Learning centers of rat brain mapped by measuring latencies of conditioned unit responses.

Olds, James L.; Disterhoft, John F.; Segal, Menahem; Kornblith, Carol L.; Hirsh, Richard F.

doi:10.1152/jn.1972.35.2.202

Cited by 419 publications

(101 citation statements)

References 7 publications

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“…Such extended changes of spontaneous activity and responses to acoustic signals could not be predicted from the results of the multiple-unit (4,5,9,11,15,16) or single-unit experiments (1, 13)) cited earlier. The prolonged nature of the modulation suggests that in the unanesthetized condition the excitability of auditory cortex may be continuously modulated by state-dependent variables.…”

Section: Discussionmentioning

confidence: 75%

Modulation of auditory cortex unit activity during the performance of a conditioned response

Kitzes

Farley

Starr

1978

Experimental Neurology

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Single-unit activity in primary auditory cortex was studied in unanesthetized, paralyzed cats during the performance of a classical conditioning task. The conditioned stimulus was a 0.5-s white noise (WN) burst paired with tail shock delivered 4.5 s later. Cats habituated to WN without shock served as controls. Overlayed on these tasks was a continuous background of l/s, behaviorally irrelevant, lOO-ms duration tone bursts set to the best frequency and optimal intensity for the particular unit being studied. Spontaneous activity and tone responses following WN were compared with the respective activity preceding WN. The spontaneous or evoked activity of 75% of the cells recorded in the trained animals changed significantly after WN, whereas the activity of 28% of the cells recorded in habituated animals changed. Augmentation and suppression of both spontaneous and evoked activity were found. These results have implications for the encoding of acoustic stimuli in terms of the modulation of lemniscal sensory system activity.

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Section: Discussionmentioning

confidence: 75%

Modulation of auditory cortex unit activity during the performance of a conditioned response

Kitzes

Farley

Starr

1978

Experimental Neurology

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“…Unit activity was examined with peristimulus time histograms and subjected to statistical analysis with z scores to quantify the degree of activity associated with learning, which is our working definition of a unit "model," or the effect cooling had on stimulus evoked responses or baseline activity. This is similar to methods used in the past for analyzing unit data (Olds et al 1972;Thompson 1976). Each trial has three 252-msec periods: the pre-CS (baseline), CS, and US periods.…”

Section: Discussionmentioning

confidence: 99%

The learning-related activity that develops in the pontine nuclei during classical eye-blink conditioning is dependent on the interpositus nucleus.

Clark¹,

Gohl²,

Lavond³

1997

Learn. Mem.

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A growing body of research now implicates the cerebellum in the formation and storage of the critical neural plasticity that subserves the classically conditioned eye-blink response. Previous anatomical, physiological, and behavioral research suggests that auditory-conditioned stimulus information is routed to the cerebellum by the pontine nuclei. However, it has also been observed from multiple unit recordings that some populations of pontine cells, in addition to showing auditory-evoked responses, also show changes in activity that is learning-related. It is unknown whether this learning-related activity is generated by the pontine cells or whether it is generated by some other structure and projected to the pontine nuclei. Because the cerebellum has been implicated in the formation of the essential plasticity that subserves this learned behavior, we examined how multiple unit recordings of learning-related activity within the pontine nuclei are affected by reversible inactivation of the interpositus nucleus of the cerebellum. The results indicated clearly that when the interpositus nucleus was inactivated, the learning-related activity in the pontine nuclei was abolished completely and the auditory stimulus-evoked activity was unaffected. In contract, when the facial nucleus was inactivated, both the auditory stimulus and the learning-related activity 1Corresponding author.were still present. These results indicate that the learning-related activity exhibited by some populations of pontine nuclei cells is dependent on the interpositus nucleus and may represent feedback from the cerebellum.

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“…Conditioning-related changes in unit activity in response to auditory stimuli used as CS have been reported at many levels of the nervous system (Olds et al, 1972;Oleson et al, 1975;Disterhoft andstuart, 1976Disterhoft andstuart, , 1977Gabrielet al, 1976;Woodyet al, 1976;Kitzes et al, 1978;Ryugo and Weinberger, 1976;Weinberger, 1980Weinberger, , 1982Birt and Olds, 198 1;McCormick and Thompson, 1984;Moore, 1986, 1990;Desmond and Moore, 1986). The behavioral model of short-latency eye blink conditioning, in which relatively simple neural circuits may be involved, provides an opportunity for elucidating the primary circuitry mediating this type of conditioning.…”

Section: Neuroanatomical Representation Of Mediation Of Blink Crsmentioning

confidence: 98%

Changes in the activity of units of the cat motor cortex with rapid conditioning and extinction of a compound eye blink movement

1992

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Patterns of spike activity were measured in the pericruciate cortex of conscious cats before and after development of a Pavlovian conditioned eye blink response. Unit activity was tested with presentations of a click conditioned stimulus (CS) and a hiss discriminative stimulus (DS) of similar intensity to the click. Unit discharge in response to the CS increased after conditioning, but not after backward conditioning when conditioned reflexes (CRs) were not performed. Rates of spontaneous, baseline discharge were not increased after conditioning with respect to rates of discharge measured in the naive state. It appeared that an increase in the ratio of CS-elicited discharge to background activity, together with an increase in the number of units responding to the CS after conditioning, supported discrimination of the CS from the DS and performance of the conditioned blink response. This is the first detailed characterization of patterns of a rapidly conditioned Pavlovian response. Activation of units by the CS preceded the onset of the CR, supporting the hypothesis that the activity played a role in initiating the conditioned eye blink movement. Extinction with retention of performance of the CR was associated with perseverance of the increased unit discharge in response to the CS. Extinction with substantially reduced performance of the CR was associated with diminution of the unit response to the CS below levels found with conditioning. Averages of patterns of spike activity elicited by the CS after conditioning showed components of discharge with onsets of 8–40 msec (alpha 1), 40–72 msec (alpha 2), 72–112 msec (beta), and greater than 112 msec (gamma), corresponding to each of four separate excitatory EMG components of the compound blink CR. Each component increased in magnitude after conditioning, relative to levels found in the naive state. The finding that long- as well as short-latency components of unit activation increased after conditioning supported the hypothesis that generation of both long- and short-latency blink CRs in normal animals may depend significantly on neural circuitry and mechanisms within the motor cortex.

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Learning centers of rat brain mapped by measuring latencies of conditioned unit responses.

Cited by 419 publications

References 7 publications

Modulation of auditory cortex unit activity during the performance of a conditioned response

Modulation of auditory cortex unit activity during the performance of a conditioned response

The learning-related activity that develops in the pontine nuclei during classical eye-blink conditioning is dependent on the interpositus nucleus.

Changes in the activity of units of the cat motor cortex with rapid conditioning and extinction of a compound eye blink movement

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