Rabbit nictitating membrane conditioning: Lower limit of the effective interstimulus interval

Salafia, W. Ronald; Lambert, Richard W.; Host, Karen C.; Chiaia, Nicolas L.; Ramirez, Julio J.

doi:10.3758/bf03209734

Cited by 23 publications

(14 citation statements)

References 22 publications

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“…Indeed, the larger lesions could produce extremely short postlesion latencies to onset and to peak for both CSs (in some cases 60-80 msec latencies to onset and 115-l 30 msec latencies to peak). These latencies are similar to those observed in intact animals trained using the shortest ISIS that support conditioning (Smith et al, 1969;Salafia et al, 1980). Figure 1 C shows another animal in which a smaller lesion had no significant effect on response timing.…”

Section: Resultssupporting

confidence: 77%

“…Although these issues have generally been addressed by examining the effects of lesions of the cerebellar cortex on the acquisition and/or retention of learned movements, we have employed an alternative approach by investigating the timing of conditioned eyelid responses. As in all forms of Pavlovian conditioning, the acquisition of eyelid responses is dependent on the interstimulus interval (ISI); the onset of the conditioned stimulus (CS) must precede the unconditioned stimulus (US) by at least 80 msec, but by not more than 2-3 set (Schneiderman and Gormezano, 1964;Schneiderman, 1966;Smith, 1968;Smith et al, 1969;Coleman and Gorrnezano, 1971;Salafia et al, 1980). Within this range the IS1 also determines the timing of conditioned eyelid responses-responses peak near the onset of the US (Martin and Levey, 1965;Levey and Martin, 1968;Smith, 1968).…”

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confidence: 99%

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Cerebellar cortex lesions disrupt learning-dependent timing of conditioned eyelid responses

1993

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Among the many issues surrounding the involvement of the cerebellum in motor learning, the relative roles of the cerebellar cortex and cerebellar nuclei in Pavlovian conditioning have been particularly difficult to assess. While previous studies have investigated the effects of cerebellar cortex lesions on the acquisition and retention of conditioned movements, we have examined the effects of these lesions on the timing of Pavlovian eyelid responses. The rationale for this approach arises from previous studies indicating that this timing is a component of Pavlovian eyelid responses that is learned and that involves temporal discrimination. To permit within-animal comparisons, rabbits were trained to produce differently timed responses to high- and low-frequency auditory conditioned stimuli (CSs). Before the lesion the conditioned responses to both CSs were appropriately timed--each peaked near the time at which the unconditioned stimulus was presented for that CS. However, after the lesion both CSs could elicit similarly timed conditioned responses that peaked inappropriately at very short latencies. The changes in responses timing were sensitive to the size of the lesion, particularly its rostral-caudal extent. Similar results were obtained in animals trained with one CS, indicating that the disruption of response timing is not related to impaired auditory discrimination. Because response timing is learned and therefore requires synaptic plasticity, these data suggest that there are at least two sites of plasticity involved in the motor expression of Pavlovian eyelid responses. Plasticity at one site is necessary for the learned timing of conditioned responses, while plasticity at another site is revealed by the inappropriately timed responses observed following removal of the cerebellar cortex. This lesion-induced dissociation of the expression of motor responses and their learned timing supports a synthesis of competing views by suggesting that motor learning involves both the cerebellar cortex and cerebellar nuclei. We hypothesize that motor learning involves a decrease in strength of the granule cell-Purkinje cell synapses (e.g., Ito and Kano, 1982) in the cerebellar cortex and an increase in strength of the mossy fiber-cerebellar nuclei synapses (e.g., Racine et al., 1986). Finally, these data suggest that the cerebellar cortex may mediate the temporal discriminations that are necessary for the learned timing of conditioned responses.

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Section: Resultssupporting

confidence: 77%

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confidence: 99%

Cerebellar cortex lesions disrupt learning-dependent timing of conditioned eyelid responses

1993

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“…Classical conditioning of the eyeblink is a convenient paradigm to study temporal processing by the brain, because it is exquisitely sensitive to the CS–US interval (Schneiderman and Gormezano, 1964; Gormezano et al, 1983). Classical conditioning of the eyeblink is most robust when a tone CS precedes a mild‐shock US delivered to the skin lateral to the eye by 200–400 ms. CR acquisition does not occur at CS–US intervals less than 76 ms (Salafia et al, 1980), is suboptimal under CS–US intervals between 700–900 ms, and is weak at CS–US intervals greater than 1200 ms. Moreover, the timing of the CR is adapted to the CS–US interval, such that the peak amplitude of the CR occurs close to the end of the CS–US interval (Coleman and Gormezano, 1971).…”

Section: The Electrically‐coupled Io and Its Disruption In Autismmentioning

confidence: 99%

Is autism due to brain desynchronization?

Welsh

Ahn

Placantonakis

2004

Intl J of Devlp Neuroscience

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The hypothesis is presented that a disruption in brain synchronization contributes to autism by destroying the coherence of brain rhythms and slowing overall cognitive processing speed. Particular focus is on the inferior olive, a precerebellar structure that is reliably disrupted in autism and which normally generates a coherent 5-13 Hz rhythmic output. New electrophysiological data reveal that the continuity of the rhythmical oscillation in membrane potential generated by inferior olive neurons requires the formation of neuronal assemblies by the connexin36 protein that mediates electrical synapses and promotes neuronal synchrony. An experiment with classical eyeblink conditioning is presented to demonstrate that the inferior olive is necessary to learn about sequences of stimuli presented at intervals in the range of 250-500 ms, but not at 700 ms, revealing that a disruption of the inferior olive slows stimulus processing speed on the time scale that is lost in autistic children. A model is presented in which the voltage oscillation generated by populations of electrically synchronized inferior olivary neurons permits the utilization of sequences of stimuli given at, or faster than, 2 per second. It is expected that the disturbance in inferior olive structure in autism disrupts the ability of inferior olive neurons to become electrically synchronized and to generate coherent rhythmic output, thereby impairing the ability to use rapid sequences of cues for the development of normal language skill. Future directions to test the hypothesis are presented.

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“…In addition to determining the timing of CRs (Steinmetz et al, 2011), studies show that the ISI also affects the learning rate (Kehoe and Macrae, 2002). No learning occurs if the ISI is shorter than 100 ms (Kimble, 1947; McAllister, 1953a; Salafia et al, 1980; Wetmore et al, 2014). The performance also declines if the ISI is more than 1 s (McAllister, 1953a,b; Schneiderman and Gormezano, 1964).…”

Section: Introductionmentioning

confidence: 99%

A Longer Interstimulus Interval Yields Better Learning in Adults and Young Adolescents

Kjell

Löwgren

Rasmussen

2018

Front. Behav. Neurosci.

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Eyeblink conditioning is one of the most popular experimental paradigms for studying the neural mechanisms underlying learning and memory. A key parameter in eyeblink conditioning is the interstimulus interval (ISI), the time between the onset of the conditional stimulus (CS) and the onset of the unconditional stimulus (US). Though previous studies have examined how the ISI affects learning there is no clear consensus concerning which ISI is most effective and different researchers use different ISIs. Importantly, the brain undergoes changes throughout life with significant cerebellar growth in adolescents, which could mean that different ISIs might be called for in children, adolescents and adults. Moreover, the fact that animals are often trained with a shorter ISI than humans make direct comparisons problematic. In this study, we compared eyeblink conditioning in young adolescents aged 10–15 and adults using one short ISI (300 ms) and one long ISI (500 ms). The results demonstrate that young adolescents and adults produce a higher percentage of CRs when they are trained with a 500 ms ISI compared to a 300 ms ISI. The results also show that learning is better in the adults, especially for the shorter ISI.

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Rabbit nictitating membrane conditioning: Lower limit of the effective interstimulus interval

Cited by 23 publications

References 22 publications

Cerebellar cortex lesions disrupt learning-dependent timing of conditioned eyelid responses

Cerebellar cortex lesions disrupt learning-dependent timing of conditioned eyelid responses

Is autism due to brain desynchronization?

A Longer Interstimulus Interval Yields Better Learning in Adults and Young Adolescents

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