Retrieval-Mediated Learning Involving Episodes Requires Synaptic Plasticity in the Hippocampus

Iordanova, Mihaela D.; Good, Mark Andrew; Honey, Robert Colin

doi:10.1523/jneurosci.0295-11.2011

Cited by 64 publications

(73 citation statements)

References 21 publications

(20 reference statements)

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“…Holmes et al,, 2010), then these representations of SI and S2 will be activated during later instrumental training when Rl is paired with 01 and R2 is paired with O2, This should allow Sl-Rl and S2-R2 to form. Whatever the order in which Pavlovian and Instrumental training takes place, the process of mediated stimulus-response leaming (see Holland, 1981Holland, , 1983Iordanova, Good, & Honey, 2011;Wheeler, Sherwood, & Holland, 2008; but see, Wagner, 1981) will depend upon the stimuli (or their evoked memories) and responses (or their corresponding motor programs) occurring in close temporal contiguity. Importantly, the influence of the mediated Sl-Rl and S2-R2 associations on instmmental performance will be unaffected by outcome devaluation before the PIT test (Colwill & Rescorla, 1990;Rescorla, 1994;Holland, 2004), Moreover, to the extent that S-R associations are relatively insensitive to extinction, presentations of the stimuli before the PIT test might not infiuence the likelihood of observing outcome-selective PIT in spite of the fact that they should undermine the efficacy of the S-O association during the test (see Delamater, 1996),…”

mentioning

confidence: 99%

Pavlovian-to-instrumental transfer: Paradoxical effects of the Pavlovian relationship explained.

Cohen‐Hatton¹,

Haddon²,

George³

et al. 2013

Journal of Experimental Psychology: Animal Behavior Processes

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Four experiments with rats examined the origin of outcome-selective Pavlovian-to-instrumental transfer (PIT). Experiment 1 used a standard procedure, where outcomes were embedded within extended conditioned stimuli (CSs), to demonstrate the basic effect: Pavlovian stimuli augmented instrumental lever presses that had been paired with the same outcomes. Experiments 2 and 3 showed that after instrumental conditioning, whereas a conditioned stimulus (CS) trained using a backward conditioning procedure produced outcome-selective PIT, forward conditioning with a CS did not. These results are consistent with the idea that backward conditioning results in the outcome provoking its associated instrumental response during the CS and thereby allows a stimulus-response association to be acquired that directly generates outcome-selective PIT at test. Experiment 4 provided direct support for the assumptions that underlie this stimulus-response analysis. These results, and other paradoxical effects of the Pavlovian relationship, are incongruent with accounts of outcome-selective PIT that rely on a stimulus-outcome-response chain.

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mentioning

confidence: 99%

Pavlovian-to-instrumental transfer: Paradoxical effects of the Pavlovian relationship explained.

Cohen‐Hatton¹,

Haddon²,

George³

et al. 2013

Journal of Experimental Psychology: Animal Behavior Processes

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“…However, while mediated learning involving such configural representations was highly sensitive to manipulations that disrupted hippocampal function, effects that only required elemental associations were not disrupted by the same manipulations (e.g., Iordanova et al, 2011; for a review, see Honey et al, 2014). These results provide support for the view that both elemental and configural processes can provide separate contributions to the formation of memories for patterns of stimulation.…”

Section: Discussionmentioning

confidence: 56%

“…The experiments presented here assessed whether mediated learning involving configural representations can be observed in rats (cf. Iordanova et al, 2011). Experiment 1 showed that after exposure to AX and BY, pairing X but not Y with shock resulted in more fear to AX than BX, but no difference in fear between BY and AY.…”

Section: Discussionmentioning

confidence: 94%

“…Direct evidence that mediated configural learning was the source of the test results came from a further study that attempted to disrupt mediated learning during the conditioning stage. Iordanova, Good and Honey (2011) demonstrated that the critical difference in fear to the test configurations was abolished if AP5 (an NMDA receptor antagonist) was infused into the hippocampus during fear conditioning; with the same infusion being without effect when administered during the test itself. Such infusions of AP5 block NMDA receptor-dependent synaptic plasticity in the hippocampus.…”

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confidence: 99%

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Mediated configural learning in rats

Lin

Dumigan

Recio

et al. 2017

Quarterly Journal of Experimental Psychology

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Three experiments investigated mediated configural learning in male rats. In Experiment 1, after exposure to audio-visual compounds AX and BY, rats received trials where X was paired with shock, and Y was not. The idea that conditioning with X enables the evoked configural representation of AX to be linked to shock received support from the facts that while AX provoked more fear than BX, there was no difference between BY and AY. Similarly, Experiment 2 showed that after exposure to AX and BY, separate pairings of X and Y with shock resulted in more fear to AX and BY than AY and BX. In Experiment 3, rats in group consistent received separate exposures to A and X in Context C, and B and Y in D, while those in group inconsistent received A and X (and B and Y) in both C and D. After rats had received shocks in both C and D, rats in group consistent showed more fear to AX and BY than to BX and AY, but this was not the case in group inconsistent. These results indicate that configural representations, formed either by presenting auditory and visual stimuli as parts of a compound or in a shared context, are subject to a process of mediated learning.

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“…2008; see also, Iordanova, Burnett, Good & Honey, 2011a;Iordanova et al,. 2009;Iordanova, Good & Honey, 2011b; for a review, see Honey et al,. 2014).…”

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confidence: 99%

Configural integration of temporal and contextual information in rats: Automated measurement in appetitive and aversive preparations

et al. 2015

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Two experiments investigated the capacity of rats to learn configural discriminations requiring integration of contextual (where) with temporal (when) information. In Experiment 1, during morning training sessions, food was delivered in context A and not in context B, whereas during afternoon sessions food was delivered in context B and not in context A. Rats acquired this discrimination over the course of 20 days. Experiment 2 employed a directly analogous aversive conditioning procedure in which footshock served in place of food. This procedure allowed the acquisition of the discrimination to be assessed through changes in activity to the contextual+temporal configurations (i.e., inactivity or freezing) and modulation of the immediate impact of footshock presentations (i.e., post-shock activity bursts). Both measures provided evidence of configural learning over the course of 12 days, with a final test showing that the presentation of footshock resulted in more post-shock activity in the nonreinforced than reinforced configurations. These behavioral effects reveal important parallels between (i) configural discrimination learning involving components allied to episodic memory and (ii) simple conditioning.

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Retrieval-Mediated Learning Involving Episodes Requires Synaptic Plasticity in the Hippocampus

Cited by 64 publications

References 21 publications

Pavlovian-to-instrumental transfer: Paradoxical effects of the Pavlovian relationship explained.

Pavlovian-to-instrumental transfer: Paradoxical effects of the Pavlovian relationship explained.

Mediated configural learning in rats

Configural integration of temporal and contextual information in rats: Automated measurement in appetitive and aversive preparations

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