The effects of continuous versus partial reinforcement schedules on associative learning, memory and extinction in Lymnaea stagnalis

2002 ◽  
Vol 205 (8) ◽  
pp. 1171-1178 ◽  
Author(s):  
Susan Sangha ◽  
Chloe McComb ◽  
Andi Scheibenstock ◽  
Christine Johannes ◽  
Ken Lukowiak
Keyword(s):  
Associative Learning ◽  
Operant Conditioning ◽  
Lymnaea Stagnalis ◽  
Partial Reinforcement ◽  
Long Term Memory ◽  
Memory Retention ◽  
Reinforcement Schedules ◽  
Conditioning Procedure ◽  
Term Memory

SUMMARY A continuous schedule of reinforcement (CR) in an operant conditioning procedure results in the acquisition of associative learning and the formation of long-term memory. A 50 % partial reinforcement (PR) schedule does not result in learning. The sequence of PR—CR training has different and significant effects on memory retention and resistance to extinction. A CR/PR schedule results in a longer-lasting memory than a PR/CR schedule. Moreover,the memory produced by the CR/PR schedule is resistant to extinction training. In contrast, extinction occurs following the PR/CR schedule.

scholarly journals The Soma of RPeD1 Must Be Present for Long-Term Memory Formation of Associative Learning in Lymnaea

2002 ◽  
Vol 88 (4) ◽  
pp. 1584-1591 ◽  
Author(s):  
Andi Scheibenstock ◽  
Darin Krygier ◽  
Zara Haque ◽  
Naweed Syed ◽  
Ken Lukowiak
Keyword(s):  
Associative Learning ◽  
Lymnaea Stagnalis ◽  
Memory Formation ◽  
Long Term Memory ◽  
Pond Snail ◽  
Term Memory ◽  
Identified Neuron ◽  
Respiratory Behavior ◽  
A Site

The cellular basis of long-term memory (LTM) storage is not completely known. We have developed a preparation where we are able to specify that a single identified neuron, Right Pedal Dorsal 1 (RPeD1), is a site of LTM formation of associative learning in the pond snail, Lymnaea stagnalis. We demonstrated this by ablating the soma of the neuron but leaving behind its functional primary neurite, as evidenced by electrophysiological and behavioral analyses. The soma-less RPeD1 neurite continues to be a necessary participant in the mediation of aerial respiratory behavior, associative learning, and intermediate-term memory (ITM); however, LTM cannot be formed. However, if RPeD1's soma is ablated after LTM consolidation has occurred, LTM can still be accessed. Thus the soma of RPeD1 is a site of LTM formation.

Long-term memory of an operantly conditioned respiratory behaviour pattern in lymnaea stagnalis

1998 ◽  
Vol 201 (6) ◽  
pp. 877-882 ◽  
Author(s):  
K Lukowiak ◽  
R Cotter ◽  
J Westly ◽  
E Ringseis ◽  
G Spencer ◽  
...  
Keyword(s):  
Operant Conditioning ◽  
Lymnaea Stagnalis ◽  
Training Session ◽  
Freshwater Snail ◽  
Behaviour Pattern ◽  
Long Term Memory ◽  
Training Procedure ◽  
Term Memory ◽  
Hypoxic Environment

The freshwater snail Lymnaea stagnalis breaths bimodally either through its skin (cutaneous respiration) or via a rudimentary lung opening called the pneumostome (aerial respiration). Aerial respiratory behaviour can be operantly conditioned. Animals placed in an aquatic, hypoxic environment received a tactile stimulus to the pneumostome area every time they attempted to breathe. Over a period of five training sessions (2.5 days), the animals learned not to breathe, and the number of stimuli received in the fifth session was significantly lower than in the first session. These changes in the respiratory behaviour following the operant paradigm were shown to persist for at least 24 h. We aimed to determine whether the changes in the learned behaviour would persist for longer. We obtained direct evidence that the behavioural changes following operant conditioning persisted for at least 4 weeks following the last training session. However, we found that the persistence of this memory was dependent upon the training procedure used. Memory persisted longer following a spaced training procedure (4 weeks) as opposed to a massed training procedure (2 weeks). Yoked control animals showed no changes in their respiratory behaviour over the same time periods. However, if these yoked control animals were subjected to an operant conditioning procedure, their ability to learn was not impeded. This study demonstrated that operant conditioning of a behaviour pattern in a molluscan preparation can result in long-term memory and that the persistence of the memory is contingent on the training procedure used. <P>

Temporal determinants of long-term retention of olfactory memory in the cricket Gryllus bimaculatus

2002 ◽  
Vol 205 (10) ◽  
pp. 1429-1437 ◽  
Author(s):  
Yukihisa Matsumoto ◽  
Makoto Mizunami
Keyword(s):  
Conditioning Trial ◽  
Differential Conditioning ◽  
Aversive Conditioning ◽  
Long Term Memory ◽  
Appetitive Conditioning ◽  
Memory Retention ◽  
Conditioning Procedure ◽  
Gryllus Bimaculatus ◽  
Term Memory

SUMMARY Temporal determinants of olfactory long-term memory retention in the cricket Gryllus bimaculatus were studied. Elementary appetitive and aversive conditioning procedures, as well as a differential conditioning procedure, were applied. In appetitive conditioning, peppermint odour was paired with a water reward. In aversive conditioning, vanilla odour was paired with saline solution. In differential conditioning, an appetitive conditioning trial was followed by an aversive conditioning trial. The odour preference of crickets was tested before and 2 h, 1 day and 4 days after training by allowing the crickets to choose between peppermint or vanilla sources. Differential conditioning or appetitive conditioning alone led to long-lasting memory retention with no significant decay from 2 h to 4 days after training,but retention after aversive conditioning was absent 1 day after training. Studies using differential conditioning have shown (i) that four trials are sufficient to cause a saturated level of acquisition, (ii) that conditioning is successful when the conditioned stimulus is presented immediately or 5 s before the onset of presentation of the unconditioned stimulus, (iii) that the optimal interval between trials is 2-5 min, and (iv) that anaesthetic treatment with CO2 given immediately after training results in memory disruption but that anaesthetic-resistant memory develops fully 20 min after training. This study demonstrates that a differential conditioning procedure is particularly effective for the formation of long-term memory.

A thermal stressor, propranolol and LTM formation in freshly collected Lymnaea

2021 ◽  
Author(s):  
Cayley Swinton ◽  
Erin Swinton ◽  
Iain Phillips ◽  
Ken Lukowiak
Keyword(s):  
Operant Conditioning ◽  
Lymnaea Stagnalis ◽  
Test Session ◽  
Long Term Memory ◽  
Memory Recall ◽  
Term Memory ◽  
Aerial Respiration ◽  
Cognitive Phenotype ◽  
Heat Stressor

A heat stressor (1h at 30o C) in Lymnaea stagnalis before operant conditioning training of aerial respiration is sufficient to enhance long-term memory (LTM) formation in average cognitive-ability, laboratory-reared, inbred snails. However, in freshly collected outbred snails the same heat stressor blocks LTM formation in smart cognitive phenotype but not in average cognitive phenotype strains. Here we hypothesize that: 1) preventing the stress associated with the heat stressor before training allows LTM to form in the smart phenotype strains ; and 2) alleviating the stress before a memory recall session allows a formed LTM to be recalled in the smart phenotype strains. We found that an injection of propranolol, which mitigates the stressor, before snails experience the heat stressor enabled two strains of the smart phenotype snails to form LTM formation, consistent with our first hypothesis. However, the injection of propranolol before a memory test session, did not alleviate a memory recall block in the smart phenotype snails. Thus, our second hypothesis was not supported. Thus, smart cognitive phenotype snails encountering a heat stressor have an inability to form LTM, but this inability can be overcome by the pre-injection of propranolol.

scholarly journals Protein synthesis required for long-term memory is induced by PKC activation on days before associative learning

2005 ◽  
Vol 102 (45) ◽  
pp. 16432-16437 ◽  
Author(s):  
D. L. Alkon ◽  
H. Epstein ◽  
A. Kuzirian ◽  
M. C. Bennett ◽  
T. J. Nelson
Keyword(s):  
Protein Synthesis ◽  
Associative Learning ◽  
Long Term Memory ◽  
Term Memory ◽  
Pkc Activation

Rapid Associative Learning and Stable Long-Term Memory in the Squid Euprymna scolopes

2017 ◽  
Vol 232 (3) ◽  
pp. 212-218 ◽  
Author(s):  
Emily A. Zepeda ◽  
Robert J. Veline ◽  
Robyn J. Crook
Keyword(s):  
Associative Learning ◽  
Long Term Memory ◽  
Euprymna Scolopes ◽  
Term Memory

scholarly journals What's hot: the enhancing effects of thermal stress on long-term memory formation in Lymnaea stagnalis

2012 ◽  
Vol 215 (24) ◽  
pp. 4322-4329 ◽  
Author(s):  
M. L. Teskey ◽  
K. S. Lukowiak ◽  
H. Riaz ◽  
S. Dalesman ◽  
K. Lukowiak
Keyword(s):  
Thermal Stress ◽  
Lymnaea Stagnalis ◽  
Memory Formation ◽  
Long Term Memory ◽  
Term Memory

Separate chemical inhibitors of long-term and short-term memory: contrasting effects of cycloheximide, ouabain and ethacrynic acid on various learning tasks in chickens

1977 ◽  
Vol 196 (1123) ◽  
pp. 171-195 ◽  
Keyword(s):  
Visual Discrimination ◽  
Short Term Memory ◽  
Ethacrynic Acid ◽  
Fixed Number ◽  
Long Term Memory ◽  
Training Procedure ◽  
Memory Retention ◽  
Short Term ◽  
Term Memory

Cycloheximide injected into the brains of chickens 10 min before training does not effect their learning of a visual discrimination task, or memory of that task for at least 1 h after training. When tested 24 h later no memory of the training procedure is detectable. In contrast, ouabain injected 10 min before training prevents the expression of learning during training. The block lasts for up to 1 h, but from that time on memory begins to appear. Ouabain does not affect performance when injected just before testing for memory retention 24 h after training. It therefore affects neither the readout of long-term memory nor motivation nor perceptual abilities necessary for performance of the learning task. In birds treated with ouabain, after training on an operant task for heat reward by a procedure requiring a fixed number of reinforcements, memory is absent 20 min later but is well established at 24 h. Cycloheximide blocks long-term memory of this task. Like ouabain, ethacrynic acid, injected into the brain of chickens 10 min before training prevents the expression of learning of visual discrimination. Ethacrynic acid hastens the decline of memory after one-trial passive avoidance learning. It also blocks observational learning. We conclude that ouabain and ethacrynic acid block access to short-term memory, whereas cycloheximide interferes with the registration of long-term memory. Comparing the pharmacology of ethacrynic acid and ouabain their common known actions are on the Na/K fluxes across cell membranes. We suggest that long lasting changes in distribution of these ions in recently active nerve cells may be at the basis of access to memory during and shortly after learning.

Microgeographical variability in long-term memory formation in the pond snail, Lymnaea stagnalis

2011 ◽  
Vol 82 (2) ◽  
pp. 311-319 ◽  
Author(s):  
Sarah Dalesman ◽  
Simon D. Rundle ◽  
Ken Lukowiak
Keyword(s):  
Lymnaea Stagnalis ◽  
Memory Formation ◽  
Long Term Memory ◽  
Pond Snail ◽  
Term Memory
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