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TAMU PSYC 340 - Neurobiological Mechanisms
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PSYC 340 1st Edition Lecture 14 Learning About S-S Relations What you missed last class… (03.10)I. Exam #2! Neurobiological Mechanisms I. Pavlovian Conditioning in Aplysia A. Pairing specific enhanced sensitization 1. You can build more enhanced learning out of sensitization B. 2 stimuli – touching the siphon and touching the mantle 1. Also have the noxious stimulus of the shock to the tail 2. Can pair the touching the mantle with the shock, and the siphon is explicitly unpaired a. Mantle = CS+; Siphon = CS-; Shock = USb. Gives stronger response with paired cue (CS+, mantle) than the unpaired (CS-, siphon) i. Shows that pairing matters ii. Seems to be a perfectly good behavioral example of Pavlovian conditioning C. CS allows Ca++ to enter, which fosters the conversion of ATP to cAMP by adenylate cyclase 1. Shocking the animal activates facilitatory interneuron; long story short, allows more calcium to enter the systema. Leads to greater sensitization These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.2. This is basically all due to adenylate cyclase – works better in the presenceof calcium a. If there is more Ca++ in the cell, more cAMP is madeb. More cAMP means more protein kinase activated, which means more potassium channels closed, which means more sensitization c. Touching the mantle allows an action potential and allows more calcium in the cell d. adenylate acts as a coincidence detector – senses that both the facilitatory neuron is engaged and that there is more calcium to bepresent 3. Order of this matters – need calcium to be present first II. Cerebellum and Conditioned Eyeblink (Thompson) ***Won’t have to memorize this circuitry diagram for exam***A. Richard Thompson and colleagues looked for the underlying mechanisms of this conditioning B. Emgram – underlying mechanism of learning and memory 1. Pairing specific enhanced sensitization for Pavlovian conditioning C. Advantages of the eyeblink paradigm 1. Really well defined variables 2. Best characterized form of learning 3. Animals are rather reliable at showing this effect 4. Easy to map the behavior D. Originally thought it involved higher-order processes 1. In the hippocampus? a. They cut the forebrain out – missing 80% of the CNSi. This animal would be odd, but doesn’t seem like it’s missing its brain. ii. Seemingly braindead, but can still do basic functions (like eating, walking…) - All of these things are organized in the lower-level structures of the midbrain and hindbrainb. But they learned just fine i. The forebrain is not neededii. Occurs in lower-level structures of the cerebellum and brainstem b. This is true for delayed conditioning, but cannot do trace conditioning (you need a forebrain for that.) B. This diagram (B) is the circuitry that underlies the eyeblink paradigmC. Methods: 1. Lesion: electrolytic and neurochemical (spares fibers of passage)a. If you think a particular nucleus in the brainstem is crucial to learning and memory, you killing/severing that part means learning should go away i. Can use an electrolytic lesion (burn the neuron inside; burns holes in the brain.)ii. Nowadays, it’s more sophisticated; chemically kills the neurons instead iii. Genetic manipulation?iv. Temporarily turn off lesionb. Inference of function through dysfunction i. Shows necessity of the region – if there is learning withoutthe region, then it is not necessary to learning 2. Activationa. Use electricity to turn region on b. Use neurochemicals to turn the region on (such as glutamate) i. Works well because you only turn on certain neurons depending on what they are sensitive tob. Genetic techniques i. Optogenetics – optically activating a region with light by changing the genetics b. Shows that activating these systems are sufficient to learning c. Substitution and mimicry 2. Recording Activity a. If this region is critical, we will see it light up during learning i. Using electrical imaging ii. Cellular-ly – were particular cells/proteins engaged?iii. Correlated activity patterns b. Are these neurons activated when I say they are activated? i. Can often be misleading ii. Sometimes, the best evidence is the data that runs counterto your hypothesis D. Look back at the diagram – neural pathways 1. Information regarding the US comes in through the trigeminal nucleusa. Lesioning this area = there is no US = there is no learning 2. UR comes down through the reflex pathway, to the reticular formation, the cranial motor nerve, then to show eyeblinking 3. CS comes through the auditory nuclei a. Lesioning this would affect the CS/CR, but would not affect the UR. 4. US and CS get married at the interpositus nucleus 5. Train them up, then lesion the inferior olive, there will still be a CR, but then they are heading towards extinction 6. The line then bar means there is an inhibitory effect a. Example: after you learn, the relationship between the interpositus nucleus turns off the inferior olive b. Leads to blocking! i. Once you expect the US, it turns off the US pathway; makes the US less effective c. Depends on the inhibitory transmitter GABA i. We can reduce this by using a drug that blocks GABA – bicucullin (GABA-A antagonist) ii. Give bicucullin – you will learn the


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TAMU PSYC 340 - Neurobiological Mechanisms

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