Thompson R, Huestis P W, Crinella F M, Yu J
Neurosci Biobehav Rev. 1986 Fall;10(3):317-38. doi: 10.1016/0149-7634(86)90016-3.
A provisional examination of a set of questions pertaining to the neuroanatomical basis of mental retardation was undertaken by assessing the learning ability of 25 different groups of young rats prepared with various cortical and subcortical lesions. The test battery included a visual discrimination, a nonvisual discrimination, a three-cul maze and three separate detour problems. Seven of the 25 groups were impaired in learning all problems (suggestive of a generalized learning impairment) and therefore were viewed as being mentally retarded. One of these groups suffered diffuse multifocal neocortical damage, while the lesions in the remaining six were located either within the parietal cortex, globus pallidus, ventrolateral thalamus, substantia nigra, median raphe or pontine reticular formation. Based upon a variety of observations, it is proposed that the generalized learning impairment seen in our brain-damaged rats, rather than being reducible to a sensory, motor, arousal-motivational-emotional, attentional, inhibitory or recent memory defect, is the product of a defect in "executive" processes.
通过评估25组不同的、造成各种皮层和皮层下损伤的幼鼠的学习能力，对一系列与智力迟钝的神经解剖学基础相关的问题进行了初步研究。测试项目包括视觉辨别、非视觉辨别、三臂迷宫和三个不同的迂回问题。25组中有7组在学习所有问题时均受损（提示存在普遍性学习障碍），因此被视为智力迟钝。其中一组遭受弥漫性多灶性新皮层损伤，其余六组的损伤则位于顶叶皮层、苍白球、丘脑腹外侧核、黑质、中缝核或脑桥网状结构内。基于各种观察结果，有人提出，在我们的脑损伤大鼠中看到的普遍性学习障碍，并非可归结为感觉、运动、觉醒 - 动机 - 情绪、注意力、抑制或近期记忆缺陷，而是“执行”过程缺陷的产物。
