Cerebellar stimulation as an unconditioned stimulus in classical conditioning.

Swain, Rodney A.; Shinkman, Paul G.; Nordholm, Alan F.; Thompson, Richard F.

doi:10.1037/0735-7044.106.5.739

Cited by 67 publications

(21 citation statements)

References 45 publications

(69 reference statements)

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“…Previous recording (e.g., Berthier & Moore, 1986;McCormick & Thompson, 1984;Schreurs, Gusev, Tomsic, Alkon, & Shi, 1998), stimulation (e.g., Katz, Tracy, & Steinmetz, 2001;Swain, Shinkman, Nordholm, & Thompson, 1992), lesion (e.g., Lavond & Steinmetz, 1989;Yeo, Hardiman, & Glickstein, 1985), and inactivation studies (Attwell, Rahman, Ivarsson, & Yeo, 1999;Attwell, Rahman, & Yeo, 2001) indicated that lobule HVI plays a critical role in eyeblink conditioning in rabbits. The stereotaxic coordinates for HVI were taken from lambda (AP ¼ À2.3 mm; ML ¼ þ2.3 mm; and DV ¼ À1.5-À3.0 mm).…”

Section: Surgerymentioning

confidence: 99%

Developmental changes in eyeblink conditioning and simple spike activity in the cerebellar cortex

Nicholson

Freeman

2003

Developmental Psychobiology

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The activity of neurons in the cerebellum exhibits learning-related changes during eyeblink conditioning in adult mammals. The induction and preservation of learning-related changes in cerebellar neuronal activity in developing rats may be affected by the level of maturity in cerebellar feedback to its brainstem afferents, including the inferior olive. Developmental changes in cerebellar plasticity were examined by recording the activity of Purkinje cells in eye regions of cerebellar cortical lobule HVI (lobulus simplex) in infant rats during eyeblink conditioning. The percentage and amplitude of eyeblink conditioned responses increased as a function of age. Analyses of Purkinje cell simple spike activity revealed developmental increases in the number of units that exhibited stimulus-evoked and learning-related changes in activity. Moreover, the magnitude of these changes exhibited a substantial age-related increase. The results support the view that the emergence of learning-specific cerebellar plasticity and the ontogeny of eyeblink conditioning are influenced by developmental changes in the synaptic interactions within brainstem-cerebellum circuits.

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Section: Surgerymentioning

confidence: 99%

Developmental changes in eyeblink conditioning and simple spike activity in the cerebellar cortex

Nicholson

Freeman

2003

Developmental Psychobiology

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“…These observations have been replicated and extended in recent years . Swain et al (1992) used a tone CS and showed that stimulation of cerebellar white matter in lobule HVI (rabbit) did indeed elicit movements: eyeblink, NM extension, and movements of the head and upper lip. These movements all conditioned, extinguished, and reconditioned to a tone CS in a manner identical to CRs established with aversive peripheral USs.…”

Section: The Us Pathwaymentioning

confidence: 99%

Neural Substrates of Eyeblink Conditioning: Acquisition and Retention

Christian¹,

Thompson²

2003

Learn. Mem.

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Classical conditioning of the eyeblink reflex to a neutral stimulus that predicts an aversive stimulus is a basic form of associative learning. Acquisition and retention of this learned response require the cerebellum and associated sensory and motor pathways and engage several other brain regions including the hippocampus, neocortex, neostriatum, septum, and amygdala. The cerebellum and its associated circuitry form the essential neural system for delay eyeblink conditioning. Trace eyeblink conditioning, a learning paradigm in which the conditioned and unconditioned stimuli are noncontiguous, requires both the cerebellum and the hippocampus and exhibits striking parallels to declarative memory formation in humans. Identification of the neural structures critical to the development and maintenance of the conditioned eyeblink response is an essential precursor to the investigation of the mechanisms responsible for the formation of these associative memories. In this review, we describe the evidence used to identify the neural substrates of classical eyeblink conditioning and potential mechanisms of memory formation in critical regions of the hippocampus and cerebellum. Addressing a central goal of behavioral neuroscience, exploitation of this simple yet robust model of learning and memory has yielded one of the most comprehensive descriptions to date of the physical basis of a learned behavior in mammals.

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“…Examination of CS-only probe trials during training indicated that the animals displayed similar conditioned responses to both CSs suggesting that the animals had formed similar associations between both CSs and the UCS. In a different study, Swain et al (1992) employed electrical stimulation of cerebellar white matter (and presumably climbing fibers) as the UCS. Early in training, this stimulation elicited only single responses.…”

Section: Role Of the Inferior Olivementioning

confidence: 99%

“…To explore this question, Swain et al (1992) conducted a parametric study in which they stimulated the white matter immediately underlying rabbit lobule HVI. They chose this site because it was distant from brainstem and spinal reflex pathways.…”

Section: Role Of the Inferior Olivementioning

confidence: 99%

The Cerebellum: A Neural System for the Study of Reinforcement Learning

Swain¹,

Kerr²,

Thompson³

2011

Front. Behav. Neurosci.

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In its strictest application, the term “reinforcement learning” refers to a computational approach to learning in which an agent (often a machine) interacts with a mutable environment to maximize reward through trial and error. The approach borrows essentials from several fields, most notably Computer Science, Behavioral Neuroscience, and Psychology. At the most basic level, a neural system capable of mediating reinforcement learning must be able to acquire sensory information about the external environment and internal milieu (either directly or through connectivities with other brain regions), must be able to select a behavior to be executed, and must be capable of providing evaluative feedback about the success of that behavior. Given that Psychology informs us that reinforcers, both positive and negative, are stimuli or consequences that increase the probability that the immediately antecedent behavior will be repeated and that reinforcer strength or viability is modulated by the organism's past experience with the reinforcer, its affect, and even the state of its muscles (e.g., eyes open or closed); it is the case that any neural system that supports reinforcement learning must also be sensitive to these same considerations. Once learning is established, such a neural system must finally be able to maintain continued response expression and prevent response drift. In this report, we examine both historical and recent evidence that the cerebellum satisfies all of these requirements. While we report evidence from a variety of learning paradigms, the majority of our discussion will focus on classical conditioning of the rabbit eye blink response as an ideal model system for the study of reinforcement and reinforcement learning.

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Cerebellar stimulation as an unconditioned stimulus in classical conditioning.

Cited by 67 publications

References 45 publications

Developmental changes in eyeblink conditioning and simple spike activity in the cerebellar cortex

Developmental changes in eyeblink conditioning and simple spike activity in the cerebellar cortex

Neural Substrates of Eyeblink Conditioning: Acquisition and Retention

The Cerebellum: A Neural System for the Study of Reinforcement Learning

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