Spatial object recognition memory formation under acute stress

Cunha, Pamela Lopes da; Villar, María Eugenia; Ballarini, Fabricio; Tintorelli, Ramiro; Viola, Haydeé

doi:10.1002/hipo.23037

Cited by 16 publications

(26 citation statements)

References 56 publications

(77 reference statements)

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“…Our results suggest that ERKs1/2 activity is: (1) necessary to induce protein synthesis required for memory formation after retraining and, (2) relevant to set the SOR learning-tag, which marks specific sites activated by re-learning. Finally, and in addition to a great body of evidence showing that the BT process accounts for LTM promotion by novel or stressful experiences 18,38,47 , the present results highlight that the formation of LTM after wSOR retraining is also in line with the assumptions of the BT hypothesis (Fig. 5).…”

Section: Discussionsupporting

confidence: 85%

Spatial-Memory Formation After Spaced Learning Involves ERKs1/2 Activation Through a Behavioral-Tagging Process

Tintorelli

Budriesi

Villar

et al. 2020

Sci Rep

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the superiority of spaced over massed learning is an established fact in the formation of longterm memories (LtM). Here we addressed the cellular processes and the temporal demands of this phenomenon using a weak spatial object recognition (wSoR) training, which induces short-term memories (StM) but not LtM. We observed SoR-LtM promotion when two identical wSoR training sessions were spaced by an inter-trial interval (ITI) ranging from 15 min to 7 h, consistently with spaced training. The promoting effect was dependent on neural activity, protein synthesis and ERKs1/2 activity in the hippocampus. Based on the "behavioral tagging" hypothesis, which postulates that learning induces a neural tag that requires proteins to induce LtM formation, we propose that retraining will mainly retag the sites initially labeled by the prior training. thus, when weak, consecutive training sessions are experienced within an appropriate spacing, the intracellular mechanisms triggered by each session would add, thereby reaching the threshold for protein synthesis required for memory consolidation. Our results suggest in addition that ERKs1/2 kinases play a dual role in SOR-LTM formation after spaced learning, both inducing protein synthesis and setting the SoR learning-tag. Overall, our findings bring new light to the mechanisms underlying the promoting effect of spaced trials on LtM formation.

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Section: Discussionsupporting

confidence: 85%

Spatial-Memory Formation After Spaced Learning Involves ERKs1/2 Activation Through a Behavioral-Tagging Process

Tintorelli

Budriesi

Villar

et al. 2020

Sci Rep

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“…A similar dependence has also been shown for other salient experiences used in behavioral tagging studies. For example, several animal studies and one human experiment reported that postencoding stress improved weakly encoded memories, but impaired strongly encoded ones [96][97][98][99] .…”

Section: Discussionmentioning

confidence: 99%

Exploration of a novel virtual environment improves memory consolidation in ADHD

Baumann

Birnbaum

Breitling-Ziegler

et al. 2020

Sci Rep

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Experimental evidence in rodents and humans suggests that long-term memory consolidation can be enhanced by the exploration of a novel environment presented during a vulnerable early phase of consolidation. This memory enhancing effect (behavioral tagging) is caused by dopaminergic and noradrenergic neuromodulation of hippocampal plasticity processes. In translation from animal to human research, we investigated whether behavioral tagging with novelty can be used to tackle memory problems observed in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). 34 patients with ADHD and 34 typically developing participants (age 9–15 years) explored either a previously familiarized or a novel virtual environment 45 min after they had learned a list of 20 words. Participants took a free recall test both immediately after learning the word list and after 24 h. Patients who explored a familiar environment showed significantly impaired memory consolidation compared to typically developing peers. Exploration of a novel environment led to significantly better memory consolidation in children and adolescents with ADHD. However, we did not observe a beneficial effect of novel environment exploration in typically developing participants. Our data rather suggested that increased exploration of a novel environment as well as higher feelings of virtual immersion compromised memory performance in typically developing children and adolescents, which was not the case for patients with ADHD. We propose that behavioral tagging with novel virtual environments is a promising candidate to overcome ADHD related memory problems. Moreover, the discrepancy between children and adolescents with and without ADHD suggests that behavioral tagging might only be able to improve memory consolidation for weakly encoded information.

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“…The GR antagonist mifepristone (mife, 20 ng/μl per side) was dissolved in DMSO and diluted in saline for a final concentration of DMSO 5%. The doses were determined from published studies (Korte et al., 1995; Lopes da Cunha et al., 2018; Moncada et al., 2011).…”

Section: Methodsmentioning

confidence: 99%

Behavioral tagging as a mechanism for aversive‐memory formation under acute stress

Cunha

Tintorelli

Correa

et al. 2021

Eur J of Neuroscience

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Stress is used to describe physiological and behavioral changes elicited by events that are interpreted as threatening or challenging to an individual (McEwen, 2000;Ness & Calabrese, 2016). Several substances are released in response to stressful events, as glucocorticoids and noradrenaline, which act over numerous neural networks enabling organisms to successfully cope with the stressor (Joëls & Baram, 2009;McIntyre et al., 2012). Diverse brain areas as

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Spatial object recognition memory formation under acute stress

Cited by 16 publications

References 56 publications

Spatial-Memory Formation After Spaced Learning Involves ERKs1/2 Activation Through a Behavioral-Tagging Process

Spatial-Memory Formation After Spaced Learning Involves ERKs1/2 Activation Through a Behavioral-Tagging Process

Exploration of a novel virtual environment improves memory consolidation in ADHD

Behavioral tagging as a mechanism for aversive‐memory formation under acute stress

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