PSYC 340 1st Edition Lecture 17 Genetic Manipulations What you missed last class (03.26)I. Overview by TA Misty II. Knockout A. Functional gene is replaced with a mutated gene III. Transgenic A. Insertion of a new gene that changes the protein products that are manufacturedIV. Procedure V. Gene targeting A. CREB and CaMKII in memory B. Evidence 1. Impact of knocking out CAMKII (alpha subunit) 2. Disrupts hippocampal LTP and spatial learning Genetic Manipulations – Improving Memory I. DoogieA. Making a smarter mouse (Tsein et al.) 1. Created mice that made the NR2B subunit of the NMDA receptor into adulthood a. NR2A (adult form) b. MR2B (juvenile form) c. Switch between these when the mouse grows up; what happens when you stop the switch? 2. Exhibited enhanced LTP and learning a. Enhanced spatial recognition, too II. Optogenetics A. Seek to activate cells involved in a specific memory B. Uses a viral vector 1. A virus infects cells by binding to the cell membrane and depositing genesthat the cell mistakes for its own a. Causes it to produce a foreign protein C. Genes used: 1. Channelrhopdopsin – illumination allows Na+ ions to ender the cella. Increases action potential b. Only cells that are currently active (have to take him off DOX) are going to get labelled 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.c. Train him with light/shock; put him in a new context, and by shining a blue light on channelrhopdopsin in hippocampus, you are going to bring up the memory again.2. Halorhodopsin – illumination allows Cl- flux a. Decreases action potential b. Opposite of channelrhopdopsin; shut the memory down D. Placed under the control of tTA promotorWhen the R-O Relation Matters I. Response-Outcome Learning A. Basic properties 1. Criteria a. The behavioral modification depends on a form of neural plasticity. b. The modification depends on the organism’s experiential history. c. The modification outlasts the environmental contingencies used to induce it; the experience has a lasting effect on performance d. Imposing a temporal relationship between a response and an outcome alters the response II. Ways of studying instrumental behavior A. Reward training B. Omission training C. Punishment D. Escape Appetitive Reinforcers I. Reward training (positive reinforcement) A. Performing the response produces an appetitive stimulus 1. Schedules matter 2. Partial reinforcement principle B. Example: giving a treat to a dogC. Increase behaviorII. Omission (negative punishment) A. Performing the response prevents/eliminates the occurrence of an appetitive stimulus B. Putting a kid in time out C. Decrease behaviorAversive ReinforcersI. Punishment (Positive punishment) A. Performing a response leads to an aversive stimulus B. Hitting a dog with a newspaper C. Decreases behaviorII. Escape (Negative reinforcement) A. Response contingent shock 1. Performing a response eliminates/prevents the occurrence of an aversive stimulus 2. Performing the response (opening umbrella) prevents the aversive stimulus (rain) B. Increases behavior Phenomena I. Common behavioral principles A. Preparedness – already prepared to make connections between taste and sickness B. Adding extra (free) reinforcers degrades performance C. Learned helplessness 1. Overmeir, Seligman, and Maier 2. Much like US pre-exposure effect 3. Triadic design a. Three groups: i. Master ii. Yoked iii. Unshockediv. When Master turns wheel, shock is turned off to Master and Yoked. No matter what the Yoked animal does, it has no control. b. Tested in a shuttle avoidance test i. FR1 (jump over once) – all perform the sameii. Observe a behavioral deficit in a shuttle avoidance task (onFR2) - FR2 – jump over and jump back 4. Motivation – cognition of no control 5. Associative – knowledge of the lack of association between behavior and shock undermines new learning II. Therapy A. If cognition is critical, we should be able to reverse it/prevent it by showing the animals they have control 1. Can we reverse it if we show you that you have control? 2. Yes, yes we can reverse learned helplessness! a. You do have to show/train them though III. Immunization A. Opposite order of therapy1. Having known that shock is controllable beforehand works 2. Protect against a deficit IV. Role of Endogenous Opiods A. Could the animals be analgesic? B. Tail flick – if a rat has his tail by a heat source, will move his tail when it gets too hot; tests for analgesia V. Learned helplessness and disease A. Immune function 1. Adverse events have adverse consequences depending on your perception of control 2. Cancer patients who seem to have control actually do betterB. Anxiety 1. Depression to do free-floating anxiety 2. PTSD-like a. Produce heightened arousal and anxiety b. “re-experiencing” and
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