 新制||教||221(附属図書館) / 京都大学大学院教育学研究科教育学環専攻 / (主査)教授 齊藤 智, 教授 MANALO Emmanuel, 准教授 高橋 雄介 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

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No description available.

No description available.