Wells M J, Young J Z
Brain Res. 1975 Jul 4;92(1):103-21. doi: 10.1016/0006-8993(75)90530-2.
Octopuses with the supraoesophageal lobes of the brain divided longitudinally can be taught to discriminate using the arms on either side. If there is no further lesion the two sides behave alike. Lesions limited to one side did not affect the performance of the contralateral, "control" side. Lesions made in the vertical (n=7) lobes led to a slight drop in the quality of performance in training to take a smooth sphere, in discrimination training (rough vs. smooth spheres) and in subsequent extinction and transfer tests. After removal of the median inferior frontal lobe (n = 10) there were somewhat greater effects in the same direction. Much larger effects followed interference with the subfrontal lobe (n = 20). Removal of parts from this always led to a marked loss of capacity for touch learning, broadly dependent on the amount of tissue removed. Removal of the whole of the subfrontal lobe (n = 6) produced animals that showed, at best, only very slight signs of learning. Such animals can adjust their overall level of response as a result of training but they seem incapable of adjusting response levels to two objects independently. These results are discussed in relation to the function of the subfrontal lobe as a memory store.
大脑食管上叶纵向分开的章鱼能够学会使用两侧的触手进行辨别。如果没有进一步的损伤，两侧的行为表现相似。局限于一侧的损伤不会影响对侧“对照”侧的表现。对垂直叶（n = 7）造成损伤后，在抓取光滑球体的训练、辨别训练（粗糙球体与光滑球体）以及随后的消退和迁移测试中，表现质量略有下降。切除额下中叶（n = 10）后，在相同方向上的影响更大一些。干扰额下叶（n = 20）后产生的影响要大得多。从该叶切除部分组织总是会导致明显的触觉学习能力丧失，这在很大程度上取决于切除的组织量。切除整个额下叶（n = 6）后得到的动物，充其量只表现出非常轻微的学习迹象。这样的动物能够因训练而调整其整体反应水平，但它们似乎无法独立地将反应水平调整到两个物体上。本文结合额下叶作为记忆储存器的功能对这些结果进行了讨论。
