BRAINSTEM SUBSTRATES OF LEARNING WITH REVERSIBLE LESIONS

具有可逆性损伤的学习脑干基质

• 批准号: 2250456
• 负责人: DAVID G LAVOND
• 金额: $ 11.5万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-05-01 至 1997-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2250456
• 关键词: behavioral extinction; cerebellum; conditioning; experimental brain lesion; histology; laboratory rabbit; learning; memory; neuroanatomy; neurophysiology; red nucleus; spinal trigeminal nucleus; stimulus /response; trigeminal nerve

The long-term objectives of these studies are to further our understanding of the biological bases of learning and memory. The specific aim of this project is to determine the brainstem and cerebellar structures involved in the mechanisms of learning and performing a simple learned reflex. This project relates to health in its potential for improving learning in normal individuals, and in applications of recovery of function in individuals with brain damage. The research design involves training subjects on a simple classical conditioning task. During acquisition, retention and extinction phases of training, both behavior and extracellular multiple unit activity (unit activity) in select brainstem and cerebellar areas are monitored for activity associated with learned and unlearned reflexes: supratrigeminal, interpolaris spinal trigeminal, reticular tegmental and lateral pontine nuclei, cerebellar cortical lobule HVI and interpositus nucleus. In Experiment l, these loci will be temporary lesioned in groups of subjects, who will then be trained, and subsequently tested for retention as normals. The question is whether the subjects can learn without the use of one of these regions. In Experiment 2, subjects will be trained and then temporarily lesioned in interpositus, red nucleus or facial nucleus (different groups) while given extinction training. The question is whether subjects will show the effects of extinction training when they are later tested as normals. The interpositus nucleus is potentially a locus of learning, so in Experiment 3 it will be temporarily inactivated. The question is whether loss of feedback alters the behavior and unit activity for learned and unlearned reflexes are in related brainstem and cerebellar structures. For all experiments, unit activity associated with learning is evaluated by Z- scores and correlations between learned behavior on conditioned stimulus alone test trials. Unit activity associated with reflexive behavior is similarly evaluated on unconditioned stimulus alone test trials and for modulatory effects of the interpositus by evaluating effects of cooling on baseline activity on each trial and evoked stimuli. In Experiment 4 the extent of cooling will be evaluated by 2-deoxyglucose in select subjects from the preceding experiments. These studies specifically evaluate the cerebellar and brainstem hypotheses for their role in learning and memory.

这些研究的长期目标是进一步了解 学习和记忆的生物学基础。 其具体目的是 项目是确定脑干和小脑结构涉及 在学习和执行简单的学习反射的机制中。 该项目与健康有关，因为它有可能改善学习， 正常人，并在恢复功能的应用中， 有脑损伤的人。 研究设计涉及培训 一个简单的经典条件反射任务。 在采集期间， 保留和灭绝阶段的培训，无论是行为和 选择性脑干细胞外多单位活动 和小脑区域的活动进行监测， 和未习得的反射：三叉神经上反射，三叉神经脊束极间反射， 网状被盖和外侧脑桥核，小脑皮质小叶 HVI和间位核。 在实验1中，这些位点将是 在受试者群体中暂时受损，然后接受培训， 随后测试保持正常。 问题在于 受试者可以在不使用这些区域之一的情况下学习。 实验 2.受试者将接受培训，然后暂时性损伤， 红核或面神经核（不同组），同时给予消光 训练 问题是受试者是否会表现出 灭绝训练时，他们后来测试正常。的 间位核是潜在的学习场所，因此在实验中， 3、暂时停用。 问题是， 反馈改变了学习和非学习的行为和单位活动 反射在相关的脑干和小脑结构中。 为所有 实验中，与学习相关的单元活动由Z- 条件刺激下习得行为的得分和相关性 单独测试试验。 与反身行为相关的单位活动是 类似地，对单独的无条件刺激测试试验进行评估， 通过评估冷却对 每次试验的基线活动和诱发刺激。 在实验4中， 在选定的受试者中，将通过2-脱氧葡萄糖评价冷却程度 从之前的实验中。 这些研究专门评估了 小脑和脑干的假说在学习和记忆中的作用。