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 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

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.

Associative learning and memory duration in the parasitic wasp Lariophagus distinguendus

2006 ◽  
Vol 56 (2) ◽  
pp. 221-232 ◽  
Author(s):  
◽  
◽  
◽  
Keyword(s):  
Drosophila Melanogaster ◽  
Apis Mellifera ◽  
Associative Learning ◽  
Parasitic Wasp ◽  
Long Term Memory ◽  
Sitophilus Granarius ◽  
Granary Weevil ◽  
Term Memory ◽  
Lariophagus Distinguendus

AbstractLariophagus distinguendus (Pteromalidae, Hymenoptera) is an ectoparasitoid of larvae of the granary weevil Sitophilus granarius which develop inside grains. Female parasitoids were trained by keeping them for 1 h on grains infested with their hosts in the presence of the odorant furfurylheptanoate (FFH). In olfactometer experiments, these wasps afterwards preferred the odour field containing FFH as compared to control fields. Control experiments with; i) naïve wasps; ii) wasps exposed to infested grains only; iii) to FFH only; and iv) to infested grains first and FFH later, did not reveal any response to FFH. This indicates that the reaction to FFH is caused by associative learning due to host experience as unconditioned stimulus. Experiments on the durability of the learned response demonstrated that host experience in the presence of FFH induces a memory that can be observed for at least 144 h and most likely is equivalent to long-term memory in honey bee Apis mellifera and Drosophila melanogaster.

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.

Facilitated stimulus-response associative learning and long-term memory in mice lacking the NTAN1 amidase of the N-end rule pathway

2001 ◽  
Vol 892 (2) ◽  
pp. 336-343 ◽  
Author(s):  
Seth A Balogh ◽  
Cary S McDowell ◽  
Yong Tae Kwon ◽  
Victor H Denenberg
Keyword(s):  
Associative Learning ◽  
Long Term Memory ◽  
Term Memory ◽  
Stimulus Response

scholarly journals Social learning of floral odours inside the honeybee hive

2005 ◽  
Vol 272 (1575) ◽  
pp. 1923-1928 ◽  
Author(s):  
Walter M Farina ◽  
Christoph Grüter ◽  
Paula C Díaz
Keyword(s):  
Associative Learning ◽  
Food Source ◽  
Waggle Dance ◽  
Food Sources ◽  
Long Term Memory ◽  
Proboscis Extension Response ◽  
Term Memory ◽  
Information Centre ◽  
Proboscis Extension

A honeybee hive serves as an information centre in which communication among bees allows the colony to exploit the most profitable resources in a continuously changing environment. The best-studied communication behaviour in this context is the waggle dance performed by returning foragers, which encodes information about the distance and direction to the food source. It has been suggested that another information cue, floral scents transferred within the hive, is also important for recruitment to food sources, as bee recruits are more strongly attracted to odours previously brought back by foragers in both honeybees and bumble-bees. These observations suggested that honeybees learn the odour from successful foragers before leaving the hive. However, this has never been shown directly and the mechanisms and properties of the learning process remain obscure. We tested the learning and memory of recruited bees in the laboratory using the proboscis extension response (PER) paradigm, and show that recruits indeed learn the nectar odours brought back by foragers by associative learning and retrieve this memory in the PER paradigm. The associative nature of this learning reveals that information was gained during mouth-to-mouth contacts among bees (trophallaxis). Results further suggest that the information is transferred to long-term memory. Associative learning of food odours in a social context may help recruits to find a particular food source faster.

Amygdala Microcircuits

2017 ◽  
pp. 185-198
Author(s):  
Luke R. Johnson ◽  
Joseph E. LeDoux
Keyword(s):  
Associative Learning ◽  
Functional Role ◽  
Cell Types ◽  
Long Term Memory ◽  
Conditioned Stimuli ◽  
Term Memory ◽  
Appetitive Behavior ◽  
The Brain ◽  
Level Analysis

The amygdala is one of the most intensely researched regions in the brain for cell types and circuit connectivity that are linked closely to behavior. Most research into amygdala microcircuits and their function relates to Pavlovian threat conditioning. Microcircuit-level analysis of threat conditioning relates neuronal circuit responsivity to aversive unconditioned stimuli (UCS) and neutral conditioned stimuli (CS). The consequent associative learning leads to long-term memory formation. Amygdala circuits are also being studied in relation to the essential functional role in appetitive behavior. In this chapter, we describe the amygdala microcircuitry at several levels, including key afferent and efferent circuits, intra-amygdala circuits among major amygdala subdivisions and subcircuits within these subdivisions, and the plasticity within the circuits underlying associative learning.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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