Long-term potentiation in the insular cortex enhances conditioned taste aversion retention

Escobar, Martha L.; Bermúdez‐Rattoni, Federico

doi:10.1016/s0006-8993(99)02134-4

Cited by 96 publications

(69 citation statements)

References 35 publications

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“…3, 4). This accords well with studies suggesting that CTA may be underlain by plasticity in amygdala-cortical synapses (Escobar and Bermudez-Rattoni, 2000;Ferreira et al, 2005). For such a hypothesis to be considered feasible, however, it must be shown that CTA genuinely increases the functional connectivity between GC and BLA.…”

Section: Cta-induced Bla Response Plasticitysupporting

confidence: 88%

“…Palatability-related information only appears in GC between 0.8 and 1.0 s after taste administration (Katz et al, 2001a); CTA, which changes taste palatability without affecting actual taste quality (Berridge and Robinson, 1998), would therefore be predicted to change only these later aspects of GC taste responses . Indirect evidence, meanwhile, suggests that activity in BLA, which is known to code palatability (Nishijo et al, 1998), may drive CTA-related activity and plasticity in GC (Escobar et al, 1998a,b;Escobar and Bermudez-Rattoni, 2000;Miranda et al, 2002;Ferreira et al, 2005). Thus, learning should change earlier aspects of BLA responses than GC responses [i.e., learning should change BLA responses produced Ͻ1 s after stimulus administration; for similar logic in fear conditioning, see Quirk et al (1997), Armony et al (1998), and Repa et al, 2001].…”

Section: Introductionmentioning

confidence: 99%

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Learning-Related Plasticity of Temporal Coding in Simultaneously Recorded Amygdala–Cortical Ensembles

Grossman

Fontanini²,

Wieskopf³

et al. 2008

J. Neurosci.

151

183

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Emotional learning requires the coordinated action of neural populations in limbic and cortical networks. Here, we performed simultaneous extracellular recordings from gustatory cortical (GC) and basolateral amygdalar (BLA) neural ensembles as awake, behaving rats learned to dislike the taste of saccharin [via conditioned taste aversion (CTA)]. Learning-related changes in single-neuron sensory responses were observed in both regions, but the nature of the changes was region specific. In GC, most changes were restricted to relatively late aspects of the response (starting ϳ1.0 s after stimulus administration), supporting our hypothesis that in this paradigm palatability-related information resides exclusively in later cortical responses. In contrast, and consistent with data suggesting the amygdala's primary role in judging stimulus palatability, CTA altered all components of BLA taste responses, including the earliest. Finally, learning caused dramatic increases in the functional connectivity (measured in terms of cross-correlation peak heights) between pairs of simultaneously recorded BLA and GC neurons, increases that were evident only during taste processing. Our simultaneous assays of the activity of single neurons in multiple relevant brain regions across learning suggest that the transmission of taste information through amygdala-cortical circuits plays a vital role in CTA memory formation.

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Section: Cta-induced Bla Response Plasticitysupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Learning-Related Plasticity of Temporal Coding in Simultaneously Recorded Amygdala–Cortical Ensembles

Grossman

Fontanini²,

Wieskopf³

et al. 2008

J. Neurosci.

151

183

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“…Previous works in our laboratory and others have demonstrated the interaction between amygdala and insular cortex during taste aversive memory formation. Accordingly, high-frequency stimulation in the basolateral amygdala induced long term potenti-ation in the IC that enhances CTA consolidation (20,39,40), and these effects were completely blocked by NMDA antagonists (20). These results suggest that the functional connection between the basolateral amygdala and IC during taste aversion memory has a modulatory action on memory formation (40).…”

Section: Discussionmentioning

confidence: 79%

Glutamatergic activity in the amygdala signals visceral input during taste memory formation

Miranda

Ferreira

Ramı́rez-Lugo

et al. 2002

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

Self Cite

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Conditioned taste aversion (CTA) is a learning paradigm in which an animal avoids a taste (conditioned stimulus) previously associated with visceral toxic effects [or unconditioned stimulus (US)]. Although many studies have implicated glutamate-mediated neurotransmission in memory consolidation of different types of learning tasks, including CTA, the exact role of this neurotransmitter system in memory formation is not known. Thus, we set out to determine whether glutamate mediates signaling of the US in CTA. We present evidence obtained by in vivo microdialysis that the US (i.p. injection of lithium chloride) induced a dramatic increase in glutamate release in the amygdala and a modest but significant release in the insular cortex. Moreover, CTA can be elicited by intra-amygdalar microinjections of glutamate; consequently, when glutamate is administered just before the presentation of a weak US, a clear CTA is induced. In contrast, the injection of glutamate alone or glutamate 2 h after the suboptimal US did not have any effect on the acquisition of CTA. These results indicate that glutamate activation of the amygdala can partially substitute the US in CTA, thus providing a clear indication that the amygdala conveys visceral information for this kind of memory.A number of studies (1-5) have implicated glutamatemediated transmission in consolidation of memory for different types of training, such as inhibitory avoidance, Morris water maze, and conditioned taste aversion (CTA). CTA is a learning paradigm in which the novel taste of food or drink (conditioned stimulus, CS) is paired with visceral signals of poisoning (unconditioned stimulus, US). Consequently, the animals avoid consuming the food or drink previously associated with toxic effects. CTA has unique properties; it is established after a single trial, permits long delays between stimuli presentation, and lasts for very long periods of time, even weeks. This feature makes it possible to separate the acquisition process into phases-CS presentation and US presentation-which can be studied independently under different experimental treatments (6).CTA is established by the interaction of brainstem, limbic, and neocortical structures underlying different phases of the acquisition storage and retrieval of gustatory memory (7). Among the structures involved in the initial phases of taste memory formation are the gustatory neocortex and amygdala (8). Thus, damage to either the gustatory insular cortex (IC) or amygdala in adult rats leads to impaired acquisition of CTA (6,7,[9][10][11][12][13][14][15][16][17]. However, the functional roles of IC and amygdala seem to be different during the phases of taste memory formation. Functional blockade of IC before taste presentation, but not between taste presentation and lithium chloride (LiCl) injection, blocks CTA (16, 18), suggesting that the gustatory cortex is involved in taste processing and͞or memory but is not necessary for processing the visceral signals of poisoning. Conversely, amygdala functional inactivation...

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“…Interestingly, induction of this long-term potentiation in the BLA-IC projection before CTA training enhances memory retention [199].…”

Section: The Role Of the Amygdala In Taste Functionmentioning

confidence: 96%

The Insular Cortex and the Amygdala: Shared Functions and Interactions

Moraga-Amaro¹,

Stehberg²

2012

The Amygdala - A Discrete Multitasking Manager

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Long-term potentiation in the insular cortex enhances conditioned taste aversion retention

Cited by 96 publications

References 35 publications

Learning-Related Plasticity of Temporal Coding in Simultaneously Recorded Amygdala–Cortical Ensembles

Learning-Related Plasticity of Temporal Coding in Simultaneously Recorded Amygdala–Cortical Ensembles

Glutamatergic activity in the amygdala signals visceral input during taste memory formation

The Insular Cortex and the Amygdala: Shared Functions and Interactions

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