Heat shock disrupts long-term memory consolidation in Caenorhabditis elegans.

Beck, Christine; Rankin, Catharine H.

doi:10.1101/lm.2.3-4.161

Cited by 56 publications

(49 citation statements)

References 33 publications

(44 reference statements)

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“…Adult worms given four blocks (each separated by 1 h) of 20 taps at a 60-sec ISI had decremented TWRs when tested 24 h after training (Beck and Rankin 1995;Rose et al 2002). At this 24-h time point, there was no evidence for long-term retention of habituation in worms massed trained with 80 taps or worms given distributed training with a 10-sec ISI.…”

Section: Long-term Memorymentioning

confidence: 78%

“…The fact that a 60-sec, but not a 10-sec, ISI induced long-term memory supports the hypothesis of multiple mechanisms of habituation. As would be expected for long-term memory, blocking protein synthesis during training (with heat shock) blocked consolidation of the memory (Beck and Rankin 1995). Long-term habituation was also sensitive to reconsolidation blockade-habituated worms given reminder taps followed by heat shock lost the memory of habituation training (Rose and Rankin 2006).…”

Section: Long-term Memorymentioning

confidence: 88%

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An elegant mind: Learning and memory in Caenorhabditis elegans

Ardiel¹,

Rankin²

2010

Learn. Mem.

276

191

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This article reviews the literature on learning and memory in the soil-dwelling nematode Caenorhabditis elegans. Paradigms include nonassociative learning, associative learning, and imprinting, as worms have been shown to habituate to mechanical and chemical stimuli, as well as learn the smells, tastes, temperatures, and oxygen levels that predict aversive chemicals or the presence or absence of food. In each case, the neural circuit underlying the behavior has been at least partially described, and forward and reverse genetics are being used to elucidate the underlying cellular and molecular mechanisms. Several genes have been identified with no known role other than mediating behavior plasticity.Historically, it was believed that even if they were capable of learning, the nervous systems of invertebrates were too different to be instructive on human cognition. In the 1960s, Kandel and colleagues began studying learning in the marine mollusc Aplysia (Kandel and Tauc 1965). Using this system, they were able to relate behavioral plasticity to changes at specific synapses of identified neurons, and began a biochemical analysis of these neuronal changes, uncovering a role for cAMP, PKA, and CREB. In the 1970s, Benzer and colleagues began a genetic dissection of learning in the fruit fly Drosophila melanogaster (Quinn et al. 1974;Dudai et al. 1976). They established an associative learning assay (Quinn et al. 1974) and conducted a forward genetic screen, identifying the first learning mutant, dunce (Dudai et al. 1976). Since then, many genes have been cloned, and the biological basis of learning has proven to be highly conserved (Barco et al. 2006;Skoulakis and Grammenoudi 2006). Today there is no question as to the relevance of invertebrate research in the field of learning and memory.At about the same time that Kandel was beginning his work with Aplysia, Sydney Brenner chose Caenorhabditis elegans as the organism in which to study development and the nervous system (Brenner 1974). Today this transparent nematode is the world's best understood animal. It's small size ( 1 mm), short life cycle (,3 d), and ease of cultivation make it perfect for the laboratory, and its mode of reproduction is ideal for genetic analysis-selffertilizing hermaphrodites can be easily inbred or crossed with males. The genome has been mapped and sequenced, and there are thousands of mutants and RNAi constructs readily available for researchers. Furthermore, C. elegans has an invariant cell lineage and relatively simple morphology-959 cells make up the entire adult hermaphrodite (Sulston and Horvitz 1977;Sulston et al. 1983). Using serial section electron micrographs, White et al. (1986) were able to construct a neural wiring diagram of the hermaphrodite's 302 neurons. They found about 5000 chemical synapses, 600 gap junctions, and 2000 neuromuscular junctions, the location of which were fairly consistent between animals. With its invariant cell lineage and reproducible connectome, C. elegans was initially viewed as a genetically hardwired ...

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Section: Long-term Memorymentioning

confidence: 78%

Section: Long-term Memorymentioning

confidence: 88%

An elegant mind: Learning and memory in Caenorhabditis elegans

Ardiel¹,

Rankin²

2010

Learn. Mem.

276

191

View full text Add to dashboard Cite

show abstract

“…These results suggest that the mechanisms of habituation for tap withdrawal response differ for short and long ISIs [61,65]. Training C. elegans with blocks of taps at longer ISIs produces long-term memory (LTM) for habituation that can be retained in optimal conditions for about 24 h. This memory cannot be generated with training blocks of short ISIs and can be disrupted by heat-shocking the animals in between blocks of stimuli [6,65]. C. elegans are also susceptible to context conditioning, as plate tap training at long ISIs can be associated with other environmental cues to increase retention of habituation [58].…”

Section: Habituationmentioning

confidence: 97%

Touch sensitivity in Caenorhabditis elegans

Bounoutas

Chalfie

2007

Pflugers Arch - Eur J Physiol

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The nematode Caenorhabditis elegans was the first organism for which touch insensitive mutants were obtained. The study of the genes defective in these mutants has led to the identification of components of a mechanosensory complex needed for specific cells to sense gentle touch to the body. Multiple approaches using genetics, cell biology, biochemistry, and electrophysiology have characterized a channel complex, containing two DEG/ENaC pore-forming subunits and several other proteins, that transduces the touch response. Other mechanical responses, sensed by other cells using a variety of other components, are less well understood in C. elegans. Many of these other senses may use TRP channels, although DEG/ENaC channels have also been implicated.

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“…We hypothesized that exposing the snails to this warm water would increase their metabolic rate and possibly enhance the ability of the snails to form memory. In Caenorhabditis elegans, it was found that memory consolidation was disrupted by heat during training, but not before or after training (Beck and Rankin, 1995); hence the timing of a heat stress may be integral to its effects on memory formation. Therefore we exposed Lymnaea to heat during, before or following training, to assess whether memory enhancement is due to a side-effect of altered breathing rate in warm conditions, or a product of experiencing acute heat exposure irrespective of baseline breathing behaviour. ]…”

Section: Introductionmentioning

confidence: 99%

What's hot: the enhancing effects of thermal stress on long-term memory formation in Lymnaea stagnalis

Teskey

Lukowiak

Riaz

et al. 2012

Journal of Experimental Biology

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SUMMARYThe pond snail, Lymnaea stagnalis, naturally inhabits slow flowing, shallow and stagnant environments in the northern temperate zone. Consequently, it will experience wide temperature fluctuations dependent on prevailing weather conditions. We hypothesize that periods of warming act as a thermal stressor to alter memory formation. Snails were exposed to an acute 1 h period of 30°C pond water and we determined how memory formation following operant conditioning of aerial respiration was affected. In the snails used here (Dutch strain), a single 0.5 h training session (TS) results in intermediate-term (3 h) but not long-term memory (LTM). Applying the thermal stressor during training caused memory enhancement (i.e. LTM lasting 24 h). However, the breathing rate also increased in warm water, which might explain the enhanced memory. Therefore, we applied the thermal stressor (1 h at 30°C) up to 4 h before or 1 h after training. This did not alter baseline breathing rate during the period when snails would experience training. However, the thermal stressor whether experienced prior to or following the single TS, resulted in an enhanced memory that persisted up to 48 h (i.e. LTM). We conclude that memory enhancement is due to the stress associated with the thermal stimulus.

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Heat shock disrupts long-term memory consolidation in Caenorhabditis elegans.

Cited by 56 publications

References 33 publications

An elegant mind: Learning and memory in Caenorhabditis elegans

An elegant mind: Learning and memory in Caenorhabditis elegans

Touch sensitivity in Caenorhabditis elegans

What's hot: the enhancing effects of thermal stress on long-term memory formation in Lymnaea stagnalis

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