Presidential address, 1983

Cardiorespiratory rhythm-contingent trace eyeblink conditioning in elderly adults

Learning outcome is modified by the degree to which the subject responds and pays attention to specific stimuli. Our recent research suggests that presenting stimuli in contingency with a specific phase of the cardiorespiratory rhythm might expedite learning. Specifically, expiration-diastole (EXP-DIA) is beneficial for learning trace eyeblink conditioning (TEBC) compared with inspiration-systole (INS-SYS) in healthy young adults. The aim of this study was to investigate whether the same holds true in healthy elderly adults (n = 50, aged >70 yr). Participants were instructed to watch a silent nature film while TEBC trials were presented at either INS-SYS or EXP-DIA (separate groups). Learned responses were determined as eyeblinks occurring after the tone conditioned stimulus (CS), immediately preceding the air puff unconditioned stimulus (US). Participants were classified as learners if they made at least five conditioned responses (CRs). Brain responses to the stimuli were measured by electroencephalogram (EEG). Memory for the film and awareness of the CS-US contingency were evaluated with a questionnaire. As a result, participants showed robust brain responses to the CS, acquired CRs, and reported awareness of the CS-US relationship to a variable degree. There was no difference between the INS-SYS and EXP-DIA groups in any of the above. However, when only participants who learned were considered, those trained at EXP-DIA (n = 11) made more CRs than those trained at INS-SYS (n = 13). Thus, learned performance could be facilitated in those elderly who learned. However, training at a specific phase of cardiorespiratory rhythm did not increase the proportion of participants who learned.NEW & NOTEWORTHY We trained healthy elderly individuals in trace eyeblink conditioning, either at inspiration-systole or at expiration-diastole. Those who learned exhibited more conditioned responses when trained at expiration-diastole rather than inspiration-systole. However, there was no difference between the experimental groups in the proportion of individuals who learned or did not learn.

Distinct Hippocampal Oscillation Dynamics in Trace Eyeblink Conditioning Task for Retrieval and Consolidation of Associations

Trace eyeblink conditioning (TEBC) has been widely used to study associative learning in both animals and humans. In this paradigm, conditioned responses (CRs) to conditioned stimuli (CS) serve as a measure for retrieving learned associations between the CS and the unconditioned stimuli (US) within a trial. Memory consolidation, that is, learning over time, can be quantified as an increase in the proportion of CRs across training sessions. However, how hippocampal oscillations differentiate between successful memory retrieval within a session and consolidation across TEBC training sessions remains unknown. To address this question, we recorded local field potentials (LFPs) from the rat dorsal hippocampus during TEBC and investigated hippocampal oscillation dynamics associated with these two functions. We show that transient broadband responses to the CS were correlated with memory consolidation, as indexed by an increase in CRs across TEBC sessions. In contrast, induced alpha (8-10 Hz) and beta (16-20 Hz) band responses were correlated with the successful retrieval of the CS-US association within a session, as indexed by the difference in trials with and without CR.

-Cardiac cycle and respiration phase affect responses to the conditioned stimulus in young adults trained in trace eyeblink conditioning

Rhythms of breathing and heartbeat are linked to each other as well as to rhythms of the brain. Our recent studies suggest that presenting the conditioned stimulus during expiration or during the diastolic phase of the cardiac cycle facilitates neural processing of that stimulus and improves learning an eyeblink classical conditioning task. To date, it has not been examined whether utilizing information from both respiration and cardiac cycle phases simultaneously allows even more efficient modulation of learning. Here we studied whether the timing of the conditioned stimulus to different cardiorespiratory rhythm phase combinations affects learning trace eyeblink conditioning in healthy young adults. The results were consistent with previous reports: Timing the conditioned stimulus to diastole during expiration was more beneficial for learning than timing it to systole during inspiration. Cardiac cycle phase seemed to explain most of this variation in learning at the behavioral level. Brain evoked potentials (N1) elicited by the conditioned stimulus and recorded using electroencephalogram were larger when the conditioned stimulus was presented to diastole during expiration than when it was presented to systole during inspiration. Breathing phase explained the variation in the N1 amplitude. To conclude, our findings suggest that non-invasive monitoring of bodily rhythms combined with closed-loop control of stimulation can be used to promote learning in humans. The next step will be to test if performance can also be improved in humans with compromised cognitive ability, such as in older people with memory impairments.

Hippocampal theta phase-contingent memory retrieval in delay and trace eyeblink conditioning

Hippocampal theta oscillations (3-12Hz) play a prominent role in learning. It has been suggested that encoding and retrieval of memories are supported by different phases of the theta cycle. Our previous study on trace eyeblink conditioning in rabbits suggests that the timing of the conditioned stimulus (CS) in relation to theta phase affects encoding but not retrieval of the memory trace. Here, we directly tested the effects of hippocampal theta phase on memory retrieval in two experiments conducted on adult female New Zealand White rabbits. In Experiment 1, animals were trained in trace eyeblink conditioning followed by extinction, and memory retrieval was tested by presenting the CS at troughs and peaks of the theta cycle during different stages of learning. In Experiment 2, animals were trained in delay conditioning either contingent on a high level of theta or at a random neural state. Conditioning was then followed by extinction conducted either at a random state, contingent on theta trough or contingent on theta peak. Our current results indicate that the phase of theta at CS onset has no effect on the performance of the behavioral learned response at any stage of classical eyeblink conditioning or extinction. In addition, theta-contingent trial presentation does not improve learning during delay eyeblink conditioning. The results are consistent with our earlier findings and suggest that the theta phase alone is not sufficient to affect learning at the behavioral level. It seems that the retrieval of recently acquired memories and consequently performing a learned response is moderated by neural mechanisms other than hippocampal theta.

Phase matters: responding to and learning about peripheral stimuli depends on hippocampal θ phase at stimulus onset

Hippocampal θ (3-12 Hz) oscillations are implicated in learning and memory, but their functional role remains unclear. We studied the effect of the phase of local θ oscillation on hippocampal responses to a neutral conditioned stimulus (CS) and subsequent learning of classical trace eyeblink conditioning in adult rabbits. High-amplitude, regular hippocampal θ-band responses (that predict good learning) were elicited by the CS when it was timed to commence at the fissure θ trough (Trough group). Regardless, learning in this group was not enhanced compared with a yoked control group, possibly due to a ceiling effect. However, when the CS was consistently presented to the peak of θ (Peak group), hippocampal θ-band responding was less organized and learning was retarded. In well-trained animals, the hippocampal θ phase at CS onset no longer affected performance of the learned response, suggesting a time-limited role for hippocampal processing in learning. To our knowledge, this is the first study to demonstrate that timing a peripheral stimulus to a specific phase of the hippocampal θ cycle produces robust effects on the synchronization of neural responses and affects learning at the behavioral level. Our results support the notion that the phase of spontaneous hippocampal θ oscillation is a means of regulating the processing of information in the brain to a behaviorally relevant degree.

Learning to learn: theta oscillations predict new learning, which enhances related learning and neurogenesis

Animals in the natural world continuously encounter learning experiences of varying degrees of novelty. New neurons in the hippocampus are especially responsive to learning associations between novel events and more cells survive if a novel and challenging task is learned. One might wonder whether new neurons would be rescued from death upon each new learning experience or whether there is an internal control system that limits the number of cells that are retained as a function of learning. In this experiment, it was hypothesized that learning a task that was similar in content to one already learned previously would not increase cell survival. We further hypothesized that in situations in which the cells are rescued hippocampal theta oscillations (3–12 Hz) would be involved and perhaps necessary for increasing cell survival. Both hypotheses were disproved. Adult male Sprague-Dawley rats were trained on two similar hippocampus-dependent tasks, trace and very-long delay eyeblink conditioning, while recording hippocampal local-field potentials. Cells that were generated after training on the first task were labeled with bromodeoxyuridine and quantified after training on both tasks had ceased. Spontaneous theta activity predicted performance on the first task and the conditioned stimulus induced a theta-band response early in learning the first task. As expected, performance on the first task correlated with performance on the second task. However, theta activity did not increase during training on the second task, even though more cells were present in animals that had learned. Therefore, as long as learning occurs, relatively small changes in the environment are sufficient to increase the number of surviving neurons in the adult hippocampus and they can do so in the absence of an increase in theta activity. In conclusion, these data argue against an upper limit on the number of neurons that can be rescued from death by learning.

Hippocampal ripple-contingent training accelerates trace eyeblink conditioning and retards extinction in rabbits

There are at least two distinct oscillatory states of the hippocampus that are related to distinct behavioral patterns. Theta (4-12 Hz) oscillation has been suggested to indicate selective attention during which the animal concentrates on some features of the environment while suppressing reactivity to others. In contrast, sharp-wave ripples ( approximately 200 Hz) can be seen in a state in which the hippocampus is at its most responsive to any kind of afferent stimulation. In addition, external stimulation tends to evoke and reset theta oscillation, the phase of which has been shown to modulate synaptic plasticity in the hippocampus. Theoretically, training on a hippocampus-dependent learning task contingent upon ripples could enhance learning rate due to elevated responsiveness and enhanced phase locking of the theta oscillation. We used a brain-computer interface to detect hippocampal ripples in rabbits to deliver trace eyeblink conditioning and extinction trials selectively contingent upon them. A yoked control group was trained regardless of their ongoing neural state. Ripple-contingent training expedited acquisition of the conditioned response early in training and evoked stronger theta-band phase locking to the conditioned stimulus. Surprisingly, ripple-contingent training also resulted in slower extinction in well trained animals. We suggest that the ongoing oscillatory activity in the hippocampus determines the extent to which a stimulus can induce a phase reset of the theta oscillation, which in turn is the determining factor of learning rate in trace eyeblink conditioning.

Hippocampal theta activity is selectively associated with contingency detection but not discrimination in rabbit discrimination-reversal eyeblink conditioning

The relative power of the hippocampal theta-band ( approximately 6 Hz) activity (theta ratio) is thought to reflect a distinct neural state and has been shown to affect learning rate in classical eyeblink conditioning in rabbits. We sought to determine if the theta ratio is mostly related to the detection of the contingency between the stimuli used in conditioning or also to the learning of more complex inhibitory associations when a highly demanding delay discrimination-reversal eyeblink conditioning paradigm is used. A high hippocampal theta ratio was not only associated with a fast increase in conditioned responding in general but also correlated with slow emergence of discriminative responding due to sustained responding to the conditioned stimulus not paired with an unconditioned stimulus. The results indicate that the neural state reflected by the hippocampal theta ratio is specifically linked to forming associations between stimuli rather than to the learning of inhibitory associations needed for successful discrimination. This is in line with the view that the hippocampus is responsible for contingency detection in the early phase of learning in eyeblink conditioning.

Polysensory interneuronal projections to foot contractile pedal neurons in Hermissenda

A Pavlovian-conditioning procedure may produce modifications in multiple behavioral responses. As an example, conditioning may result in the elicitation of a specific somatomotor conditioned response (CR) and, in addition, other motor and visceral CRs. In the mollusk Hermissenda conditioning produces two conditioned responses: foot-shortening and decreased locomotion. The neural circuitry supporting ciliary locomotion is well characterized, although the neural circuit underlying foot-shortening is poorly understood. Here we describe efferent neurons in the pedal ganglion that produce contraction or extension of specific regions of the foot in semi-intact preparations. Synaptic connections between polysensory type Ib and type Is interneurons and identified foot contractile efferent neurons were examined. Type Ib and type Is interneurons receive synaptic input from the visual, graviceptive, and somatosensory systems. Depolarization of type Ib interneurons evoked spikes in identified tail and lateral foot contractile efferent neurons. Mechanical displacement of the statocyst evoked complex excitatory postsynaptic potentials (EPSPs) and spikes recorded from type Ib and type Is interneurons and complex EPSPs and spikes in identified foot contractile efferent neurons. Depolarization of type Ib interneurons in semi-intact preparations produced contraction and shortening along the rostrocaudal axis of the foot. Depolarization of Is interneurons in semi-intact preparations produced contraction of the anterior region of the foot. Taken collectively, the results suggest that type Ib and type Is polysensory interneurons may contribute to the neural circuit underlying the foot-shortening CR in Hermissenda.

Hippocampal theta (3-8Hz) activity during classical eyeblink conditioning in rabbits

In 1978, Berry and Thompson showed that the amount of theta (3-8Hz) activity in the spontaneous hippocampal EEG predicted learning rate in subsequent eyeblink conditioning in rabbits. More recently, the absence of theta activity during the training trial has been shown to have a detrimental effect on learning rate. Here, we aimed to further explore the relationship between theta activity and classical eyeblink conditioning by determining how the relative power of hippocampal theta activity [theta/(theta+delta) ratio] changes during both unpaired control and paired training phases. We found that animals with a higher hippocampal theta ratio immediately before conditioning learned faster and also that in these animals the theta ratio was higher throughout both experimental phases. In fact, while the hippocampal theta ratio remained stable in the fast learners as a function of training, it decreased in the slow learners already during unpaired training. In addition, the presence of hippocampal theta activity enhanced the hippocampal model of the conditioned response (CR) and seemed to be beneficial for CR performance in terms of peak latency during conditioning, but did not have any effect when the animals showed asymptotic learning. Together with earlier findings, these results imply that the behavioral state in which hippocampal theta activity is absent is detrimental for learning, and that the behavioral state in which hippocampal theta activity dominates is beneficial for learning, at least before a well-learned state is achieved.

Multiple response measures during classical conditioning

Animal research assessing multiple responses during Pavlovian conditioning has revealed a dichotomy between the central nervous system (CNS) substrates for somatomotor and visceral CRs. These findings have implications for the study of clinical/applied problems in human subjects, since differences in the acquisition functions for these response systems may suggest which CNS structures are involved in various neuropsychiatric disorders. The present paper describes methods and procedures utilized to assess the somatomotor conditioned eyeblink (EB) response and accompanying visceral changes in human subjects. Methods are described for assessing concomitant EB conditioned and unconditioned responses and the accompanying heart rate, skin conductance, and respiratory changes during Pavlovian conditioning in human subjects. It is stressed that utilization of concomitant conditioning of these different response systems may lead to inferences regarding the central nervous system structures involved in a variety of different kinds of clinical problems.

A behavioral stages model of classical (Pavlovian) conditioning: application to cognitive aging

In the present article, it is argued that a five-stage sequential model of the behavioral and neurophysiological events that occur when organisms are exposed to signals predicting significant events suggests that classical conditioning produces multiple memory traces involving both excitatory and inhibitory processes. Further, these multiple brain structures and associated neurophysiological mechanisms are beginning to be understood; thus, using Pavlovian conditioning techniques to study aging and cognitive functions may provide insights into which brain structures or mechanisms are responsible for more general age-related declines in associative learning and memory. The evidence for this model is briefly reviewed and studies suggesting age-related effects on classical conditioning of various response systems are described within the context of the brain structures implicated by the model.

Role of the prefrontal--thalamic axis in classical conditioning

The major conclusion to be drawn from the above-described research on the role of the PFCag in classical conditioning is obviously that it plays a primary and perhaps necessary role in the establishment of visceral cues associated with exposure to classical conditioning contingencies. Specifically, these visceral changes appear to be of an inhibitory character. This is significant, since we have postulated that inhibitory cardiac changes invariably accompany initial processing of sensory stimuli for informational value. Such visceral changes are thus not epiphenomena associated with other simultaneously occurring physiological events. A variety of lesion experiments implicate the PFCm as a central structure in this process, since damage to this area greatly attenuates, and in the case of hypothalamic knife cuts, completely eliminates learned bradycardia. Neuroanatomical tract-tracing experiments revealed that the PFCm and lag have direct projections to the NTS and DVM in the dorsomedial medulla and the nucleus ambiguous in the ventral medulla, all of which provide medullary output control of visceral activities. The nucleus ambiguous and DVM have been specifically implicated in vagal control in the rabbit (Ellenberger et al., 1983). Electrical stimulation of the PFCm provides additional evidence that this area of the brain participates in parasympathetic activities, including cardiac inhibition, since stimulation of the entire MD projection cortex, including the PFCm, produces HR decelerations accompanied by depressor responses. However, since lesions of the Iag produced relatively little effect on conditioned bradycardia, this part of the PFCag does not appear to play a major role in the development of conditioned bradycardia. Electrophysiological recording studies, including both multiple unit as well as extracellular single unit studies reinforce these conclusions. A short latency (40-180 msec) CS-evoked increase in MUA was recorded from cells in both the dorsomedial as well as central PFCm. The magnitude of these CS-evoked neuronal changes (a) was correlated with the magnitude of concomitantly occurring conditioned bradycardia; (b) was trial-related; (c) was not obtained in a similar pseudoconditioning group; and (d) declined to pretraining levels during subsequent experimental extinction. Similar, but not identical, CS-evoked changes in neuronal activity were recorded from MD. Although tone-evoked increases in MUA were also obtained from the Iag, this activity did not show the characteristics of associative learning. Single unit analysis also suggests the importance of the PFCm in elicitation of conditioned bradycardia.(ABSTRACT TRUNCATED AT 400 WORDS)

Leg flexion conditioning in the rat: its advantages and disadvantages as a model system of age-related changes in associative learning

Twelve- and 28-month-old Fischer 344 rats of both sexes received five 60-trial sessions of Pavlovian conditioning in which the CS was a 75 dB, 10,000 Hz tone, and the US was a 0.5-mA, 0.5-sec duration footshock. Right foreleg flexion was measured as the conditioned response (CR). Other animals received a random sequence of unpaired tones and footshock and served as pseudoconditioning control groups. Interstimulus intervals (ISIs) of 1.5 and 3.5 sec were studied. The longer ISI resulted in higher rates of responding in both the conditioning and pseudoconditioning groups. However, with the exception of the young males, all animals showed significantly higher levels of responding in the conditioning groups. Females also showed faster acquisition and higher levels of responding than males. A significant sex by age by sessions interaction occurred, suggesting that old males may be somewhat retarded in acquiring the leg flexion CR compared to the other groups of animals. Old males were also slower to reach a criterion of 5 successive CRs than either young males or young or old females.

Age-related changes in associative learning: studies in rabbits and rats

Two experimental models for studying age-related changes in associative learning are described. One involves classical (Pavlovian) conditioning of eyeblink and heart rate in the rabbit. The second involves Pavlovian leg flexion and heart rate conditioning in the rat. Advantages and disadvantages of each model are discussed. Results with both models suggest differential effects of aging on acquisition of autonomic and somatomotor responses, thus underlining the utility of assessing multiple response systems to adequately characterize age-related changes in learning and memory.

Methoxamine is an effective unconditioned stimulus for cardiovascular conditioning

New Zealand albino rabbits received classical conditioning training in which a 35-sec tone conditioned stimulus was paired with a bolus injection of methoxamine hydrochloride (Vasoxyl), an alpha 1-adrenergic agonist. Heart rate (HR) and blood pressure (BP) responses were recorded. Methoxamine produced a precipitous rise in BP and bradycardia as an unconditioned response (UR); pairings of tone and methoxamine over a 5-day period resulted in a gradually appearing tachycardia conditioned response (CR) which occurred shortly following tone onset. On the other hand, the BP CR was a pressor response. Accordingly, the HR CR was opposite in direction and, thus, apparently compensatory to the UR, whereas the BP CR was similar in direction to the UR. Neither of these cardiovascular changes were observed in control animals receiving either unpaired presentations of tone and methoxamine or tones paired with physiological saline. Most animals receiving either paired or unpaired infusions of methoxamine also showed consistent elevations in baseline HR as training progressed, relative to their respective day 1 levels, thus suggesting the development of compensatory HR CRs to the contextual cues associated with training.

Pizotifen (BC-105) attenuates orienting and Pavlovian heart rate conditioning in rabbits

The cardiac component of the orienting reflex (OR) was elicited in rabbits by 75 dB, 4-sec duration tones of either 304 or 1216 Hz. The conditioned cardiac response was also studied using the same tones and paraorbital electric shock as conditioned and unconditioned stimuli, respectively, using a differential Pavlovian conditioning paradigm. Subcutaneous injections of the central 5-HT antagonist pizotifen (BC-105), the peripheral 5-HT antagonist xylamidine, the central 5-HT agonist d-lysergic acid diethylamide (LSD), and LSD in conjunction with BC-105 were administered 15 min prior to behavioral assessment. Both the heart rate (HR) conditioned response (CR) and the OR consisted of bradycardia. BC-105 attenuated, but xylamidine had no effect on, OR habituation. LSD reduced the magnitude of the OR, an effect which was blocked by BC-105. BC-105 also produced a dose-related attenuation of the bradycardiac HR CR; however, xylamidine had no effect on HR conditioning, suggesting that the attenuation of the HR CR by BC-105 was central rather than peripheral in origin. LSD potentiated the bradycardiac HR CR, but BC-105 in conjunction with LSD attenuated this response. These results suggest that central 5-HT neurons may modulate the magnitude of bradycardiac responses during orienting and aversive Pavlovian conditioning.

Intracerebral scopolamine administration attenuates Pavlovian heart rate conditioning in the rabbit

Scopolamine hydrobromide was injected into the septum, dorsal hippocampus, or lateral ventricles of conscious rabbits via bilateral chronic indwelling cannulas. The cardiac orienting reflex (OR) and heart rate (HR) classical conditioning were assessed. A fourth group of animals received injections of the vehicle solution into these same brain areas and were otherwise similarly trained. Scopolamine had no effect on the cardiac OR produced by unreinforced tone stimuli. The OR consisted of pronounced bradycardia that habituated over successive trials in all groups. The HR change during classical conditioning also consisted of bradycardia. However, these conditional HR changes were attenuated by scopolamine injected into the septum and lateral ventricles, but were not affected by injections into the dorsal hippocampus. These results suggest that centrally applied scopolamine may affect a central nervous system associative process, and not a mechanism directly involved in primary bradycardia.