Cognitive loading aggravates the freezing of gait (FoG), which is observed in approximately 50% of patients with Parkinson’s disease (PD) in the advanced stages. To investigate whether a specific pattern of executive deficits, that is, attentional set-shifting and/or inhibitory control, are associated with FoG in PD, 30 PD patients with FoG (PD-FoG+) and 36 PD patients without FoG (PD-FoG−) and 22 control healthy subjects were examined with a comprehensive neuropsychological battery. Intra-Extra Dimensional Set shifting Test (IED) and Stop Signal Task (SST), selected from the Cambridge Automated Neuropsychological Battery (CANTAB battery), were administered to analyze set-shifting and motor inhibition, respectively. The IED task was significantly sensitive for differentiating between PD-FoG+ and PD-FoG− groups (p<.01), as well Adenbrook’s clock drawing task (p=.033). By contrast, no differences emerged on any aspect of the SST task and other cognitive tasks. The attrition rate during the IED task showed that the problem in the PD-FoG+ group appeared at the pre-ID level, on the discrimination-learning set; the 32% PD-FoG+ subjects did not achieve the ID level of the task in comparison to negligible 4% of the PD-FoG− patients (p=.011). The logistic regression analysis, indicated the higher the IED stage successfully completed, the less likely presence of FoG in PD subjects. These results demonstrate that the complex cognitive–motor interplay might be responsible for FoG in PD and have had real life implication for the patients. (JINS, 2014, 20, 1–8)

When experimenters require their subjects to perform some readily recorded response to gain access to discriminative stimuli but do not permit this behavior to alter the schedule of reinforcement, the response is classified, by analogy, as an “observing” response. Observing responses have been used not only to analyze discrimination learning but also to substantiate the concept of conditioned reinforcement and to measure the reinforcing effect of stimuli serving other behavioral functions. A controversy, however, centers around the puzzling question of how observing can be sustained when the resulting stimuli are not associated with any increase in the frequency of primary reinforcement. Two possible answers have been advanced: (a) that differential preparatory responses to these stimuli as conditional stimuli make both the receipt and the nonreceipt of unconditional stimuli more reinforcing; and (b) that information concerning biologically significant events is inherently reinforcing. It appears, however, that the stimulus associated with the less desirable outcome is not reinforcing. The maintenance of observing can be reconciled with the traditional theory that the acquisition of reinforcing properties proceeds according to the same rules as those for Pavlovian conditioning if it is recognized that the subject is selective in what it observes and procures a greater than proportionate exposure to the stimulus associated with the more desirable outcome. As a result of this selection, the overall frequency of primary reinforcement increases in the presence of the observed stimuli and declines in the presence of the nondifferential stimuli that prevail when the subject is not observing.

In comparison to the basal ganglia, prefrontal cortex, and medial temporal lobes, the cerebellum has been absent from recent research on the neural substrates of categorization and identification, two prominent tasks in the learning and memory literature. To investigate the contribution of the cerebellum to these tasks, we tested patients with cerebellar pathology (seven with bilateral degeneration, six with unilateral lesions, and two with midline damage) on rule-based and information-integration categorization tasks and an identification task. In rule-based tasks, it is assumed that participants learn the categories through an explicit reasoning process. In information-integration tasks, optimal performance requires the integration of information from multiple stimulus dimensions, and participants are typically unaware of the decision strategy. The identification task, in contrast, required participants to learn arbitrary, color-word associations. The cerebellar patients performed similar to matched controls on all three tasks and performance did not vary with the extent of cerebellar pathology. Although the interpretation of these null results requires caution, these data contribute to the current debate on cerebellar contributions to cognition by providing boundary conditions on understanding the neural substrates of categorization and identification, and help define the functional domain of the cerebellum in learning and memory. (JINS, 2008, 14, 760–770.)

Electrophysiological and molecular genetic studies have shown that howler monkeys (Alouatta) are unique among all studied platyrrhines: they have the potential to display trichromatic color vision among males and females. This study examined the color discrimination abilities of four howler monkeys (Alouatta caraya) through a series of tasks involving a behavioral paradigm of discrimination learning. The animals were maintained and housed as a group in the Zoological Gardens of Brasília and were tested in their own home cages. Stimuli consisting of pairs of Munsell color chips were presented in random brightness values to assure that discriminations were based on color rather than brightness cues. All the animals (three males, one female) successfully discriminated all the stimulus pairs, including those that would be expected to be difficult for a dichromatic monkey. These results are consistent with the earlier predictions suggesting that howler monkeys are routinely trichromatic.

Recent work has shown that mice with subclinical parasitic infections suffer impaired spatial learning and memory, as assayed in an open-field water maze. Although the mechanism underlying this effect is not clear, the phenomenon has been reported following infection with both a protozoan parasite (Eimeria vermiformis) and a gastrointestinal nematode (Heligmosomoides polygyrus). In a variety of experiments, we examined the effects of a different gastrointestinal nematode, Strongyloides ratti, on the ability of rats and mice to learn a spatial or a discrimination task. Animals were tested at various stages post-infection, with different levels of infection, using different lines of S. ratti and with varying experimental protocols. All animals learned the tasks, but we found no evidence of an effect of S. ratti infection on learning or memory. Even rats infected with approximately 5000 S. ratti larvae, a dose which has an impact on rat body size, showed no deficit in learning ability. Various reasons for the conflict between our results and those previously reported for E. vermiformis and H. polygyrus are discussed. Our results show that impaired learning and memory following parasitic infection is not a ubiquitous or at least easily replicated phenomenon.