Cerebellar nitric oxide is necessary for vestibulo-ocular reflex adaptation, a sensorimotor model of learning

Li, Jun; Smith, Sheryl S.; McElligott, James G.

doi:10.1152/jn.1995.74.1.489

Cited by 112 publications

(45 citation statements)

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“…The findings that separate plasticity mechanisms subtend gain increase and gain decrease are consistent with recent studies (monkey: Catz et al 2008;Kojima et al 2004;humans: Golla et al 2008;Hernandez et al 2008) and should be taken into consideration when designing new paradigms to address the neural mechanisms underlying saccadic plasticity. Note that a similar dissociation between adaptive increase and decrease of eye movement amplitude has also been observed for other oculomotor behaviors, such as the vestibuloocular reflex (Kimpo et al 2005;Li et al 1995) and the smooth pursuit response (Ono and Mustari 2007). Interestingly, adaptation of all these eye movements is under cerebellar control.…”

Section: Comparison Between Backward Condition and Forwardsupporting

confidence: 63%

Behavioral Evidence of Separate Adaptation Mechanisms Controlling Saccade Amplitude Lengthening and Shortening

Panouillères¹,

Weiss²,

Urquizar³

et al. 2009

Journal of Neurophysiology

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Panouillères M, Weiss T, Urquizar C, Salemme R, Munoz DP, Pélisson D. Behavioral evidence of separate adaptation mechanisms controlling saccade amplitude lengthening and shortening. J Neurophysiol 101: 1550 -1559, 2009. First published December 17, 2008 doi:10.1152/jn.90988.2008. The accuracy of saccadic eye movements is maintained over the long term by adaptation mechanisms that decrease or increase saccade amplitude. It is still unknown whether these opposite adaptive changes rely on common mechanisms. Here, a double-step target paradigm was used to adaptively decrease (backward second target step) or increase (forward step) the amplitude of reactive saccades in one direction only. To test which sensorimotor transformation stages are subjected to these adaptive changes, we measured their transfer to antisaccades in which sensory and motor vectors are spatially dissociated. In the backward adaptation condition, all subjects showed a significant amplitude decrease for adapted prosaccades and a significant transfer of adaptation to antisaccades performed in the adapted direction, but not to oppositely directed antisaccades elicited by a target jump in the adapted direction. In the forward adaptation condition, only 14 of 19 subjects showed a significant amplitude increase for prosaccades and no significant adaptation transfer to antisaccades was detected in either the adapted or nonadapted direction. These findings suggest that, whereas the level(s) of forward adaptation cannot be resolved, the mechanisms involved in backward adaptation of reactive saccades take place at a sensorimotor level downstream from the vector inversion process of antisaccades and differ markedly from those involved in forward adaptation.

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Section: Comparison Between Backward Condition and Forwardsupporting

confidence: 63%

Behavioral Evidence of Separate Adaptation Mechanisms Controlling Saccade Amplitude Lengthening and Shortening

Panouillères¹,

Weiss²,

Urquizar³

et al. 2009

Journal of Neurophysiology

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“…Boyden and Raymond proposed that the difference in reversal properties could reflect the contribution of different neural plasticity mechanisms to the acquisition of these two forms of motor learning in the VOR. The idea of different mechanisms for learned increases and decreases in gain is also supported by reports of different pharmacological sensitivities of gain increases and decreases (Li et al 1995;.…”

Section: Comparison Of Different Motor Learning Paradigmsmentioning

confidence: 70%

Reversal of Motor Learning in the Vestibulo-Ocular Reflex in the Absence of Visual Input

Cohen¹,

Meissner²,

Schafer³

et al. 2004

Learn. Mem.

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Motor learning in the vestibulo-ocular reflex (VOR) and eyeblink conditioning use similar neural circuitry, and they may use similar cellular plasticity mechanisms. Classically conditioned eyeblink responses undergo extinction after prolonged exposure to the conditioned stimulus in the absence of the unconditioned stimulus. We investigated the possibility that a process similar to extinction may reverse learned changes in the VOR. We induced a learned alteration of the VOR response in rhesus monkeys using magnifying or miniaturizing goggles, which caused head movements to be accompanied by visual image motion. After learning, head movements in the absence of visual stimulation caused a loss of the learned eye movement response. When the learned gain was low, this reversal of learning occurred only when head movements were delivered, and not when the head was held stationary in the absence of visual input, suggesting that this reversal is mediated by an active, extinction-like process.

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“…In the goldfish, there is more direct evidence that gain increases and decreases utilize different cellular mechanisms. The intercellular messenger nitric oxide (which is thought to be important for LTD) is required for gain increases, but not decreases (Li et al 1995), and metabotropic and N-methyl-D-aspartate (NMDA)-type glutamate receptors in the cerebellar cortex also appear to participate in gain increases, but not decreases (for review, see McElligott and Spencer 2000).…”

Section: Cerebellar Mechanismsmentioning

confidence: 99%

Learning in a Simple Motor System

Broussard¹,

Kassardjian²

2004

Learn. Mem.

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Motor learning is a very basic, essential form of learning that appears to share common mechanisms across different motor systems. We evaluate and compare a few conceptual models for learning in a relatively simple neural system, the vestibulo-ocular reflex (VOR) of vertebrates. We also compare the different animal models that have been used to study the VOR. In the VOR, a sensory signal from the semicircular canals is transformed into a motor signal that moves the eyes. The VOR can modify the transformation under the guidance of vision. The changes are persistent and share some characteristics with other types of associative learning. The cerebellar cortex is directly linked to the VOR reflex circuitry in a partnership that is present in all vertebrates, and which is necessary for motor learning. Early theories of Marr, Albus, and Ito, in which motor memories are stored solely in the cerebellar cortex, have not explained the bulk of the experimental data. Many studies appear to indicate a site of learning in the vestibular nuclei, and the most successful models have incorporated long-term memory storage in both the cerebellar cortex and the brainstem. Plausible cellular mechanisms for learning have been identified in both structures. We propose that short-term motor memory is initially stored in the cerebellar cortex, and that during consolidation of the motor memory the locus of storage shifts to include a brainstem site. We present experimental results that support our hypothesis.In many situations, inaccurate movements are worse than useless. If the movement is slow, errors can be corrected online by visual or other sensory feedback. However, rapid movements must be intrinsically accurate. This could be accomplished by hard-wiring an accurate movement, which has the obvious disadvantage that the movement cannot be readjusted for changes in downstream motor centers or (in the case of a reflex) for changes in sensory sensitivity. A better solution is to calibrate the movement by trial and error, that is, by motor learning. For our purposes, motor learning is defined as the process by which we acquire precise, coordinated movements, like those that are required in order to run, serve a tennis ball, and type accurately. Because accurate movements are necessary whenever predators must be avoided or prey captured, we can speculate that motor learning may have been one of the earliest types of associative learning to evolve. It has been demonstrated in the ventral nerve cord of insects (Horridge 1962) and is probably universal in freely-moving animals. Furthermore, because its substrate can be relatively simple and well understood, there is a real possibility of understanding motor learning both on the molecular level and on the level of brain circuitry.Motor learning is classified as procedural learning. Errors are monitored and used to guide adaptive changes without conscious awareness. Instead of learning a concept, the subject learns an accurate and appropriate motor response. Distinctions have also been made b...

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Cerebellar nitric oxide is necessary for vestibulo-ocular reflex adaptation, a sensorimotor model of learning

Cited by 112 publications

References 0 publications

Behavioral Evidence of Separate Adaptation Mechanisms Controlling Saccade Amplitude Lengthening and Shortening

Behavioral Evidence of Separate Adaptation Mechanisms Controlling Saccade Amplitude Lengthening and Shortening

Reversal of Motor Learning in the Vestibulo-Ocular Reflex in the Absence of Visual Input

Learning in a Simple Motor System

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