Cognitive dysfunction including disrupted behavioral flexibility is central to neurodevelopmental disorders such as Autism Spectrum Disorder (ASD). A cognitive measure that assesses relational memory, and the ability to flexibly assimilate and transfer learned information is transitive inference. Transitive inference is highly conserved across vertebrates and disrupted in cognitive disorders. Here, we examined how mutations in the synaptic cell-adhesion molecule neuroligin-3 (Nlgn3) that have been documented in ASD impact relational memory and behavioral flexibility. We first refined a rodent touchscreen assay to measure visual transitive inference, then assessed two mouse models of dysfunction ( and ). Deep analysis of touchscreen behavioral data at a trial level established we could measure trajectories in flexible responding and changes in processing speed as cognitive load increased. We show that gene mutations in do not disrupt relational memory, but significantly impact flexible responding. Our study presents the first analysis of reaction times in a rodent transitive inference test, highlighting response latencies from the touchscreen system are useful indicators of processing demands or decision-making processes. These findings expand our understanding of how dysfunction of key components of synaptic signaling complexes impact distinct cognitive processes disrupted in neurodevelopmental disorders, and advance our approaches for dissecting rodent behavioral assays to provide greater insights into clinically relevant cognitive symptoms.
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http://dx.doi.org/10.1186/s13229-019-0292-2 | DOI Listing |
Front Psychol
January 2025
Sorbonne University, CNRS, INSERM, Institute of Biology Paris Seine, Neurosciences Paris Seine, Paris, France.
Transitive inference, the ability to establish hierarchical relationships between stimuli, is typically tested by training with premise pairs (e.g., A + B-, B + C-, C + D-, D + E-), which establishes a stimulus hierarchy (A > B > C > D > E).
View Article and Find Full Text PDFNat Neurosci
January 2025
Mortimer B. Zuckerman Mind Brain Behavior Institute, Columbia University, New York City, NY, USA.
Humans and animals have a striking ability to learn relationships between items in experience (such as stimuli, objects and events), enabling structured generalization and rapid assimilation of new information. A fundamental type of such relational learning is order learning, which enables transitive inference (if A > B and B > C, then A > C) and list linking (A > B > C and D > E > F rapidly 'reassembled' into A > B > C > D > E > F upon learning C > D). Despite longstanding study, a neurobiologically plausible mechanism for transitive inference and rapid reassembly of order knowledge has remained elusive.
View Article and Find Full Text PDFCommun Biol
December 2024
Department of Physiology and Pharmacology, Sapienza University, Rome, Italy.
Transitive inference allows people to infer new relations between previously experienced premises. It has been hypothesized that this logical thinking relies on a mental schema that spatially organizes elements, facilitating inferential insights. However, recent evidence challenges the need for these complex cognitive processes.
View Article and Find Full Text PDFAnim Cogn
November 2024
CNRS, INRAE, Université de Tours, PRC (Physiologie de la Reproduction et des Comportements), Nouzilly, Indre-et-Loire, F-37380, France.
Transitive inference (TI) is a disjunctive syllogism that allows an individual to indirectly infer a relationship between two components, by knowing their respective relationship to a third component (if A > B and B > C, then A > C). The common procedure is the 5-term series task, in which individuals are tested on indirect, unlearned relations. Few bird species have been tested for TI to date, which limits our knowledge of the phylogenetic spread of such reasoning ability.
View Article and Find Full Text PDFMem Cognit
October 2024
Department of Psychology, Reed College, 3203 SE Woodstock Blvd., Portland, Oregon, 97202, USA.
Transitive inference (TI), referring to one's ability to learn that if A > B and B > C, one can infer that A > C, is a form of serial learning that has been tested using a variety of experimental protocols. An element of most of these protocols is the presentation of some form of visual corrective feedback to help inform naïve participants about the nature of the task. Therefore, corrective feedback is often used as a critical tool for experimental TI.
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