Abstract

We have reviewed research on the effects of stress on LTP in the hippocampus, amygdala and prefrontal cortex (PFC) and present new findings which provide insight into how the attention and memory-related functions of these structures are influenced by strong emotionality. We have incorporated the stress-LTP findings into our “temporal dynamics” model, which provides a framework for understanding the neurobiological basis of flashbulb and traumatic memories, as well as stress-induced amnesia. An important feature of the model is the idea that endogenous mechanisms of plasticity in the hippocampus and amygdala are rapidly activated for a relatively short period of time by a strong emotional learning experience. Following this activational period, both structures undergo a state in which the induction of new plasticity is suppressed, which facilitates the memory consolidation process. We further propose that with the onset of strong emotionality, the hippocampus rapidly shifts from a “configural/cognitive map” mode to a “flashbulb memory” mode, which underlies the long-lasting, but fragmented, nature of traumatic memories. Finally, we have speculated on the significance of stress-LTP interactions in the context of the Yerkes-Dodson Law, a well-cited, but misunderstood, century-old principle which states that the relationship between arousal and behavioral performance can be linear or curvilinear, depending on the difficulty of the task.

Highlights

  • Numerous reviews in recent years have advanced our understanding of the interactions among long-term potentiation and depression (LTP/long-term depression (LTD)), stress, and memory

  • We have reviewed research on the effects of stress on LTP in the hippocampus, amygdala and prefrontal cortex (PFC) and present new findings which provide insight into how the attention and memory-related functions of these structures are influenced by strong emotionality

  • We have suggested that identifying the involvement of the PFC in a task, which can be confirmed to some degree by neuroimaging analysis, may provide a general guideline for predicting whether performance on a task in times of strong emotionality will express a linear versus nonlinear shape

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Summary

INTRODUCTION

Numerous reviews in recent years have advanced our understanding of the interactions among long-term potentiation and depression (LTP/LTD), stress, and memory. A decade after Colgrove’s description of the influence of emotion on memory, Yerkes and Dodson [38] studied the effects of different shock intensities on the rate of learning by mice in a discrimination avoidance task. These investigators showed that when mice were trained in a simple, that is, black/white, visual discrimination task to avoid shock, their rate of learning improved linearly with an increase in the intensity of the shock. In Broadhurst’s work, rats were trained to escape from submersion in water in a task with different levels of difficulty and moti-

30 Rapid learning 0
TEMPORAL DYNAMICS MODEL OF STRESS-HIPPOCAMPUS INTERACTIONS
EMPIRICAL SUPPORT FOR THE MODEL
11. FLASHBULB MEMORIES AND THE STRESS-INDUCED MODULATION OF LTP IN THE AMYGDALA
12. STRESS TAKES THE PREFRONTAL CORTEX “OFFLINE”
14. SUMMARY

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