1. Inactivation of the central but not the basolateral nucleus of the amygdala disrupts learning in response to overexpectation of reward.
- Author
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Haney RZ, Calu DJ, Takahashi YK, Hughes BW, and Schoenbaum G
- Subjects
- Amygdala drug effects, Animals, Association Learning drug effects, Association Learning physiology, Attention drug effects, Attention physiology, Cognition drug effects, Cues, Excitatory Amino Acid Antagonists pharmacology, Glutamic Acid physiology, Learning drug effects, Learning Disabilities chemically induced, Limbic System drug effects, Male, Mental Processes drug effects, Mental Processes physiology, Neural Pathways drug effects, Neural Pathways physiology, Neuropsychological Tests, Quinoxalines pharmacology, Rats, Rats, Long-Evans, Receptors, Glutamate drug effects, Receptors, Glutamate physiology, Synaptic Transmission drug effects, Synaptic Transmission physiology, Teaching, Amygdala physiology, Cognition physiology, Learning physiology, Learning Disabilities physiopathology, Limbic System physiology, Reward
- Abstract
The amygdala is critical for associating predictive cues with primary rewarding and aversive outcomes. This is particularly evident in tasks in which information about expected outcomes is required for normal responding. Here we used a pavlovian overexpectation task to test whether outcome signaling by amygdala might also be necessary for changing those representations in the face of unexpected outcomes. Rats were trained to associate several different cues with a food reward. After learning, two of the cues were presented together, in compound, followed by the same reward. Before each compound training session, rats received infusions of 2,3-dioxo-6-nitro-1,2,3,4-tetrahydrobenzo[f]quinoxaline-7-sulfonamide or saline into either the basolateral (ABL) or central nucleus (CeN) of amygdala. We found that infusions into CeN abolished the normal decline in responding to the compounded cue in a later probe test, whereas infusions into ABL had no effect. These results are inconsistent with the proposal that signaling of information about expected outcomes by ABL contributes to learning, at least in this setting, and instead implicate the CeN in this process, perhaps attributable to the hypothesized involvement of this area in attention and variations in stimulus processing.
- Published
- 2010
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