From safety to frustration: The neural substrates of inhibitory learning in aversive and appetitive conditioning procedures

Inhibitory associative learning counters the effects of excitatory learning, whether appetitively or aversively motivated. Moreover, the affective responses accompanying the inhibitory associations are of opponent valence to the excitatory conditioned responses. Inhibitors for negative aversive outcomes (e.g. shock) signal safety, while inhibitors for appetitive outcomes (e.g. food reward) elicit frustration and/or disappointment. This raises the question as to whether studies using appetitive and aversive conditioning procedures should demonstrate the same neural substrates for inhibitory learning. We review the neural substrates of appetitive and aversive inhibitory learning as measured in different procedural variants and in the context of the underpinning excitatory conditioning on which it depends. The mesocorticolimbic dopamine pathways, retrosplenial cortex and hippocampus are consistently implicated in inhibitory learning. Further neural substrates identified in some procedural variants may be related to the specific motivation of the learning task and modalities of the learning cues. Finally, we consider the translational implications of our understanding of the neural substrates of inhibitory learning, for obesity and addictions as well as for anxiety disorders.

Reinforcement rate and the balance between excitatory and inhibitory learning: Insights from deletion of the GluA1 AMPA receptor subunit

Conditioned responding is sensitive to reinforcement rate. This rate-sensitivity is impaired in genetically modified mice that lack the GluA1 subunit of the AMPA receptor. A time-dependent application of the Rescorla-Wagner learning rule can be used to derive an account of rate-sensitivity by reflecting the balance of excitatory and inhibitory associative strength over time. By applying this analysis, the impairment in GluA1 knockout mice may be explained by reduced sensitivity to negative prediction error and thus, impaired inhibitory learning, such that excitatory associative strength is not reduced during the nonreinforced periods of a conditioned stimulus. The article describes a test of the role of GluA1 in inhibitory learning that requires summing of the associative strengths of cues presented in compound. Mice were trained on a feature negative discrimination of the form A+/AX-. GluA1 knockout mice acquired the discrimination to a similar extent as controls. The inhibitory properties of cue X were verified in a summation test that included a control for nonassociative, external inhibition. The performance of GluA1 knockout mice was similar to that of controls. However, in line with previous findings, GluA1 deletion impaired the precision of timing of conditioned responding. These results provide further evidence that impaired sensitivity to reinforcement rate is not a consequence of impaired inhibitory learning. The results may more readily fit with accounts of rate sensitivity that propose that it reflects encoding of temporal and numeric information rather than being a consequence of changes in associative strength over time. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Cortico-Striatal Activity Characterizes Human Safety Learning via Pavlovian Conditioned Inhibition

Safety learning generates associative links between neutral stimuli and the absence of threat, promoting the inhibition of fear and security-seeking behaviors. Precisely how safety learning is mediated at the level of underlying brain systems, particularly in humans, remains unclear. Here, we integrated a novel Pavlovian conditioned inhibition task with ultra-high field (7 Tesla) fMRI to examine the neural basis of safety learning in 49 healthy participants. In our task, participants were conditioned to two safety signals: a conditioned inhibitor that predicted threat omission when paired with a known threat signal (A+/AX-), and a standard safety signal that generally predicted threat omission (BC-). Both safety signals evoked equivalent autonomic and subjective learning responses but diverged strongly in terms of underlying brain activation (PFDR whole-brain corrected). The conditioned inhibitor was characterized by more prominent activation of the dorsal striatum, anterior insular, and dorsolateral PFC compared with the standard safety signal, whereas the latter evoked greater activation of the ventromedial PFC, posterior cingulate, and hippocampus, among other regions. Further analyses of the conditioned inhibitor indicated that its initial learning was characterized by consistent engagement of dorsal striatal, midbrain, thalamic, premotor, and prefrontal subregions. These findings suggest that safety learning via conditioned inhibition involves a distributed cortico-striatal circuitry, separable from broader cortical regions involved with processing standard safety signals (e.g., CS-). This cortico-striatal system could represent a novel neural substrate of safety learning, underlying the initial generation of "stimulus-safety" associations, distinct from wider cortical correlates of safety processing, which facilitate the behavioral outcomes of learning.SIGNIFICANCE STATEMENT Identifying safety is critical for maintaining adaptive levels of anxiety, but the neural mechanisms of human safety learning remain unclear. Using 7 Tesla fMRI, we compared learning-related brain activity for a conditioned inhibitor, which actively predicted threat omission, and a standard safety signal (CS-), which was passively unpaired with threat. The inhibitor engaged an extended circuitry primarily featuring the dorsal striatum, along with thalamic, midbrain, and premotor/PFC regions. The CS- exclusively involved cortical safety-related regions observed in basic safety conditioning, such as the vmPFC. These findings extend current models to include learning-specific mechanisms for encoding stimulus-safety associations, which might be distinguished from expression-related cortical mechanisms. These insights may suggest novel avenues for targeting dysfunctional safety learning in psychopathology.

Safety Learning in Anxiety, Pavlovian Conditioned Inhibition and COVID Concerns

Experimental studies of fear conditioning have identified the effectiveness of safety signals in inhibiting fear and maintaining fear-motivated behaviors. In fear conditioning procedures, the presence of safety signals means that the otherwise expected feared outcome will not now occur. Differences in the inhibitory learning processes needed to learn safety are being identified in various psychological and psychiatric conditions. However, despite early theoretical interest, the role of conditioned inhibitors as safety signals in anxiety has been under-investigated to date, in part because of the stringent test procedures required to confirm the demonstration of conditioned inhibition as such. Nonetheless, the theoretical implications of an inhibitory learning perspective continue to influence clinical practice. Moreover, our understanding of safety signals is of additional importance in the context of the increased health anxiety and safety behaviors generated by the COVID-19 pandemic.

Second-Order Conditioning in Humans

In contrast to the large body of work demonstrating second-order conditioning (SOC) in non-human animals, the evidence for SOC in humans is scant. In this review, I examine the existing literature and suggest theoretical and procedural explanations for why SOC has been so elusive in humans. In particular, I discuss potential interactions with conditioned inhibition, whether SOC is rational, and propose critical parameters needed to obtain the effect. I conclude that SOC is a real but difficult phenomenon to obtain in humans, and suggest directions for future research.

The Role of the Lateral Habenula in Inhibitory Learning from Reward Omission

The lateral habenula (LHb) is a phylogenetically primitive brain structure that plays a key role in learning to inhibit distinct responses to specific stimuli. This structure is activated by primary aversive stimuli, cues predicting an imminent aversive event, unexpected reward omissions, and cues associated with the omission of an expected reward. The most widely described physiological effect of LHb activation is acutely suppressing midbrain dopaminergic signaling. However, recent studies have identified multiple means by which the LHb promotes this effect as well as other mechanisms of action. These findings reveal the complex nature of LHb circuitry. The present paper reviews the role of this structure in learning from reward omission. We approach this topic from the perspective of computational models of behavioral change that account for inhibitory learning to frame key findings. Such findings are drawn from recent behavioral neuroscience studies that use novel brain imaging, stimulation, ablation, and reversible inactivation techniques. Further research and conceptual work are needed to clarify the nature of the mechanisms related to updating motivated behavior in which the LHb is involved. As yet, there is little understanding of whether such mechanisms are parallel or complementary to the well-known modulatory function of the more recently evolved prefrontal cortex.

Second-Order Conditioning and Conditioned Inhibition in Different Moments of the Same Training: The Effect of A+ and AX- Trial Number

The feature negative discrimination (A+/AX-) can result in X gaining excitatory properties (second-order conditioning, SOC) or in X gaining inhibitory properties (conditioned inhibition, CI), a challenging finding for most current associative learning theories. Research on the variables that modulate which of these phenomena would occur is scarce but has clearly identified the trial number as an important variable. In the set of experiments presented here, the effect of trial number was assessed in a magazine training task with rats as a function of both the conditioning sessions and the number of A+ and AX- trials per session, holding constant the total number of trials per session. The results indicated that SOC is most likely to be found at the beginning of training when there are many A+ and few AX- trials, and CI (as assessed by a retardation test) is most likely to be found at the end of training when there are few A+ and many AX- trials. Both phenomena were also found at different moments of training when the number of A+ trials was equal to the number of AX- trials. These results cannot be predicted by acquisition-focused associative models but can be predicted by theories that distinguish between learning and performance.

The Neural Correlates of Cued Reward Omission

Compared to our understanding of positive prediction error signals occurring due to unexpected reward outcomes, less is known about the neural circuitry in humans that drives negative prediction errors during omission of expected rewards. While classical learning theories such as Rescorla-Wagner or temporal difference learning suggest that both types of prediction errors result from a simple subtraction, there has been recent evidence suggesting that different brain regions provide input to dopamine neurons which contributes to specific components of this prediction error computation. Here, we focus on the brain regions responding to negative prediction error signals, which has been well-established in animal studies to involve a distinct pathway through the lateral habenula. We examine the activity of this pathway in humans, using a conditioned inhibition paradigm with high-resolution functional MRI. First, participants learned to associate a sensory stimulus with reward delivery. Then, reward delivery was omitted whenever this stimulus was presented simultaneously with a different sensory stimulus, the conditioned inhibitor (CI). Both reward presentation and the reward-predictive cue activated midbrain dopamine regions, insula and orbitofrontal cortex. While we found significant activity at an uncorrected threshold for the CI in the habenula, consistent with our predictions, it did not survive correction for multiple comparisons and awaits further replication. Additionally, the pallidum and putamen regions of the basal ganglia showed modulations of activity for the inhibitor that did not survive the corrected threshold.

conditioned inhibition

Inaccurate discrimination between threat and safety cues is a common symptom of anxiety disorders such as Post-Traumatic Stress Disorder (PTSD). Although females experience higher rates of these disorders than males, the body of literature examining sex differences in safety learning is still growing. Learning to discriminate safety cues from threat cues requires downregulating fear to the safety cue while continuing to express fear to the threat cue. However, successful discrimination between safety and threat cues does not necessarily guarantee that the safety cue can effectively reduce fear to the threat cue when they are presented together. The conditioned inhibitory ability of a safety cue to reduce fear in the presence of both safety and threat is most likely dependent on the ability to discriminate between the two. There are relatively few studies exploring conditioned inhibition as a method of safety learning. Adding to this knowledge gap is the general lack of inclusion of female subjects within these studies. In this review, we provide a qualitative review of our current knowledge of sex differences in safety discrimination versus conditioned inhibition in both humans and rodents. Overall, the literature suggests that while females and males perform similarly in discrimination learning, females show deficits in conditioned inhibition compared to males. Furthermore, while estrogen appears to have a protective effect on safety learning in humans, increased estrogen in female rodents appears to be correlated with impaired safety learning performance.

A systems-neuroscience model of phasic dopamine

We describe a neurobiologically informed computational model of phasic dopamine signaling to account for a wide range of findings, including many considered inconsistent with the simple reward prediction error (RPE) formalism. The central feature of this PVLV framework is a distinction between a primary value (PV) system for anticipating primary rewards (Unconditioned Stimuli [USs]), and a learned value (LV) system for learning about stimuli associated with such rewards (CSs). The LV system represents the amygdala, which drives phasic bursting in midbrain dopamine areas, while the PV system represents the ventral striatum, which drives shunting inhibition of dopamine for expected USs (via direct inhibitory projections) and phasic pausing for expected USs (via the lateral habenula). Our model accounts for data supporting the separability of these systems, including individual differences in CS-based (sign-tracking) versus US-based learning (goal-tracking). Both systems use competing opponent-processing pathways representing evidence for and against specific USs, which can explain data dissociating the processes involved in acquisition versus extinction conditioning. Further, opponent processing proved critical in accounting for the full range of conditioned inhibition phenomena, and the closely related paradigm of second-order conditioning. Finally, we show how additional separable pathways representing aversive USs, largely mirroring those for appetitive USs, also have important differences from the positive valence case, allowing the model to account for several important phenomena in aversive conditioning. Overall, accounting for all of these phenomena strongly constrains the model, thus providing a well-validated framework for understanding phasic dopamine signaling. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The role of the response-outcome association in the nature of inhibitory Pavlovian-instrumental transfer in rats

Inhibitory stimuli can reduce animals' reward seeking in an outcome-specific manner or outcome-general manner. However, we do not understand the factors that determine which of these effects are produced. To address this, we carried out three experiments which examined whether instrumental training with one or multiple outcomes determined the nature of subsequently observed Pavlovian-instrumental transfer (PIT). Rats underwent Pavlovian training to produce inhibitors and excitors for two outcomes using a feature-negative procedure. In Experiment 1, these stimuli were tested for their effects on a single response trained with one of those outcomes in a PIT procedure. Here, stimuli trained as inhibitors and excitors were found to produce outcome-general effects on reward seeking (in addition to an outcome-specific effect for excitors). In Experiment 2, we trained two responses, one for each of the Pavlovian outcomes, and tested the effect of the stimuli on each response individually. This design also produced outcome-general inhibitory and excitatory PIT effects. Experiment 3 followed the procedure of Experiment 2, except for implementation of a shorter Pavlovian training phase and an additional choice test, where both responses were concurrently available. This procedure produced putative inhibitory effects that were also outcome-general. However, outcome-specific excitatory effects were observed, indicating that the general inhibitory results may not be attributable to the duration of Pavlovian training. Overall, this study suggests that variations in the number of response-outcome contingencies experienced by animals do not readily determine the specificity of putative inhibitors.

Extinction training can make the extinction context a stimulus-specific inhibitor: A potential mechanism of experimental renewal

Renewal is the recovery of extinguished responding to a conditioned stimulus when testing occurs outside the extinction context. Renewal has been explained as the extinction context becoming a negative occasion setter during extinction. However, other mechanisms may contribute. Two recent studies showed (a) after extinction of a discrete cue, the extinction context can serve as a conditioned inhibitor, and (b) in some circumstances operational extinction of a conditioned inhibitor can reduce inhibition with respect to a transfer excitor while retaining inhibition with respect to the excitor used in inhibitory training. Here we examine the potential contribution of these phenomena to renewal. In the present experiment, all rats received fear-conditioning with a target cue in one context and extinction of that cue in a second context. Then half of the subjects received massive extinction of the extinction context (i.e., 24 h) while the other half received only handling. Finally, some subjects in each condition were tested for responding to the target cue in the extinction context, others in a second familiar context, and yet others in a third transfer context in which another fear cue had been extinguished. The results showed ABC renewal independent of whether subjects had or had not received context extinction. However, transfer of the inhibitory potential of the extinction context was observed only in subjects that did not receive context extinction. These results suggest an extinction context can serve as a stimulus-specific conditioned inhibitor, thereby contributing to renewal by decreasing responding to the target cue in an ABB control condition.

Ventral hippocampus interacts with prelimbic cortex during inhibition of threat response via learned safety in both mice and humans

Heightened fear and inefficient safety learning are key features of fear and anxiety disorders. Evidence-based interventions for anxiety disorders, such as cognitive behavioral therapy, primarily rely on mechanisms of fear extinction. However, up to 50% of clinically anxious individuals do not respond to current evidence-based treatment, suggesting a critical need for new interventions based on alternative neurobiological pathways. Using parallel human and rodent conditioned inhibition paradigms alongside brain imaging methodologies, we investigated neural activity patterns in the ventral hippocampus in response to stimuli predictive of threat or safety and compound cues to test inhibition via safety in the presence of threat. Distinct hippocampal responses to threat, safety, and compound cues suggest that the ventral hippocampus is involved in conditioned inhibition in both mice and humans. Moreover, unique response patterns within target-differentiated subpopulations of ventral hippocampal neurons identify a circuit by which fear may be inhibited via safety. Specifically, ventral hippocampal neurons projecting to the prelimbic cortex, but not to the infralimbic cortex or basolateral amygdala, were more active to safety and compound cues than threat cues, and activity correlated with freezing behavior in rodents. A corresponding distinction was observed in humans: hippocampal-dorsal anterior cingulate cortex functional connectivity-but not hippocampal-anterior ventromedial prefrontal cortex or hippocampal-basolateral amygdala connectivity-differentiated between threat, safety, and compound conditions. These findings highlight the potential to enhance treatment for anxiety disorders by targeting an alternative neural mechanism through safety signal learning.

The effect of conditioned inhibitors and preexposed cues on the outcome-specific Pavlovian-to-instrumental transfer effect in humans

Using a human Pavlovian-to-instrumental transfer (PIT) task, Alarcón and Bonardi showed that the selective elevation of instrumental responding produced by excitatory transfer cues was reduced when these cues were presented with a conditioned inhibitor (CI), relative to a control cue that was simply preexposed. However, previous research has shown that preexposed cues might also acquire inhibitor-like properties. This study aimed to contrast the inhibitory properties of CIs and preexposed cues, using novel stimuli as controls, in summation and PIT tests. Participants were trained to perform two actions, each reinforced with a distinct outcome (O₁ or O₂). Two images were trained as CIs, each signalling the absence of one of the outcomes, by presenting them with a cue that was otherwise followed by that outcome (e.g., A→O₁, AI→no O₁). In contrast, the preexposed cues were simply presented in the absence of the outcomes. In the summation test, participants rated the likelihood of the outcomes in the presence of two independently trained excitatory cues, each presented with a CI, a preexposed cue, or a novel stimulus. Similarly, in the PIT test, participants performed both actions in the presence and absence of these compounds. In the summation test, the CIs and the preexposed cues reduced participants' expectations of the outcomes more than the novel stimuli. However, in the PIT test, only the CIs reduced the selective elevation of responding produced by the transfer cues. These results might reflect distinct properties of stimuli trained as CIs and those simply preexposed.

Time-scale-invariant information-theoretic contingencies in discrimination learning

Animals optimize their behavior to maximize rewards by utilizing cues from the environment. In discrimination learning, cues signal when rewards can and cannot be earned by making a particular response. In our experiment, we trained male mice to press a lever to receive a reward on a random interval schedule. We then introduced a prolonged tone (20, 40, or 80 sec), during which no rewards could be earned. We sought to test our hypothesis that the duration of the tone and frequency of reward during the inter-tone-intervals affect the informativeness of cues and led to differences in discriminative behavior. Learning was expressed as an increase in lever pressing during the intertrial interval (ITI) and, when the informativeness of the cue was high, animals also reduced their lever pressing during the tone. Additionally, we found that the depth of discriminative learning was linearly related to the informativeness of the cues. Our results show that the time-scale invariant information-theoretic definition of contingency applied to excitatory conditioning can also be applied to inhibitory conditioning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

When is the rat retrosplenial cortex required for stimulus integration?

The rodent retrosplenial cortex is known to be vital for spatial cognition, but evidence has also pointed to a role in processing nonspatial information. It has been suggested that the retrosplenial cortex may serve as a site of integration of incoming sensory information. To examine this proposal, the current set of experiments assessed the impact of excitotoxic lesions in the retrosplenial cortex on two behavioral tasks that tax animals' ability to process multiple and overlapping environmental stimuli. In Experiment 1, rats with retrosplenial lesions acquired a negative patterning discrimination, a form of configural learning that can be solved only by learning the conjunction of cues. Subsequent transfer tests confirmed that both the lesion and control animals had solved the task by using configural representations. Furthermore, in Experiment 2, a 2nd cohort of retrosplenial lesion animals successfully acquired conditioned inhibition. Nevertheless, the same animals failed a subsequent summation test that assesses the ability to transfer what has been learned about one stimulus to another stimulus in the absence of reinforcement. Taken together, these results suggest that in the nonspatial domain, the retrosplenial cortex is not required for forming associations between multiple or overlapping environmental stimuli and, consequently, retrosplenial engagement in such processes is more selective than was previously envisaged. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Brief, But Not Prolonged, Pauses in the Firing of Midbrain Dopamine Neurons Are Sufficient to Produce a Conditioned Inhibitor

Prediction errors are critical for associative learning. In the brain, these errors are thought to be signaled, in part, by midbrain dopamine neurons. However, although there is substantial direct evidence that brief increases in the firing of these neurons can mimic positive prediction errors, there is less evidence that brief pauses mimic negative errors. Whereas pauses in the firing of midbrain dopamine neurons can substitute for missing negative prediction errors to drive extinction, it has been suggested that this effect might be attributable to changes in salience rather than the operation of this signal as a negative prediction error. Here we address this concern by showing that the same pattern of inhibition will create a cue able to meet the classic definition of a conditioned inhibitor by showing suppression of responding in a summation test and slower learning in a retardation test. Importantly, these classic criteria were designed to rule out explanations founded on attention or salience; thus the results cannot be explained in this manner. We also show that this pattern of behavior is not produced by a single, prolonged, ramped period of inhibition, suggesting that it is precisely timed, sudden change and not duration that conveys the teaching signal.SIGNIFICANCE STATEMENT Here we show that brief pauses in the firing of midbrain dopamine neurons are sufficient to produce a cue that meets the classic criteria defining a conditioned inhibitor, or a cue that predicts the omission of a reward. These criteria were developed to distinguish actual learning from salience or attentional effects; thus these results formally show that brief pauses in the firing of dopamine neurons can serve as key teaching signals in the brain. Interestingly, this was not true for gradual prolonged pauses, suggesting it is the dynamic change in firing that serves as the teaching signal.

Extinction Generates Outcome-Specific Conditioned Inhibition

Extinction involves altering a previously established predictive relationship between a cue and its outcome by repeatedly presenting that cue alone. Although it is widely accepted that extinction generates some form of inhibitory learning [1-4], direct evidence for this claim has been lacking, and the nature of the associative changes induced by extinction have, therefore, remained a matter of debate [5-8]. In the current experiments, we used a novel behavioral approach that we recently developed and that provides a direct measure of conditioned inhibition [9] to compare the influence of extinguished and non-extinguished cues on choice between goal-directed actions. Using this approach, we provide direct evidence that extinction generates outcome-specific conditioned inhibition. Furthermore, we demonstrate that this inhibitory learning is controlled by the infralimbic cortex (IL); inactivation of the IL using M4 DREADDs abolished outcome-specific inhibition and rendered the cue excitatory. Importantly, we found that context modulated this inhibition. Outside its extinction context, the cue was excitatory and functioned as a specific predictor of its previously associated outcome, biasing choice toward actions earning the same outcome. In its extinction context, however, the cue acted as a specific inhibitor and biased choice toward actions earning different outcomes. Context modulation of these excitatory and inhibitory memories was mediated by the dorsal hippocampus (HPC), suggesting that the HPC and IL act in concert to control the influence of conditioned inhibitors on choice. These findings demonstrate for the first time that extinction turns a cue into a net inhibitor that can influence choice via counterfactual action-outcome associations.

Conditioned inhibition in preweanling rats

Inhibitory conditioning is a very well established phenomenon in associative learning that has been demonstrated in both humans and adult animals. But in spite of the fact that this topic has generated much empirical and theoretical work, there are no published studies assessing inhibitory learning during the early ontogeny of the rat. In this study we test the possibility of finding conditioned inhibition in infant rats (Day 10) using a conditioned taste aversion procedure. We tested whether the consumption of saccharin (A) was reduced when paired with a LiCl injection compared to the presentation of saccharin in compound with a lemon odor (AX) without any aversive consequence. After training, retardation, and summation tests were conducted in order to evaluate the inhibitory properties of the lemon odor (X). The results of this study showed that in male pups, after conditioned inhibition training, stimulus X passed both retardation and summation tests. These results indicate that conditioned inhibition can be established in the early development of the rat, suggesting that animals at this stage of ontogeny have the capacity to acquire and to express inhibitory conditioning, although this effect appears to be sex-dependent.

Do long delay conditioned stimuli develop inhibitory properties?

In long-delay conditioning, a long conditioned stimulus (CS) is paired in its final segments with an unconditioned stimulus. With sufficient training, this procedure usually results in conditioned responding being delayed until the final segment of the CS, a pattern of responding known as inhibition of delay. However, there have been no systematic investigations of the associative structure of long delay conditioning, and whether the initial segment of a long delay CS actually becomes inhibitory is debatable. In an appetitive preparation with rat subjects, the initial segment of long delay CS A passed a retardation (Experiment 1a) but not a summation (Experiment 1b) test for conditioned inhibition. Furthermore, retardation was observed only if long delay conditioning and retardation training occurred in the same context (Experiment 2). Thus, the initial segment of a long delay CS appears to share more characteristics with a latent inhibitor than a conditioned inhibitor. Componential theories of conditioning appear best suited to account for these results.

The role of test context in latent inhibition of conditioned inhibition: Part of a search for general principles of associative interference

In two lick suppression experiments with rats, we assessed interference with behavior indicative of conditioned inhibition by a latent inhibition treatment as a function of test context. We asked what effect the test context has, given identical latent inhibition treatments in Phase 1 and identical conditioned inhibition trainings in Phase 2. In Experiment 1, an AAA versus AAB context-shift design determined that the latent inhibition treatment in Phase 1 attenuated behavior indicative of the conditioned inhibition training administered in Phase 2, regardless of the test context, which could reflect a failure to either acquire or express conditioned inhibition. In Experiment 2, an ABA versus ABB design showed that test performance in Contexts A and B reflected the treatments that had been administered in those contexts (i.e., conditioned inhibition was observed in Context B but not A), which could reflect either the context specificity of either latent inhibition or conditioned inhibition. In either case, latent inhibition of conditioned inhibition training in at least some situations was seen to reflect an expression deficit rather than an acquisition deficit. These data, in conjunction with prior reports, suggest that latent inhibition is relatively specific to the context in which it was administered, whereas conditioned inhibition is specific to its training context only when it is the second-learned relationship concerning the target cue. These experiments are part of a larger effort to delineate control by the test context of two-phase associative interference, as a function of the nature of target training and the nature of interference training.

Synapses lacking astrocyte appear in the amygdala during consolidation of Pavlovian threat conditioning

There is growing evidence that astrocytes, long held to merely provide metabolic support in the adult brain, participate in both synaptic plasticity and learning and memory. Astrocytic processes are sometimes present at the synaptic cleft, suggesting that they might act directly at individual synapses. Associative learning induces synaptic plasticity and morphological changes at synapses in the lateral amygdala (LA). To determine whether astrocytic contacts are involved in these changes, we examined LA synapses after either threat conditioning (also called fear conditioning) or conditioned inhibition in adult rats by using serial section transmission electron microscopy (ssTEM) reconstructions. There was a transient increase in the density of synapses with no astrocytic contact after threat conditioning, especially on enlarged spines containing both polyribosomes and a spine apparatus. In contrast, synapses with astrocytic contacts were smaller after conditioned inhibition. This suggests that during memory consolidation astrocytic processes are absent if synapses are enlarging but present if they are shrinking. We measured the perimeter of each synapse and its degree of astrocyte coverage, and found that only about 20-30% of each synapse was ensheathed. The amount of synapse perimeter surrounded by astrocyte did not scale with synapse size, giving large synapses a disproportionately long astrocyte-free perimeter and resulting in a net increase in astrocyte-free perimeter after threat conditioning. Thus astrocytic processes do not mechanically isolate LA synapses, but may instead interact through local signaling, possibly via cell-surface receptors. Our results suggest that contact with astrocytic processes opposes synapse growth during memory consolidation.

Tourette-like behaviors in the normal population are associated with hyperactive/impulsive ADHD-like behaviors but do not relate to deficits in conditioned inhibition or response inhibition

Attention-Deficit Hyperactivity Disorder (ADHD) and Tourette Syndrome (TS) present as distinct conditions clinically; however, comorbidity and inhibitory control deficits have been proposed for both. Whilst such deficits have been studied widely within clinical populations, findings are mixed—partly due to comorbidity and/or medication effects—and studies have rarely distinguished between subtypes of the disorders. Studies in the general population are sparse. Using a continuity approach, the present study examined (i) the relationships between inattentive and hyperactive/impulsive aspects of ADHD and TS-like behaviors in the general population, and (ii) their unique associations with automatic and executive inhibitory control, as well as (iii) yawning (a proposed behavioral model of TS). One hundred and thirty-eight participants completed self-report measures for ADHD and TS-like behaviors as well as yawning, and a conditioned inhibition task to assess automatic inhibition. A sub-sample of fifty-four participants completed three executive inhibition tasks. An exploratory factor analysis of the TS behavior checklist supported a distinction between phonic and motor like pure TS behaviors. Whilst hyperactive/impulsive aspects of ADHD were associated with increased pure and compulsive TS-like behaviors, inattention in isolation was related to reduced obsessive-compulsive TS-like behaviors. TS-like behaviors were associated with yawning during situations of inactivity, and specifically motor TS was related to yawning during stress. Phonic TS and inattention aspects of ADHD were associated with yawning during concentration/activity. Whilst executive interference control deficits were linked to hyperactive/impulsive ADHD-like behaviors, this was not the case for inattentive ADHD or TS-like behaviors, which instead related to increased performance on some measures. No associations were observed for automatic conditioned inhibition.

The basolateral amygdala is necessary for negative prediction errors to enhance cue salience, but not to produce conditioned inhibition

Behavioral evidence shows that prediction errors (PEs) not only drive associative learning, but also enhance the salience of predictive cues, making them better able to capture attention when they are next encountered. Research from our laboratory suggests that this latter consequence of PEs depends on a neural circuit that includes the amygdala. Lesions of the basolateral complex of the amygdala (BLA), for instance, selectively disrupt enhancements in cue processing that are normally induced by positive PEs without compromising simple excitatory learning. This result is consistent with electrophysiological evidence showing that BLA neurons track positive PEs. Interestingly, the same neurons also seem to track negative PEs, suggesting the possibility that the BLA might also use these errors to drive enhancements in cue processing. Here, we examined the role of the BLA in the processing (Experiment 1) and utilization (Experiment 2) of negative PEs in increasing cue salience in an unblocking procedure. Using FOS expression as an index of neural activity, Experiment 1 confirmed that BLA neurons track negative PEs with reinforcement downshifts. This tracking was evident both when these errors were generated by decreasing the concentration of a sucrose reinforcer (which encourages the development of conditioned inhibition) and when they were generated by decreasing the number of sucrose reinforcers (which encourages excitatory learning - unblocking - and allows the detection of enhancements in cue processing). Experiment 2 demonstrated that BLA lesions abolished enhancements in cue processing while sparing inhibitory learning. These results suggest a general role of the BLA in utilizing PEs, whatever their sign, for boosting cue processing.

Learning not to fear: neural correlates of learned safety

The ability to recognize and properly respond to instances of protection from impending danger is critical for preventing chronic stress and anxiety-central symptoms of anxiety and affective disorders afflicting large populations of people. Learned safety encompasses learning processes, which lead to the identification of episodes of security and regulation of fear responses. On the basis of insights into the neural circuitry and molecular mechanisms involved in learned safety in mice and humans, we describe learned safety as a tool for understanding neural mechanisms involved in the pathomechanisms of specific affective disorders. This review summarizes our current knowledge on the neurobiological underpinnings of learned safety and discusses potential applications in basic and translational neurosciences.

Do personality traits predict individual differences in excitatory and inhibitory learning?

Conditioned inhibition (CI) is demonstrated in classical conditioning when a stimulus is used to signal the omission of an otherwise expected outcome. This basic learning ability is involved in a wide range of normal behavior – and thus its disruption could produce a correspondingly wide range of behavioral deficits. The present study employed a computer-based task to measure conditioned excitation and inhibition in the same discrimination procedure. CI by summation test was clearly demonstrated. Additionally summary measures of excitatory and inhibitory learning (difference scores) were calculated in order to explore how performance related to individual differences in a large sample of normal participants (n = 176 following exclusion of those not meeting the basic learning criterion). The individual difference measures selected derive from two biologically based personality theories, Gray’s (1982) reinforcement sensitivity theory and Eysenck and Eysenck (1991) psychoticism, extraversion, and neuroticism theory. Following the behavioral tasks, participants completed the behavioral inhibition system/behavioral activation system (BIS/BAS) scales and the Eysenck personality questionnaire revised short scale (EPQ-RS). Analyses of the relationship between scores on each of the scales and summary measures of excitatory and inhibitory learning suggested that those with higher BAS (specifically the drive sub-scale) and higher EPQ-RS neuroticism showed reduced levels of excitatory conditioning. Inhibitory conditioning was similarly attenuated in those with higher EPQ-RS neuroticism, as well as in those with higher BIS scores. Thus the findings are consistent with higher levels of neuroticism being accompanied by generally impaired associative learning, both inhibitory and excitatory. There was also evidence for some dissociation in the effects of behavioral activation and behavioral inhibition on excitatory and inhibitory learning respectively.

Previous exposure to nicotine enhances the incentive motivational effects of amphetamine via nicotine-associated contextual stimuli

The effect of nicotine exposure on the subsequent self-administration of amphetamine, extinction of this behavior, and amphetamine-induced reinstatement of drug seeking was assessed with particular attention to the contribution of contextual stimuli paired or unpaired with nicotine during exposure. Rats were exposed to five injections, one injection every third day, of either saline or nicotine (0.4 mg/kg, IP, base) in three experiments. In one, exposure injections were administered in the home cage. In another, they were administered in the self-administration chambers with the levers retracted. In a third, nicotine was administered either explicitly paired or unpaired with the self-administration chambers using a discrimination learning procedure. Starting 13-15 days later, rats were trained to self-administer amphetamine (100 μg/kg/infusion, IV), tested under a progressive ratio (PR) schedule for 6 days, subjected to up to 20 days of extinction training, and were then tested for reinstatement by non-contingent injections of amphetamine (0, 0.2, 0.4, and 0.75 mg/kg, IP). Nicotine enhanced the self-administration of amphetamine under the PR schedule and amphetamine-induced reinstatement but only when rats were tested in the chamber in which they were previously exposed to nicotine. These effects were not observed in rats exposed to nicotine in the home cage or in rats exposed to nicotine explicitly unpaired with the self-administration chambers. Exposure to nicotine also rendered rats resistant to extinction when amphetamine was withheld but this effect was observed regardless of nicotine exposure context, suggesting a separate consequence of drug exposure. Together, these results show that previous exposure to nicotine can enhance the incentive motivational effects of other psychostimulants like amphetamine and indicate a critical role for nicotine-associated contextual stimuli in the mediation of this effect. These findings have important implications for the treatment of addictions in humans.

Damage to posterior parietal cortex impairs two forms of relational learning

The posterior parietal cortex (PPC) is a component of a major cortico-hippocampal circuit that is involved in relational learning, yet the specific contribution of PPC to hippocampal-dependent learning is unresolved. To address this, two experiments were carried out to test the effects of PPC damage on tasks that involve forming associations between multiple sensory stimuli. In Experiment 1, sham or electrolytic lesions of the PPC were made before rats were tested on a three-phase sensory preconditioning task. During the first phase, half of the training trials consisted of pairings of an auditory stimulus followed by a light. During the other trials, a second auditory stimulus was presented alone. In the next phase of training, the same light was paired with food, but no auditory stimuli were presented. During the final phase of the procedure both auditory stimuli were presented in the absence of reinforcement during a single test session. As is typically observed during the test session, control rats exhibited greater conditioned responding to the auditory cue that was previously paired with light compared to the unpaired cue. In contrast, PPC-lesioned rats responded equally to both auditory cues. In Experiment 2, PPC-lesioned and control rats were trained in a compound feature negative discrimination task consisting of reinforced presentations of a tone-alone and non-reinforced simultaneous presentations of a light-tone compound stimulus. Control rats but not rats with damage to the PPC successfully learned the discrimination. Collectively, these results support the idea that the PPC contributes to relational learning involving multimodal sensory stimuli, perhaps by regulating the attentional processing of conditioned stimuli.

Safety signals mitigate the consequences of uncontrollable stress via a circuit involving the sensory insular cortex and bed nucleus of the stria terminalis

BACKGROUND

Safety signals exert a powerful buffering effect when provided during exposure to uncontrollable stressors. We evaluated the role of the sensory insular cortex (Si) and the extend amygdala in this "safety signal effect."

METHODS

Rats were implanted with microinjection cannula, exposed to inescapable tailshocks either with or without a safety signal, and later tested for anxiety-like behavior or neuronal Fos expression.

RESULTS

Exposure to the uncontrollable stressor reduced later social exploration but not when safety signals were present. Temporary inhibition of Si during stressor exposure but not during later behavioral testing blocked the safety signal effect on social exploration. The stressor induced Fos in all regions of the amygdala, but safety signals significantly reduced the number of Fos immunoreactive cells in the basolateral amygdala and ventrolateral region of the bed nucleus of the stria terminalis (BNSTlv). Inhibition of BNSTlv neuronal activity during uncontrollable stressor exposure prevented the later reduction in social exploration. Finally, safety signals reduced the time spent freezing during uncontrollable stress.

CONCLUSIONS

These data suggest that safety signals inhibit the neural fear or anxiety response that normally occurs during uncontrollable stressors and that inhibition of the BNSTlv is sufficient to prevent later anxiety. These data lend support to a growing body of evidence that chronic fear is mediated in the basolateral amygdala and BNSTlv and that environmental factors that modulate fear during stress will alter the long-term consequences of the stressor.

Involvement of retrosplenial cortex in forming associations between multiple sensory stimuli

The retrosplenial cortex (RSP) is highly interconnected with medial temporal lobe structures, yet relatively little is known about its specific contributions to learning and memory. One possibility is that RSP is involved in forming associations between multiple sensory stimuli. Indeed, damage to RSP disrupts learning about spatial or contextual cues and also impairs learning about co-occurring conditioned stimuli (CSs). Two experiments were conducted to test this notion more rigorously. In Experiment 1, rats were trained in a serial feature negative discrimination task consisting of reinforced presentations of a tone alone and nonreinforced serial presentations of a light followed by the tone. Thus, in contrast to prior studies, this paradigm involved serial presentation of conditioned stimuli (CS), rather than simultaneous presentation. Rats with damage to RSP failed to acquire the discrimination, indicating that RSP is required for forming associations between sensory stimuli regardless of whether they occur serially or simultaneously. In Experiment 2, a sensory preconditioning task was used to determine if RSP was necessary for forming associations between stimuli even in the absence of reinforcement. During the first phase of this procedure, one auditory stimulus was paired with a light while a second auditory stimulus was presented alone. In the next phase of training, the same light was paired with food. During the final phase of the procedure both auditory stimuli were presented alone during a single session. Control, but not RSP-lesioned rats, exhibited more food cup behavior following presentation of the auditory cue that was previously paired with light compared with the unpaired auditory stimulus, indicating that a stimulus-stimulus association was formed during the first phase of training. These results support the idea that RSP has a fundamental role in forming associations between environmental stimuli.

The Normal Inhibition of Associations is Impaired by Clonidine in Tourette Syndrome

OBJECTIVE

We examined the inhibition of stimulus-stimulus associations (formally 'conditioned inhibition') in Tourette syndrome (TS).

METHOD

The present study used video game style conditioned inhibition procedures suitable for children and adolescents. We tested 15 participants with a clinical diagnosis of TS in the absence of co-morbid attention deficit hyperactivity disorder and compared them with 19 typically developing age and sex matched controls (both groups aged 10-20 years). All children were tested for inhibition by summation test using two test stimuli in each of two conditioned inhibition tasks.

RESULTS

TS participants showed overall normal inhibition of stimulus-stimulus associations, and there was no correlation between inhibitory learning scores and symptom severity ratings. However, there was a clear reduction in conditioned inhibition in 7 TS participants medicated with clonidine. There was no significant effect of medication on excitatory learning of the stimulus-stimulus associations.

CONCLUSIONS

We suggest that clonidine's effect on inhibitory as opposed to excitatory learning could be related to reduced noradrenergic activity. In terms of clinical implications for TS, impaired conditioned inhibition could reduce the ability of susceptible individuals to learn to control tics in the presence of associative triggers.

Auditory Cortex is Important in the Extinction of Two Different Tone-Based Conditioned Fear Memories in Rats

Extensive fear extinction research is guided by the view that there are structures in the brain that develop inhibitory control over the expression of conditioned fear memories. While the medial prefrontal cortex has recently captured attention as the locus of plasticity essential for extinction of conditioned fear, the auditory cortex is another plausible cortical area involved in extinction learning since it is considered a sufficient conditioned stimulus (CS) pathway in tone fear conditioning. We examined the role of auditory cortex in extinction of auditory-based fear memories with a standard tone-on conditioning, wherein a tone CS predicted a footshock unconditioned stimulus (US), or a novel tone-off conditioning, in which the tone was continually present and the offset of the tone was the CS predicting the US. Rats with bilateral auditory cortex lesions were trained in either paradigm and subsequently trained in extinction to the CS. Auditory cortex lesions had no effect on acquisition but impaired extinction to both CSs. These findings indicate that the auditory cortex contributes to extinction of wide-ranging auditory fear memories, as evidenced by deficits in both tone-on CS and tone-off CS extinction training.

Behavioral and neural bases of noncoincidence learning in Hermissenda

Neurobiological studies of associative learning and memory have focused nearly exclusively on the analysis of neural plasticity resulting from paired stimuli. A second major category of associative-learning processes, one that has been conspicuously neglected in cellular studies, is that of conditioned inhibition (CI), learning that one stimulus signals the absence of another. The physiological bases of CI are obscure and unexplored. To study the behavioral and neural bases of CI, we exposed the nudibranch mollusc Hermissenda crassicornis to explicitly unpaired (EU) presentations of light and rotation. We report here that Hermissenda exhibited persistent increases in phototactic behavior after EU training. Retardation-of-learning test results provided further evidence that EU animals learned that light signaled the absence of rotation. The increased phototactic behavior of EU animals was paralleled by selective decreases in the magnitude of ocular type B cell photoresponses and the frequency of light-elicited action potentials: the first report of a neural correlate of noncoincidence learning. Plasticity arising from explicitly unpaired stimulus presentations raises provocative questions as to how noncoincidence is detected and represented within the nervous system.