Associative learning and memory for an antinociceptive response in the spinalized rat.

Grau, James W.; Salinas, Juan A.; Illich, Paul A.; Meagher, Mary W.

doi:10.1037/0735-7044.104.3.489

Cited by 42 publications

(36 citation statements)

References 25 publications

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“…We found that subjects exhibited longer latencies during the CS+, a form of conditioned antinociception (Fig. 2B; Grau, Salinas, Illich, & Meagher, 1990). Further work showed that this mechanism exhibited a number of Pavlovian phenomena, including latent inhibition, blocking, and overshadowing (Illich, Salinas, & Grau, 1994).…”

Section: Pavlovian Conditioningmentioning

confidence: 69%

Learning from the spinal cord: How the study of spinal cord plasticity informs our view of learning

Grau

2014

Neurobiology of Learning and Memory

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The paper reviews research examining whether and how training can induce a lasting change in spinal cord function. A framework for the study of learning, and some essential issues in experimental design, are discussed. A core element involves delayed assessment under common conditions. Research has shown that brain systems can induce a lasting (memory-like) alteration in spinal function. Neurons within the lower (lumbosacral) spinal cord can also adapt when isolated from the brain by means of a thoracic transection. Using traditional learning paradigms, evidence suggests that spinal neurons support habituation and sensitization as well as Pavlovian and instrumental conditioning. At a neurobiological level, spinal systems support phenomena (e.g., long-term potentiation), and involve mechanisms (e.g., NMDA mediated plasticity, protein synthesis) implicated in brain-dependent learning and memory. Spinal learning also induces modulatory effects that alter the capacity for learning. Uncontrollable/unpredictable stimulation disables the capacity for instrumental learning and this effect has been linked to the cytokine tumor necrosis factor (TNF). Predictable/controllable stimulation enables learning and counters the adverse effects of uncontrollable simulation through a process that depends upon brain-derived neurotrophic factor (BDNF). Finally, uncontrollable, but not controllable, nociceptive stimulation impairs recovery after a contusion injury. A process-oriented approach (neurofunctionalism) is outlined that encourages a broader view of learning phenomena.

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Section: Pavlovian Conditioningmentioning

confidence: 69%

Learning from the spinal cord: How the study of spinal cord plasticity informs our view of learning

Grau

2014

Neurobiology of Learning and Memory

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“…Consistent with this idea, some types of conditioned autonomic and behavioral responses, including analgesia, can be acquired in decerebrate animals and humans (Berntson & Micco, 1976; Berntson, Tuber, Ronca, & Bachman, 1983) or in the isolated spinal cord (Grau, Salinas, Illich, & Meagher, 1990), suggesting that they rely on associative learning in subcortical systems. In addition, conditioned responses are often mediated by synaptic plasticity in specific pathways (Antonov, Antonova, Kandel, & Hawkins, 2001; Glanzman, 1995; Hawkins, Abrams, Carew, & Kandel, 1983; Johansen, Cain, Ostroff, & LeDoux, 2011).…”

Section: Introductionmentioning

confidence: 78%

Conceptual Conditioning

Jepma

Wager

2015

Psychol Sci

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Classical conditioning can profoundly modify subsequent pain responses, but the mechanisms driving this effect are unresolved. Pain-conditioning studies typically condition cues to primary aversive reinforcers; hence, subsequent pain modulation could reflect learned pre-cognitive associations and/or expectancies that are conceptual in nature. We isolated conceptual contributions using a thermal pain-conditioning procedure in which different cues (CShigh and CSlow) were repeatedly paired with symbolic representations of high and low noxious heat, respectively. In a subsequent test phase, identical noxious stimuli evoked larger skin-conductance responses (SCRs) and pain ratings when preceded by CShigh than CSlow cues. These effects were mediated by participants’ self-reported expectancies. CShigh cues also evoked larger anticipatory SCRs, but larger anticipatory SCRs predicted smaller subsequent heat-evoked SCRs. These results provide novel evidence that conditioned modulation of pain physiology can be acquired through purely conceptual processes, and that self-reported expectancies and physiological threat responses have opposing effects on pain.

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“…To deal with partial loss of brain inputs and to produce locomotor behavior after an iSCI, the spinal cord could have learned and "memorized" a new mode of functioning . Such spinal mechanisms have been described previously after SCI (Grau et al, 1990(Grau et al, , 1998Martinez et al, 2012) or nerve lesions (Bouyer and Rossignol, 2003a,b;Rossignol, 2008, 2009) and highlight the role of past experiences in shaping the function of the spinal cord (Loeb, 1993). Such spontaneous spinal remodeling must be taken into account when interpreting the locomotor pattern observed in our trained cats after spinalization.…”

Section: Discussionmentioning

confidence: 98%

Effect of Locomotor Training in Completely Spinalized Cats Previously Submitted to a Spinal Hemisection

et al. 2012

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After a spinal hemisection in cats, locomotor plasticity occurring at the spinal level can be revealed by performing, several weeks later, a complete spinalization below the first hemisection. Using this paradigm, we recently demonstrated that the hemisection induces durable changes in the symmetry of locomotor kinematics that persist after spinalization. Can this asymmetry be changed again in the spinal state by interventions such as treadmill locomotor training started within a few days after the spinalization? We performed, in 9 adult cats, a spinal hemisection at thoracic level 10 and then a complete spinalization at T13, 3 weeks later. Cats were not treadmill trained during the hemispinal period. After spinalization, 5 of 9 cats were not trained and served as control while 4 of 9 cats were trained on the treadmill for 20 min, 5 d a week for 3 weeks. Using detailed kinematic analyses, we showed that, without training, the asymmetrical state of locomotion induced by the hemisection was retained durably after the subsequent spinalization. By contrast, training cats after spinalization induced a reversal of the left/right asymmetries, suggesting that new plastic changes occurred within the spinal cord through locomotor training. Moreover, training was shown to improve the kinematic parameters and the performance of the hindlimb on the previously hemisected side. These results indicate that spinal locomotor circuits, previously modified by past experience such as required for adaptation to the hemisection, can remarkably respond to subsequent locomotor training and improve bilateral locomotor kinematics, clearly showing the benefits of locomotor training in the spinal state.

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Associative learning and memory for an antinociceptive response in the spinalized rat.

Cited by 42 publications

References 25 publications

Learning from the spinal cord: How the study of spinal cord plasticity informs our view of learning

Learning from the spinal cord: How the study of spinal cord plasticity informs our view of learning

Conceptual Conditioning

Effect of Locomotor Training in Completely Spinalized Cats Previously Submitted to a Spinal Hemisection

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