There Is More Than One Kind of Extinction Learning

Goodman, Jarid; Packard, Mark G.

doi:10.3389/fnsys.2019.00016

Cited by 14 publications

(32 citation statements)

References 101 publications

(127 reference statements)

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“…Recent studies show that the recruitment of a specific neural system into EL is also determined by the protocol and kind of memory undergoing EL. Here, the hippocampus and dorsolateral striatum are presumed to mediate different kinds of EL, similar to their roles in the acquisition or consolidation of implicit and explicit tasks (see: Goodman and Packard 2019). In our study, .…”

Section: Discussionmentioning

confidence: 62%

Genetic depletion of BDNF impairs both context-dependent and context-independent extinction learning of a spatial appetitive task

Méndez-Couz

Manahan‐Vaughan

2021

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Brain derived neurotropic factor (BDNF) supports neuronal survival, growth, and differentiation and is involved in forms of hippocampus-dependent learning, as well as hippocampus-dependent learning. Extinction learning (EL) comprises active inhibition of no-longer relevant learned information, in conjunction with a decreased response of a previously learned behavior. It is highly dependent on context, and evidence exists that it requires hippocampal activation. Concordantly, the participation of BDNF in hippocampus-dependent memory is experience-dependent. BDNF has been associated with synaptic plasticity needed for acquisition and extinction learning of fear conditioning. However, little is known about its influence on the extinction and renewal of spatial appetitive extinction learning (EL). In this study, in BDNF+/−-mice we evaluated to what extent BDNF contributes to spatial appetitive EL in the presence (ABA) or absence (AAA) of a context change. Daily training, to reach acquisition criterion in a T-maze, resulted in a similar outcome in BDNF+/−-mice or their wildtype (wt) littermates. EL was delayed in the AAA, and significantly impaired in the ABA-context compared to EL in wt littermates. When renewal was tested in the ABA paradigm we detected a significant response in wt controls, but not in BDNF+/−-mice. Taken together, these results support an important role for BDNF in EL in AAA and ABA context, as well as renewal of a spatial appetitive task, processes that relate to information updating and retrieval.

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Section: Discussionmentioning

confidence: 62%

Genetic depletion of BDNF impairs both context-dependent and context-independent extinction learning of a spatial appetitive task

Méndez-Couz

Manahan‐Vaughan

2021

Preprint

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“…Some evidence suggests that extinction of place and response learning may involve different learning and memory processes mediated by distinct neural systems (Goodman and Packard, 2015b , 2018 ; Goodman et al, 2016a , b , 2017b ). Therefore, these findings suggest that, like initial acquisition, extinction of place and response learning may also involve the distinct contributions of multiple memory systems (for reviews, see Goodman and Packard, 2018 , 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Place vs. Response Learning: History, Controversy, and Neurobiology

Goodman

2021

Front. Behav. Neurosci.

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The present article provides a historical review of the place and response learning plus-maze tasks with a focus on the behavioral and neurobiological findings. The article begins by reviewing the conflict between Edward C. Tolman’s cognitive view and Clark L. Hull’s stimulus-response (S-R) view of learning and how the place and response learning plus-maze tasks were designed to resolve this debate. Cognitive learning theorists predicted that place learning would be acquired faster than response learning, indicating the dominance of cognitive learning, whereas S-R learning theorists predicted that response learning would be acquired faster, indicating the dominance of S-R learning. Here, the evidence is reviewed demonstrating that either place or response learning may be dominant in a given learning situation and that the relative dominance of place and response learning depends on various parametric factors (i.e., amount of training, visual aspects of the learning environment, emotional arousal, et cetera). Next, the neurobiology underlying place and response learning is reviewed, providing strong evidence for the existence of multiple memory systems in the mammalian brain. Research has indicated that place learning is principally mediated by the hippocampus, whereas response learning is mediated by the dorsolateral striatum. Other brain regions implicated in place and response learning are also discussed in this section, including the dorsomedial striatum, amygdala, and medial prefrontal cortex. An exhaustive review of the neurotransmitter systems underlying place and response learning is subsequently provided, indicating important roles for glutamate, dopamine, acetylcholine, cannabinoids, and estrogen. Closing remarks are made emphasizing the historical importance of the place and response learning tasks in resolving problems in learning theory, as well as for examining the behavioral and neurobiological mechanisms of multiple memory systems. How the place and response learning tasks may be employed in the future for examining extinction, neural circuits of memory, and human psychopathology is also briefly considered.

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“…It is well established that extinction leads to the formation of a new inhibitory association, rather than unlearning of the original excitatory association. Nevertheless, there is evidence for multiple types of extinction, which may be largely dependent on the protocol employed (Goodman & Packard, 2019). Recent evidence has further demonstrated that extinction based on omission relies on the infralimbic cortex whereas extinction based on overexpectation employs the orbitofrontal cortex (Lay et al, 2020).…”

Section: Discussionmentioning

confidence: 99%