Biogenic amines, such as serotonin and dopamine, can be important in reinforcing associative learning. This function is evident as changes in memory performance with manipulation of either of these signals. In the insects, evidence begins to argue for a common role of dopamine in negatively reinforced memory. In contrast, the role of the serotonergic system in reinforcing insect associative learning is either unclear or controversial. We investigated the role of both of these signals in operant place learning in Drosophila. By genetically altering serotonin and dopamine levels, manipulating the neurons that make serotonin and dopamine, and pharmacological treatments we provide clear evidence that serotonin, but not dopamine, is necessary for place memory. Thus, serotonin can be critical for memory formation in an insect, and dopamine is not a universal negatively reinforcing signal.biogenic amines ͉ dopamine ͉ learning ͉ white-ABC transporter ͉ reinforcement T he neural systems containing biogenic amines, such as dopamine and serotonin, may mediate reinforcement information to influence memory performance. In the monkey for example, activity in the dopaminergic system is modulated based on expected reward (1), and the phasic output of these neurons may regulate memory performance (1, 2). In some invertebrates the biogenic amines have also been shown to be critical for conditioning (3)(4)(5). Within the insects, however, dopamine is the only biogenic amine clearly implicated in negatively reinforced associative memory (6-8). Indeed, and interestingly, dopaminergic system activation can be a sufficient reinforcing signal for olfactory conditioning in Drosophila larvae (9). Thus, support grows for a general function of the dopaminergic system in negatively reinforced memory. Whether serotonin has a role in insect learning is less clear (10), and in Drosophila it is controversial (11-13). Here, we investigated the influence of serotonin and dopamine on reinforcement of place learning in Drosophila.The ''heat box'' can be used to rapidly condition place memories in Drosophila (14,15). In this paradigm, single flies are allowed to wander in a chamber that is lined top and bottom with Peltier heating elements ( Fig. 1) (16, 17). A series of light sensors on one side of the chamber tracks the behavior of a fly, and when the animal moves to a predetermined half, the whole chamber heats to a nonpreferred (aversive) temperature. With experience, normal flies avoid the chamber-half associated with rising temperatures (15,16,18). A test performed after conditioning, when the danger of rising temperature is removed, is used to measure place memory. Importantly, one can dissociate acquisition from reinforcement processing defects by the performance of mutant flies after short and long training sessions (19). Flies that are mutant for a type-1 adenylyl cyclase (i.e., rutabaga) show poor memory performance after short periods of conditioning but normal memory after longer training, emphasizing the memory acquisition function for...

Memories can have different strengths, largely dependent on the intensity of reinforcers encountered. The relationship between reinforcement and memory strength is evident in asymptotic memory curves, with the level of the asymptote related to the intensity of the reinforcer. Although this is likely a fundamental property of memory formation, relatively little is known of how memory strength is determined. Memory performance at different levels in Drosophila can be measured in an operant heat-box conditioning paradigm. In this spatial learning paradigm, flies learn and remember to avoid one-half of a dark chamber associated with a temperature outside of the preferred range. The reinforcement temperature has a strong effect on the level of learning in wild-type flies, with higher temperatures inducing stronger memories. Additionally, two mutations alter memory-acquisition curves, either changing acquisition rate or asymptotic memory level. The rutabaga mutation, affecting a type-1 adenylyl cyclase, decreases the acquisition rate. In contrast, the white mutation, modifying an ABC transporter, limits asymptotic memory. The white mutation does not negatively affect classical olfactory conditioning but actually improves performance at low reinforcement levels. Thus, memory acquisition/memory strength and classical olfactory/operant spatial memories can be genetically dissociated. A conceptual model of operant conditioning and the levels at which rutabaga and white influence conditioning is proposed.Memories are formed from unexpected experiences. Eventually, a sensory cue or behavior predicts positive or negative consequences. Importantly, memory strength depends on the intensity of those reinforcing stimuli such that weak reinforcers support memories of limited magnitude. This relationship is evident in asymptotic acquisition curves where the asymptote level is related to the intensity of the reinforcer. This has been found in operant and classical conditioning paradigms with both positive and negative reinforcers in many species (Herrnstein 1997), including several species of insects (e.g., in rewarded classical and operant conditioning in the honeybee and negatively associated olfactory classical conditioning in Drosophila) (Menzel and Erber 1972;Bitterman et al. 1983;Tully and Quinn 1985;Loo and Bitterman 1992). The repeated finding of the positive relationship between reinforcement intensity and memory strength indicates that this is a fundamental property of learning.The biogenic amines (e.g., serotonin, dopamine, and octopamine) can function as teaching signals. These are the molecules that, together with sensory-based depolarization, feed into the cAMP/PKA and NMDA-receptor pathways. The biochemical changes in this pathway support synaptic plasticity and memory formation. In the Aplysia model of heterosynaptic plasticity, serotonin mediates the tail shock and is a sufficient teaching signal with in vitro synaptic plasticity tests (Martin et al. 1997;Kandel 2001). Dopamine is also critical in memory formation....

The biogenic amines play a critical role in establishing memories. In the insects, octopamine, dopamine, and serotonin have key functions in memory formation. For Drosophila, octopamine is necessary and sufficient for appetitive olfactory memory formation. Whether octopamine plays a general role in reinforcing memories in the fly is not known. Place learning in the heat-box associates high temperatures with one part of a narrow chamber, and a cool, strongly preferred temperature with the other half of the chamber. The cool-temperature-associated chamber half could provide a rewarding stimulus to a fly, and thus a place memory is composed of an aversive and rewarded memory component. The role of octopamine in place memory was thus tested. Using a mutation in the tyramine beta hydroxylase (TbetaH[M18]) and blocking of evoked synaptic transmission in the octopamine (and tyramine) neurons labeled with a tyramine decarboxylase-2 (TDC2) gene regulatory elements we found that reinforcement of place memories is independent of normal octopamine signaling. Thus, reinforcing mechanisms in Drosophila have specialized systems in the formation of specific memory types.

Small insects regulate their body temperature solely through behavior. Thus, sensing environmental temperature and implementing an appropriate behavioral strategy can be critical for survival. The fly Drosophila melanogaster prefers 24 degrees C, avoiding higher and lower temperatures when tested on a temperature gradient. Furthermore, temperatures above 24 degrees C have negative reinforcing properties. In contrast, we found that flies have a preference in operant learning experiments for a low-temperature-associated position rather than the 24 degrees C alternative in the heat-box. Two additional differences between high- and low-temperature reinforcement, i.e., temperatures above and below 24 degrees C, were found. Temperatures equally above and below 24 degrees C did not reinforce equally and only high temperatures supported increased memory performance with reversal conditioning. Finally, low- and high-temperature reinforced memories are similarly sensitive to two genetic mutations. Together these results indicate the qualitative meaning of temperatures below 24 degrees C depends on the dynamics of the temperatures encountered and that the reinforcing effects of these temperatures depend on at least some common genetic components. Conceptualizing these results using the Wolf-Heisenberg model of operant conditioning, we propose the maximum difference in experienced temperatures determines the magnitude of the reinforcement input to a conditioning circuit.

Apparently unpaired exposure to appetitive or aversive stimuli can suppress or enhance later associative learning. While the suppressive effect has been found in both vertebrate and invertebrate animals, it is not clear if the enhancing effect is restricted to the vertebrates. Additionally, whether Drosophila associative learning can be influenced in either direction is open. To address these questions, we examined the effects of pre-exposing flies to a high temperature negative reinforcer in the heat-box place-learning paradigm. We found that pre-exposing flies to an unavoidable high temperature enhanced later associative conditioning that uses mild increases in temperature. This enhancement lasts at least 20 min, does not depend on changes in the straightforward avoidance behavior of a high temperature source, and is independent of the antennal thermosensor. We thus provide an example of enhanced associative learning after unpaired exposure to a typical reinforcer in an invertebrate animal, suggesting the conservation of this component of learning.