Massed and spaced learning in honeybees: The role of CS, US, the intertrial interval, and the test interval
Massed and spaced learning in honeybees: The role of CS, US, the intertrial interval, and the test interval
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DOI：
10.1101/lm.40001
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发表时间：
2001-07-01
影响因子：
2
通讯作者：
Greggers, U
中科院分区：
文献类型：
--
作者：
Menzel, R;Manz, G;Greggers, U
利用条件反射技术研究了连续条件反射试验之间的时间间隔对记忆的影响。在两个长期的时间间隔，对应于早期（1和2天后的条件）和后期的长期记忆（3和4天）的保留进行监测。通过使用不同的条件刺激（气味、机械刺激和天线处的温度升高）、不同强度的非条件刺激（蔗糖）和不同数量的条件试验来改变获取水平。学习试验的间隔方式是影响习得和保持的主要因素，虽然较长的试验间隔会导致更好的习得和更高的保持，但习得水平本身并不决定间隔对保持的影响。间隔条件反射导致更高的记忆巩固在收购期间和以后，在早期和长期记忆阶段之间。这些巩固过程可以选择性地抑制通过阻断蛋白质合成过程中收购。
Conditioning the proboscis extension reflex of harnessed honeybees (Apis mellifera) is used to study the effect temporal spacing between successive conditioning trials has on memory. Retention is monitored at two long-term intervals corresponding to early (I and 2 d after conditioning) and late long-term memory (3 and 4 d). The acquisition level is varied by using different conditioned stimuli (odors, mechanical stimulation, and temperature increase at the antenna), varying strengths of the unconditioned stimulus (sucrose), and various numbers of conditioning trials. How learning trials are spaced is the dominant factor both for acquisition and retention, and although longer intertrial intervals lead to better acquisition and higher retention, the level of acquisition per se does not determine the spacing effect on retention. Rattler, spaced conditioning leads to higher memory consolidation both during acquisition and later, between the early and long-term memory phases. These consolidation processes can be selectively inhibited by blocking protein synthesis during acquisition.