Ontogeny of odor-LiCl vs. odor-shock learning: similar behaviors but divergent ages of functional amygdala emergence.
Ontogeny of odor-LiCl vs. odor-shock learning: similar behaviors but divergent ages of functional amygdala emergence.
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气味-LiCl 的个体发育与气味冲击学习：相似的行为，但功能性杏仁核出现的年龄不同。
DOI：
10.1101/lm.977909
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Sullivan,ReginaM
中科院分区：
文献类型：
--
作者：
Raineki,Charlis;Shionoya,Kiseko;Sander,Kristin;Sullivan,ReginaM
气味偏好和气味厌恶学习都发生在围产期幼犬中，在支持成人这种学习的大脑结构成熟之前。为了表征气味学习的发展，我们比较了三种学习范式：（1）气味-LiCl（0.3M；1%体重，ip）和（2）气味-1.2-mA电击（后肢，1秒）——这两种电击在整个生命过程中持续产生气味厌恶学习；（3）气味-0.5-mA电击，在生命早期产生气味偏好，但在幼崽时产生气味回避成熟。幼崽在出生后第 7-8、12-13 或 23-24 天进行训练，使用气味 LiCl 和气味 0.5 mA 电击和气味 1.2 mA 电击两种气味电击调节范例。在这里，我们表明，在最小的幼犬（PN7-8）中，气味偏好学习与前梨状皮层（嗅觉）皮层的活动相关，而气味厌恶学习与后梨状皮层的活动相关。在 PN12-13，当所有条件反射范例产生气味厌恶时，气味 0.5-mA 电击、气味-1.2-mA 电击和气味-LiCl 都继续在后梨状皮层中产生与学习相关的变化。然而，只有 0.5 mA 气味电击才会引起基底外侧杏仁核内与学习相关的变化。断奶时（PN23-24），所有学习范式都会在后梨状皮层和基底外侧杏仁核复合体中产生与学习相关的变化。这些结果表明学习神经生物学发展的至少两个基本原则：（1）在整个发展过程中表现出相似的学习可以得到表现出非常强劲的发展变化的神经系统的支持，（2）杏仁核功能的出现取决于学习方案和正在评估的强化条件。
Both odor-preference and odor-aversion learning occur in perinatal pups before the maturation of brain structures that support this learning in adults. To characterize the development of odor learning, we compared three learning paradigms: (1) odor-LiCl (0.3M; 1% body weight, ip) and (2) odor-1.2-mA shock (hindlimb, 1sec)—both of which consistently produce odor-aversion learning throughout life and (3) odor-0.5-mA shock, which produces an odor preference in early life but an odor avoidance as pups mature. Pups were trained at postnatal day (PN) 7–8, 12–13, or 23–24, using odor-LiCl and two odor-shock conditioning paradigms of odor-0.5-mA shock and odor-1.2-mA shock. Here we show that in the youngest pups (PN7–8), odor-preference learning was associated with activity in the anterior piriform (olfactory) cortex, while odor-aversion learning was associated with activity in the posterior piriform cortex. At PN12–13, when all conditioning paradigms produced an odor aversion, the odor-0.5-mA shock, odor-1.2-mA shock, and odor-LiCl all continued producing learning-associated changes in the posterior piriform cortex. However, only odor-0.5-mA shock induced learning-associated changes within the basolateral amygdala. At weaning (PN23–24), all learning paradigms produced learning-associated changes in the posterior piriform cortex and basolateral amygdala complex. These results suggest at least two basic principles of the development of the neurobiology of learning: (1) Learning that appears similar throughout development can be supported by neural systems showing very robust developmental changes, and (2) the emergence of amygdala function depends on the learning protocol and reinforcement condition being assessed.