Genetic Aspects of Learning and Memory in Mice

Bovet, D; Bovet-Nitti, F; Oliverio, Alberto

doi:10.1126/science.163.3863.139

Cited by 369 publications

(108 citation statements)

References 63 publications

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“…This is unfortunate since strain comparisons within species have provided a useful paradigm for separating environmental and hereditary influences on learning capacity (Bovet, Bovet·Nitti, & Oliverio, 1969). Elias (1969Elias ( , 1970 and Meier & Foshee (1963) have reported differences in reversal learning between mouse stocks and strains, but too few reversals were given to permit comparisons of reversal learning curves.…”

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confidence: 99%

“…The purpose of the present experiment was to give a sufflcient number of reversals to two in b red mouse strains to allow for comparisons of learning curves. Inbred Strains DBA!2J (DBA) and C57BL!6J (C57) were of particular interest since Bovet et al (1969) have cited superior maze learning for the former as opposed to the latter strain as evidence for genetic influence on learning capacity. each strain.…”

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Differences in reversal learning between two inbred mouse strains

Elias

1970

Psychon Sci

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Differences in reversal learning between two inbred mouse strains

Elias

1970

Psychon Sci

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“…Another possible explanation is that C57s are slow learners in the appetitively motivated learning situation. Both Sprott (1972) and Bovet, Bovet-Nitti, and Oliverio (1969) have observed that C57BL/6J mice, which are genetically very closely related to our C57BL/1 OJ, are poorer learners than DBA/2J mice in certain learning situations.…”

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Durable partial reinforcement effect and social dominance in two inbred mouse strains

Lee

Wong

Chen

1974

Bull. Psychon. Soc.

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The partial reinforcement effect (PRE) was investigated in C57BL/10J (C57) and DBA/2J (DBA) inbred mice in a straight runway. The PRE was obtained in both strains and was sustained through extended extinction and continuously reinforced (CRF) reacquisition. Two weeks after the completion of the second runway extinction test, PRF and CRF Ss of each strain were pitched against each other in a tube dominance test. PRF Ss won a significantly greater number of the contests.

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“…What is missing is an automated and reliable learning paradigm for mice that can be adapted to a variety of learning tasks (e.g., detection, discrimination, generalization, transfer learning), showing that learning rules derived from human studies apply to mice. The shuttle-box seems to be the appropriate learning apparatus because it has been used successfully in simple learning and stimulus detection tasks in mice (12)(13)(14)(15) and in complex auditory discrimination and memory tasks in another rodent species, the Mongolian gerbil (7,8,(16)(17)(18)(19). Hence, we designed our present study (i) to test the usefulness of the shuttle-box discrimination learning for simple and complex auditory learning tasks in mice; (ii) to investigate complex auditory learning and discrimination performance in mice to see whether mouse data may be generalized, at least to gerbils; and (iii) to test for stimulus generalization and knowledge transfer across different stimulus classes, experiments that have not been done in the auditory domain in mammals other than humans (3,20).…”

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Auditory discrimination learning and knowledge transfer in mice depends on task difficulty

Kurt

Ehret

2010

Proc. Natl. Acad. Sci. U.S.A.

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Mice reproduce interesting effects in auditory discrimination learning and knowledge transfer discussed in human studies: (i) the advantage in the transfer from a hard to an easy task by benefits from transfer of procedural knowledge and information-integration learning, and (ii) the disadvantage in the transfer from easy to hard tasks by inability to generalize across perceptually different classes of stimuli together with initially unsuccessful attempts to transfer cognitive skills from one task to the other. House mice (NMRI strain) were trained in a shuttle-box stimulus discrimination task. They had to discriminate either between two pure tones of different frequencies (PT) or between two different modulation frequencies of an amplitude-modulated tone (AM). Then transfer of knowledge between these two tasks was tested. Mice rapidly learned PT discrimination within two to three training sessions (easy task). AM discrimination learning took longer and did not reach the high performance level of PT discrimination (hard task). No knowledge transfer was detected in animals first trained with the easy (PT) followed by the hard (AM) discrimination task. Mice benefited, however, from knowledge transfer when the AM discrimination was followed by the PT discrimination. When the task changed, confusion of conditioned stimuli occurred if the carrier frequency of the AM was the same as one of the frequencies in the PT task. These results show a hard-to-easy effect when possible knowledge transfer is tested between qualitatively different stimulus classes. The data establish mice as promising animal model for research on genetics of auditory perception and learning.cognitive skill learning | go/no-go paradigm | hard-to-easy effect | shuttlebox | stimulus generalization C omplex forms of auditory learning, such as generalization of stimuli within and across physical categories or transfer of knowledge from one stimulus discrimination task to another, are known from humans (1-6) but rarely have been investigated in other mammals (5,7,8). Research in mammalian models is important, however, for an in-depth understanding of neural mechanisms and the genetics of learning abilities and performances. The mouse (Mus musculus), with its great potential for studying genetic effects on auditory perception, learning, and motor performance, is an ideal candidate species for investigations of auditory learning, because in normal-hearing mice many hearing abilities and functions of processing sounds in the auditory system are already known (9-11). What is missing is an automated and reliable learning paradigm for mice that can be adapted to a variety of learning tasks (e.g., detection, discrimination, generalization, transfer learning), showing that learning rules derived from human studies apply to mice. The shuttle-box seems to be the appropriate learning apparatus because it has been used successfully in simple learning and stimulus detection tasks in mice (12-15) and in complex auditory discrimination and memory tasks in another rode...

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Genetic Aspects of Learning and Memory in Mice

Cited by 369 publications

References 63 publications

Differences in reversal learning between two inbred mouse strains

Differences in reversal learning between two inbred mouse strains

Durable partial reinforcement effect and social dominance in two inbred mouse strains

Auditory discrimination learning and knowledge transfer in mice depends on task difficulty

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