scholarly journals The Antimetabolite ara-CTP Blocks Long-Term Memory of Conditioned Taste Aversion

2003 ◽  
Vol 10 (6) ◽  
pp. 503-509 ◽  
Author(s):  
J. Wang
Keyword(s):  
Taste Aversion ◽  
Conditioned Taste Aversion ◽  
Long Term Memory ◽  
Term Memory

scholarly journals Epicatechin increases the persistence of long-term memory formed by conditioned taste aversion in Lymnaea

2020 ◽  
pp. jeb.238055
Author(s):  
Ayaka Itoh ◽  
Yoshimasa Komatsuzaki ◽  
Ken Lukowiak ◽  
Minoru Saito
Keyword(s):  
Feeding Behavior ◽  
Spontaneous Activity ◽  
Taste Aversion ◽  
Green Tea ◽  
Conditioned Taste Aversion ◽  
Giant Cells ◽  
Long Term Memory ◽  
Term Memory

We examined the effects of epicatechin (Epi), a flavonoid abundant in green tea and cocoa, on long-term memory (LTM) formed following conditioned taste aversion (CTA) training in Lymnaea. In CTA training, the snails learn to avoid a food that initially they liked (i.e., sucrose). Twenty-four hours after CTA training, 67% of the trained snails showed a significant decrease in the feeding behavior elicited by sucrose. Placing snails in the Epi solution in CTA training did not alter the percentage of snails exhibiting LTM, but it significantly increased LTM persistence. We also examined changes following Epi exposure in spontaneous activity of the cerebral giant cells (CGCs) that modulate feeding behavior and are necessary for CTA-LTM. Our data suggested that Epi causes a decrease in CGC activity and increases LTM persistence possibly via GABAergic mechanism.

Altered gene activity correlated with long-term memory formation of conditioned taste aversion inLymnaea

2006 ◽  
Vol 84 (7) ◽  
pp. 1610-1620 ◽  
Author(s):  
Sachiyo Azami ◽  
Akiko Wagatsuma ◽  
Hisayo Sadamoto ◽  
Dai Hatakeyama ◽  
Takeshi Usami ◽  
...  
Keyword(s):  
Taste Aversion ◽  
Conditioned Taste Aversion ◽  
Memory Formation ◽  
Gene Activity ◽  
Long Term Memory ◽  
Term Memory ◽  
Altered Gene

scholarly journals Rapid, Labile, and Protein Synthesis– Independent Short-Term Memory in Conditioned Taste Aversion

1999 ◽  
Vol 6 (1) ◽  
pp. 37-46 ◽  
Author(s):  
Thomas A. Houpt ◽  
RoseAnn Berlin
Keyword(s):  
Protein Synthesis ◽  
Taste Aversion ◽  
Conditioned Taste Aversion ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Low Doses ◽  
Central Administration ◽  
Short Term ◽  
Term Memory

Short-term memory is a rapid, labile, and protein-synthesis-independent phase of memory. The existence of short-term memory in conditioned taste aversion (CTA) learning has not been demonstrated formally. To determine the earliest time at which a CTA is expressed, we measured intraoral intake of sucrose at 15 min, 1 hr, 6 hr, or 48 h after contingent pairing of an intraoral infusion of 5% sucrose (6.6 ml over 6 min) and toxic lithium chloride injection (76 mg/kg). Rats were implanted with intraoral catheters to allow presentation of taste solutions at arbitrary times. Intraoral intake was measured under conditions of long-delay, single-trial learning typical of CTA. Rats decreased intraoral intake of sucrose at 15 min after contingent pairing of sucrose and LiCl, but not after noncontingent LiCl or sucrose. Thus CTA learning can be expressed rapidly. To determine if short-term CTA memory is labile and decays in the absence of long-term memory, we measured intraoral intake of sucrose after pairing sucrose with low doses of LiCl. Rats received an intraoral infusion of 5% sucrose (6 ml/6 min); 30 min later LiCl was injected at three different doses (19, 38, or 76 mg/kg). A second intraoral infusion of sucrose was administered 15 min, 1 hr, 3 hr, 4.5 hr, 6 hr, or 48 hr later. The formation of long-term CTA memory was dependent on the dose of LiCl paired with sucrose during acquisition. Low doses of LiCl induced a CTA that decayed within 6 hr after pairing. Central administration of the protein synthesis inhibitor cycloheximide prior to LiCl injection blocked long-term CTA expression at 6 and 48 hr, but not short-term CTA expression at 1 hr. Thus, short-term memory for CTA learning exists that is acquired rapidly and independent of protein synthesis, but labile in the absence of long-term memory formation.

scholarly journals One-trial conditioned taste aversion in Lymnaea: good and poor performers in long-term memory acquisition

2007 ◽  
Vol 210 (7) ◽  
pp. 1225-1237 ◽  
Author(s):  
R. Sugai ◽  
S. Azami ◽  
H. Shiga ◽  
T. Watanabe ◽  
H. Sadamoto ◽  
...  
Keyword(s):  
Taste Aversion ◽  
Conditioned Taste Aversion ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Acquisition

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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