Non-associative Learning Processes Research Articles

Exposure to violence and nonassociative learning capability confer risk for violent behavior.

A substantial body of research demonstrates that experiences of trauma are associated with disruptions in learning processes. Specifically, research shows altered nonassociative and associative learning in individuals who report traumatic experiences. The combination of trauma and altered learning also confers risk for negative health and mental health outcomes. One subtype of trauma that receives less attention in terms of its association with learning processes is exposure to violence (ETV)-witnessing violence, hearing gunfire, and/or being the victim of violence. Preliminary evidence shows that ETV is related to disruptions in nonassociative and associative learning processes, but these studies did not use direct and objective measures of learning. Additionally, research documents a robust relationship between ETV and violent behavior, but there has been no work examining whether it is the combination of elevated levels of ETV and learning patterns that poses a risk for engagement in violent behavior. In the present study, 164 participants completed two auditory basic learning tasks, one measuring nonassociative learning (habituation) and another measuring associative learning acquisition (classical conditioning), while skin conductance was recorded. Results indicate that individuals with higher ETV display a decreased likelihood of physiological habituation, but ETV is unrelated to associative learning acquisition. Further, the combination of higher ETV and nonhabituation predicts a greater number of violent crimes. These findings suggest that, for those with higher ETV, variations in capability for nonassociative learning may confer risk for violent behavior. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Dominant parameter of galvanic vestibular stimulation for the non-associative learning processes.

Electrical stimulus is one of the common stimulating methods, and Galvanic vestibular stimulation (GVS) is the oldest form as an electrical stimulation. Nevertheless, GVS is still considered as a secondary stimulating tool for the medical purposes. Even though some unarguable findings have made using GVS, its use has been limited because of its ambiguity as an input source. For better understanding, many previous studies mainly focused on its functional effects, like the ocular reflexes. However, its fundamental effects on the neural activities are still elusive, such as the dominant influences by different parameters of GVS. Here we compared the effects on the neuronal responses by applying two different parameters, strength and rate, of GVS. To assess the dominance on the neuronal responses to these parameters, we designed three independent stimuli. Those stimuli were multiply applied to obtain the responding slopes based on the mechanism of non-associative learning processes, and the effects on the neurons were calculated as an inner angle between two responding slopes. Out of 23 neurons, 15 (65.2%) units were affected more by the strength with a statistical significance (p= 0.047). The ranges of the inner angles also implied the strength (- 3.354°~2.063°) mainly modulated by the neuronal responses comparing with those by the rate (- 2.001°~1.975°). The dominance of the parameters was closely related with the neuronal sensitivity to stimulation (SE) (p= 0.018), while there were few relations with the neuronal regularity, directional preference (DP), and the physiological response (PR) (p> 0.059). Thus, the neural information related with the dominance was delivered by the irregular neurons, and these types of neurons should be the targets for the stimulation. Graphical abstract.

Co-existence of ethanol-related respiratory and motivational learning processes based on a tactile discrimination procedure in neonatal rats.

In rats, high ethanol doses during early postnatal life exert deleterious effects upon brain development that impact diverse social and cognitive abilities. This stage in development partially overlaps with the third human gestational trimester, commonly referred to as the brain growth spurt period. At this stage in development, human fetuses and rat neonates (postnatal days [PD] 3-9) exhibit relatively high respiratory rates that are affected by subteratogenic ethanol doses. Recent studies suggest conditioned breathing responses in the developing organism, given that there are explicit associations between exteroceptive stimuli and the state of ethanol intoxication. Furthermore, studies performed with near-term rat fetuses suggest heightened sensitivity to ethanol's motivational effects. The present study was meant to analyze the unconditioned effects of ethanol intoxication and the possible co-occurrence of learning mechanisms that can impact respiratory plasticity, and to analyze the preference for cues that signal the state of intoxication as well as the effects of the drug, related with motor stimulation. Neonatal rats were subjected to differential experiences with salient tactile cues explicitly paired or not paired with the effects of vehicle or ethanol (2.0g/kg). A tactile discrimination procedure applied during PDs 3, 5, 7, and 9 allowed the identification of the emergence of ethanol-derived non-associative and associative learning processes that affect breathing plasticity, particularly when considering apneic disruptions. Ethanol was found to partially inhibit the disruptions that appeared to be intimately related with stressful circumstances defined by the experimental procedure. Tactile cues paired with the drug's effects were also observed to exert an inhibitory effect upon these breathing disruptions. The level of contingency between a given tactile cue and ethanol intoxication also resulted in significant changes in the probability of seeking this cue in a tactile preference test. In addition, the state of intoxication exerted motor-stimulating effects. When contrasting the data obtained via the analysis of the different dependent variables, it appears that most ethanol-derived changes are modulated by positive and/or negative (anti-anxiety) reinforcing effects of the drug. As a whole, the study indicates co-existence of ethanol-related functional changes in the developing organism that simultaneously affect respiratory plasticity and preference patterns elicited by stimuli that signal ethanol's motivational effects. These results emphasize the need to consider significant alterations due to minimal ethanol experiences that argue against "safe" levels of exposure in a critical stage in brain development.

Learning mechanisms in memristor networks based on GaN nanomembranes

We demonstrate experimentally that single crystalline GaN nanomembranes arranged in simple networks exhibit learning mechanisms such as habituation and dishabituation followed by storage of the response to a certain electrical stimulus. These artificial learning mechanisms are analogous to non-associative learning processes which are identical in simple animals and human beings. We found that the learning time depends on the number of GaN membranes in parallel, and this parameter decreases by 30% when three memristors are connected in parallel compared to the learning time of a single memristor. Moreover, an increased number of parallel memristors reduces the eventual asymmetry in the temporal response of the circuit at positive and negative step voltages.

Non-associative learning processes in vestibular nucleus.

Simple non-associative learning processes, habituation and sensitization, are known to be systemically involved in different neurotransmissions, and these processes in the vestibular nucleus (VN) often show opposite responding patterns to repeated stimuli. However, their roles and mechanisms of the reciprocal responses at the cellular level are still elusive. Here, we conducted an electrophysiological experiment to investigate the neuronal responses to repeated stimuli in the VN, characterizing the neuronal responding patterns of habituation and sensitization. Based on our results, we also suggested an alternative hypothesis that these non-associative neuronal responses generated biased neural information based on simple linear addition. Sixty-seven neuronal responses to repeated stimuli were recorded from 23 guinea pigs, and the habituated and the sensitized responses were 37 (range of slopes - 3.66~- 0.02spks/s/trial) and 30 (0.01~1.51spks/s/trial), respectively. Unlike previous study, the general neuronal responding shapes were not exponential, but most (94%, 63/67) responding profiles were linear. Although no strong relation between the irregular and the high sensitivity in our population, the neuronal irregularity and sensitivity could be the core factors to cause the biased results to more habituated side. In conclusion, we found that a biased neural response (mean ± STD - 0.22 ± 0.89spks/s/trial) was constructed by two non-associative neuronal responses based on a linear addition of the slopes. Graphical abstract Hypothesized and calculated neural mediation by non-associative learning processes.

Brain sensitization to external and internal stimuli

Sensitization is defined as a non-associative learning process occurring when repeated administrations of a stimulus result in a progressive amplification of a response (Shettleworth, 2010). The purpose of this review paper is to discuss whether brain sensitization is helpful in common health problems in man. The paper reviews data on brain sensitization covering increased behavioral, physiological, cognitive, and emotional responses in man and animals. The paper concludes that brain sensitization may be a helpful concept to understand subjective and "unexplained" health complaints (nonspecific muscle pain, mood changes, fatigue, and gastrointestinal complaints), and, therefore, relevant for evidence based treatment and prevention of these common health problems.

Longterm-habituation of the startle response in mice is stimulus modality, but not context specific

In mice, the specificity of longterm-habituation (LTH) of startle was tested in two experiments. In two strains of mice (C57Bl/6 and C3H) there was pronounced LTH over 10 days of acoustic stimulation in two different contexts of startle measurement. (We found LTH to be greater after stimulation with 14 kHz sine stimuli compared to noise or tactile stimuli). A change of context showed LTH to be independent of context, i.e., startle LTH in mice is a non-associative learning process. In the second experiment, 9 days of acoustic or tactile stimulation were given to C57B/6 mice. Both stimulus modalities produced LTH. When on the 10th day stimuli of the other modality were given, in both cases the long term habituated group showed no lower startle amplitude than a non-stimulated control group. This indicates LTH is stimulus-modality specific. Altogether, our results show that in mice—very similar to rats—LTH of startle is stimulus modality, but not context specific. In addition we found two indications that the LTH action site is on the sensory branch of the startle circuit.

Habituation under natural conditions: model predators are distinguished by approach direction

Habituation is an active process that allows animals to learn to identify repeated, harmless events, and so could help individuals deal with the trade-off between reducing the risk of predation and minimizing escape costs. Safe habituation requires an accurate distinction between dangerous and harmless events, but in natural environments such an assessment is challenging because sensory information is often noisy and limited. What, then, comprises the information animals use to recognize objects that they have previously learned to be harmless? We tested whether the fiddler crab Uca vomeris distinguishes objects purely by their sensory signature or whether identification also involves more complex attributes such as the direction from which an object approaches. We found that crabs habituated their escape responses after repeated presentations of a dummy predator consistently approaching from the same compass direction. Females habituated both movement towards the burrow and descent into the burrow, whereas males only habituated descent into the burrow. The crabs were more likely to respond again when a physically identical dummy approached them from a new compass direction. The crabs distinguished between the two dummies even though both dummies were visible for the entire duration of the experiment and there was no difference in the timing of the dummies' movements. Thus, the position or approach direction of a dummy encodes important information that allows animals to identify an event and habituate to it. These results argue against the traditional notion that habituation is a simple, non-associative learning process, and instead suggest that habituation is very selective and uses information to distinguish between objects that is not available from the sensory signature of the object itself.

Habituation and Prepulse Inhibition of Acoustic Startle in Rodents

The acoustic startle response is a protective response, elicited by a sudden and intense acoustic stimulus. Facial and skeletal muscles are activated within a few milliseconds, leading to a whole body flinch in rodents(1). Although startle responses are reflexive responses that can be reliably elicited, they are not stereotypic. They can be modulated by emotions such as fear (fear potentiated startle) and joy (joy attenuated startle), by non-associative learning processes such as habituation and sensitization, and by other sensory stimuli through sensory gating processes (prepulse inhibition), turning startle responses into an excellent tool for assessing emotions, learning, and sensory gating, for review see( 2, 3). The primary pathway mediating startle responses is very short and well described, qualifying startle also as an excellent model for studying the underlying mechanisms for behavioural plasticity on a cellular/molecular level(3). We here describe a method for assessing short-term habituation, long-term habituation and prepulse inhibition of acoustic startle responses in rodents. Habituation describes the decrease of the startle response magnitude upon repeated presentation of the same stimulus. Habituation within a testing session is called short-term habituation (STH) and is reversible upon a period of several minutes without stimulation. Habituation between testing sessions is called long-term habituation (LTH)(4). Habituation is stimulus specific(5). Prepulse inhibition is the attenuation of a startle response by a preceding non-startling sensory stimulus(6). The interval between prepulse and startle stimulus can vary from 6 to up to 2000 ms. The prepulse can be any modality, however, acoustic prepulses are the most commonly used. Habituation is a form of non-associative learning. It can also be viewed as a form of sensory filtering, since it reduces the organisms' response to a non-threatening stimulus. Prepulse inhibition (PPI) was originally developed in human neuropsychiatric research as an operational measure for sensory gating(7). PPI deficits may represent the interface of "psychosis and cognition" as they seem to predict cognitive impairment(8-10). Both habituation and PPI are disrupted in patients suffering from schizophrenia(11), and PPI disruptions have shown to be, at least in some cases, amenable to treatment with mostly atypical antipsychotics(12, 13). However, other mental and neurodegenerative diseases are also accompanied by disruption in habituation and/or PPI, such as autism spectrum disorders (slower habituation), obsessive compulsive disorder, Tourette's syndrome, Huntington's disease, Parkinson's disease, and Alzheimer's Disease (PPI)(11, 14, 15) Dopamine induced PPI deficits are a commonly used animal model for the screening of antipsychotic drugs(16), but PPI deficits can also be induced by many other psychomimetic drugs, environmental modifications and surgical procedures.

Habituation and Prepulse Inhibition of Acoustic Startle in Rodents

The acoustic startle response is a protective response, elicited by a sudden and intense acoustic stimulus. Facial and skeletal muscles are activated within a few milliseconds, leading to a whole body flinch in rodents1. Although startle responses are reflexive responses that can be reliably elicited, they are not stereotypic. They can be modulated by emotions such as fear (fear potentiated startle) and joy (joy attenuated startle), by non-associative learning processes such as habituation and sensitization, and by other sensory stimuli through sensory gating processes (prepulse inhibition), turning startle responses into an excellent tool for assessing emotions, learning, and sensory gating, for review see 2, 3. The primary pathway mediating startle responses is very short and well described, qualifying startle also as an excellent model for studying the underlying mechanisms for behavioural plasticity on a cellular/molecular level3. We here describe a method for assessing short-term habituation, long-term habituation and prepulse inhibition of acoustic startle responses in rodents. Habituation describes the decrease of the startle response magnitude upon repeated presentation of the same stimulus. Habituation within a testing session is called short-term habituation (STH) and is reversible upon a period of several minutes without stimulation. Habituation between testing sessions is called long-term habituation (LTH)4. Habituation is stimulus specific5. Prepulse inhibition is the attenuation of a startle response by a preceding non-startling sensory stimulus6. The interval between prepulse and startle stimulus can vary from 6 to up to 2000 ms. The prepulse can be any modality, however, acoustic prepulses are the most commonly used. Habituation is a form of non-associative learning. It can also be viewed as a form of sensory filtering, since it reduces the organisms' response to a non-threatening stimulus. Prepulse inhibition (PPI) was originally developed in human neuropsychiatric research as an operational measure for sensory gating7. PPI deficits may represent the interface of "psychosis and cognition" as they seem to predict cognitive impairment8-10. Both habituation and PPI are disrupted in patients suffering from schizophrenia11, and PPI disruptions have shown to be, at least in some cases, amenable to treatment with mostly atypical antipsychotics12, 13. However, other mental and neurodegenerative diseases are also accompanied by disruption in habituation and/or PPI, such as autism spectrum disorders (slower habituation), obsessive compulsive disorder, Tourette's syndrome, Huntington's disease, Parkinson's disease, and Alzheimer's Disease (PPI)11, 14, 15 Dopamine induced PPI deficits are a commonly used animal model for the screening of antipsychotic drugs16, but PPI deficits can also be induced by many other psychomimetic drugs, environmental modifications and surgical procedures.

Auditory stimulation dishabituates anti-predator escape behavior in hermit crabs (Coenobita clypeatus)

Responses to innocuous stimuli often habituate with repeated stimulation, but the mechanisms involved in dishabituation are less well studied. Chan et al. (2010b) found that hermit crabs were quicker to perform an anti-predator withdrawal response in the presence of a short-duration white noise relative to a longer noise stimulus. In two experiments, we examined whether this effect could be explicable in terms of a non-associative learning process. We delivered repeated presentations of a simulated visual predator to hermit crabs, which initially caused the crabs to withdraw into their shells. After a number of trials, the visual stimulus lost the ability to elicit the withdrawal response. We then presented the crabs with an auditory stimulus prior to an additional presentation of the visual predator. In Experiment 1, the presentation of a 10-s, 89-dB SPL noise produced no significant dishabituation of the response. In Experiment 2 we increased the duration (50s) and intensity (95dB) of the noise, and found that the crabs recovered their withdrawal response to the visual predator. This finding illustrates dishabituation of an antipredator response and suggests two distinct processes-distraction and sensitization-are influenced by the same stimulus parameters, and interact to modulate the strength of the anti-predator response.

Tinnitus Sensitization

Acquired centralized tinnitus (ACT) is the most frequent form of chronic tinnitus. The proposed ACT sensitization (ACTS) assumes a peripheral initiation of tinnitus whereby sensitizing signals from the auditory system establish new neuronal connections in the brain. Consequently, permanent neurophysiological malfunction within the information-processing modules results. Successful treatment has to target these malfunctioning information processing. We present in this study the neurophysiological and psychophysiological aspects of a recently suggested neurophysiological model, which may explain the symptoms caused by central cognitive tinnitus sensitization. Although conditioned reflexes, as a causal agent of chronic tinnitus, respond to extinction procedures, sensitization may initiate a vicious circle of overexcitation of the auditory system, resisting extinction and habituation. We used the literature database as indicated under "References" covering English and German works. For the ACTS model we extracted neurophysiological hypotheses of the auditory stimulus processing and the neuronal connections of the central auditory system with other brain regions to explain the malfunctions of auditory information processing. The model does not assume information-processing changes specific for tinnitus but treats the processing of tinnitus signals comparable with the processing of other external stimuli. The model uses the extensive knowledge available on sensitization of perception and memory processes and highlights the similarities of tinnitus with central neuropathic pain. Quality, validity, and comparability of the extracted data were evaluated by peer reviewing. Statistical techniques were not used. According to the tinnitus sensitization model, a tinnitus signal originates (as a type I-IV tinnitus) in the cochlea. In the brain, concerned with perception and cognition, the 1) conditioned associations, as postulated by the tinnitus model of Jastreboff, and the 2) unconditioned sensitized stimulus responses, as postulated in the present ACTS model, are actively connected with and attributed to the tinnitus signal. Attention to the tinnitus constitutes a typical undesired sensitized response. Some of the tinnitus-associated attributes may be called essential, unconditioned sensitization attributes. By a process called facilitation, the tinnitus' essential attributes are suggested to activate the tinnitus response. The result is an undesired increase in responsivity, such as an increase in attentional focus to the eliciting tinnitus stimulus. The mechanisms underlying sensitization are known as a specific nonassociative learning process producing a structural fixation of long-term facilitation at the synaptic level. This sensitization model may be important for the development of a sensitization-specific treatment if extinction procedures alone do not lead to satisfactory outcome. Inasmuch as this model considers sensitization as a nonassociative learning process based on cortical plasticity, it is reasonable to assume that this learning process can be altered by counteracting learning procedures. These counteracting learning procedures may consist of tinnitus-specific cognitive and behavioral procedures.

Acetyl- l-carnitine affects nonassociative learning processes in the leech Hirudo medicinalis

Acetyl- l-carnitine is a natural molecule widely distributed in vertebrate and invertebrate nervous system. It is known to have significant effects on neuronal activity playing a role as neuroprotective and anti-nociceptive agent, as well as neuromodulatory factor. About its capability of affecting learning processes the available data are controversial. In the present study, we utilized the simplified model system of the leech Hirudo medicinalis to analyze the effects of acetyl- l-carnitine, assessing whether and how it might affect elementary forms of nonassociative learning processes. In leeches with the head ganglion disconnected from the first segmental ganglion, repetitive application of weak electrical shocks onto the caudal portion of the body wall induces habituation of swim induction whereas brush strokes on the dorsal skin produces sensitization or dishabituation when the nociceptive stimulus is delivered on previously habituated animals. Herein, the effects of different concentrations of acetyl- l-carnitine (2 mM - 0.05 mM) have been tested at different times on both sensitization and dishabituation. The results show that a single treatment of acetyl- l-carnitine blocked the onset of sensitization in a dose- and time-dependent manner. In fact, the most effective concentration able to block this process was 2 mM, which induced its major effects 11 days after the treatment, whereas 0.05 mM was unable to affect the sensitization process at all considered time points. On the contrary, acetyl- l-carnitine did not completely abolish dishabituation at the tested concentrations and at every time point. Finally, acetyl- l-carnitine also impaired the habituation of swim induction, but only 11 days after treatment.

Nonassociative learning processes determine expression and extinction of conditioned fear in mice

Freezing to a tone following auditory fear conditioning is commonly considered as a measure of the strength of the tone-shock association. The decrease in freezing on repeated nonreinforced tone presentation following conditioning, in turn, is attributed to the formation of an inhibitory association between tone and shock that leads to a suppression of the expression of fear. This study challenges these concepts for auditory fear conditioning in mice. We show that acquisition of conditioned fear by a few tone-shock pairings is accompanied by a nonassociative sensitization process. As a consequence, the freezing response of conditioned mice seems to be determined by both associative and nonassociative memory components. Our data suggest that the intensity of freezing as a function of footshock intensity is primarily determined by the nonassociative component, whereas the associative component is more or less categorical. We next demonstrate that the decrease in freezing on repeated nonreinforced tone presentation following conditioning shows fundamental properties of habituation. Thus, it might be regarded as a habituation-like process, which abolishes the influence of sensitization on the freezing response to the tone without affecting the expression of the associative memory component. Taken together, this study merges the dual-process theory of habituation with the concept of classical fear conditioning and demonstrates that sensitization and habituation as two nonassociative learning processes may critically determine the expression of conditioned fear in mice.

What the amygdala does and doesn't do in aversive learning.

What the amygdala does and doesn't do in aversive learning.

Effects of Systemic Injections of Dopaminergic Agents on the Habituation of Rats Submitted to an Open Field Test

Many studies have reported that systemic injections of dopaminergic drugs result in profound changes in the behavior of animals in the open field. At the same time, it is hypothesized that increased brain dopaminergic activity prevents animals from habituating to a novel environment, and this effect would be responsible for the conditioned hyperactivity observed when rats are tested later in a drug-free state. However, little is known on the concurrent effects of these drugs, on learning processes and motor activity. To examine this issue, in the present study we assessed the effects of injections of the dopamine (DA) agonists amphetamine and apomorphine, the receptor antagonist chlorpromazine and the atypical neuroleptic clozapine on exploratory activity and habituation in rats exposed to the open field test. The observer scored the occurrence of animal behavior during three postinjection observation periods (0–5, 5–10 and 10–15 min). The results confirmed that amphetamine and apomorphine lead to a dose-dependent behavioral activation, while chlorpromazine produces an opposite effect, extending previous accounts of behavior of systemic-injected rats with these drugs. Independent of the level of motor activity, higher or lower than the control groups, habituation still occurs following DA agonists (amphetamine and apomorphine) and antagonist (chlorpromazine) injections in rats submitted to the open field test. Furthermore, the reduction of the exploratory activity over time in the open field after clozapine was less pronounced than in controls, in contrast to classical DA agents. The present results suggest that activation of DA mechanisms is involved in species-typical behaviors associated with exploratory behavior, but does not seem to be involved in non-associative learning processes, such as habituation. These effects could not be attributed to the decline in brain levels of the drugs during the session, as the behavioral activation remained high in rats previously habituated and injected with dopaminergic agonists within the same protocol. On the other hand, the atypical DA blocker clozapine reduced the expression of habituation, opening the possibility of involvement of alternative mechanisms, such as 5-HT mechanisms, in this non-associative learning process.

Habituation and desensitization of the Hering-Breuer reflex in rat.

1. Many processes in mammalian and invertebrate central nervous systems exhibit habituation and/or sensitization of their responses to repetitive stimuli. Here, we studied the adaptive behaviours of the respiratory pattern generator in rat on repetitive vagal-afferent stimulation and compared these behaviours obtained in vivo with the reported effects of such stimuli on synaptic transmission in the corresponding signal pathway in vitro. 2. Sustained (1 min) electrical pulsed stimulation of the vagus nerve elicited the classic Hering-Breuer (HB) reflex slowing of the respiratory rhythm followed by a bi-exponential recovery, and a post-stimulus rebound (PR). The recovery from the HB reflex satisfied the classic criteria of habituation. 3. The fast component of the recovery and the PR were abolished by systemic administration of an NMDA receptor antagonist or electrolytic lesioning of the pontine Kolliker-Fuse nucleus. The characteristics of the fast recovery and PR suggest a vagally induced desensitization of the NMDA receptor-dependent pontine input to the respiratory pattern generator. 4. The slow component of recovery persist after both experimental interventions and accounted for the habituation to the vagal input. The characteristics of the slow recovery in vivo were reminiscent of the reported synaptic accommodation in vitro in the medullary region where vagal afferents terminate. 5. The habituation of vagal input and desensitization of pontine input act in concert to offset the HB reflex. Such simultaneous habituation-desensitization in parallel neural pathways with differing sensitivities to NMDA receptor activation represent a hitherto unknown pairing of dual non-associative learning processes in the mammalian brain.

Nonassociative learning processes affecting swimming probability in the seaslug Tritonia diomedea: habituation, sensitization and inhibition

The role of nonassociative learning processes in determining whether or not a chemical stimulus will elicit the Tritonia diomedea swimming response was examined in a variety of conditioning experiments. Iterative presentation of a chemical stimulus resulted in a reduced swimming probability (SP). By the criteria of Thompson and Spencer (Thompson RF, Spencer WA. Psychol. Rev. 1966;73:16–43) and others, this iterative reduction of SP was concluded to be the result of habituation. Site-specificity and a below zero effect implicated sensory pathways in habituation memory storage. The iterative reduction in SP was reversible, confirming that a sensitization-like process can also influence SP. It was further concluded that a short-term decrement in swimming cycle number was most likely due to a constraint in the effector pathway. Experience with a tactile stimulus had a long-lasting decremental effect on SP. This heterostimic reduction of SP was amplified in a multistimic paradigm that included both chemical and tactile stimuli during training. The chemical stimuli alone did not alter SP in this experiment. Multistimic reduction lasted for a week and was reversed temporarily by an excitatory chemical stimulus. The long-lasting reduction of SP by tactile stimulation appears to be the result of a novel nonassociative inhibitory process, which was distinguished from other learning processes by its duration and specificity. A total of three distinct learning processes are postulated to account for the role of simple types of experience in determining SP in Tritonia: habituation, sensitization, and nonassociative inhibition.

Modulation of a Na/K electrogenic pump as new molecular mechanism underlying non-associative learning processes in invertebrates

Modulation of a Na/K electrogenic pump as new molecular mechanism underlying non-associative learning processes in invertebrates

Protein phosphatase 1-deficient mutant Drosophila is affected in habituation and associative learning

The learning and memory of Drosophila melanogaster strains carrying the Su-var(3)6(01) mutation, which is known to affect the structural gene of a protein phosphatase 1 isoenzyme, PP1(87B), were studied in various behavioral paradigms. Three lines of Drosophila comprising the Su-var(3)6(01) mutation in different genetic backgrounds were shown to have diminished protein phosphatase 1 activity and behavioral anomalies. Associative olfactory learning and visual conditioning were impaired. Olfactory acuity for the odorants used and response to electric shock were largely unchanged in the mutant lines. The motility and flight activity of the mutants were reduced. Habituation of the landing response, a nonassociative learning process, was more pronounced in heterozygotes of the mutants than in the wild-type control strains. Taken together with earlier data, the results indicate that protein phosphatase PP1(87B), while affecting several cellular processes, is also part of the biochemical machinery of various forms of neuromodulation in Drosophila.