Duration of the Unconditioned Stimulus in Appetitive Conditioning of Honeybees Differentially Impacts Learning, Long-Term Memory Strength, and the Underlying Protein Synthesis

Autor/inn/en	Marter, Kathrin; Grauel, M. Katharina; Lewa, Carmen; Morgenstern, Laura; Buckemüller, Christina; Heufelder, Karin; Ganz, Marion; Eisenhardt, Dorothea
Titel	Duration of the Unconditioned Stimulus in Appetitive Conditioning of Honeybees Differentially Impacts Learning, Long-Term Memory Strength, and the Underlying Protein Synthesis
Quelle	In: Learning & Memory, 21 (2014) 12, S.676-685 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0502
DOI	10.1101/lm.035600.114
Schlagwörter	Learning Processes; Memory; Classical Conditioning; Associative Learning; Stimuli; Responses; Long Term Memory; Prediction; Behavioral Science Research; Entomology + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Gedächtnis; Anreizsystem; Langzeitgedächtnis; Vorhersage; Entomologie
Abstract	This study examines the role of stimulus duration in learning and memory formation of honeybees ("Apis mellifera"). In classical appetitive conditioning honeybees learn the association between an initially neutral, conditioned stimulus (CS) and the occurrence of a meaningful stimulus, the unconditioned stimulus (US). Thereby the CS becomes a predictor for the US eliciting a conditioned response (CR). Here we study the role of US duration in classical conditioning by examining honeybees conditioned with different US durations. We quantify the CR during acquisition, memory retention, and extinction of the early long-term memory (eLTM), and examine the molecular mechanisms of eLTM by interfering with protein synthesis. We find that the US duration affects neither the probability nor the strength of the CR during acquisition, eLTM retention, and extinction 24 h after conditioning. However, we find that the resistance to extinction 24 h after conditioning is susceptible to protein synthesis inhibition depending on the US duration. We conclude that the US duration does not affect the predictability of the US but modulates the protein synthesis underlying the eLTM's strength. Thus, the US duration differentially impacts learning, eLTM strength, and its underlying protein synthesis (As Provided).
Anmerkungen	Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; Tel: 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://www.learnmem.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10