One-trial associative learning modifies food odor preferences of a terrestrial mollusc

We present evidence of rapid and reliable associative learning by the terrestrial mollusc, Limax maximus. Slugs were exposed once to a pairing of a highly attractive food odor (potato or carrot) and a saturated solution of quinidine sulfate, a bitter-tasting plant substance. In comparison with control slugs, the exposed slugs subsequently displayed a markedly reduced preference for the odor paired with quinidine. This reduced odor preference was limited to the specific odor paired with quinidine and did not generalize to other food odors.

Prostaglandins are necessary and sufficient to induce contextual fear learning impairments after interleukin-1 beta injections into the dorsal hippocampus

The intra-hippocampal administration of interleukin-1beta (IL-1beta) as well as the induction of elevated but physiological levels of IL-1beta within the hippocampus interferes with the formation of long-term memory. There is evidence suggesting that the induction of prostaglandin (PG) formation by IL-1beta is involved in impairments in working and spatial memory following IL-1beta. The present experiments extend these findings by showing that PGs are responsible for memory deficits in contextual fear conditioning that occur following IL-1beta injection into the dorsal hippocampus of Sprague-Dawley rats. Cyclooxygenase (COX) inhibition blocked the disruption in contextual fear conditioning produced by IL-1beta and COX inhibition alone also disrupted contextual memory, suggesting an inverted U-shaped relationship between PG levels and memory. In addition to demonstrating the necessity of PGs in IL-1beta-mediated memory deficits, we also show that PGs injected directly into the dorsal hippocampus are sufficient to impair context memory and significantly reduce post-conditioning levels of BDNF within the hippocampus, suggesting a possible mechanism for the memory-impairing effects of PGs.

Brain-derived neurotrophic factor mRNA downregulation produced by social isolation is blocked by intrahippocampal interleukin-1 receptor antagonist

Manipulations that increase the expression of the pro-inflammatory cytokine interleukin-1beta (IL-1beta) in the hippocampus (e.g. peripheral administration of lipopolysaccharide, i.c.v. glycoprotein 120, social isolation) as well as the intrahippocampal injection of IL-1beta following a learning experience, dramatically impair the memory of that experience if the formation of the memory requires the hippocampus. Here we employed social isolation to further study this phenomenon, as well as its relation to brain-derived neurotrophic factor (BDNF). BDNF was studied because of its well-documented role in the formation of hippocampally based memory. A 6 h period of social isolation immediately after contextual fear conditioning impaired memory for context fear measured 48 h later, and decreased BDNF mRNA in the dentate gyrus and the CA3 region of the hippocampus assessed immediately after the isolation. Moreover, an intrahippocampal injection of the IL-1 receptor antagonist prior to the isolation period prevented both the BDNF downregulation and the memory impairments produced by the isolation. These data suggest that hippocampal-dependent memory impairments induced by elevated levels of brain IL-1beta may occur via an IL-1beta-induced downregulation in hippocampal BDNF.

Understanding contextual fear conditioning: insights from a two-process model

Contextual fear conditioning is an important behavioral paradigm for studying the neurobiology of learning and memory and the mnemonic function of the hippocampus. We suggest that research in this domain can profit by a better theoretical understanding of the processes that contribute to this phenomenon. To facilitate this understanding, we describe a theory which assumes that physical elements of a conditioning context represented in the brain as either (a) a set of independent features or (b) features bound into a conjunctive representation by the hippocampus which supports pattern completion. Conditioning produced by shocking a rat in a particular context, in principle, can be produced by strengthening connections between the feature representations and/or the conjunctive representation and basolateral region of the amygdala. We illustrate how this theory clarifies some of the complexities associated with the existing literature and how it can be used to guide future empirical work. We also argue that the mechanisms (conjunctive representations and pattern completion) that mediate the contribution the hippocampus makes to contextual fear conditioning are the same ones that enable the hippocampus to support declarative memory in humans.

Conjunctive representations in learning and memory: principles of cortical and hippocampal function

The authors present a theoretical framework for understanding the roles of the hippocampus and neocortex in learning and memory. This framework incorporates a theme found in many theories of hippocampal function: that the hippocampus is responsible for developing conjunctive representations binding together stimulus elements into a unitary representation that can later be recalled from partial input cues. This idea is contradicted by the fact that hippocampally lesioned rats can learn nonlinear discrimination problems that require conjunctive representations. The authors' framework accommodates this finding by establishing a principled division of labor, where the cortex is responsible for slow learning that integrates over multiple experiences to extract generalities whereas the hippocampus performs rapid learning of the arbitrary contents of individual experiences. This framework suggests that tasks involving rapid, incidental conjunctive learning are better tests of hippocampal function. The authors implement this framework in a computational neural network model and show that it can account for a wide range of data in animal learning.

Conjunctive representations, the hippocampus, and contextual fear conditioning

The context in which events occur can be represented as both (1) a set of independent features, the feature representation view, and (2) a set of features bound into a unitary representation, the conjunction representation view. It is assumed that extrahippocampal (e.g., neocortical) areas provide a basis for feature representations, but the hippocampal formation makes an essential contribution to the automatic storage of conjunctive representations. We develop this dual-representation view and explore its implications for hippocampal contributions to contextual fear conditioning processes. To this end, we discuss how our framework can resolve some of the conflicts in the recent literature relating the hippocampus to contextual fear conditioning. We also present new data supporting the role of a key mechanism afforded by conjunctive representations--pattern completion (the ability of a subset of a memory pattern to activate the complete memory)--in contextual fear conditioning. As is implied by this mechanism, we report that fear can be conditioned to the memory representation of a context that is not actually present at the time of shock. Moreover, this result is predicted by our computational model of cortical and hippocampal function. We suggest that pattern completion demonstrated in animals and by our model provides a mechanistic bridge to human declarative memory.

Computational principles of learning in the neocortex and hippocampus

We present an overview of our computational approach towards understanding the different contributions of the neocortex and hippocampus in learning and memory. The approach is based on a set of principles derived from converging biological, psychological, and computational constraints. The most central principles are that the neocortex employs a slow learning rate and overlapping distributed representations to extract the general statistical structure of the environment, while the hippocampus learns rapidly, using separated representations to encode the details of specific events while suffering minimal interference. Additional principles concern the nature of learning (error-driven and Hebbian), and recall of information via pattern completion. We summarize the results of applying these principles to a wide range of phenomena in conditioning, habituation, contextual learning, recognition memory, recall, and retrograde amnesia, and we point to directions of current development.

The immune system and memory consolidation: a role for the cytokine IL-1beta

Interleukin-1 beta (IL-1beta), known to play a role in orchestrating the physiological and behavioral adjustments that occur during sickness, has also been shown to significantly influence memory consolidation. To support this assertion we present neurobiological evidence that the substrates for IL-1beta to influence memory processing and neural plasticity exist. We then present behavioral evidence that central IL-1beta administration and agents that induce central IL-1beta activity impair the consolidation of memories that depend on the hippocampal formation but have no effect on the consolidation of hippocampal-independent memories. Further, we demonstrate that the impairments in hippocampal-dependent memory consolidation produced by agents that induce IL-1beta activity are blocked by antagonizing the actions of IL-1beta. Finally, we discuss these data in terms of their implications for a physiological role of IL-1beta in memory consolidation processes and a potential role of IL-1beta in producing memory impairments associated with stress, aging, Alzheimer's disease, and AIDS related dementia complex.

Human immunodeficiency virus-1 coat protein gp120 impairs contextual fear conditioning: a potential role in AIDS related learning and memory impairments

Many AIDS patients suffer from cognitive impairments including deficits in learning and memory. The Human Immunodeficiency Virus-1 (HIV-1) envelope glycoprotein gp120 is one possible mediator of these impairments. This is because gp120 activates brain microglial cells and astrocytes, and in vivo activation of glia leads to the release of the proinflammatory cytokine interleukin-1 beta (IL-1beta). gp120 induced IL-1beta release could be involved in producing memory impairments associated with AIDS because central IL-1beta activity adversely affects cognitive function. The reported experiments evaluated the effects of i.c.v. gp120 administration and subsequent IL-1beta activity on learning and memory processes in the rat. Intracerebroventricular gp120 produced memory impairments on hippocampally dependent contextual fear conditioning, but not hippocampally independent auditory-cue fear conditioning following post-conditioning gp120 administration. Central gp120 administration also caused increases in IL-1beta protein levels in the hippocampus and frontal cortex but not in the hypothalamus. gp120 induced memory impairments were blocked by 2 different IL-1 antagonists, alpha melanocyte stimulating hormone (alphaMSH) and interleukin-1 receptor antagonist (IL-1ra). Finally, heat denaturation of the tertiary structure of gp120 abolished its effects on fear conditioning, suggesting that gp120 impairs contextual fear conditioning by binding to its receptors on glia.

Computational principles of learning in the neocortex and hippocampus

We present an overview of our computational approach towards understanding the different contributions of the neocortex and hippocampus in learning and memory. The approach is based on a set of principles derived from converging biological, psychological, and computational constraints. The most central principles are that the neocortex employs a slow learning rate and overlapping distributed representations to extract the general statistical structure of the environment, while the hippocampus learns rapidly, using separated representations to encode the details of specific events while suffering minimal interference. Additional principles concern the nature of learning (error-driven and Hebbian), and recall of information via pattern completion. We summarize the results of applying these principles to a wide range of phenomena in conditioning, habituation, contextual learning, recognition memory, recall, and retrograde amnesia, and we point to directions of current development.

Contextual fear conditioning, conjunctive representations, pattern completion, and the hippocampus

Impaired contextual fear conditioning produced by damage to the hippocampus has been attributed to the loss of a conjunctive representation of the features of the context. There is, however, no direct evidence that conjunctive representations contribute to contextual fear conditioning. These experiments addressed this issue and found support for the conjunctive representation view. Two results made this point: (a) Preexposure to the conditioning context, but not to its separable features, facilitated contextual fear conditioning, and (b) generalization of fear conditioning to similar contexts was enhanced by preexposure to the context used to test for generalization. These results are interpreted as pattern completion to the preexposed context during the conditioning episode. They support the view that a conjunctive representation of context plays an important role in contextual fear conditioning and that the impairments produced by damage to the hippocampus result from the loss of this conjunctive contribution.

Role of interleukin-1 beta in impairment of contextual fear conditioning caused by social isolation

Isolating rats immediately after conditioning impairs contextual but not auditory-cue fear conditioning. The reported experiments examine the involvement of brain interleukin-1beta (IL-1beta) in the impairment in contextual fear conditioning caused by social isolation. As measured by the conditioned freezing response, 5 h of social isolation after conditioning, impaired contextual but not auditory-cue fear conditioning in adult male Sprague-Dawley rats. Social isolation for 1 or 3 h after conditioning also increased IL-1beta protein in the hippocampus and cerebral cortex. No differences in IL-1beta protein levels were found in the pituitary or the hypothalamus. Intracerebroventricular (ICV) IL-1 receptor antagonist (IL-1ra) given after conditioning prevented the impairment in contextual fear conditioning caused by isolation. ICV IL-1ra had no effect on auditory-cue fear conditioning in these same animals, nor did it affect the level of contextual fear conditioning displayed by home cage controls. Like isolation, ICV IL-1beta (10 or 20 ng) after conditioning also impaired contextual but not auditory-cue fear conditioning. These results suggest that increased levels of brain IL-1beta play a role in producing the impairment in contextual fear conditioning produced by social isolation. These findings also add to the generality of the idea that stressors induce IL-1beta activity in the brain and that IL-1beta may play physiological roles in the uninjured brain.

Contextual fear conditioning, conjunctive representations, pattern completion, and the hippocampus

Impaired contextual fear conditioning produced by damage to the hippocampus has been attributed to the loss of a conjunctive representation of the features of the context. There is, however, no direct evidence that conjunctive representations contribute to contextual fear conditioning. These experiments addressed this issue and found support for the conjunctive representation view. Two results made this point: (a) Preexposure to the conditioning context, but not to its separable features, facilitated contextual fear conditioning, and (b) generalization of fear conditioning to similar contexts was enhanced by preexposure to the context used to test for generalization. These results are interpreted as pattern completion to the preexposed context during the conditioning episode. They support the view that a conjunctive representation of context plays an important role in contextual fear conditioning and that the impairments produced by damage to the hippocampus result from the loss of this conjunctive contribution.

Isolation reduces contextual but not auditory-cue fear conditioning: a role for endogenous opioids

Isolation for several hours after fear conditioning reduces contextual but not auditory-cue fear conditioning (J. W. Rudy, 1996). This isolation effect is reversed by both, centrally and peripherally acting opioid receptor antagonists. As in isolation, systemically administered morphine given immediately after conditioning also reduces contextual fear conditioning. Morphine's effect is also reversed by both centrally and peripherally acting opioid receptor antagonists. Exposure to the conditioning context has been shown to eliminate the effect of isolation on contextual fear conditioning (J. W. Rudy, 1996). Context preexposure also eliminated the effect of morphine on contextual fear conditioning. These results imply that opioids released in the periphery play an important role in producing the isolation effect and that they do so by disrupting the postconditioning memory consolidation processes.

Isolation reduces contextual but not auditory-cue fear conditioning: a role for endogenous opioids

Isolation for several hours after fear conditioning reduces contextual but not auditory-cue fear conditioning (J. W. Rudy, 1996). This isolation effect is reversed by both, centrally and peripherally acting opioid receptor antagonists. As in isolation, systemically administered morphine given immediately after conditioning also reduces contextual fear conditioning. Morphine's effect is also reversed by both centrally and peripherally acting opioid receptor antagonists. Exposure to the conditioning context has been shown to eliminate the effect of isolation on contextual fear conditioning (J. W. Rudy, 1996). Context preexposure also eliminated the effect of morphine on contextual fear conditioning. These results imply that opioids released in the periphery play an important role in producing the isolation effect and that they do so by disrupting the postconditioning memory consolidation processes.

Time of conditioning selectively influences contextual fear conditioning: further support for a multiple-memory systems view of fear conditioning

Time of conditioning influences long-term retention of contextual but not auditory-cue fear conditioning. Long-Evans rats (Rattus norvegicus) conditioned at 12 noon displayed reduced contextual fear conditioning compared to rats conditioned at 8 a.m. or 4 p.m. This effect was eliminated by exposure to the context 24 hr prior to conditioning and by a posttrial injection of corticosterone (1.0 mg/kg). Time of conditioning did not influence short-term retention of contextual fear. These results suggest that time of conditioning influences the posttrial processes that construct a memory representation of the context. They also support the view that contextual and auditory-cue fear conditioning depend on different processes. These results are discussed in relation to the concept of memory storage modulators.

Selective effects of peripheral lipopolysaccharide administration on contextual and auditory-cue fear conditioning

The reported experiments explore the effects of peripheral LPS administration on learning and memory processes. As measured by the conditioned freezing response, intraperitoneal LPS administration given after conditioning impaired contextual but not auditory-cue fear conditioning in both juvenile (hooded Long Evans) and adult rats (albino Sprague Dawley) of two different strains. This impairment in contextual fear conditioning was not dependent on the presence of the tone. Preexposure to the context eliminated the effect of LPS on contextual fear conditioning, and in addition, LPS given after context preexposure negated the beneficial effects of preexposure on contextual fear. These results suggest that LPS disrupts posttrial memory consolidation processes. In support of the hypothesis that LPS-induced proinflammatory cytokine release is involved in producing the impairment in contextual fear caused by LPS, peripheral interleukin-1 receptor antagonist (IL-1ra) administered subcutaneously at a dose of 100 mg/kg prevented the impairment in contextual fear caused by LPS. These experiments provide evidence for a role of immune activation and cytokine activity in learning and memory processes.

Time of conditioning selectively influences contextual fear conditioning: further support for a multiple-memory systems view of fear conditioning

Time of conditioning influences long-term retention of contextual but not auditory-cue fear conditioning. Long-Evans rats (Rattus norvegicus) conditioned at 12 noon displayed reduced contextual fear conditioning compared to rats conditioned at 8 a.m. or 4 p.m. This effect was eliminated by exposure to the context 24 hr prior to conditioning and by a posttrial injection of corticosterone (1.0 mg/kg). Time of conditioning did not influence short-term retention of contextual fear. These results suggest that time of conditioning influences the posttrial processes that construct a memory representation of the context. They also support the view that contextual and auditory-cue fear conditioning depend on different processes. These results are discussed in relation to the concept of memory storage modulators.

Repeated neonatal phencyclidine treatment impairs performance of a spatial task in juvenile rats

The present study was designed to determine whether repeated postnatal blockade of N-methyl-D-aspartate (NMDA) channel produces cognitive deficit in juvenile rats. Rats receive phencyclidine (PCP) intraperitoneally (i.p.) from postnatal Day 5 and continued daily till Day 15. On Day 28, saline- and PCP-treated rats were trained in the Morris water maze task. PCP-treated rats performed as well as the saline-treated rats on the first day of testing, but on the second day of testing they did significantly poorly compared to saline-treated controls. These data suggest that chronic postnatal NMDA channel blockade by PCP impairs processes that enable rats to retain spatial information.

DHEA-S selectively impairs contextual-fear conditioning: support for the antiglucocorticoid hypothesis

The authors had reported that glucocorticoids play a selective role in fear conditioning. The adrenal steroid dehydroepiandrosterone (DHEA) has been reported to act as a functional antiglucocorticoid. If DHEA has antiglucocorticoid properties, then its effects on fear conditioning might resemble those produced by adrenalectomy. The authors now report that chronic exposure to high levels of dehydroepiandrosterone sulfate (DHEA-S; converted in vivo to DHEA) produced the same pattern of results as adrenalectomy. Specifically, treatment with DHEA-S impaired contextual fear conditioning 24 hr after conditioning but not immediately after conditioning, and like adrenalectomy, DHEA-S had no effect on auditory-cue fear conditioning. Preexposure to the context before drug treatment eliminated the amnestic effects of DHEA-S, suggesting that, like adrenalectomy, DHEA-S exerted its effect by interfering with the construction of a contextual memory representation. Thus, DHEA appears to act as a functional antiglucocorticoid in the processes that mediate learning and memory.

DHEA-S selectively impairs contextual-fear conditioning: support for the antiglucocorticoid hypothesis

The authors had reported that glucocorticoids play a selective role in fear conditioning. The adrenal steroid dehydroepiandrosterone (DHEA) has been reported to act as a functional antiglucocorticoid. If DHEA has antiglucocorticoid properties, then its effects on fear conditioning might resemble those produced by adrenalectomy. The authors now report that chronic exposure to high levels of dehydroepiandrosterone sulfate (DHEA-S; converted in vivo to DHEA) produced the same pattern of results as adrenalectomy. Specifically, treatment with DHEA-S impaired contextual fear conditioning 24 hr after conditioning but not immediately after conditioning, and like adrenalectomy, DHEA-S had no effect on auditory-cue fear conditioning. Preexposure to the context before drug treatment eliminated the amnestic effects of DHEA-S, suggesting that, like adrenalectomy, DHEA-S exerted its effect by interfering with the construction of a contextual memory representation. Thus, DHEA appears to act as a functional antiglucocorticoid in the processes that mediate learning and memory.

A selective role for corticosterone in contextual-fear conditioning

The contribution of corticosterone to contextual- and auditory-cue fear conditioning was examined. Adrenalectomized rats showed reduced contextual-fear conditioning when tested 24 hr after conditioning; however, neither immediate contextual- nor auditory-cue fear conditioning was impaired. Contextual-fear conditioning in adrenalectomized rats with corticosterone replacement during the 4-day interval separating surgery and conditioning matched the level of controls. Moreover, rats exposed to the context prior to adrenalectomy showed normal long-term contextual-fear conditioning. Corticosterone replacement administered after the conditioning episode also negated the effects of adrenalectomy. Thus, corticosterone's role in fear conditioning is selective: It appears to contribute to the neural processes that support the consolidation of a long-term memory representation of the context.

A comparison of contextual and generalized auditory-cue fear conditioning: evidence for similar memory processes

A number of variables influence contextual, but not auditory-cue, fear conditioning. However, several of these variables (isolation, stimulus preexposure, retention interval, and age) affect generalized auditory-cue fear. More generalized fear was found when (a) rats were isolated in a novel environment than when returned to their home cages, (b) the retention interval was 3 hr rather than 24 hr, and (c) in 18-day-old compared with 25-day-old rats. Moreover, preexposure to the auditory cue eliminated the isolation effect. At a behavioral-psychological level, these variables may exert their effects by influencing the processes that construct a memory representation of the stimulus. At a neural systems level, they may influence processing carried out in the thalamo-corticoamygdaloid auditory pathway.

Type II glucocorticoid receptor antagonists impair contextual but not auditory-cue fear conditioning in juvenile rats

There is evidence that glucocorticoids may play a role in learning and memory. To further explore this possibility, we examined the effect of the Type II glucocorticoid antagonists on contextual fear conditioning. This conditioning task is dependent on the hippocampal formation, a brain structure known to be rich in glucocorticoid receptors. Rats systemically injected with a Type II antagonist either 1 h prior to conditioning (RU 38486 and RU 40555) or immediately after conditioning displayed less contextual fear conditioning than rats injected with vehicle. Although RU impaired contextual fear conditioning, it had no effect on auditory fear conditioning. These data are consistent with other reports that contextual fear conditioning and auditory-cue fear conditioning depend on different processes and with the hypothesis that glucocorticoid activity contributes to the processes involved in the consolidation of some forms of memory.

A comparison of contextual and generalized auditory-cue fear conditioning: evidence for similar memory processes

A number of variables influence contextual, but not auditory-cue, fear conditioning. However, several of these variables (isolation, stimulus preexposure, retention interval, and age) affect generalized auditory-cue fear. More generalized fear was found when (a) rats were isolated in a novel environment than when returned to their home cages, (b) the retention interval was 3 hr rather than 24 hr, and (c) in 18-day-old compared with 25-day-old rats. Moreover, preexposure to the auditory cue eliminated the isolation effect. At a behavioral-psychological level, these variables may exert their effects by influencing the processes that construct a memory representation of the stimulus. At a neural systems level, they may influence processing carried out in the thalamo-corticoamygdaloid auditory pathway.

Postconditioning isolation disrupts contextual conditioning: an experimental analysis

Contextual-fear conditioning requires a lengthy retention period to fully emerge. This phenomenon might reflect the consolidation of a representation of the context that can be used to evoke fear. To investigate this hypothesis, 25 day-old rats that were returned to their home cages after conditioning were compared with rats that were isolated in a novel room. Isolation disrupted contextual but not auditory-cue fear conditioning when the conditioning-isolation interval was 2 hr or less, but not when it was 24 hr. Preexposure to the context prevented the isolation effect, and isolation disrupted this effect of context preexposure. These results support the consolidation hypothesis and the view that contextual- and auditory-cue fear conditioning depend on different processes.

A comparison of kainic acid plus colchicine and ibotenic acid-induced hippocampal formation damage on four configural tasks in rats

J.W. Rudy and R.J. Sutherland (1989) suggested that the hippocampal formation (HF) is necessary for performance of configural tasks and that rats with kainic acid + colchicine (K-C) damage to the HF were impaired on the negative patterning problem (A+, B+, AB-). However, M. Gallagher and P.C. Holland (1992) found spared performance on a similar task (AC+, B+, AB-, C-) when ibotenic acid (IBO) was used. This study compared the effects of K-C- and IBO-induced HF damage on 4 configural tasks: (a) negative patterning, (b) the Gallagher-Holland task, (c) transverse patterning, and (d) place learning. Rats with IBO lesions performed like controls on the Gallagher-Holland task (replicating M. Gallagher & P.C. Holland) but were impaired on negative patterning, transverse patterning, and place learning. In contrast, rats with K-C lesions were impaired on all 4 tasks. The implications of these results for theories of HF function are discussed.

Postconditioning isolation disrupts contextual conditioning: an experimental analysis

Contextual-fear conditioning requires a lengthy retention period to fully emerge. This phenomenon might reflect the consolidation of a representation of the context that can be used to evoke fear. To investigate this hypothesis, 25 day-old rats that were returned to their home cages after conditioning were compared with rats that were isolated in a novel room. Isolation disrupted contextual but not auditory-cue fear conditioning when the conditioning-isolation interval was 2 hr or less, but not when it was 24 hr. Preexposure to the context prevented the isolation effect, and isolation disrupted this effect of context preexposure. These results support the consolidation hypothesis and the view that contextual- and auditory-cue fear conditioning depend on different processes.

A developmental analysis of contextual fear conditioning

Contextual fear conditioning by 18- and 23-day-old rats was compared in two training contexts, a transparent Plexiglas chamber or a black Plexiglas chamber. As measured by a conditioned defensive freezing response, older rats displayed more contextual fear than younger rats. At both ages conditioning was (a) stronger in the black chamber than in the clear chamber, (b) a nonmonotonic function of retention interval, with freezing being greater at the immediate and 24-hr retention interval than at the 10-min interval, and (c) preexposure to the context 24 hr before conditioning enhanced conditioned freezing observed at the 10-min retention interval. Additional experiments suggest that rats at both ages acquire independent representations of the visual and tactile features of the context. These results support Rudy and Morledge's (1994) hypothesis that contextual fear conditioning is mediated by both a short-term and a long-term memory system and that long-term memory for contextual fear requires the consolidation of a representation of the context. They challenge their view that there is a qualitative developmental difference in long-term memory processes between 18- and 23-day-old rats.

Scopolamine administered before and after training impairs both contextual and auditory-cue fear conditioning

When administered before training to 23-day-old Long-Evans rats, scopolamine hydrobromide significantly impaired both contextual and auditory-cue fear conditioning in a dose-dependent manner. Methylscopolamine which does not cross the blood-brain barrier, however, had no effect on either form of conditioned fear. Scopolamine administered up to 3 h after training also impaired both forms of fear conditioning when administered following a single pairing of the auditory cue and shock. When rats received three pairings, however, a posttraining treatment with scopolamine only impaired contextual fear conditioning. These results suggest that central cholinergic systems are involved in the posttrial processes that establish the memory trace for the conditioning experience.

A comparison of kainic acid plus colchicine and ibotenic acid-induced hippocampal formation damage on four configural tasks in rats

J.W. Rudy and R.J. Sutherland (1989) suggested that the hippocampal formation (HF) is necessary for performance of configural tasks and that rats with kainic acid + colchicine (K-C) damage to the HF were impaired on the negative patterning problem (A+, B+, AB-). However, M. Gallagher and P.C. Holland (1992) found spared performance on a similar task (AC+, B+, AB-, C-) when ibotenic acid (IBO) was used. This study compared the effects of K-C- and IBO-induced HF damage on 4 configural tasks: (a) negative patterning, (b) the Gallagher-Holland task, (c) transverse patterning, and (d) place learning. Rats with IBO lesions performed like controls on the Gallagher-Holland task (replicating M. Gallagher & P.C. Holland) but were impaired on negative patterning, transverse patterning, and place learning. In contrast, rats with K-C lesions were impaired on all 4 tasks. The implications of these results for theories of HF function are discussed.

Rats with damage to the hippocampal-formation are impaired on the transverse-patterning problem but not on elemental discriminations

We assessed the effects of hippocampal-formation (HF) damage on the rat's ability to learn two sets of concurrent visual discriminations. Each set included three problems. One set, called the transverse-patterning problem, was constructed so that each choice stimulus was ambiguous; sometimes it was the correct (+) and sometimes it was the incorrect (-) choice as follows: A+ vs. B-, B+ vs. C-, and C+ vs. A-. It could not be solved unless rats used configural associations. The stimuli were not ambiguous in the second, elemental problem set, A+ vs. B-, C+ vs. D-, and E+ vs. F-. Rats could solve this set without the use of configural associations. Rats with HF damage solved the set of elemental problems, but their performance on the transverse-patterning problem was impaired. These results support Sutherland and Rudy's (1989) theory that the hippocampal formation is critical for the acquisition of configural associations.

Rats with damage to the hippocampal-formation are impaired on the transverse-patterning problem but not on elemental discriminations

We assessed the effects of hippocampal-formation (HF) damage on the rat's ability to learn two sets of concurrent visual discriminations. Each set included three problems. One set, called the transverse-patterning problem, was constructed so that each choice stimulus was ambiguous; sometimes it was the correct (+) and sometimes it was the incorrect (-) choice as follows: A+ vs. B-, B+ vs. C-, and C+ vs. A-. It could not be solved unless rats used configural associations. The stimuli were not ambiguous in the second, elemental problem set, A+ vs. B-, C+ vs. D-, and E+ vs. F-. Rats could solve this set without the use of configural associations. Rats with HF damage solved the set of elemental problems, but their performance on the transverse-patterning problem was impaired. These results support Sutherland and Rudy's (1989) theory that the hippocampal formation is critical for the acquisition of configural associations.

DBA/2 and C57BL/6 mice differ in contextual fear but not auditory fear conditioning

It has been proposed that DBA/2 and C57BL/6 mice perform differently on some learning and memory tasks because of functional differences in the hippocampal formation. To evaluate this hypothesis, DBA/2 and C57BL/6 mice were tested on 2 forms of conditioned fear: contextual fear conditioning, which depends on the integrity of the hippocampal formation, and auditory cue conditioning, which does not. Both mouse strains displayed equivalent conditioning when the auditory cue was paired with shock, but DBA/2 mice showed significantly less conditioning to the context in which shock was experienced. These results are consistent with the hypothesis that the pattern of spared and impaired performance, which DBA/2 mice display on a variety of learning and memory tasks, is related to impaired hippocampal formation function.

Configural association theory and the hippocampal formation: an appraisal and reconfiguration

Sutherland and Rudy ([1989] Psychobiology 17:129-144) proposed that the hippocampal system is critical to normal learning and memory because of its function as the central part of a configural association system. This system constructs a unique representation of the joint occurrence of the independent elements of a compound. There is evidence consistent with the theory's predictions, however, there also are data that unambiguously demonstrate that, under some conditions, animals lacking an intact hippocampal system acquire configural associations. Thus, Sutherland and Rudy's fundamental assumption cannot be correct. To integrate the supporting and contradictory data, we propose two simple modifications of our position: 1) The critical neural system for configural associations is in cortical circuitry outside the hippocampus, and 2) the output from the hippocampal formation contributes to configural processing by selectively enhancing, thereby making more salient, cortical units representing stimulus conjunctions. This enhancement has two important effects: 1) It decreases the similarity between the configural units representing the co-occurrence of cues and the units representing the cues, and 2) It increases the rate at which the configural units can acquire associative strength. The modified theory explains why damage to the hippocampal formation only impairs learning on a subset of nonlinear discrimination problems. It also integrates recent data on the effects of hippocampal formation damage on conditioning involving context cues and makes novel predictions about performance on nonlinear discrimination problems and place learning.

Ontogeny of context-specific latent inhibition of conditioned fear: implications for configural associations theory and hippocampal formation development

Latent inhibition of fear conditioning to an auditory cue, is measured by behavioral freezing, was examined in 18- and 23-day-old rats. In Experiment 1, CS preexposure and conditioning occurred in the same context for some rats but in a different context for other rats, and 24 hr separated CS preexposure and conditioning. The 23-day-old rats showed a context-specific latent inhibition effect, but the 18-day-old rats showed no latent inhibition. In Experiment 2, CS preexposure and conditioning occurred in the same training session and both 18- and 23-day-old rats showed latent inhibition. These results were discussed in relation to Wagner's (1976) theory of information processing, hippocampal formation maturation, and function, and Sutherland and Rudy's (1989) configural association theory.

Ontogeny of contextual fear conditioning in rats: implications for consolidation, infantile amnesia, and hippocampal system function

The authors present developmental evidence that contextual fear conditioning is supported by a short-term memory system that supports conditioning immediately after a shock and by a long-term memory system that supports contextual conditioning 24 hr after training. This is based on the finding that after 1 conditioning trial, rats 18 to 32 days old show the same amount of conditioned freezing when tested immediately after conditioning but 18-day-old rats show much less conditioned freezing than the older rats when the retention interval is 24 hr. The data also suggest that the long-term memory representation of context that mediates conditioned fear is not available until several hours after the conditioning trial. Implications of these findings for memory consolidation processes, infantile amnesia, and hippocampal formation development are discussed.

DBA/2 and C57BL/6 mice differ in contextual fear but not auditory fear conditioning

It has been proposed that DBA/2 and C57BL/6 mice perform differently on some learning and memory tasks because of functional differences in the hippocampal formation. To evaluate this hypothesis, DBA/2 and C57BL/6 mice were tested on 2 forms of conditioned fear: contextual fear conditioning, which depends on the integrity of the hippocampal formation, and auditory cue conditioning, which does not. Both mouse strains displayed equivalent conditioning when the auditory cue was paired with shock, but DBA/2 mice showed significantly less conditioning to the context in which shock was experienced. These results are consistent with the hypothesis that the pattern of spared and impaired performance, which DBA/2 mice display on a variety of learning and memory tasks, is related to impaired hippocampal formation function.

Ontogeny of contextual fear conditioning in rats: implications for consolidation, infantile amnesia, and hippocampal system function

The authors present developmental evidence that contextual fear conditioning is supported by a short-term memory system that supports conditioning immediately after a shock and by a long-term memory system that supports contextual conditioning 24 hr after training. This is based on the finding that after 1 conditioning trial, rats 18 to 32 days old show the same amount of conditioned freezing when tested immediately after conditioning but 18-day-old rats show much less conditioned freezing than the older rats when the retention interval is 24 hr. The data also suggest that the long-term memory representation of context that mediates conditioned fear is not available until several hours after the conditioning trial. Implications of these findings for memory consolidation processes, infantile amnesia, and hippocampal formation development are discussed.

Contextual conditioning and auditory cue conditioning dissociate during development

Following a single shock presentation, fear conditioning to an auditory cue and to the experimental context was assessed by measuring the rat's tendency to freeze. On the conditioning day 18-day-old rats showed as much freezing to the auditory cue as older rats. However, 18-day-old pups displayed much less freezing to the training context than pups 21- to 27-days old. The developmental dissociation between contextual and auditory cue conditioning parallels the dissociation produced by damage to the adult rat's hippocampal system (Kim & Fanselow, 1992; Phillips & LeDoux, 1992). The dissociation is also consistent with the developmental hypothesis that the configural association system develops late in comparison with the elemental association system (Rudy, 1991, 1992). The implications of the findings for the maturation of the neural components of the fear-conditioning circuit also are discussed.

Impaired short-term memory resulting from postnatal undernutrition is attenuated by physostigmine

Early-life undernutrition impairs the short-term memory capacity of adult rats (90 days of age) trained on a conditional-spatial discrimination task (Castro, Tracy, & Rudy, Behavioral Brain Research, 32, 255-264, 1989). While well-nourished control animals perform above 90% correct when the interval separating the forced run and choice run is 180 s, the performance of the undernourished animals falls to chance (50%) when the delay interval is increased to 90 s. We now report that this performance decrement can be attenuated by the administration of the anticholinesterase, physostigmine. However, the effects of physostigmine were dose dependent. While 0.02 mg/kg of physostigmine improved the performance of the undernourished animals so that they performed significantly above chance at the 180-s delay interval, neither 0.2 nor 0.002 mg/kg of physostigmine improved performance. We concluded that this effect was centrally mediated since scopolamine hydrobromide (1.0 mg/kg) which blocks both central and peripheral cholinergic receptors blocked physostigmine's performance-improving effect, while methyl-scopolamine (1.0 mg/kg) which blocks only peripheral receptors did not. These are the first results which suggest that the short-term memory impairments produced by early-life undernutrition can be attenuated by enhancing central cholinergic functioning.

Contextual conditioning and auditory cue conditioning dissociate during development

Following a single shock presentation, fear conditioning to an auditory cue and to the experimental context was assessed by measuring the rat's tendency to freeze. On the conditioning day 18-day-old rats showed as much freezing to the auditory cue as older rats. However, 18-day-old pups displayed much less freezing to the training context than pups 21- to 27-days old. The developmental dissociation between contextual and auditory cue conditioning parallels the dissociation produced by damage to the adult rat's hippocampal system (Kim & Fanselow, 1992; Phillips & LeDoux, 1992). The dissociation is also consistent with the developmental hypothesis that the configural association system develops late in comparison with the elemental association system (Rudy, 1991, 1992). The implications of the findings for the maturation of the neural components of the fear-conditioning circuit also are discussed.

The effect of age on children's learning of problems that require a configural association solution

Elemental associations permit subjects to solve problems when the significance of the relevant stimulus elements are consistent from trial to trial but do not allow subjects to solve problems that require them to construct and use representations of stimulus conjunctions or configurations to guide their behavior. Recent research with brain-damaged and developing animals has led several theorists to propose that elemental and configural associations depend on different neural systems. Some evidence suggests that changes in children's learning that occur when they are about 4.5 years old may be partially due to developmental differences in access to the elemental and configural association systems. Two experiments are reported that support this hypothesis. Children at least 4.5 years old were able to solve the transverse patterning problem and a conditional discrimination, two problems that require configural association solutions. Younger children did not solve these problems but were able to solve problems constructed from the same stimulus materials that permitted an elemental association solution. These results suggest that children may not gain access to the configural association system until they are about 4.5 years old and support the hypothesis that the configural association system depends on different, later developing neural structures than does the elemental association system.

Brief exposure to an enriched environment improves performance on the Morris water task and increases hippocampal cytosolic protein kinase C activity in young rats

This study was designed to determine whether brief exposure to an enriched environment around the time of weaning would affect learning and memory processes in young rats. In addition, this study sought to determine if experience in an enriched environment would alter hippocampal protein kinase C (PKC) which is thought to be a possible neural substrate that underlies learning and memory processes. Animals were either reared in an enriched environment or standard laboratory cages starting at 15 days old. After 6 (21 days old) or 12 (27 days old) days subjects were either tested in the Morris water task, or had the hippocampus removed for biochemical analysis of PKC activity. Morris water task results showed that compared to laboratory reared controls, the performance of subjects reared in the enriched environment for 12 days, but not 6 days, was improved. In addition, 12 days of exposure to the enriched environment, but not 6 days, produced more cytosolic hippocampal PKC activity. The particulate fraction appeared not to be affected by rearing in the enriched environment. Brief exposure to an enriched environment around weaning, therefore, both improved Morris water task performance and increased hippocampal PKC activity. These outcomes suggest that performance in the Morris water task and hippocampal PKC may be functionally related.

Some properties of configural learning: an investigation of the transverse-patterning problem

Little is known about the conditions that encourage animals to learn to use configural associations to guide their behavior or the consequences of such learning for transfer. This study provided some information about these issues by examining how rats solve the transverse-patterning problem, which requires a configural solution (Spence, 1952). Animals had to concurrently solve 3 simultaneous visual discriminations, represented abstractly as A+ versus B-, B+ versus C-, and C+ versus A-. Experiment 1 indicated that rats use a configural solution even when the problems have an elemental solution, provided that the significance of 1 element (e.g., B) shared by 2 problems is ambiguous (e.g., A+/B-; and B+/C-). Experiments 2 and 3 suggested that, when stimulated to use a configural solution by solving the A+/B- and B+/C- problems, rats transfer the configural solution to problems that have no ambiguous elements.

Some properties of configural learning: An investigation of the transverse-patterning problem

Little is known about the conditions that encourage animals to learn to use configural associations to guide their behavior or the consequences of such learning for transfer. This study provided some information about these issues by examining how rats solve the transverse-patterning problem, which requires a configural solution (Spence, 1952). Animals had to concurrently solve 3 simultaneous visual discriminations, represented abstractly as A+ versus B-, B+ versus C-, and C+ versus A-. Experiment 1 indicated that rats use a configural solution even when the problems have an elemental solution, provided that the significance of 1 element (e.g., B) shared by 2 problems is ambiguous (e.g., A+/B-; and B+/C-). Experiments 2 and 3 suggested that, when stimulated to use a configural solution by solving the A+/B- and B+/C- problems, rats transfer the configural solution to problems that have no ambiguous elements.

Acute phorbol ester treatment improves spatial learning performance in rats

Recent findings have lead researchers to speculate that hippocampal protein kinase C (PKC) in rodents is involved in spatial learning and memory. The purpose of this study was to determine if treating rats with a compound known to increase PKC activity would improve performance in a task that requires spatial learning processes. Rats were treated with a single intracerebroventricular injection of a phorbol ester, phorbol 12,13-dibutyrate (PDBu) that is known to increase PKC activity and then tested on the hidden-platform version of the Morris water taks. Results showed that PDBu-treated subjects' ability to learn to locate the escape platform was better than controls. In addition, PDBu-treated subjects showed signs of having remembered the location of the platform better than controls when tested 24 h later. These results support a role of brain PKC in processes required to learn the Morris water task.

Multiple functions of context during conditioning: a developmental analysis

Contextual stimuli may influence conditioned behavior in at least two ways (e.g. Bouton & Bolles, 1985). By becoming associated with the unconditioned stimulus (US), context cues can acquire excitatory strength that facilitates responding to a phasic conditioned stimulus (CS). The context also can function to clarify the meaning of an ambiguous CS. Data obtained with an appetitive Pavlovian conditioning paradigm suggest that the processes mediating these two influences of context are dissociated during development. Evidence of context-US associations was observed in rats that began training on Postnatal Day 17, but no evidence for a disambiguation function was found until pups were 20- to 23-days-old. Evidence for a context-US association was obtained by demonstrating that US alone presentations in the training context restored conditioned responding to an extinguished CS. Evidence for a disambiguation function was obtained by demonstrating that a context shift, concurrent with extinction of responding to a phasic CS, preserved responding to the CS when the subjects were subsequently tested in the training context. These findings were discussed in relation to (a) the development of the rat's ability to use relational representations, and (b) Nadel and Zola-Morgan's (1984) hypothesis linking hippocampal maturation to the role of context during development.