ABSTRACT

The Learning Ratio (LR) is a novel learning score examining the proportion of information learned over successive learning trials relative to information available to be learned. Validation is warranted to understand LR’s sensitivity to Alzheimer’s disease (AD) pathology. One-hundred twenty-three participants across the AD continuum underwent memory assessment, quantitative brain imaging, and genetic analysis. LR scores were calculated from the HVLT-R, BVMT-R, RBANS List Learning, and RBANS Story Memory, and compared to total hippocampal volumes,¹⁸F-Flutemetamol composite SUVR uptake, and APOE ε4 status. Lower LR scores were consistently associated with smaller total hippocampal volumes, greater cerebral β-amyloid deposition, and APOE ε4 positivity. This LR score outperformed a traditional learning slope calculation in all analyses. LR is sensitive to AD pathology along the AD continuum – more so than a traditional raw learning score – and reducing the competition between the first trial and subsequent trials can better depict learning capacity.

摘要

学习比率（LR）是一种新颖的学习分数，检查在连续的学习试验中学到的信息相对于可学习的信息的比例。需要进行验证以了解 LR 对阿尔茨海默病 (AD) 病理学的敏感性。AD 连续体中的 123 名参与者接受了记忆评估、定量脑成像和遗传分析。LR 分数根据 HVLT-R、BVMT-R、RBANS 列表学习和 RBANS 故事记忆计算得出，并与总海马体积、¹⁸ F-F-Folutemetamol 复合 SUVR 摄取和 APOE ε4 状态进行比较。较低的 LR 评分始终与较小的海马总体积、较多的大脑 β-淀粉样蛋白沉积和 APOE ε4 阳性相关。在所有分析中，该 LR 分数均优于传统的学习斜率计算。LR 对 AD 连续体上的 AD 病理学很敏感——比传统的原始学习分数更敏感——并且减少第一次试验和后续试验之间的竞争可以更好地描述学习能力。