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PubMed1991

Effect of BMY 21502 on classical conditioning of the eyeblink response in young and older rabbits.

BMY 21502, a substituted pyrrolidionone, has been found to enhance a simple form of learning in older rabbits. In humans, this simple type of learning, classical conditioning of the eyeblink response, declines in normal aging and is seriously impaired in Alzheimer's disease (AD). We have demonstrated that eyeblink classical conditioning reliably discriminates patients diagnosed with probable AD from non-demented, age-matched elderly subjects. Older organisms can be classically conditioned, but they condition at a much slower rate than younger organisms. Our preliminary analyses indicate age differences in distribution of protein kinase C in the hippocampus. Here we also report that older rabbits that are administered two different doses of BMY 21502 classically condition at a rate approximating that of young rabbits.

Aging↗
PubMed1998

Caffeine-induced arousal modulates somatomotor and autonomic differential classical conditioning in humans.

Two experiments (n = 48 and n = 45) investigated the effects of caffeine-induced arousal on differential classical conditioning of eyeblink (experiment 1) and autonomic (experiment 2) responses. Three groups of human subjects received double-blind administration of 0, 2, and 4 mg/kg oral caffeine (groups 0, 2, and 4, respectively). Twenty minutes after caffeine administration, a differential classical conditioning procedure was in effect. Physiological and subjective arousal was assessed by readings of blood pressure, skin conductance level, and a questionnaire, administered before caffeine administration, and after the conditioning procedure. The results showed increased indexes of physiological arousal in groups 2 and 4. In experiment 1, differential classical eyeblink conditioning was observed in groups 0 and 4, whereas no differential conditioning was seen in group 2. In experiment 2, differential classical conditioning was seen in group 0, whereas caffeine-induced arousal masked acquisition of conditioned skin conductance responses in group 4. This group displayed increased resistance to extinction compared to the other groups. Group 2, which had an intermediate level of arousal, did not display differential conditioning in either experiment. Taken together, the results indicate that small increases in arousal may be detrimental to learning, and larger increases in arousal may reverse this effect.

Adult↗
PubMed1980

Some relations between classically conditioned aggression and conditioned suppression in squirrel monkeys.

During three experiments with squirrel monkeys, stimulus and shock pairings were given in the presence of a bite tube. Experiments 1 and 2 used a conditioned-suppression procedure in which bar pressing was reinforced with food. A transparent shield prevented biting of the bar. When the stimulus was paired with shock, bar pressing decreased (conditioned suppression) and tube biting increased during the stimulus (classically conditioned aggression). When the bite tube was removed on alternate sessions in Experiment 2, there was more suppression when the tube was present, thus suggesting that biting competed with bar pressing. However, this simple competing-response interpretation was complicated by the findings of Experiment 3 where, with naive monkeys, bar pressing was never reinforced with food, yet bar pressing was induced during the stimulus and was highest when the bite tube was absent. The fact that stimulus-induced bar pressing developed inciated that bar pressing in conditioned-suppression procedures, suppressed or not, may be maintained by two types of control--the food reinforcer and induced CS control. The higher rate of induced bar pressing during the stimulus with the bite tube absent confounds a simple competing response interpretation of conditioned suppression. It suggests that shock-induced responses during conditioned suppression could be both contributing to and competing with responding maintained by food, with the net effect depending on specific but ill-defined features of the situation.

Aggression↗
PubMed1997

Stimulus contingencies that permit classical conditioning of opioid activity in the rat fetus.

In a prenatal model of classical conditioning, rat fetuses received presentations of an artificial nipple (conditioned stimulus; CS) paired with milk (unconditioned stimulus). Infusion of milk promotes activity in the kappa opioid system of the fetus, but after 2, 3, or 6 pairings with the artificial nipple, milk evoked both kappa and mu opioid activity. The nipple CS has no effect on opioid activity, but after pairing with milk evoked a mu opioid response. Conditioned mu opioid activity was evident in 60% of subjects tested after 1 paired conditioning trial. Significantly more fetal subjects (90%) exhibited conditioned opioid activity if preexposed to the nipple twice before conditioning. CS preexposure altered behavior during the conditioning trial, with preexposed fetuses showing more pronounced responses to milk infusion. Exposure to familiar stimuli facilitates classical conditioning of physiological responses, including opioid activity, during the first suckling episode.

Animals↗
PubMed1993

Rabbit cerebellar slice analysis of long-term depression and its role in classical conditioning.

Cerebellar long-term depression (LTD) has been proposed as a mechanism underlying classical conditioning of the rabbit nictitating membrane/eyelid response (NMR). However, LTD has only been obtained reliably when (1) cerebellar slices are bathed in GABA antagonists which abolish disynaptic inhibitory post synaptic potentials, and (2) the temporal sequence of stimulation used in slice or intact preparations is the opposite of that used in classical conditioning. Based on intradendritic Purkinje cell recordings obtained from rabbit cerebellar slices, we report that stimulation of climbing fibers and then parallel fibers in the presence of the GABA antagonist, bicuculline, produced significant depression of parallel fiber excitatory post synaptic potential (epsp) amplitude that continued to increase for at least 20 min after stimulation. However, application of the same stimulation protocol without GABA antagonists produced a brief depression of parallel fiber epsps that disappeared within minutes. Activation of parallel fibers and then climbing fibers in an order opposite to the LTD-producing sequence (i.e. a classical conditioning-like order) produced a brief depression that dissipated quickly. Stimulation of parallel fibers alone produced a small, slowly developing potentiation, but stimulation of parallel fibers during depolarization-induced local dendritic calcium spikes produced significant depression almost immediately which then declined slowly to more modest levels. Finally, stimulation of parallel fibers at frequencies used in in vivo parallel fiber-climbing fiber stimulation experiments (e.g. 100 Hz) produced an immediate and profound long-lasting epsp depression. The depression occurred, however, whether parallel and climbing fibers were stimulated separately (unpaired) or in a classical conditioning-like protocol (paired) where parallel fiber stimulation coterminated with climbing fiber stimulation (10 Hz).(ABSTRACT TRUNCATED AT 250 WORDS)

Animals↗
PubMed1987

Reacquisition of classical conditioning after removal of cerebellar cortex.

We trained rabbits with white noise and light conditioned stimuli and a face shock unconditioned stimulus for classical conditioning of the nictitating membrane response and then removed the ipsilateral cerebellar cortex by aspiration. Larsell's hemisphere lobule VI was completely removed in 5 rabbits; the pattern of degeneration in the inferior olive matches the projections to HVI reported in experiments with horseradish peroxidase. All rabbits showed an initial abolition of conditioned responses but then relearned within two days. This indicates that cerebellar cortical lobule HVI normally is involved but is not necessary for classical conditioning.

Animals↗
PubMed2003

Role for calbindin-D28K in in vitro classical conditioning of abducens nerve responses in turtles.

Intracellular calcium has a pivotal role in synaptic modifications that may underlie learning and memory. The present study examined whether there were changes in immunoreactivity levels of the AMPA receptor subunits GluR2/3 and calcium binding proteins during classical conditioning recorded in the abducens nerve of in vitro brain stem preparations from turtles. The results showed that abducens motor neurons in unconditioned turtle brain stems were immunopositive for GluR2/3, calbindin-D28K, and calmodulin, but were immunonegative for parvalbumin. After classical conditioning, immunoreactivity for calbindin-D28K in the abducens motor nuclei was significantly reduced, whereas there were no significant changes in GluR2/3, calmodulin, or parvalbumin. This reduction in calbindin-D28K immunoreactivity was not observed following conditioning in the NMDA receptor antagonist AP-5, which blocked conditioned responses, suggesting that these changes are NMDA receptor-dependent. Moreover, the degree of the decrease in calbindin-D28K immunoreactivity was negatively correlated with the level of conditioning. Consistent with the immunocytochemical findings, Western blot analysis showed that calbindin-D28K protein levels were reduced after classical conditioning. The results support the hypothesis that in vitro classical conditioning of abducens nerve responses utilizes intracellular calcium-dependent signaling pathways that require NMDA receptor function and suggest a specific role for the calcium binding protein calbindin-D28K.

Abducens Nerve↗
PubMedDate not supplied

Eyeblink classical conditioning differentiates normal aging from Alzheimer's disease.

Eyeblink classical conditioning is a useful paradigm for the study of the neurobiology of learning, memory, and aging, which also has application in the differential diagnosis of neurodegenerative diseases expressed in advancing age. Converging evidence from studies of eyeblink conditioning in neurological patients and brain imaging in normal adults document parallels in the neural substrates of this form of associative learning in humans and non-human mammals. Age differences in the short-delay procedure (400 ms CS-US interval) appear in middle age in humans and may be caused at least in part by cerebellar cortical changes such as loss of Purkinje cells. Whereas the hippocampus is not essential for conditioning in the delay procedure, disruption of hippocampal cholinergic neurotransmission impairs acquisition and slows the rate of learning. Alzheimer's disease (AD) profoundly disrupts the hippocampaL cholinergic system, and patients with AD consistently perform poorly in eyeblink conditioning. We hypothesize that disruption of hippocampal cholinergic pathways in AD in addition to age-associated Purkinje cell loss results in severely impaired eyeblink conditioning. The earliest pathology in AD occurs in entorhinal cortical input to hippocampus, and eyeblink conditioning may detect this early disruption before declarative learning and memory circuits become impaired. A case study is presented in which eyeblink conditioning detected impending dementia six years before changes on other screening tests indicated impairment. Because eyeblink conditioning is simple, non-threatening, and non-invasive, it may become a useful addition to test batteries designed to differentiate normal aging from mild cognitive impairment that progresses to AD and AD from other types of dementia.

Aged↗
PubMed2000

Classically conditioned withdrawal reflex in cerebellar patients. 1. Impaired conditioned responses.

The role of the cerebellum in the classically conditioned, human lower-limb-withdrawal reflex was studied in ten patients with pure cerebellar diseases (CBL), ten patients showing additional extracerebellar symptoms (CBL+), and in 11 sex- and age-matched normal controls (CTRL). Where conditioning was successful, the electrically evoked, unconditioned response was preceded by a tone-conditioned response (CR). CR incidence was variable, with best results in the CTRL, significantly less in CBL, and lowest in CBL+. Although CRs could be established in subjects in all groups, a continuous increase in the CR incidence in the course of the recording session was observed primarily in CTRL. In CBL and CBL+, such a characteristic reflex acquisition was rather the exception. CR onsets in CBL were within the range of those in CTRL, but CR amplitude was significantly lower in CBL. Cerebellar patients with circumscribed lesions behaved differently in our motor-learning paradigm, depending on the lesion site. Patients suffering from pathology of the posterior inferior cerebellum showed a mean CR incidence within the lower range of CTRL. In contrast, if the anterior and superior cerebellum was affected, few or even no CRs were observed. Our findings thus provide evidence that the human cerebellum is required for the acquisition and the retention of this specific conditioned limb-withdrawal reflex. In particular, anterior and superior parts of the cerebellum appear to be involved. Thus, an expansion of the current concept of clinically based, functional compartmentalization is suggested, such that anterior and superior cerebellar regions must be intact to establish plastic changes required for the acquisition of the conditioned withdrawal response.

Adult↗
PubMed1980

Hippocampal unit-behavior correlations during classical conditioning.

The correspondence that develops over the course of classical conditioning between the temporal distribution of increased unit activity in the rabbit hippocampus and the amplitude--time distribution of the behavioral nictitating membrane response is analyzed. Results reveal a high degree of correspondence between neural and behavioral measures. The real time correlation between the within-trial probability and increased hippocampal unit discharge and amplitude--time course of the nictitating membrane response grows substantially with learning. Further analyses reveal that this apparent increase in correlation results from a growth in amount of hippocampal unit activity per se (i.e., a differentiation of the hippocampal unit response from background firing rates), rather than an increase in the correspondence between cellular and behavioral measures (i.e. a repatterning of hippocampal discharges to more accurately code spatio-temporal aspects of the behavioral response). These and other results indicate that the neuronal 'temporal model' of the behavioral response either develops within the hippocampus from the first few conditioning trials or develops first in entorhinal cortex to subsequently influence hippocampal discharge patterns. On the other hand, the increase in amount of hippocampal unit activity developing with conditioning appears to occur within the hippocampus.

Animals↗
PubMed2002

Expectancy-learning and evaluative learning in human classical conditioning: affective priming as an indirect and unobtrusive measure of conditioned stimulus valence.

It has been argued that in classical conditioning two processes might be operative. First, one may learn that the conditioned stimulus (CS+) is a valid predictor for the occurrence of the biologically negative or positive event (US; expectancy-learning). Second, one may learn to perceive the conditioned stimulus itself as a negative or positive stimulus, depending on the valence of the event it has been associated with (evaluative learning). Until the present, however, both forms of learning have been investigated using rather different conditioning procedures. Using a differential aversive conditioning preparation with pictures of human faces as CSs and an electrocutaneous stimulus as US, we were able to demonstrate that both forms of learning can co-occur. Moreover, the extent of evaluative learning in this aversive conditioning procedure did not significantly differ from the amount of evaluative learning in an evaluative conditioning procedure with positive and negative adjectives as USs, which was administered to the same participants. In the present study evaluative learning was not only indexed by direct evaluative ratings, but we introduced affective priming as an indirect and unobtrusive, reaction time based measure of stimulus valence. Finally, imagery instructions during acquisition did not facilitate expectancy-learning nor evaluative learning.

Adult↗
PubMedDate not supplied

Classical conditioning of total respiratory resistance in humans.

A differential classical conditioning paradigm was used to investigate changes in total respiratory resistance in healthy adult female subjects. The conditioned stimuli were red and blue colors projected on a screen, and the unconditioned stimulus was an arithmetic task in which the subject mentally subtracted serial 17s from a number displayed on the screen. One of the two colors was paired with the arithmetic problem, and the other color was presented alone. Participants completed seven paired and seven unpaired trials. Both total respiratory resistance and functional residual capacity changes were measured before and during each conditioned stimulus. Total respiratory resistance was higher during the paired conditioned stimuli than it was during the unpaired conditioned stimuli. This result was not related to variations in functional residual capacity. It was concluded that elevated total respiratory resistance during the paired stimuli was a result of conditioning. The elevations were probably due to increases in bronchomotor tone. Conditioned changes in total respiratory resistance may be related to some respiratory behaviors both in healthy individuals and in patients with asthma.

Adolescent↗
PubMedDate not supplied

The prefrontal-thalamic axis and classical conditioning.

Using the New Zealand albino rabbit as an animal model, it has been determined that the medial prefrontal cortex is intimately involved in, and may be necessary for, acquisition of classically conditioned bradycardia. The interconnected nuclei of the medial thalamus, most notably the mediodorsal nucleus, conversely appear to be associated with the development of the tachycardia that accompanies classical conditioning of the eyeblink and nictitating membrane response. Neuroanatomical, electrophysiological, brain stimulation, and lesion data are reviewed, which support the conclusion that the prefrontal-thalamic axis is intimately involved in acquisition of classically conditioned visceral changes.

Animals↗
PubMed1976

An analysis of 70 years of morphine classical conditioning: implications for clinical treatment of narcotic addition.

A review of all morphine classical conditioning studies performed since Pavlov reveals significant shifts in methodological and conceptual thinking during the past 7 decades. These shifts have tended to obscure the fact that a great deal of basic data are still needed before morphine classical conditioning can be understood. These data are needed to help clarify the relationship between drug conditioning and drug addiction. Recent evidence, for example, suggests that once morphine autonomic conditional reactions are established, they are highly resistant to extinction. The inclusion of these types of data in any conceptualization of drug dependency would appear to be of help in the formulation of new clinical approaches to this problem.

Animals↗
PubMed2003

C-fos activation patterns in rat prefrontal cortex during acquisition of a cued classical conditioning task.

The prefrontal cortex (PFC) is known to be involved in associative learning; however, its specific role in acquisition of cued classical conditioning has not yet been determined. Furthermore, the role of regional differences within the PFC in the acquisition of cued conditioning is not well described. These issues were addressed by exposing rats to either one or four sessions of a cued classical conditioning task, and subsequently examining c-fos immunoreactivity in various areas of the PFC. Differences in patterns of c-fos immunopositive nuclei were found when comparing the PFC areas examined. No significant differences were found between rats presented with a temporally contingent conditioned stimulus (CS) light and food (paired groups) and those presented with the same stimuli temporally non-contingently (unpaired groups). In lateral and orbital PFC, both the paired and unpaired groups showed more c-fos immunopositive nuclei than control groups exposed only to the behavioral setup (context exposed groups), and all groups showed a drop in c-fos immunopositive nuclei from session 1 to session 4. In dorsal medial PFC, no differences were seen between the paired, unpaired and context exposed groups. These groups did, however, differ from naive animals, an effect that was not seen in the ventral medial PFC. The results of this study do not support a role for the PFC in the acquisition of a cued classical conditioning task. The differences seen between paired, unpaired and context exposed groups in orbital and lateral PFC could be due to contextual conditioning or reward-related effects.

Analysis of Variance↗
PubMed1998

Classical conditioning modifies cytochrome oxidase activity in the auditory system.

The effects of excitatory classical conditioning on cytochrome oxidase activity in the central auditory system were investigated using quantitative histochemistry. Rats in the conditioned group were trained with consistent pairings of a compound conditional stimulus (a tone and a light) with a mild footshock, to elicit conditioned suppression of drinking. Rats in the pseudorandom group were exposed to pseudorandom presentations of the same tone, light and shock stimuli without consistent pairings. Untrained rats in a naive group did not receive presentations of the experimental stimuli. The findings demonstrated that auditory fear conditioning modifies the metabolic neuronal responses of the auditory system, supporting the hypothesis that sensory neurons are responsive to behavioural stimulus properties acquired by learning. There was a clear distinction between thalamocortical and lower divisions of the auditory system based on the differences in metabolic activity evoked by classical conditioning, which lead to an overt learned behavioural response versus pseudorandom stimulus presentations, which lead to behavioural habituation. Increases in cytochrome oxidase activity indicated that tone processing is enhanced during associative conditioning at upper auditory structures (medial geniculate nucleus and secondary auditory cortices). In contrast, metabolic activation of lower auditory structures (cochlear nuclei and inferior colliculus) in response to the pseudorandom presentation of the experimental stimuli suggest that these areas may be activated during habituation to tone stimuli. Together these findings show that mapping the metabolic activity of cytochrome oxidase with quantitative histochemistry can be successfully used to map regional long-lasting effects of learning on brain systems.

Acoustic Stimulation↗