Neural substrates underlying human delay and trace eyeblink conditioning

Cheng, Dominic T.; Disterhoft, John F.; Power, John M.; Ellis, Deborah A.; Desmond, John E.

doi:10.1073/pnas.0800374105

Cited by 171 publications

(168 citation statements)

References 52 publications

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“…Eyelid conditioning relies on an intact functioning cerebellum (32), and functional MRI (fMRI) shows cerebellar activation during delay eyelid conditioning in adults (33). Thus, the current study demonstrates the feasibility of using eyelid conditioning as an early screen for cerebellar function, which may help identify infants at risk for several neurodevelopmental disorders.…”

Section: Discussionmentioning

confidence: 95%

Newborn infants learn during sleep

Fifer

Byrd

Kaku

et al. 2010

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

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Newborn infants must rapidly adjust their physiology and behavior to the specific demands of the novel postnatal environment. This adaptation depends, at least in part, on the infant's ability to learn from experiences. We report here that infants exhibit learning even while asleep. Bioelectrical activity from face and scalp electrodes was recorded from neonates during an eye movement conditioning procedure in which a tone was followed by a puff of air to the eye. Sleeping newborns rapidly learned the predictive relationship between the tone and the puff. Additionally, in the latter part of training, these infants exhibited a frontally maximum positive EEG slow wave possibly reflecting memory updating. As newborns spend most of their time sleeping, the ability to learn about external stimuli in the postnatal environment during nonawake states may be crucial for rapid adaptation and infant survival. Furthermore, because eyelid conditioning reflects functional cerebellar circuitry, this method potentially offers a unique approach for early identification of infants at risk for a range of developmental disorders including autism and dyslexia.EEG | eyelid conditioning | neonate D uring the first days of life, awake infants are capable of learning associations between oral motor patterns and altered milk flow (1) and can learn to alter sucking to produce a variety of reinforcers, including milk (2), their mother's voice (3, 4), or a sweet-tasting solution (5). Cross-sensory associative learning also has been demonstrated in awake neonates using paired auditory and visual stimuli (6, 7). Furthermore, awake newborns show Pavlovian conditioning to tactile (8) and taste stimuli (9, 10), as well as eyelid conditioning to paired auditory and tactile stimuli (11). These early adaptations to the postnatal environment have been well documented in awake infants, but as newborns spend the vast majority of their time asleep, the need and capacity to learn may not be confined to states of wakefulness.Even while asleep, neonates are able to process external information actively. Scalp recordings of brain activity in sleeping neonates have demonstrated their capacity to differentiate between two sounds (12-14), indicating that infants are forming representations of specific stimuli and distinguishing between those stimuli during sleep. We report here that sleeping neonates not only process information about individual events, but also learn about relationships between them.To investigate whether neonates can learn during sleep, we attempted to condition an eye movement response in 1-to 2-dayold infants while they slept. All infants were fed immediately before testing to increase the likelihood they would sleep through the entire procedure. Sleep status was confirmed using behavioral observations in conjunction with heart rate variability patterns, respiratory regularity, and video scoring of the infants' faces. Infants were videotaped while exposed to tones and puffs of air directed at the eyelid. In the experimental group, tones w...

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Section: Discussionmentioning

confidence: 95%

Newborn infants learn during sleep

Fifer

Byrd

Kaku

et al. 2010

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

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“…Cerebellar involvement is consistently reported during such paradigms (e.g., PET studies by Logan and Grafton 1995;Blaxton et al 1996;Schreurs et al 1997; fMRI studies by Ramnani et al 2000;Dimitrova et al 2002;Cheng et al 2008). In this case, cerebellar activation also extends into hemispheric regions of lobules VI and VII.…”

Section: Complex Sensorimotor Tasks: Motor Learning Tool Usementioning

confidence: 88%

Functional Topography of the Human Cerebellum Revealed by Functional Neuroimaging Studies

Stoodley

Desmond²,

Schmahmann

2013

Handbook of the Cerebellum and Cerebellar Disorders

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Functional imaging studies in healthy subjects report cerebellar activation during a wide range of tasks, from motor execution (finger tapping, motor learning, smooth pursuit eye movements) to higher-level cognitive tasks (Tower of London, working memory paradigms, verbal fluency) in which motor responses are eliminated or controlled for. The anatomical connections between the cerebellum, spinal cord, and sensorimotor and association areas of the cerebral cortex suggest a functional topography exists within the human cerebellum, such that different cerebellar regions are part of distributed spinocerebellar and cerebro-cerebellar circuits. This concept is supported by data from functional imaging studies, in which regional activation patterns differ for sensorimotor vs. cognitive and affective task paradigms. Here these neuroimaging data are reviewed and both cross-task comparisons and within-task topography are considered. The evidence indicates that cerebellar activation patterns are related to the specific demands of a given task, and the localization of the activation patterns reflects the engagement of different cerebro-cerebellar circuits.

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“…Functional MRI studies in humans have identified neural correlates of eyeblink conditioning for both delay (CS/US overlap) and trace (CS/US are separated) conditioning. When delay and trace conditioning are acquired in parallel, there is no difference in cerebellar engagement for learning while the hippocampus is uniquely active for trace conditioning (Cheng et al 2008).…”

Section: Cerebellar Timing Function In Sensorimotor Learningmentioning

confidence: 99%

Cerebellum and Timing

Spencer

Ivry

2013

Handbook of the Cerebellum and Cerebellar Disorders

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A functional characterization of the cerebellum centers on the hypothesis that this structure is essential for the representation of temporal relationships in the subsecond range. This hypothesis is supported by evidence involving a wide range of methods, including lesion studies, neuroimaging, and, to a limited extent, stimulation studies with transcranial magnetic stimulation. The extent of the cerebellar timing domain is not limited to tasks involving sensorimotor control but also extends to perceptual tasks that require the precise timing of salient events. Moreover, the timing hypothesis provides a parsimonious account of the cerebellar contribution to sensorimotor learning. This review presents a summary of this literature as well as highlights some of the limitations of cerebellar timing. History/BackgroundDavid Marr, in his 1969 classic A Theory of the Cerebellar Cortex, proposed that the "happy combination" of simple and repeating fine structure in the cerebellum was ideal for motor learning (Marr 1969). While Marr's model continues to inspire many lines of research, the regularity of cerebellar anatomy had already captivated the attention of anatomists, calling for a concise computational account of how the

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Neural substrates underlying human delay and trace eyeblink conditioning

Cited by 171 publications

References 52 publications

Newborn infants learn during sleep

Newborn infants learn during sleep

Functional Topography of the Human Cerebellum Revealed by Functional Neuroimaging Studies

Cerebellum and Timing

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