An observational learning task using Barnes maze in rats

Emulation as a behavioral strategy underlying spatial observational learning in rats

Humans and several non-human species have shown the ability to learn by observing an experimented conspecific. A basic form of this learning is spatial observational learning (sOL), where a naïve animal improves their accuracy in a spatial task after witnessing a demonstrator solve the same task. This ability has gained neurophysiological support with the discovery of hippocampal CA1 social place cells, which encoded the position of others, and the role of CA2 and ventral CA1 neurons in processing and storing social memory. However, the direct role of the hippocampus in accomplishing sOL and the behavioral changes adopted by the observer animal have not been fully understood. Observational learning can be explained by behavioral processes such as imitation, emulation, or local enhancement. We used a modified version of the oasis maze to unravel the strategy unfolded by naïve observer rats during sOL. Our results suggest that emulation is the primary strategy implemented by observers by switching from a free-foraging approach to goal-directed behavior. Furthermore, the pharmacological inactivation of the hippocampus during the observation period impeded sOL, revealing the necessity of this structure for engaging in this behavioral change. Our results propose that the hippocampus is necessary for the internal representation of the demonstrator in the space and their movement towards a particular area and for the animal comprehension of the behavioral purpose of others during observational learning.

Shaping behaviors through social experience and their proposed sensitivity to stress

Mammals have evolved with a range of innate drives, such as thirst and hunger, that promote motivated behaviors to ensure survival. A drive for social engagement promotes social interaction and bond formation. While a stable social environment maintains the opportunity for resource sharing and protection, an additional benefit is provided by the social transmission of information. Social experiences, and information obtained from conspecifics, can be used to learn about threats and opportunities in the environment. This review examines the primary forms of social learning and how they can shape behavior. Additionally, while there is much known about the effects of stress on learning and memory, there is much less known about its effects on social learning and memory. This review will therefore dissect the major factors that contribute to social learning and propose how stress may impact these factors. This may serve as a way to formulate new hypotheses about how stress might impact social learning and the effects of social experiences on behavior.

The complex affective and cognitive capacities of rats

For several decades, although studies of rat physiology and behavior have abounded, research on rat emotions has been limited in scope to fear, anxiety, and pain. Converging evidence for the capacity of many species to share others' affective states has emerged, sparking interest in the empathic capacities of rats. Recent research has demonstrated that rats are a highly cooperative species and are motivated by others' distress to prosocial actions, such as opening a door or pulling a chain to release trapped conspecifics. Studies of rat affect, cognition, and neural function provide compelling evidence that rats have some capacity to represent others' needs, to instrumentally act to improve their well-being, and are thus capable of forms of targeted helping. Rats' complex abilities raise the importance of integrating new measures of rat well-being into scientific research.

Cognitive comorbidities in the rat pilocarpine model of epilepsy

Patients with epilepsy are prone to cognitive decline, depression, anxiety and other behavioral disorders. Cognitive comorbidities are particularly common and well-characterized in people with temporal lobe epilepsy, while inconsistently addressed in epileptic animals. Therefore, the aim of this study was to ascertain whether there is good evidence of cognitive comorbidities in animal models of epilepsy, in particular in the rat pilocarpine model of temporal lobe epilepsy. We searched the literature published between 1990 and 2023. The association of spontaneous recurrent seizures induced by pilocarpine with cognitive alterations has been evaluated by using various tests: contextual fear conditioning (CFC), novel object recognition (NOR), radial and T-maze, Morris water maze (MWM) and their variants. Combination of results was difficult because of differences in methodological standards, in number of animals employed, and in outcome measures. Taken together, however, the analysis confirmed that pilocarpine-induced epilepsy has an effect on cognition in rats, and supports the notion that this is a valid model for assessment of cognitive temporal lobe epilepsy comorbidities in preclinical research.

A novel paradigm for observational learning in rats

The ability to learn by observing the behavior of others is energy efficient and brings high survival value, making it an important learning tool that has been documented in a myriad of species in the animal kingdom. In the laboratory, rodents have proven useful models for studying different forms of observational learning, however, the most robust learning paradigms typically rely on aversive stimuli, like foot shocks, to drive the social acquisition of fear. Non-fear-based tasks have also been used but they rarely succeed in having observer animals perform a new behavior de novo. Consequently, little known regarding the cellular mechanisms supporting non-aversive types of learning, such as visuomotor skill acquisition. To address this we developed a reward-based observational learning paradigm in adult rats, in which observer animals learn to tap lit spheres in a specific sequence by watching skilled demonstrators, with successful trials leading to rewarding intracranial stimulation in both observers and performers. Following three days of observation and a 24-hour delay, observer animals outperformed control animals on several metrics of task performance and efficiency, with a subset of observers demonstrating correct performance immediately when tested. This paradigm thus introduces a novel tool to investigate the neural circuits supporting observational learning and memory for visuomotor behavior, a phenomenon about which little is understood, particularly in rodents.

Exposure to fluoride exacerbates the cognitive deficit of diabetic patients living in areas with endemic fluorosis, as well as of rats with type 2 diabetes induced by streptozotocin via a mechanism that may involve excessive activation of the poly(ADP ribose) polymerase-1/P53 pathway

Epidemiology has shown that fluoride exposure is associated with the occurrence of diabetes. However, whether fluoride affects diabetic encephalopathy is unclear. Elderly diabetic patients in areas with endemic (n = 169) or no fluorosis (108) and controls (85) underwent Montreal Cognitive Assessment. Sprague-Dawley rats receiving streptozotocin and/or different fluoride doses were examined for spatial learning and memory, brain morphology, blood-brain barrier, fasting blood glucose and insulin. Cultured SH-SY5Y cells were treated with 50 mM glucose and/or low- or high-dose fluoride, and P53-knockdown or poly-ADP-ribose polymerase-1 (PARP-1) inhibition. The levels of PARP-1, P53, poly-ADP-ribose (PAR), apoptosis-inducing factor (AIF), and phosphorylated-histone H2A.X (ser139) were measured by Western blotting. Reactive oxygen species (ROS), 8-hydroxydeguanosine (8-OHdG), PARP-1 activity, acetyl-P53, nicotinamide adenine dinucleotide (NAD+), activities of mitochondrial hexokinase1 (HK1) and citrate synthase (CS), mitochondrial membrane potential and apoptosis were assessed biochemically. Cognition of diabetic patients in endemic fluorosis areas was poorer than in other regions. In diabetic rats, fasting blood glucose, insulin resistance and blood-brain barrier permeability were elevated, while spatial learning and memory and Nissl body numbers in neurons declined. In these animals, expression and activity of P53 and PARP-1 and levels of NAD+, PAR, ROS, 8-OHdG, p-histone H2A.X (ser139), AIF and apoptosis content increased; whereas mitochondrial HK1 and CS activities and membrane potential decreased. SH-SY5Y cells exposed to glucose exhibited changes identical to diabetic rats. The changes in diabetic rats and cells treated with glucose were aggravated by fluoride. P53-knockout or PARP-1 inhibition mitigated the effects of glucose with/without low-dose fluoride. Elevation of diabetic encephalopathy was induced by exposure to fluoride and the underlying mechanism may involve overactivation of the PARP-1/P53 pathway.

Hybrid computational model depicts the contribution of non-significant lobes of human brain during the perception of emotional stimuli

Emotions are synchronizing responses of human brain while executing cognitive tasks. Earlier studies had revealed strong correlation between specific lobes of the brain to different types of emotional valence. In the current study, a comprehensive three-dimensional mapping of human brain for executing emotion specific tasks had been formulated. A hybrid computational machine learning model customized from Custom Weight Allocation Model (CWAM) and defined as Custom Rank Allocation Model (CRAM). This regression-based hybrid computational model computes the allocated tasks to different lobes of the brain during their respective executive stage. Event Related Potentials (ERP) were obtained with significant effect at P1, P2, P3, N170, N2, and N4. These ERPs were configured at Pz, Cz, F3, and T8 regions of the brain with maximal responses; while regions like Cz, C4 and F4 were also found to make effective contributions to elevate the responses of the brain, and thus these regions were configured as augmented source regions of the brain. In another circumstance of frequent -deviant - equal (FDE) presentation of the emotional stimuli, it was observed that the brain channels C3, C4, P3, P4, O1, O2, and Oz were contributing their emotional quotient to the overall response of the brain regions; whereas, the interaction effect was found presentable at O2, Oz, P3, P4, T8 and C3 regions of brain. The proposed computational model had identified the potential neural pathways during the execution of emotional task.

Medial prefrontal cortex stimulation disrupts observational learning in Barnes maze in rats

Observational learning, which improves one's own behavior by observing the adaptive behavior of others, has been experimentally demonstrated in primates and rodents in several behavioral studies, including our previous study. However, its neural mechanisms remain unclear. We electrically stimulated the brain regions of rats and disturbed their neural activities during observation periods in the observational learning task using Barnes maze. According to comparison of escaping latencies of the observer and model rats, the observer rats with stimulation of the medial prefrontal cortex (mPFC) showed no observational learning, whereas both of the observer rats with stimulation of the dorsal hippocampus and with no stimulation (control) showed observational learning. These results suggest that mPFC stimulation disrupts observational learning and confirms that the mPFC is an important brain region for it in rats.

Leveraging Social Learning to Enhance Captive Animal Care and Welfare

From ants to zebras, animals are influenced by the behavior of others. At the simplest level, social support can reduce neophobia, increasing animals’ exploration of novel spaces, foods, and other environmental stimuli. Animals can also learn new skills more quickly and more readily after observing others perform them. How then can we apply animals’ proclivity to socially learn to enhance their care and welfare in captive settings? Here, I review the ways in which animals (selectively) use social information, and propose tactics for leveraging that to refine the behavioral management of captive animals: to enhance socialization techniques, enrichment strategies, and training outcomes. It is also important to consider, however, that social learning does not always promote the uniform expression of new behaviors. There are differences in animals’ likelihood to seek out or use socially provided information, driven by characteristics such as species, rank, age, and personality. Additionally, social learning can result in inexact transmission or the transmission of undesirable behaviors. Thus, understanding when, how, and why animals use social information is key to developing effective strategies to improve how we care for animals across settings and, ultimately, enhance captive animal welfare.

Gamma Oscillations Facilitate Effective Learning in Excitatory-Inhibitory Balanced Neural Circuits

Gamma oscillation in neural circuits is believed to associate with effective learning in the brain, while the underlying mechanism is unclear. This paper aims to study how spike-timing-dependent plasticity (STDP), a typical mechanism of learning, with its interaction with gamma oscillation in neural circuits, shapes the network dynamics properties and the network structure formation. We study an excitatory-inhibitory (E-I) integrate-and-fire neuronal network with triplet STDP, heterosynaptic plasticity, and a transmitter-induced plasticity. Our results show that the performance of plasticity is diverse in different synchronization levels. We find that gamma oscillation is beneficial to synaptic potentiation among stimulated neurons by forming a special network structure where the sum of excitatory input synaptic strength is correlated with the sum of inhibitory input synaptic strength. The circuit can maintain E-I balanced input on average, whereas the balance is temporal broken during the learning-induced oscillations. Our study reveals a potential mechanism about the benefits of gamma oscillation on learning in biological neural circuits.