Dual functions of perirhinal cortex in fear conditioning.
Dual functions of perirhinal cortex in fear conditioning.
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DOI：
10.1002/hipo.22058
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发表时间：
2012-10
期刊：
影响因子：
3.5
通讯作者：
Brown, Thomas H.
中科院分区：
文献类型：
--
作者：
Kent, Brianne A.;Brown, Thomas H.
本综述探讨了嗅周皮层（PRC）在巴甫洛夫恐惧调节中的作用。焦点集中在老鼠身上，部分原因是从行为学和神经生物学角度，人们对这些动物的恐惧调节了解甚多。此外，大鼠 PRC 的神经解剖学和神经生理学已在细胞和系统水平上进行了相当详细的描述。有证据表明，PRC 在巴甫洛夫恐惧条件反射中至少可以发挥两种记忆功能。第一个功能称为“刺激单元化”，是指将两个或多个单独的项目或刺激元素视为单个实体的能力。这种感知功能的支持证据来自对情境条件作用以及对不连续听觉线索的延迟条件作用的研究。在延迟范例中，条件刺激（CS）和无条件刺激（US）在时间上重叠并共同终止。第二个 PRC 功能需要一种“瞬时记忆”。支持证据来自踪迹线索调节的研究，其中 CS 偏移和 US 起始之间存在时间间隙或踪迹间隔。为了进行学习，在跟踪间隔期间必须有瞬态 CS 表示。我们为这种短暂的表征提出了一种新颖的神经生理学机制。 PRC 的这两种假设功能与基于非厌恶学习形式的推论是一致的。
The present review examines the role of perirhinal cortex (PRC) in Pavlovian fear conditioning. The focus is on rats, partly because so much is known, behaviorally and neurobiologically, about fear conditioning in these animals. In addition, the neuroanatomy and neurophysiology of rat PRC have been described in considerable detail at the cellular and systems levels. The evidence suggests that PRC can serve at least two types of mnemonic functions in Pavlovian fear conditioning. The first function, termed "stimulus unitization," refers to the ability to treat two or more separate items or stimulus elements as a single entity. Supporting evidence for this perceptual function comes from studies of context conditioning as well as delay conditioning to discontinuous auditory cues. In a delay paradigm, the conditional stimulus (CS) and unconditional stimulus (US) overlap temporally and co-terminate. The second PRC function entails a type of "transient memory." Supporting evidence comes from studies of trace cue conditioning, where there is a temporal gap or trace interval between the CS offset and the US onset. For learning to occur, there must be a transient CS representation during the trace interval. We advance a novel neurophysiological mechanism for this transient representation. These two hypothesized functions of PRC are consistent with inferences based on non-aversive forms of learning.
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