Facilitated acquisition of the classically conditioned eyeblink response in male rats after systemic IL-1beta

Sex-Dependent Effects of Chronic Microdrive Implantation on Acquisition of Trace Eyeblink Conditioning

Neuroscience techniques, including in vivo recording, have allowed for a great expansion in knowledge; however, this technology may also affect the very phenomena researchers set out to investigate. Including both female and male mice in our associative learning experiments shed light on sex differences on the impact of chronic implantation of tetrodes on learning. While previous research showed intact female mice acquired trace eyeblink conditioning faster than male and ovariectomized females, implantation of chronic microdrive arrays showed sexually dimorphic effects on learning. Microdrive implanted male mice acquired the associative learning paradigm faster than both intact and ovariectomized females. These effects were not due to the weight of the drive alone, as there were no significant sex-differences in learning of animals that received "dummy drive" implants without tetrodes lowered into the brain. Tandem mass tag mass spectrometry and western blot analysis suggest that significant alterations in the MAPK pathway, acute inflammation, and brain derived neurotrophic factor may underlie these observed sex- and surgery-dependent effects on learning.

Enhanced Acquisition and Retention of Conditioned Eyeblink Responses in Veterans Expressing PTSD Symptoms: Modulation by Lifetime History of Mild Traumatic Brain Injury

Enhanced acquisition of eyeblink conditioning is observed in active duty military and veterans expressing PTSD symptoms (PTSD⁺) and those expressing temperamental vulnerabilities to develop PTSD after traumatic experiences, such as behaviorally inhibited temperament. There is a growing literature showing persistent cerebellar abnormalities in those experiencing mild traumatic brain injury (mTBI⁺) as well as linkages between mTBI and PTSD. With the dependency of eyeblink conditioning on cerebellar processes, the impact of mTBI on eyeblink conditioning in veterans expressing PTSD is unknown. The present study assessed eyeblink conditioning in veterans during two sessions separated by 1 week. With a focus on the accelerated learning of veterans expressing PTSD, training utilized a protocol which degrades learning through interspersing conditioned stimulus (CS) exposures amongst delay-type trials of CS and unconditional stimulus (US) co-terminating trials. Faster acquisition of the eyeblink conditioned responses (CR) was observed in PTSD during Week 1. The Week 2 assessment revealed an interaction of mTBI and PTSD, such that asymptotic performance of PTSD⁺ was greater than PTSD^- among mTBI^- veterans, whereas these groups did not differ in mTBI⁺ veterans. To further examine the relationship between enhanced sensitivity to acquire eyeblink conditioning and PTSD, cluster analysis was performed based on performance across training sessions. Those with enhanced sensitivity to acquire eyeblink conditioned responses expressed more PTSD symptoms, which were specific to Cluster C symptoms of avoidance, in addition to greater behavioral inhibition. These results support the continued investigation of the conditioned eyeblink response as a behavioral indicator of stress-related psychopathology.

ITI-Signals and Prelimbic Cortex Facilitate Avoidance Acquisition and Reduce Avoidance Latencies, Respectively, in Male WKY Rats

As a model of anxiety disorder vulnerability, male Wistar-Kyoto (WKY) rats acquire lever-press avoidance behavior more readily than outbred Sprague-Dawley rats, and their acquisition is enhanced by the presence of a discrete signal presented during the inter-trial intervals (ITIs), suggesting that it is perceived as a safety signal. A series of experiments were conducted to determine if this is the case. Additional experiments investigated if the avoidance facilitation relies upon processing through medial prefrontal cortex (mPFC). The results suggest that the ITI-signal facilitates acquisition during the early stages of the avoidance acquisition process, when the rats are initially acquiring escape behavior and then transitioning to avoidance behavior. Post-avoidance introduction of the visual ITI-signal into other associative learning tasks failed to confirm that the visual stimulus had acquired the properties of a conditioned inhibitor. Shortening the signal from the entirety of the 3 min ITI to only the first 5 s of the 3 min ITI slowed acquisition during the first four sessions, suggesting the flashing light (FL) is not functioning as a feedback signal. The prelimbic (PL) cortex showed greater activation during the period of training when the transition from escape responding to avoidance responding occurs. Only combined PL + infralimbic cortex lesions modestly slowed avoidance acquisition, but PL-cortex lesions slowed avoidance response latencies. Thus, the FL ITI-signal is not likely perceived as a safety signal nor is it serving as a feedback signal. The functional role of the PL-cortex appears to be to increase the drive toward responding to the threat of the warning signal. Hence, avoidance susceptibility displayed by male WKY rats may be driven, in part, both by external stimuli (ITI signal) as well as by enhanced threat recognition to the warning signal via the PL cortex.

Vulnerability factors in anxiety: Strain and sex differences in the use of signals associated with non-threat during the acquisition and extinction of active-avoidance behavior

Rats that exhibit a behaviorally inhibited temperament acquire active-avoidance behaviors quicker, and extinguish them slower, than normal outbred rats. Here we explored the contribution of stimuli that signal periods of non-threat (i.e. safety signals) in the process of acquiring active-avoidance behavior. Utilizing a discrete lever-press escape-avoidance protocol, outbred Sprague-Dawley (SD) rats and inbred, behaviorally inhibited, Wistar-Kyoto (WKY) rats were tested under conditions where a flashing light was either presented or not during periods of non-threat (the inter-trial interval, ITI). For males, we found the absence of the ITI-signal slowed the acquisition of avoidance behavior selectively in WKY rats. However, extinction of the avoidance behavior was not influenced by training with or without the ITI-signal; WKY males extinguished slower than SD males. For females, the presence of the ITI-signal did not affect acquisition in either strain. However, after training with the ITI-signal, females of both strains extinguished quicker in its absence than in its presence. In order to determine if facilitated acquisition of avoidance learning in male WKY rats was due to a paradigm-independent influence of the visual stimulus used as ITI-signal upon associative learning, we conducted eyeblink conditioning in the presence or absence of a similar visual stimulus. No differences in acquisition, as a function of this visual stimulus, were observed within the male WKY rats, but, as was observed in avoidance learning, male WKY rats extinguished slower than male SD rats. Thus, avoidance susceptibility for male WKY rats may be tied both to the presence of non-threat signals as well as a resistance to extinguish Pavlovian-conditioned associations. Female susceptibility to resist extinguishing avoidant behavior is discussed with respect to the possible role of stimuli serving as occasion setters for threat contexts.

Classical and instrumental conditioning of eyeblink responses in Wistar-Kyoto and Sprague-Dawley rats

Wistar-Kyoto (WKY) rats, an animal model of anxiety vulnerability, acquire lever-press avoidance faster than outbred Sprague-Dawley (SD) rats. Faster avoidance acquisition may reflect an inherent ability to acquire cue-outcome associations, response-outcome associations or both. To evaluate cue-outcome learning, acquisition of classically conditioned eyeblink response was compared in SD and WKY rats using a delay-type paradigm (500-ms conditioned stimulus (CS) coterminating with a 10-ms unconditional stimulus (US)). WKY rats demonstrated enhanced classical conditioning, with both faster acquisition and greater asymptotic performance in delay-type training than SD rats. To evaluate response-outcome learning, separate SD and WKY rats were given control over US delivery through imposition of an omission contingency into delay-type training (emitting a conditioned response (CR) prevented delivery of the US). The schedule of US delivery derived by these rats became the training regimen for a separate group of SD and WKY rats, yoked within strain. In SD rats, no differences in acquisition were detected between those given control over US delivery and those trained with the same partial reinforcement schedule. Acquisition rates of those WKY rats with control exceeded those trained with a yoked-schedule of US presentation. Collectively, WKY rats exhibit enhanced classical conditioning and sensitivity to schedules of reinforcement compared to outbred SD rats. Anxiety vulnerability, in particular inhibited temperament, may be traced to active processes in the prediction and control of aversive events.

Deficient proactive interference of eyeblink conditioning in Wistar-Kyoto rats

Wistar-Kyoto (WKY) rats exhibit behavioral inhibition and model anxiety vulnerability. Although WKY rats exhibit faster active avoidance acquisition, simple associative learning or the influence of proactive interference (PI) has not been adequately assessed in this strain. Therefore, we assessed eyeblink conditioning and PI in WKY and outbred Sprague-Dawley (SD) rats. Rats were pre-exposed to either the experimental context, the conditioned stimulus (CS), the unconditional stimulus (US), or the CS & US in an explicitly unpaired (EUP) manner, to examine latent inhibition (LI), US pre-exposure effect, or learned irrelevance (LIRR), respectively. Immediately following pre-exposures, rats were trained in a delay-type paradigm (500 ms CS coterminating with a 10-ms US) for one session. During training SD rats exhibited LI and inhibition from US pre-exposures without evidence of LIRR. PI was less evident in WKY rats; LI was absent in WKY rats. Even in the context of reduced PI to CS-alone and US-alone pre-exposures, LIRR was not apparent in WKY rats. The more normal acquisition rates exhibited by WKY rats, under conditions which degrade performance in SD rats, increases the overall likelihood for WKY rats to acquire defensive responses. Enhanced acquisition of defensive responses is a means by which anxiety vulnerability (e.g., behavioral inhibition) is translated to anxiety psychopathology.

The effects of cholesterol on learning and memory

Cholesterol is vital to normal brain function including learning and memory but that involvement is as complex as the synthesis, metabolism and excretion of cholesterol itself. Dietary cholesterol influences learning tasks from water maze to fear conditioning even though cholesterol does not cross the blood brain barrier. Excess cholesterol has many consequences including peripheral pathology that can signal brain via cholesterol metabolites, pro-inflammatory mediators and antioxidant processes. Manipulations of cholesterol within the central nervous system through genetic, pharmacological, or metabolic means circumvent the blood brain barrier and affect learning and memory but often in animals already otherwise compromised. The human literature is no less complex. Cholesterol reduction using statins improves memory in some cases but not others. There is also controversy over statin use to alleviate memory problems in Alzheimer's disease. Correlations of cholesterol and cognitive function are mixed and association studies find some genetic polymorphisms are related to cognitive function but others are not. In sum, the field is in flux with a number of seemingly contradictory results and many complexities. Nevertheless, understanding cholesterol effects on learning and memory is too important to ignore.

Evidence for sex-specific shifting of neural processes underlying learning and memory following stress

Recent human research has been focused upon determining whether there is evidence that stress responses cause qualitative changes in neural activity such that people change their learning strategies from a spatial/contextual memory process through the hippocampus to a procedural stimulus-response process through the caudate nucleus. Moreover, interest has shifted to determining whether males and females exhibit the same type of stress-induced change in neural processing of associations. Presented is a select review of 2 different animal models that have examined how acute or chronic stressors change learning in a sex-specific manner. This is followed by a brief review of recent human studies documenting how learning and memory functions change following stressor exposure. In both cases, it is clear that ovarian hormones have a significant influence on how stress affects learning processes in females. We then examine the evidence for a role of acetylcholine, dopamine, norepinephrine, or serotonin in modulating this shifting of processing and how that may differ across sex. Conclusions drawn suggest that there may be evidence for sex-specific changes in amygdala and hippocampus neuromodulation; however, the behavioral data are still not conclusive as to whether this represents a common or sex-specific shift in how males and females process associations after stressor exposure.

Classical conditioning of the rabbit's nictitating membrane response is a function of the duration of dietary cholesterol

Modifying dietary cholesterol may improve learning and memory but very high cholesterol can cause pathophysiology and death. Rabbits fed 2% cholesterol for 8, 10 or 12 weeks with 0.12 ppm copper added to distilled water and rabbits fed a normal diet without copper added to distilled water (0 weeks) were given a difficult trace classical conditioning task and an easy delay conditioning task pairing tone with corneal air puff. The majority of cholesterol-fed rabbits survived the deleterious effects of the diet but survival was an inverse function of the diet duration. Compared to controls, the level of classical conditioning and conditioning-specific reflex modification were an inverted "U"-shaped function of diet duration. Highest levels of responding occurred in rabbits on cholesterol for 10 weeks and trace conditioning was negatively correlated with the number of hippocampal beta-amyloid-positive neurons. Rabbits on the diet for 12 weeks responded at levels comparable to controls. The data provide support for the idea that dietary cholesterol may facilitate learning and memory but there is an eventual trade off with pathophysiological consequences of the diet.

High dietary cholesterol facilitates classical conditioning of the rabbit's nictitating membrane response

Studies have shown that modifying dietary cholesterol may improve learning and that serum cholesterol levels can be positively correlated with cognitive performance. Rabbits fed a 0, 0.5, 1 or 2% cholesterol diet for eight weeks and 0.12 ppm copper added to their drinking water received trace and then delay classical conditioning pairing tone with corneal air puff during which movement of the nictitating membrane (NM) across the eye was monitored. We found that the level of classical conditioning and conditioning-specific reflex modification (CRM) as well as the number of beta amyloid-labeled neurons in the cortex and hippocampus were a function of the concentration of cholesterol in the diet. The data provide support for the idea that dietary cholesterol may facilitate learning and memory.

Acute exposure to stress improves performance in trace eyeblink conditioning and spatial learning tasks in healthy men

The present study investigated the effects of acute stress exposure on learning performance in humans using analogs of two paradigms frequently used in animals. Healthy male participants were exposed to the cold pressor test (CPT) procedure, i.e., insertion of the dominant hand into ice water for 60 sec. Following the CPT or the control procedure, participants completed a trace eyeblink conditioning task followed by a virtual navigation Morris water task (VNMWT). Hypothalamic-pituitary-adrenocortical (HPA) axis and sympathetic autonomic system (SAS) activity were assessed by measuring salivary cortisol, heart rate, and skin conductance at selected timepoints. Results revealed positive effects of stress on performance in both tasks. The stress group showed significantly more conditioned blinks than the control group during acquisition of trace eyeblink conditioning. The stress group also performed significantly better in the VNMWT than the control group, with the former showing significantly fewer failures to locate the hidden platform in the allotted time and smaller heading errors than the latter. Regression analyses revealed positive relationships between HPA axis and SAS activity during stress and eyeblink conditioning performance. Our results directly extend findings from animal studies and suggest potential physiological mechanisms underlying stress and learning.

Interleukin-1beta as a Mechanism for Stress-Induced Startle Suppression in Females

Startle measures were taken 2 h following a systemic injection of interleukin-1beta (IL-1beta) (3 microg/kg) to intact or ovariectomy (OVX) female rats. Changes in startle responsivity (reduced startle magnitude) were evident in intact IL-1beta-treated rats, despite no significant effects on startle sensitivity (number of elicited startles). No significant changes in startle sensitivity or responsivity were evident in IL-1beta-treated OVX rats. These results are discussed as a possible mechanism for stress-induced suppression of startle responsivity seen in intact female rats.

Mild interoceptive stressors affect learning and reactivity to contextual cues: toward understanding the development of unexplained illnesses

Contextual learning is evident with repeated experiences with agents and treatments that induce frank illness and interoceptive stress. Here, we examined whether acute treatment with mild interoceptive stressors (low doses of pyridostigmine bromide (PB), neostigmine bromide (NB), and interleukin (IL)-1beta) may serve as unconditional stimuli supporting contextual learning. Rats were exposed to interoceptive and exteroceptive stressors in contexts distinguished by visual or olfactory cues. Acoustic startle responses (ASRs) were measured the day following exposure and 2 weeks thereafter, without delivery of the unconditional stimuli. The appearance, form, and duration of startle potentiation depended on the distinguishing features of the context and the nature of the interoceptive stressor. Rats given cholinesterase inhibitors (PB and NB), but not IL-1beta or exposed to an exteroceptive stressor, exhibited exaggerated ASRs in a novel context distinguished by visual cues. Treatment with either PB or IL-1beta led to potentiated ASRs in the presence of odors congruent with those experiences during exposure to the stressor. Startle potentiation by odor was still apparent 2 weeks after treatment. For contexts differentiated by visual stimuli, cholinomimetics transiently alter reactivity within novel contexts. In the case of contexts differentiated by odors, learning is apparent at least 2 weeks after acute treatment of cholinomimetics and IL-1beta. Contextual learning and changes in reactivity consequent to mild interoceptive stressors such as PB may play a role in the development of nonspecific symptoms typical of unexplained illnesses, such as Gulf War Illness.

Stress-induced reductions of sensory reactivity in female rats depend on ovarian hormones and the application of a painful stressor

The current experiments occurred in the context of disputes in the literature concerning whether inescapable stress causes differential changes in sensory reactivity, which could lead to differences in many learning procedures. We tested rats for differences in sensitivity and responsivity to acoustic stimuli through the use of the acoustic startle response (ASR) 2 h after stressor exposure and ambulatory activity 24 h later in the open field. Stressed females showed reduced responsivity to acoustic stimuli with no apparent shift in stimulus sensitivity. Males did not show differences in either reactivity index following stressor exposure. Reduced responsivity did not occur if females had been OVX (OVX alone did not effect stimulus responsivity or sensitivity). All groups that experienced tailshock stress also had reduced open field activity 24 h later. Restraint for 2 h did not reduce stimulus responsivity in the ASR or open field activity in female rats. Acute reductions in ASRs after a painful stressor appear to be a feature specific to females, with an apparent role of ovarian hormones as a modulator of the effect. Possible hormone and/or immunological mechanisms of these sex-specific effects are discussed. Understanding the mechanisms of this stressor-induced reduction in sensory reactivity could advance our knowledge of how individual differences in ovarian hormone levels influence the physical and psychological processes by which females acutely respond and later recover from traumatic events.

A stress-induced anxious state in male rats: corticotropin-releasing hormone induces persistent changes in associative learning and startle reactivity

BACKGROUND

Exposure to intense inescapable stressors induces a persistent anxious state in rats. The anxious state is evident as increased sensory reactivity and enhanced associative learning.

METHODS

We examine whether similar neurobehavioral changes are observed after intracerebroventricular (ICV) administration of corticotropin releasing hormone (CRH). Two behaviors were observed: acoustic startle responses (ASRs) and acquisition of the classically conditioned eyeblink response. Male Sprague-Dawley rats were administered ICV CRH either in a single dose (1.0 microg/rat) or in three doses each separated by 30 min.

RESULTS

Exaggerated ASRs were evident 2 hours after either CRH treatment; however, only the rats given three injections exhibited a persistently exaggerated ASR apparent 24 hours after CRH treatment. Rats administered three injections of CRH also exhibited faster acquisition of the eyeblink conditioned response beginning 24 hours after treatment. Yet, we did not find evidence for a persistent activation of the HPA-axis response; three CRH injections did not lead to elevated basal plasma corticosterone levels the following morning.

CONCLUSIONS

Repeated treatment with CRH over a 1.5-hour period models some of the behavioral changes observed after exposure to intense inescapable stressors.