Neocortical lesions and pavlovian conditioning

Oakley, David A.; Russell, Ian

doi:10.1016/0031-9384(72)90305-8

Cited by 136 publications

(57 citation statements)

References 23 publications

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“…Pavlov (1927) coined the term "trace conditioning" from the assumption that the ability to learn despite the stimulus-free trace interval implies the existence of a stimulus memory trace within the brain that outlasts the CS and overlaps in time with the US. Together with previous work (Clark et al 2002;;Kalmbach et al 2009Kalmbach et al , 2010 In addition to supporting Pavlov's original insight, this suggests a relatively simple explanation for the necessity of forebrain structures for trace but not delay eyelid conditioning (Clark et al 2002;Mauk and Thompson 1987;Flores and Disterhoft 2009;Kalmbach et al 2009;Oakley and Russell 1972;Powell et al 2001;Solomon et al 1986;Steinmetz et al 1989;Takehara et al 2003;Weible et al 2000). Both forms of learning are abolished by lesions of the cerebellum (Kalmbach et al 2009;Takehara et al 2003;Woodruff-Pak et al 1985), whereas trace eyelid conditioning has attracted considerable interest following observations that it is impaired by lesions of the hippocampus or mPFC (Clark et al 2002;Kalmbach et al 2009;Kim et al 1995;Kronforst-Collins and Disterhoft 1998;Moyer et al 1990;Powell et al 2001;Solomon et al 1986;Takehara et al 2003;Weible et al 2000).…”

Section: Discussionsupporting

confidence: 62%

Persistent activity in a cortical-to-subcortical circuit: bridging the temporal gap in trace eyelid conditioning

Siegel¹,

Kalmbach²,

Chitwood³

et al. 2012

Journal of Neurophysiology

100

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Siegel JJ, Kalmbach B, Chitwood RA, Mauk MD. Persistent activity in a cortical-to-subcortical circuit: bridging the temporal gap in trace eyelid conditioning. J Neurophysiol 107: 50-64, 2012. First published September 28, 2011 doi:10.1152/jn.00689.2011We have addressed the source and nature of the persistent neural activity that bridges the stimulusfree gap between the conditioned stimulus (CS) and unconditioned stimulus (US) during trace eyelid conditioning. Previous work has demonstrated that this persistent activity is necessary for trace eyelid conditioning: CS-elicited activity in mossy fiber inputs to the cerebellum does not extend into the stimulus-free trace interval, which precludes the cerebellar learning that mediates conditioned response expression. In behaving rabbits we used in vivo recordings from a region of medial prefrontal cortex (mPFC) that is necessary for trace eyelid conditioning to test the hypothesis that neurons there generate activity that persists beyond CS offset. These recordings revealed two patterns of activity during the trace interval that would enable cerebellar learning. Activity in some cells began during the tone CS and persisted to overlap with the US, whereas in other cells, activity began during the stimulus-free trace interval. Injection of anterograde tracers into this same region of mPFC revealed dense labeling in the pontine nuclei, where recordings also revealed tone-evoked persistent activity during trace conditioning. These data suggest a corticopontine pathway that provides an input to the cerebellum during trace conditioning trials that bridges the temporal gap between the CS and US to engage cerebellar learning. As such, trace eyelid conditioning represents a well-characterized and experimentally tractable system that can facilitate mechanistic analyses of cortical persistent activity and how it is used by downstream brain structures to influence behavior. single units; medial prefrontal cortex; classical conditioning; pontine nuclei; dextran tracer THE ABILITY TO USE PRIOR ASSOCIATIVE learning to predict events and guide actions is essential to survival. Because events are often separated in time, the neural mechanisms of forming associations between events that do not overlap in time are of particular interest. Several forebrain regions appear to be specialized for this purpose, because they contain neurons capable of generating activity that persists beyond the termination of one stimulus to overlap in time with an associated second stimulus. These persistent responses, such as those observed in primate prefrontal cortex during delayed-response tasks, are hypothesized to contribute to working memory and other cognitive processes by maintaining spike activity between a cue and the later reinforcement that it predicts (Curtis 2006; Frank and Brown 2003;Fuster 2001;Goldman-Rakic 1995). These findings highlight the need to understand how cortical persistent activity is used by downstream brain regions to influence behavior.

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Section: Discussionsupporting

confidence: 62%

Persistent activity in a cortical-to-subcortical circuit: bridging the temporal gap in trace eyelid conditioning

Siegel¹,

Kalmbach²,

Chitwood³

et al. 2012

Journal of Neurophysiology

100

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show abstract

“…Inc. 335 mals with prior ablations of the hippocampus (Solomon & Moore, 1975) or neocortex (Oakley & Russell, 1972) are able to learn the standard short-delay CR relatively normally. In fact, rabbits with all brain tissue above the level of the thalamus removed are able to learn the short-delay CR (NM response; see Enser, Note 1), as are decerebrate cats (eyeblink; see Norman, Buchwald, & Villablanca, 1977).…”

mentioning

confidence: 99%

Effects of ipsilateral rostral pontine reticular lesions on retention of classically conditioned nictitating membrane and eyelid responses

et al. 1981

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“…For example, electrolytic or chemical lesions of the interpositus nucleus have been shown to permanently prevent conditioning or abolish learning . Conversely, decerebrations or decortications that include all cerebral cortical tissue have proven to have little effect on delay eyeblink conditioning (e.g., Mauk & Thompson, 1987;Oakley & Russell, 1972).…”

Section: Lesion Studies Of Lobule Hvi: 1) Aspiration and Electrolyticmentioning

confidence: 99%

Neuroscience and Learning: Lessons From Studying the Involvement of a Region of Cerebellar Cortex in Eyeblink Classical Conditioning

Villarreal¹,

Steinmetz²

2005

Journal of the Experimental Analysis of Behavior

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How the nervous system encodes learning and memory processes has interested researchers for 100 years. Over this span of time, a number of basic neuroscience methods has been developed to explore the relationship between learning and the brain, including brain lesion, stimulation, pharmacology, anatomy, imaging, and recording techniques. In this paper, we summarize how different research approaches can be employed to generate converging data that speak to how structures and systems in the brain are involved in simple associative learning. To accomplish this, we review data regarding the involvement of a particular region of cerebellar cortex (Larsell's lobule HVI) in the widely used paradigm of classical eyeblink conditioning. We also present new data on the role of lobule HVI in eyeblink conditioning generated by combining temporary brain inactivation and singlecell recording methods, an approach that looks promising for further advancing our understanding of relationships between brain and behavior.Key words: classical conditioning, associative learning, cerebellum, brainstem, neuroscience methods, interpositus nucleus, eyelid conditioning _______________________________________________________________________________We have written this article with two purposes in mind. First, we want to provide readers with an overview of how a variety of techniques are used to explore the involvement of structures and systems in the brain in encoding a relatively specific learned behavior, in this case, the involvement of the cerebellum in classical eyeblink conditioning. Second, we want to provide a glimpse of the difficulties inherent in trying to reach a consensus of opinion about what a given brain structure or system contributes to a specific behavior. We do so by providing a summary of our current understanding of what one brain area, lobule HVI of the cerebellar cortex, contributes to the conditioning process. Our overall goal is to convince the reader that a joint behavioral and neuroscience approach to the study of learning, using a variety of levels of analysis and methods, is an effective way to advance our understanding of the science of learning.For nearly thirty years, in several laboratories, experiments have been conducted to establish a causal relation between the cerebellum and simple forms of motor learning.Although much of the empirical progress has been achieved using the rabbit classical eyeblink conditioning paradigm, the work of Thach, Ito, Lisberger and others also has contributed to our understanding of cerebellar contributions to motor learning, as exemplified by work in the monkey and rabbit on the long-term and short-term adaptation of the vestibulo-ocular reflex (e.g., Lisberger, Pavelko, Bronte-Stewart, & Stone, 1994). Despite the advances that have occurred both theoretically and empirically, there is still much work to be done to more firmly identify and define the brain-behavior relationships that are the basis of adaptive movement and behavioral change involving the cerebellum, as well as...

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Neocortical lesions and pavlovian conditioning

Cited by 136 publications

References 23 publications

Persistent activity in a cortical-to-subcortical circuit: bridging the temporal gap in trace eyelid conditioning

Persistent activity in a cortical-to-subcortical circuit: bridging the temporal gap in trace eyelid conditioning

Effects of ipsilateral rostral pontine reticular lesions on retention of classically conditioned nictitating membrane and eyelid responses

Neuroscience and Learning: Lessons From Studying the Involvement of a Region of Cerebellar Cortex in Eyeblink Classical Conditioning

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