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At least 19 recordsLinked to original sources
PubMedDate not supplied

Stimulus generalization of conditioned eyelid responses produced without cerebellar cortex: implications for plasticity in the cerebellar nuclei.

In Pavlovian eyelid conditioning and adaptation of the vestibulo-ocular reflex, cerebellar cortex lesions fail to completely abolish previously acquired learning, indicating an additional site of plasticity in the deep cerebellar or vestibular nucleus. Three forms of plasticity are known to occur in the deep cerebellar nuclei: formation of new synapses, plasticity at existing synapses, and changes in intrinsic excitability. Only a cell-wide increase in excitability predicts that learning should generalize broadly from a training stimulus to other stimuli capable of supporting learning, whereas the alternatives predict that learning should be relatively specific to the training stimulus. Here we show that deep nucleus plasticity, as assessed by conditioned eyelid responses produced without input from the cerebellar cortex, is relatively specific to the training conditioned stimulus (CS). We trained rabbits to a tone or light CS with periorbital stimulation as the unconditioned stimulus (US), and pharmacologically disconnected the cerebellar cortex during a posttraining generalization test. The short-latency conditioned responses unmasked by this treatment showed strong decrement along the dimension of auditory frequency and did not generalize across stimulus modalities. These results cannot be explained solely by a cell-wide increase in the excitability of deep nucleus neurons, and imply that an input-specific mechanism in the deep cerebellar nucleus operates as well.

Acoustic Stimulation↗
PubMed2002

Inhibition of climbing fibres is a signal for the extinction of conditioned eyelid responses.

A fundamental tenet of cerebellar learning theories asserts that climbing fibre afferents from the inferior olive provide a teaching signal that promotes the gradual adaptation of movements. Data from several forms of motor learning provide support for this tenet. In pavlovian eyelid conditioning, for example, where a tone is repeatedly paired with a reinforcing unconditioned stimulus like periorbital stimulation, the unconditioned stimulus promotes acquisition of conditioned eyelid responses by activating climbing fibres. Climbing fibre activity elicited by an unconditioned stimulus is inhibited during the expression of conditioned responses-consistent with the inhibitory projection from the cerebellum to inferior olive. Here, we show that inhibition of climbing fibres serves as a teaching signal for extinction, where learning not to respond is signalled by presenting a tone without the unconditioned stimulus. We used reversible infusion of synaptic receptor antagonists to show that blocking inhibitory input to the climbing fibres prevents extinction of the conditioned response, whereas blocking excitatory input induces extinction. These results, combined with analysis of climbing fibre activity in a computer simulation of the cerebellar-olivary system, suggest that transient inhibition of climbing fibres below their background level is the signal that drives extinction.

Animals↗
PubMed1991

Blocking observed in human eyelid conditioning.

Four eyelid conditioning experiments designed to be comparable to rabbit nictitating membrane (NMR) studies examined the blocking phenomenon in humans. All experiments utilized a within-subjects design, with Stage 1 of discrimination, Stage 2 of compound training, and a final test stage comparing responding to the blocked and non-blocked CSs. In two of the experiments (1 and 4) the comparison was made within subjects over all extinction trials. In Experiment 3 the test phase consisted of further reinforced training of the blocked and non-blocked CSs. These three experiments produced evidence of blocking when all extinction trials were entered into the analysis. Experiment 2, which involved a between-subjects comparison, failed to demonstrate the blocking effect. Wide variability both between and within subjects obscured the experimental effects. Post-experimental questionnaires designed to assess awareness of stimulus relations failed to identify a subjective blocking effect and showed no relationship to conditioned eyelid responding.

Adolescent↗
PubMed2005

Acquisition, consolidation, reconsolidation, and extinction of eyelid conditioning responses require de novo protein synthesis.

Memory, as measured by changes in an animal's behavior some time after learning, is a reflection of many processes. Here, using a trace paradigm, in mice we show that de novo protein synthesis is required for acquisition, consolidation, reconsolidation, and extinction of classically conditioned eyelid responses. Two critical periods of protein synthesis have been found: the first, during training, the blocking of which impaired acquisition; and the second, lasting the first 4 h after training, the blocking of which impaired consolidation. The process of reconsolidation was sensitive to protein synthesis inhibition if anisomycin was injected before or just after the reactivation session. Furthermore, extinction was also dependent on protein synthesis, following the same temporal course as that followed during acquisition and consolidation. This last fact reinforces the idea that extinction is an active learning process rather than a passive event of forgetting. Together, these findings demonstrate that all of the different stages of memory formation involved in the classical conditioning of eyelid responses are dependent on protein synthesis.

Animals↗
PubMed1982

Eyelid conditioning and intellectual level: effects of contextual change on extinction.

A repeated acquisition-extinction paradigm was used to investigate effects of auditory-verbal cues on the ordinarily slow extinction rate of conditioned eyelid responses of mentally retarded adults. Abrupt extinction occurred as a consequence of nearly filling extinction intertrial intervals with either relevant or irrelevant phrases, but the extinction rate was unaffected by a brief phrase in place of the absent unconditioned stimulus. Also, no evidence of transfer was found following reacquisition, when verbal cues were omitted entirely from reextinction. A contextual-change hypothesis, in terms of interference with memory of the unconditioned stimulus, was suggested to account for the data.

Acoustic Stimulation↗
PubMed2000

Mechanisms of cerebellar learning suggested by eyelid conditioning.

Classical eyelid conditioning has been used to great advantage in demonstrating that the cerebellum helps to improve movements through experience, and in identifying the underlying mechanisms. Results from recent studies support the hypotheses that learning occurs in both the cerebellar nucleus and cortex, and that these sites make different contributions. Specifically, results indicate that the cerebellar cortex is responsible for temporally specific learning. A combination of experimental and computational studies has been important for arriving at these conclusions, which seem to be applicable to the broad range of movements to which the cerebellum contributes.

Animals↗
PubMed1992

Disruption of classical eyelid conditioning after cerebellar lesions: damage to a memory trace system or a simple performance deficit?

Over the past 10 years, a number of laboratories have reported that classically conditioned skeletal muscle responses, such as conditioned nictitating membrane/eyelid responses, are critically dependent on activity in the cerebellum. For example, unilateral lesions of the cerebellar interpositus nucleus have been shown to prevent acquisition and abolish retention of the conditioned eyelid response on the side ipsilateral to the lesions without affecting conditioned responding (CR) on the contralateral side. Also, recording studies involving the interpositus nucleus have consistently revealed patterns of neuronal discharge that predict execution of the CR. The lesion and recording studies have generally been cited as evidence that plasticity in the cerebellum is critically involved in the learning and memory of classically conditioned responses. This interpretation was recently challenged by Welsh and Harvey (1989a), who claimed that cerebellar lesions simply produced a performance deficit and speculated that the role of the cerebellum was not in learning and memory processes associated with the CR but only in performance of the eye blink response. Presented here are three experiments that provide additional strong evidence for a critical role of the cerebellum in the learning and memory of the Pavlovian CR. These experiments include (1) demonstrations of complete and permanent CR abolition after appropriate interpositus lesions, (2) a failure to find systematic or persisting decrements in the unconditioned response amplitude (i.e., the eye blink reflex) after appropriate interpositus lesion, and (3) observations of differential effects on the CR and unconditioned response after lesions were placed in populations of motoneurons responsible for executing the eye blink response. These data are discussed in the context of performance versus learning issues; evidence presented here rules out the possibility that interpositus lesion abolition of the eye blink CR is simply due to lesion effects on performance.

Animals↗
PubMed2003

Centrally applied oxytocin has no effect on eyelid conditioning in rabbits.

OBJECTIVE: The classically conditioned rabbit eyelid reflex has proven to be useful for studying memory processes. The role of oxytocin (OXT) dialyzed into the hippocampus or caudate nucleus in the acquisition and extinction of this reflex was investigated. METHODS: Microdialysis probes were unilaterally, chronically, alternatively implanted into the mentioned brain structures. OXT was repeatedly dialyzed into each brain structure during the extinction of the conditioned eyelid reflex. An air puff was applied as an unconditioned and the tone as a conditioned stimulus to create conditioned eyelid reflex. Eyelid responses were detected by opto-electronic sensor and recorded. Thus obtained conditioned responses were calculated as a percentage of all 120, daily applied, trials of stimuli. ANOVA was used for statistical evaluation. RESULTS: Neither OXT dialyzed into the hippocampus nor into the caudate nucleus significantly changed the course of acquisition and extinction of the conditioned eyelid reflex. However, some tendency to the impairment of forgetting when dialyzed into the hippocampus and to its facilitation during caudate nucleus dialysis was observed. CONCLUSION: Conditioning of the eyelid reflex applied as the experimental model for the study of the memory processes did not show OXT participation in these processes neither in the hippocampus nor in the caudate nucleus, but this problem needs to be further studied.

Animals↗
PubMed1992

Possible conditioned stimulus pathway for classical eyelid conditioning in rabbits. I. Anatomical evidence for direct projections from the pontine nuclei to the cerebellar interpositus nucleus.

Wheat germ agglutinin and cholera toxin-conjugated horseradish peroxidase (HRP) were used to retrogradely and anterogradely trace connectivity between the lateral regions of the pontine nuclei and the anterior interpositus nucleus of the cerebellum in rabbits. Projections from the pontine nuclei were found to terminate in the anterior interpositus nucleus and the interpositus was found to send projections to the pontine nuclei. Projections from the nucleus reticularis tegmenti pontis, dorsal accessory inferior olive, and Larsell's lobule HVI of the cerebellum were also found to terminate in the interpositus nucleus and projections from the interpositus nucleus to the inferior olivary complex were observed. The projections from brain stem regions to the interpositus nucleus are discussed as possible pathways that are involved in classical eyelid conditioning.

Animals↗
PubMed2001

Sex difference in rabbit eyelid conditioning.

The rabbit eyelid conditioned reflex has been used to compare associative learning in males and ovariectomized females. A new method for monitoring eyelid movements is described. Rabbits were trained on simple delay classical conditioning. Conditioned responses were recorded during 8 acquisition days and 6 days of extinction training. Analysis of variance (ANOVA) and the least significant difference (LSD) post hoc test was used to analyze the data. The results showed that males achieved significantly better learning than females during the first day of acquisition but later they slowly attained the best result, contrary to females. Moreover, extinction of the conditioned reflex was significantly faster in females than in males. It is postulated that females learn and extinguish faster than males because of a higher level of brain plasticity.

Animals↗
PubMed1986

Rapid transfer of training occurs when direct mossy fiber stimulation is used as a conditioned stimulus for classical eyelid conditioning.

Fifteen rabbits were classically conditioned using stimulation of the right pontine nuclei as a conditioned stimulus and a corneal airpuff as an unconditioned stimulus. After conditioning criterion was reached, the stimulation conditioned stimulus was transferred to the left pontine nuclei and the rate of conditioned response acquisition observed. Our results indicate that when electrodes were placed symmetrically in the right and left pontine nuclei, extremely rapid transfer of training occurred. Together with previous data, the present data supply further indirect evidence that the site of neural plasticity which underlies acquisition and retention of classically conditioned skeletal muscle responses is located efferent to the pontine nuclei, namely in the cerebellum.

Animals↗