A possible caudate-cholinergic mechanism in two instrumental conditioned responses

Prado-Alcalá, Roberto A.; Grinberg-Zylberbaun, J.; Alvarez-Leefmans, J.; Gómez, Armando Torres; Singer, Sanford S.; Brust-Carmona, H.

doi:10.1007/bf00421973

Cited by 32 publications

(4 citation statements)

References 9 publications

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“…In addition to evidence indicating a role for striatal dopamine in memory, extensive evidence from rats trained in various conditioned avoidance behaviors indicates a role for cholinergic mechanisms within the basal ganglia in memory consolidation (e.g., Deadwyler et al 1972;Haycock et al 1973;Neill & Grossman 1971;Prado-Alcala et al 1972Prado-Alcala & Cobos-Zapian 1977. Specifically, posttraining intradorsal striatal infusions of muscarinic cholinergic receptor agonist and antagonist drugs typically enhance and impair memory, respectively.…”

Section: Role Of the Basal Ganglia In Learning And Memory: Posttrainimentioning

confidence: 99%

Learning and Memory Functions of the Basal Ganglia

Packard

Knowlton

2002

Annu. Rev. Neurosci.

1,533

1,012

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Although the mammalian basal ganglia have long been implicated in motor behavior, it is generally recognized that the behavioral functions of this subcortical group of structures are not exclusively motoric in nature. Extensive evidence now indicates a role for the basal ganglia, in particular the dorsal striatum, in learning and memory. One prominent hypothesis is that this brain region mediates a form of learning in which stimulus-response (S-R) associations or habits are incrementally acquired. Support for this hypothesis is provided by numerous neurobehavioral studies in different mammalian species, including rats, monkeys, and humans. In rats and monkeys, localized brain lesion and pharmacological approaches have been used to examine the role of the basal ganglia in S-R learning. In humans, study of patients with neurodegenerative diseases that compromise the basal ganglia, as well as research using brain neuroimaging techniques, also provide evidence of a role for the basal ganglia in habit learning. Several of these studies have dissociated the role of the basal ganglia in S-R learning from those of a cognitive or declarative medial temporal lobe memory system that includes the hippocampus as a primary component. Evidence suggests that during learning, basal ganglia and medial temporal lobe memory systems are activated simultaneously and that in some learning situations competitive interference exists between these two systems.

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Section: Role Of the Basal Ganglia In Learning And Memory: Posttrainimentioning

confidence: 99%

Learning and Memory Functions of the Basal Ganglia

Packard

Knowlton

2002

Annu. Rev. Neurosci.

1,533

1,012

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“…It has been shown, for example, that interference with the activity of the amygdala (AMY) (Liang et al, 1982; Power et al, 2000; Roesler et al, 2000; McGaugh, 2002; Roozendaal et al, 2009), striatum (STR) (Prado-Alcalá et al, 1972, 1973; Sanberg et al, 1978; Prado-Alcalá, 1995; Salado-Castillo et al, 1996; Ambrogi-Lorenzini et al, 1999; Packard and Knowlton, 2002; White and McDonald, 2002; Izquierdo et al, 2006; White, 2009; Miyoshi et al, 2012), and substantia nigra (SN) (Routtenberg and Holzman, 1973; Kim and Routtenberg, 1976; Ambrogi-Lorenzini et al, 1994; Da Cunha et al, 2001, 2003; Díaz del Guante et al, 2004) causes significant deficiencies in retention of inhibitory avoidance (IA). There are data that indicate, however, that treatments which normally induce amnesia become ineffective when infused into these structures in rats that have been subjected to enhanced IA training (Giordano and Prado-Alcalá, 1986; Pérez-Ruíz and Prado-Alcalá, 1989; Parent et al, 1992, 1994, 1995; Parent and McGaugh, 1994; Prado-Alcalá, 1995; Cobos-Zapiaín et al, 1996).…”

Section: Introductionmentioning

confidence: 99%

Enhanced training protects memory against amnesia produced by concurrent inactivation of amygdala and striatum, amygdala and substantia nigra, or striatum and substantia nigra

Salado‐Castillo

Sanchez‐Alavez

Quírarte

et al. 2011

Front. Behav. Neurosci.

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Memory is markedly impaired when normal activity of any of a number of cerebral structures is disturbed after a learning experience. A growing body of evidence indicates, however, that such interference with neuronal function becomes negligible when the learning experience is significantly enhanced. We now report on the effects of enhanced training on retention after temporary inactivation of cerebral nuclei known to be involved in memory, namely the substantia nigra (SN), striatum (STR), and amygdala (AMY). When training was conducted with a relatively low intensity of footshock (1.0 mA), post-training infusion of lidocaine into the SN, STR, or AMY produced a marked memory deficit. Increasing the aversive stimulation to 2.0 mA protected memory from the amnesic effect of intranigral lidocaine, but there was still a deficit after its infusion into the STR and AMY. Administration of lidocaine into each of these nuclei, in the groups that had been trained with 3.0 mA, was completely ineffective in producing alterations in memory consolidation. Simultaneous infusion of lidocaine into STR + SN, AMY + SN, or AMY + STR was also ineffective in altering memory formation when the highest footshock intensity was used for training. To our knowledge, this is the first demonstration that an enhanced learning experience guards against memory deficits after simultaneous temporary interruption of neural activity of brain nuclei heretofore thought to be necessary for memory formation. These findings support the proposition that brain structures involved in memory processing are functionally connected in series during memory consolidation and that, after an enhanced learning experience, these structures become functionally connected in parallel.

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“…Physostigmine slightly improved retention, but this was not significant. Their experiment therefore offered only weak support for the earlier findings (Deadwyler et al, 1972). Prado-Alcala and his colleagues have argued that cholinergic neurons in the caudate nucleus are involved in the initial learning and early maintenance of instrumental behavior (Prado-Alcala et al, 1972). Increased activity of cholinergic neurons via low doses of choline (1.5 JJ.glrat) injected into the anterior caudate nucleus of cats causes an increase in lever pressing for milk reward (Prado-Alcala and Cobos-Zapiain, 1979).…”

Section: Caudate Nucleus and Amygdala Injectionsmentioning

confidence: 99%