Correlations between paradoxical sleep and shuttle-box conditioning in rats.

Portell-Cortès, Isabel; Martí-Nicolovius, Margarita; Segura-Torres, Pilar; Morgado-Bernal, Ignacio

doi:10.1037/0735-7044.103.5.984

Cited by 33 publications

(14 citation statements)

References 13 publications

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“…Additional evidence of this relationship has been given by human and animal studies demonstrating that training in different memory tasks increases sleep time (Lucero, 1970; Smith et al, 1980; Smith and Lapp, 1986; Portell-Cortés et al, 1989; Smith and Rose, 1997) and that either sleep- (SD) or REM sleep deprivation (REMSD) before training impairs the performance of animals in numerous hippocampal-dependent tasks, such as inhibitory avoidance (Stern, 1971; Bueno et al, 1994, 2000; Gruart-Masso et al, 1995; Moreira et al, 2003; Dubiela et al, 2005), multiple trial inhibitory avoidance (Moreira et al, 2010; Ota et al, 2013), Morris water maze (Smith and Rose, 1996; Guan et al, 2004) and fear conditioning (Hicks et al, 1988; Dametto et al, 2002; McDermott et al, 2003; Tiba et al, 2008). However, results from studies using pre-training protracted REMSD protocols are difficult to interpret because the animals are under an altered sleep-waking pattern both before (sleep-deprived) and after training (when sleep rebound is taking place) thus, precluding conclusions as to whether this manipulation affects acquisition and/or consolidation of the information in these memory tasks.…”

Section: Introductionmentioning

confidence: 92%

Effects of sleep deprivation on different phases of memory in the rat: dissociation between contextual and tone fear conditioning tasks

Rossi¹,

Tiba²,

Moreira³

et al. 2014

Front. Behav. Neurosci.

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Numerous studies show that sleep deprivation (SD) impacts negatively on cognitive processes, including learning and memory. Memory formation encompasses distinct phases of which acquisition, consolidation and retrieval are better known. Previous studies with pre-training SD induced by the platform method have shown impairment in fear conditioning tasks. Nonetheless, pre-training manipulations do not allow the distinction between effects on acquisition and/or consolidation, interfering, ultimately, on recall of/performance in the task. In the present study, animals were first trained in contextual and tone fear conditioning (TFC) tasks and then submitted to SD with the purpose to evaluate the effect of this manipulation on different stages of the learning process, e.g., in the uptake of (new) information during learning, its encoding and stabilization, and the recall of stored memories. Besides, we also investigated the effect of SD in the extinction of fear memory and a possible state-dependent learning induced by this manipulation. For each task (contextual or TFC), animals were trained and then distributed into control, not sleep-deprived (CTL) and SD groups, the latter being submitted to the modified multiple platform paradigm for 96 h. Subsets of eight rats in each group/experiment were submitted to the test of the tasks, either immediately or at different time intervals after SD. The results indicated that (a) pre- but not post-training SD impaired recall in the contextual and TFC; (b) this impairment was not state-dependent; and (c) in the contextual fear conditioning (CFC), pre-test SD prevented extinction of the learned task. Overall, these results suggest that SD interferes with acquisition, recall and extinction, but not necessarily with consolidation of emotional memory.

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Section: Introductionmentioning

confidence: 92%

Effects of sleep deprivation on different phases of memory in the rat: dissociation between contextual and tone fear conditioning tasks

Rossi¹,

Tiba²,

Moreira³

et al. 2014

Front. Behav. Neurosci.

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“…Spontaneous increases in REM sleep follow training and precede large increases in performance during learning (Lucero, 1970; Hennevin et al, 1974; Fishbein et al, 1974; Smith et al, 1980; Portell-Cortes et al, 1989; Smith and Wong, 1991; Bramham et al, 1994; Smith and Rose, 1996) associated with acquiring the task (Hennevin et al, 1995; Datta, 2000). REM sleep increases in humans just after intensive learning trials as well (De Koninck et al, 1989; Mandai et al, 1989; Smith and Lapp, 1991; Smith, 1995).…”

Section: Spontaneous Physiological Processes During Natural Sleep To mentioning

confidence: 99%

Cognitive neuroscience of sleep

Poe

Walsh

Bjorness³

2010

Progress in Brain Research

146

103

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Mechanism is at the heart of understanding, and this chapter addresses underlying brain mechanisms and pathways of cognition and the impact of sleep on these processes, especially those serving learning and memory. This chapter reviews the current understanding of the relationship between sleep/waking states and cognition from the perspective afforded by basic neurophysiological investigations. The extensive overlap between sleep mechanisms and the neurophysiology of learning and memory processes provide a foundation for theories of a functional link between the sleep and learning systems. Each of the sleep states, with its attendant alterations in neurophysiology, is associated with facilitation of important functional learning and memory processes. For rapid eye movement (REM) sleep, salient features such as PGO waves, theta synchrony, increased acetylcholine, reduced levels of monoamines and, within the neuron, increased transcription of plasticity-related genes, cumulatively allow for freely occurring bidirectional plasticity (long-term potentiation (LTP) and its reversal, depotentiation). Thus, REM sleep provides a novel neural environment in which the synaptic remodeling essential to learning and cognition can occur, at least within the hippocampal complex. During nonREM sleep Stage 2 spindles, the cessation and subsequent strong bursting of noradrenergic cells and coincident reactivation of hippocampal and cortical targets would also increase synaptic plasticity, allowing targeted bidirectional plasticity in the neocortex as well. In delta nonREM sleep, orderly neuronal reactivation events in phase with slow wave delta activity, together with high protein synthesis levels, would facilitate the events that convert early LTP to long lasting LTP. Conversely, delta sleep does not activate immediate early genes associated with de novo LTP. This nonREM sleep-unique genetic environment combined with low acetylcholine levels may serve to reduce the strength of cortical circuits that activate in the ~50% of delta-coincident reactivation events that do not appear in their waking firing sequence. The chapter reviews the results of manipulation studies, typically total sleep or REM sleep deprivation, that serve to underscore the functional significance of the phenomenological associations. Finally, the implications of sleep neurophysiology for learning and memory will be considered from a larger perspective in which the association of specific sleep states with both potentiation or depotentiation is integrated into mechanistic models of cognition.

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“…Using a variety of protocols, sleep and learning studies in animals have demonstrated the following results. (i) Training of rats on both appetitive and aversive tasks, including multiple‐goal maze, operant bar press, shuttle avoidance and classical conditioning tasks, leads to an increase in subsequent REM sleep (Lucero, 1970; Fishbein et al ., 1974; Hennevin et al ., 1974; Smith & Young, 1980; Smith et al ., 1980; Portell‐Cortes et al ., 1989; Smith & Wong, 1991; Smith & Rose, 1997; Datta, 2000). (ii) The increased REM sleep often begins immediately after training and lasts for a limited period of time: a ‘REM sleep window’ (Smith, 1995).…”

Section: Introductionmentioning

confidence: 99%

Activation of the phasic pontine‐wave generator enhances improvement of learning performance: a mechanism for sleep‐dependent plasticity

Mavanji

Datta

2003

Eur J of Neuroscience

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The aim of this study was to test the hypothesis that supplementary activation of the phasic pontine wave (P-wave) generator during rapid eye movement (REM) sleep enhances consolidation and integration of memories, resulting in improved learning. To test this hypothesis, two groups of rats were trained on a two-way active avoidance learning task in the morning. Immediately after training, one group of rats received a carbachol microinjection into the P-wave generator and the other group was microinjected with control saline into the same target area. After training trials and microinjections, rats were allowed a 6-h period of undisturbed sleep in the polygraphic recording chamber. At the end of 6 h of undisturbed sleep-wake recordings, rats were retested in a session of avoidance learning trials. After learning trials, the total percentage of time spent in REM sleep was significantly increased in both saline (15.36%)- and carbachol (17.70%)-microinjected rats. After learning trials, REM sleep P-wave density was significantly greater throughout the 6-h period of recordings in carbachol treated rats than in the saline treated rats. In the retrial session, the improvement in learning task performance was 22.75% higher in the carbachol-microinjected rats than in the saline-microinjected rats. These findings show that the consolidation and integration of memories create a homeostatic demand for P-waves. In addition, these findings provide experimental evidence, for the first time, that activation of the P-wave generator may enhance consolidation and integration of memories, resulting in improved performance on a recently learned task.

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Correlations between paradoxical sleep and shuttle-box conditioning in rats.

Cited by 33 publications

References 13 publications

Effects of sleep deprivation on different phases of memory in the rat: dissociation between contextual and tone fear conditioning tasks

Effects of sleep deprivation on different phases of memory in the rat: dissociation between contextual and tone fear conditioning tasks

Cognitive neuroscience of sleep

Activation of the phasic pontine‐wave generator enhances improvement of learning performance: a mechanism for sleep‐dependent plasticity

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