BRAINSTEM SUBSTRATES OF LEARNING WITH REVERSIBLE LESIONS

这些研究的长期目标是加深我们对 学习和记忆的生物学基础。这样做的具体目的是 该项目是确定所涉及的脑干和小脑结构 在学习机制中进行简单的习得反射。 该项目与健康有关，因为它具有改善学习的潜力。 以及在功能恢复中的应用 脑部受损的个体。研究设计包括培训 受试者接受一项简单的经典条件反射任务。在获取过程中， 训练的保留和消退阶段，包括行为和 部分脑干细胞外多单位活动(单位活动) 小脑区域被监测与学习相关的活动 以及未习得的反射：三叉神经上、三叉神经脊束内， 网状被盖核、桥脑外侧核、小脑皮质小叶 HVI和间位核。在实验L中，这些基因座将是 临时将受试者分组，然后他们将接受培训，以及 随后进行了正常保持情况的测试。问题是， 受试者可以在不使用这些区域的情况下进行学习。在实验中 2、受试者将接受训练，然后在间歇期暂时受损， 红核或面核(不同组)消退时 训练。问题是受试者是否会表现出 当它们后来被测试为正常动物时，它们会被训练灭绝。这个 间位核是潜在的学习场所，所以在实验中 3它将暂时停用。问题是，损失是否 反馈改变了已学习和未学习的行为和单位活动 反射存在于相关的脑干和小脑结构中。为所有人 实验中，与学习相关的单位活动用Z- 条件性刺激条件下学习行为的得分及其相关性 单独进行测试试验。与反身行为相关的单位活动是 同样在无条件刺激单独测试试验中进行评估， 通过评价降温效果来评价置换物的调制作用 每次试验的基线活动和诱发的刺激。在实验4中， 降温程度将通过选定受试者的2-脱氧葡萄糖来评估 从前面的实验中。这些研究特别评估了 小脑和脑干假说在学习和记忆中的作用。

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.