Reinforcement and learning

Evidence has been accumulating to support the process of reinforcement as a potential mechanism in speciation. In many species, mate choice decisions are influenced by cultural factors, including learned mating preferences (sexual imprinting) or learned mate attraction signals (e.g., bird song). It has been postulated that learning can have a strong impact on the likelihood of speciation and perhaps on the process of reinforcement, but no models have explicitly considered learning in a reinforcement context. We review the evidence that suggests that learning may be involved in speciation and reinforcement, and present a model of reinforcement via learned preferences. We show that not only can reinforcement occur when preferences are learned by imprinting, but that such preferences can maintain species differences easily in comparison with both autosomal and sex-linked genetically inherited preferences. We highlight the need for more explicit study of the connection between the behavioral process of learning and the evolutionary process of reinforcement in natural systems.     

Autism-Misregulated eIF4G Microexons Control Synaptic Translation and Higher Order Cognitive Functions

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Endogenous opiates: 1986

This is the ninth installment of our annual review of research involving the endogenous opiate peptides. It is restricted to the non-analgesic and behavioral studies of the opiate peptides published in 1986. The specific topics this year include stress; tolerance and dependence; eating; drinking; gastrointestinal, renal, and hepatic processes; mental illness; learning, memory, and reward; cardiovascular responses; respiration and thermoregulation; seizures and other neurological disorders; activity; sex, pregnancy, and development; and some other behaviors.     

Seasonal variation of serotonin content and nonassociative learning of swim induction in the leech Hirudo medicinalis

Summary It is possible to obtain habituation of swim induction by stimulating the leech with repetitive light electrical trains. After obtaining this simple form of nonassociative learning, it is also possible to potentiate its response by a series of nociceptive skin brushings (dishabituation). Serotonin applied to the animal is the only neurotransmitter found to mimick dishabituation. We have observed that in the period April–June most animals did not exhibit potentiation of the swimming response after nociceptive stimulation while injection of serotonin mimicked dishabituation as in the animals treated in the period October–March. We have seen correlation between the changes in nonassociative learning and the seasonal variation of serotonin levels in segmental ganglia. This finding strengthens the hypothesis of serotonin as the neurotransmitter mediating dishabituation in swim induction of the leech.Abbreviations AHP afterhyperpolarization - HPLC high pressure liquid chromatography     

Asymmetric incorporation of [14C]cyanate and of fluorescein isothiocyanate in mamillary body of conditioned rats

A marked decrease in overall learning capacity has been observed in rats injected with cyanate. Therefore it was of interest to test whether learning influenced carbamylation of brain proteins. Incorporation of [¹⁴C]cyanate into proteins of the mamillary body was selectively modified following operant conditioning of the rat, so that trained rats showed an asymmetric image with higher levels of incorporation in the right side than in the left side, as compared to control rats. These results were confirmed using fluorescein isothiocyanate. The asymmetry persisted once the learning had been well established.     

Effects of lesion of the inferior olivary complex by 3-acetylpyridine on learning and memory in the rat

Summary DA/HAN-strained male rats (pigmented rats) were submitted to two experimental tasks consisting of spatial learning (water-escape) and a passive avoidance conditioning. Both these tasks were performed by different animals. In order to destroy the inferior olivary complex, the animals were injected with 3-acetylpyridine either 9 days prior to the initial learning session or 24 h after completion of the learning task. They were retested (retrieval test) 10 days after the initial learning was achieved. Learning and retention were compared to those noted in control rats. Administration of 3-acetylpyridine before the initial learning did not prevent the spatial learning but the scores were greatly altered and the number of trials needed to reach the fixed learning criterion was much greater than in controls. However, 10 days later the animals had memorized their initial experience. Injection of 3-acetylpyridine after the initial learning session impaired memory: the animals had completely forgotten their initial learning. It can therefore be concluded that lesion of the afferent climbing fibres to the cerebellar cortex alters learning and retention of a spatial task. Such a lesion does not interfere with learning and retention of a passive avoidance conditioning, since in this condition the experimental animals injected with 3-acetylpyridine either before or after the initial learning behave similarly to controls. The effects of the inferior olivary complex lesion are obviously different according to the task to be learnt, suggesting that these two tasks do not require the integrity of the same nervous structures.Abbreviations 3-AP 3-acetylpyridine - C control - ILR initial learning-lesion-retrieval - IOC inferior olivary complex - LIR lesion-initial learning-retrieval     

Operant conditioning of scratching in lemurs

An adult femaleLemur catta and an adult femaleEulemur fulvus were given edible rewards for scratching. Both subjects learned to scratch in order to obtain the rewards, showed diminished rates of scratching during periods of extinction, and learned to scratch preferentially with one foot when required. TheLemur catta subject was more responsive to the changing experimental conditions than theEulemur fulvus. The conditionability of scratching in primates does not appear to be directly related to the widespread occurrence of scratching in simian social contexts.     

Consequences of food-attraction conditioning in Helix: a behavioral and electrophysiological study

Food-attraction conditioning is a learning phenomenon by which adult Helix pomatia acquire the ability to locate food through exposure to that particular food. Food-conditioned snails can be distinguished from naive snails during their approach to food. Naive snails keep their tentacles upright — whereas food-conditioned animals bend the tentacles down-ward, in a horizontal orientation, pointed in the direction of the food.Tentacle musculature is innervated by two peritentacular nerves (PTn), each projecting to approximately one hemi-section of the tentacle wall. Stimulating the peritentacular nerves caused the tentacles to bend downward in a manner reflecting the full complement of tentacle movements performed by conditioned snails.The neural correlate of tentacle movements was investigated in isolated ganglion preparations with the posterior tentacles attached. PT nerve activity was recorded while the olfactory epithelia were stimulated with natural food odors. Preparations obtained from conditioned animals responded with a substantial increase in unit activity (mean increase 280%) to stimulation with odor of the conditioned food but not to other odors. Preparations from naive animals did not respond to food odor stimulation. The electrophysiological results demonstrated that plasticity due to conditioning the snails in vivo survived dissection and could be monitored in vitro.Abbreviations ext PTn external peritentacular nerve - int PTn internal peritentacular nerve