A Primate Model of Anterograde and Retrograde Amnesia Produced by Convulsive Treatment
Why this work is in the frame
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Bibliographic record
Abstract
A nonhuman primate model of the key cognitive effects of convulsive treatment was developed and tested. Rhesus macaques were trained on 3 tasks: a long-term memory task that required selection of a constant target from a background of distracters, an anterograde task that involved learning a new target each day against a variable number of distracters, and a task that assessed learning and memory for new and previously trained 3-item serial lists. This battery samples a range of cognitive functions, including orientation, working memory, retrograde amnesia for temporally graded stimuli, and anterograde amnesia. Using a within-subject, sham-controlled design, the amnestic effects of electroconvulsive shock (ECS) were evaluated in 2 monkeys. Significant effects of the interventions (sham and ECS) were seen on all tasks. The degree of impairment varied across tasks and as a function of task difficulty. ECS did not impair accuracy on the less difficult tasks (memory for an overlearned item and acquisition of a new item) but did increase the amount of time required to complete the tasks, consistent with a period of disorientation acutely after the intervention. This effect was progressive across the treatments. ECS impaired the acquisition and memory of new lists compatible with an anterograde memory deficit, whereas recall for old lists was relatively spared. This study developed and validated a cognitive battery to assess amnesia in nonhuman primates, providing new experimental paradigms for evaluating the cognitive effects of convulsive treatment.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it