Learning & memory最新文献

Early life trauma has been shown to facilitate habitual behavior, which may predispose individuals toward perpetuating maladaptive behaviors. However, previous investigations did not account for other traumatic childhood experiences like racial/ethnic discrimination exposure, nor have they examined the interaction of trauma and habits on real-world adverse outcomes. To examine these effects, we recruited 96 young adults (20.06 ± 1.89 years old) in a study probing early life racial/ethnic discrimination influences on habitual learning, and the conjunctive influences of early life discrimination and habit on disordered eating and substance use. To measure habit responses, participants completed a noise avoidance task during which they responded to abstract stimuli via associated keyboard presses to avoid an aversive screaming sound, after which they performed a devaluation test to measure avoidance habit responses. Participants then completed a series of questionnaires examining early life racial/ethnic discrimination exposure, disordered eating and substance use, and other psychological characteristics. Hierarchical regression results showed that certain early life discrimination subtypes, particularly threat/aggression experienced due to racial/ethnic background, significantly predicted habitual responding above and beyond the effects of psychological confounds. Additionally, overall early life discrimination exposure positively predicted binge eating, but no variables of interest predicted alcohol and drug use. These results expand on extant literature showing the negative impacts of childhood stressors on behavioral control and real-world outcomes.

Stressful events are typically well remembered, but their effects on memory for surrounding neutral events and the underlying mechanisms remain less clear. We hypothesized that stress would enhance memory for events surrounding the stressor, contingent on the memory of the stressor itself. Additionally, we predicted that memory for neutral events would be modulated by pairing them with stressor-related cues. To test these hypotheses, 122 healthy participants encoded a series of images before and after experiencing a stressful or control episode. During encoding, images were preceded by cues from stressor or control contexts. Memory for the stress or control episode and the encoded images was tested 24 h later. Our results showed enhanced memory prioritization, reflected in better memory for central versus peripheral features, for the stressful compared to the control episode. Exposure to the stressful episode further enhanced memory for neutral images preceding the stressor. However, this memory boost occurred only in participants with enhanced memory prioritization for the stressor. Memory for stimuli encoded after the stressor remained unaffected, and there was no evidence for the proposed cueing mechanism. These findings indicate that stressful events enhance memory consolidation only when these events themselves are distinctly represented in memory.

In humans, psychological loss, whether social or nonsocial, can lead to clinical depression, anxiety disorders, and social memory impairments. Researchers have modeled combined social and nonsocial loss in rodents by transitioning them from social, enriched environments (EE) to individual housing, affecting behaviors related to avoidance, stress coping, and cognitive function. However, it remains unclear if these effects are driven by social or nonsocial loss. We examined the effects of nonsocial loss by housing adult male mice in EE before moving them to standard cages, where they were pair-housed, and compared this to mice experiencing complete social loss. Continuous EE reduced social investigation time while leaving social memory intact, also decreasing avoidance behavior. Nonsocial loss restored social investigation and avoidance behavior to control levels, while social loss impaired social memory and increased avoidance. In rodents, social memory and avoidance require ventral hippocampus (vHIP) neuronal oscillations, which involve parvalbumin-positive (PV+) inhibitory interneurons. We found decreased vHIP PV intensity in the social loss group, with no differences in the nonsocial loss group. Most PV+ cells are surrounded by perineuronal nets (PNNs) concentrating GABA_A receptors in their lattice-like holes. Social loss decreased GABA_A-δ expression, a subunit associated with extrasynaptic receptors, across PNN+ soma and in PNN holes, while nonsocial loss reduced gephyrin in these regions. These findings suggest social and nonsocial losses differentially affect vHIP function and behavior, with social loss having a more pronounced impact through mechanisms involving PV+ interneurons, PNN structure, and neurotransmitter receptor expression.

Emotional intensity can produce both optimal and suboptimal effects on learning and memory. While emotional events tend to be better remembered, memory performance can follow an inverted U-shaped curve with increasing intensity. The strength of Pavlovian conditioning tends to increase linearly with the intensity of the aversive outcome, but leads to greater stimulus generalization. Here, we combined elements of episodic memory and Pavlovian conditioning into a single paradigm to investigate the effects of varying outcome intensities on conditioned fear responses and episodic memory. Participants encoded trial-unique images from two semantic categories as conditioned stimuli (CS⁺ and CS^-) before (preconditioning), during, and after (extinction) acquisition. We systematically varied the intensity of the unconditioned stimulus (US) during acquisition between-groups as a nonaversive tone, a low-intensity electrical shock, or a high-intensity electrical shock paired with a loud static noise. Results showed that conditioned skin conductance responses scaled linearly with US intensity during acquisition, with a high-intensity US leading to greater resistance to extinction and stronger 24 h fear recovery. However, 24 h recognition memory produced an inverted U-shaped relationship, with better recognition memory for CSs encoded before (retroactive), during, and following conditioning using a low-intensity US. These findings suggest a dissociation between optimal levels of emotional intensity on explicit and implicit learning and memory performance.

Vagus nerve stimulation (VNS) is a therapeutic intervention previously shown to enhance fear extinction in rats. VNS is approved for use in humans for the treatment of epilepsy, depression, and stroke, and it is currently under investigation as an adjuvant to exposure therapy in the treatment of PTSD. However, the mechanisms by which VNS enhances extinction of conditioned fear remain unresolved. VNS increases norepinephrine levels in extinction-related pathways, but recent studies indicate that norepinephrine release from the locus coeruleus interferes with extinction learning. The purpose of this study is to elucidate the role of the locus coeruleus (LC) in VNS-enhanced fear extinction. Adult male and female tyrosine hydroxylase (Th)-Cre rats were implanted with a stimulating cuff electrode around the left cervical vagus nerve, and a Cre-dependent viral vector expressing the inhibitory opsin ArchT3.0 was infused bilaterally into the LC. Rats then underwent auditory fear conditioning followed by extinction training. During extinction training, rats were divided into four treatment groups: Sham stimulation, Sham with LC inhibition, VNS, and VNS with LC inhibition. Consistent with previous findings, VNS treatment during extinction training significantly reduced freezing 24 h and 2 weeks later. This effect was blocked by optogenetic LC inhibition, suggesting that VNS enhances extinction by engaging the LC.

Stress can have profound impacts on memory. However, the directionality of stress effects on memory varies widely across studies, some showing enhancement while others showing impairment. This variability has been attributed to the Yerkes-Dodson Law, which proposes a U-shaped pattern such that too little or too much stress may be associated with cognitive dysfunction. The impact of stress on memory may also depend on what aspects of memory are being measured (e.g., emotional content, gist vs. detail) and how stress is measured (e.g., physiological measures, self-report). Here, we aimed to examine how self-reported perceived stress in the current moment was associated with memory performance. We used an emotional memory task designed to tap into potential gist versus detail trade-offs of stress impacting memory (e.g., target recognition, lure discrimination). Participants (ages 18-35) reported their current level of perceived stress. We replicated prior work showing impaired emotional relative to neutral lure discrimination in young adults in support of a gist versus detail trade-off in emotional memory. However, those with low and high current perceived stress showed better emotional lure discrimination compared to those with moderate current perceived stress. These results are in line with the Yerkes-Dodson Law but suggest that the directionality of the impact of stress on memory may depend on the type of memory measured. Low and high current perceived stress was associated with greater detailed memory, especially for emotional information, which may be maladaptive given gist vs. detail trade-offs in emotional memory.

Mammals have evolved with a range of innate drives, such as thirst and hunger, that promote motivated behaviors to ensure survival. A drive for social engagement promotes social interaction and bond formation. While a stable social environment maintains the opportunity for resource sharing and protection, an additional benefit is provided by the social transmission of information. Social experiences, and information obtained from conspecifics, can be used to learn about threats and opportunities in the environment. This review examines the primary forms of social learning and how they can shape behavior. Additionally, while there is much known about the effects of stress on learning and memory, there is much less known about its effects on social learning and memory. This review will therefore dissect the major factors that contribute to social learning and propose how stress may impact these factors. This may serve as a way to formulate new hypotheses about how stress might impact social learning and the effects of social experiences on behavior.

The lateral entorhinal cortex (LEC) contains glutamatergic projections that innervate the nucleus accumbens (NAc) and may be involved in the encoding of contextual associations with both positive and negative valences, such as those encountered in drug cues or fear conditioning. To determine whether LEC-NAc neurons are activated by the encoding and recall of contexts associated with cocaine or footshock, we measured c-fos expression in these neurons and found that LEC-NAc neurons are activated in both contexts. Specifically, activation patterns of the LEC-NAc were observed in a novel context and reexposure to the same context, highlighting the specific role for LEC-NAc neurons in encoding rather than the valence of a specific event-related memory. Using a combination of circuit-specific chemogenetic tools and behavioral assays, we selectively inactivated LEC-NAc neurons in mice during the encoding and retrieval of memories of contexts associated with cocaine or footshock. Chemogenetic inactivation of LEC-NAc neurons impaired the formation of both positive and negative context-associated memories without affecting the retrieval of an established memory. This finding suggests a critical role for this circuit in the initial encoding of contextual associations. In summary, LEC-NAc neurons facilitate the encoding of contextual information, guiding motivational behaviors without directly mediating the hedonic or aversive properties of these associations.

Binding of arbitrary information into distinct memory representations that can be used to guide behavior is a hallmark of relational memory. What is and is not bound into a memory representation and how those things influence the organization of that representation remain topics of interest. While some information is intentionally and effortfully bound-often the information that is consistent with task goals or expectations about what information may be required later-other information appears to be bound automatically. The present set of experiments sought to investigate whether spatial memory would be systematically influenced by the presence and absence of distinct categories of stimuli on a spatial reconstruction task. In this task, participants must learn multiple item-location bindings and place each item back in its studied location after a short delay. Across three experiments, participants made significantly more within-category errors (i.e., misassigning one item to the location of a different item from the same category) than between-category errors (i.e., misassigning one item to the location of an item from a different category) when categories were perceptually or semantically distinct. These data reveal that category information contributed to the organization of the memory representation and influenced spatial reconstruction performance. Together, these results suggest that categorical information can influence memory organization, and not always to the benefit of overall task performance.