Different roles for amygdala central nucleus and substantia innominata in the surprise-induced enhancement of learning
Different roles for amygdala central nucleus and substantia innominata in the surprise-induced enhancement of learning
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DOI：
10.1523/jneurosci.0390-06.2006
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发表时间：
2006-04-05
影响因子：
5.3
通讯作者：
Gallagher, M
中科院分区：
文献类型：
--
作者：
Holland, PC;Gallagher, M
在大多数现代学习理论中，预期结果和实际结果之间的差异（“预测误差”或“意外”）是习得联想的关键决定因素。许多实验室的研究结果表明，对预期事件的意外遗漏可能会增强对仍然存在的刺激的注意力，从而增强随后对这些刺激的学习。我们实验室的一系列报告表明，这些杏仁核引起的刺激联想性增强依赖于包括杏仁核中央核（CeA），豆状核下无名质/基底核大细胞（SI/nBM）中的胆碱能神经元以及这些后者神经元的某些皮质投射的电路。在这项研究中，我们发现非常不同的作用CeA和SI/nBM的刺激联想性的增强，在葡萄糖诱导。在四个实验中，使用瞬时失活技术，我们发现，在惊喜的时候，但不是更快速的学习随后表达的CeA功能，依赖于完整的CeA功能的刺激，随后学习的增强。与此相反，正常的SI/nBM功能的表达增强学习是至关重要的，但不是必要的惊喜时，诱导。这些数据表明，这两个组成部分的所谓的“扩展杏仁核”服务于不同的角色在编码和检索的信息用于调节注意刺激在联想学习。连接这些大脑区域的额外回路在维护这些信息方面也可能很重要。
Within most modern learning theories, the discrepancy between expected and obtained outcomes ("prediction error" or "surprise") is a critical determinant of the acquisition of learned associations. The results of studies from many laboratories show that the surprising omission of an expected event may enhance attention to stimuli that remain present, such that subsequent learning about those stimuli is enhanced. A series of reports from our laboratories demonstrated that these surprise-induced enhancements of stimulus associability depend on circuitry that includes the amygdala central nucleus (CeA), the cholinergic neurons in the sublenticular substantia innominata/nucleus basalis magnocellularis (SI/nBM), as well as certain cortical projections of these latter neurons. In this study, we found very different roles for CeA and SI/nBM in surprise-induced enhancements of stimulus associability. In four experiments that used transient inactivation techniques, we found that surprise-induced enhancement of subsequent learning about a stimulus depended on intact CeA function at the time of surprise but not when more rapid learning was subsequently expressed. In contrast, normal SI/nBM function was critical to the expression of enhanced learning but was not necessary when surprise was induced. These data suggest that these two components of the so-called "extended amygdala" serve distinct roles in the encoding and retrieval of information used in modulating attention to stimuli in associative learning. Additional circuitry linking these brain regions may also be important in the maintenance of that information.