Contributions of postrhinal and perirhinal cortex to contextual information processing.

Bucci, David J.; Phillips, Russell G.; Burwell, Rebecca D.

doi:10.1037/0735-7044.114.5.882

Cited by 144 publications

(178 citation statements)

References 34 publications

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“…Confirmation of these findings come from electrophysiological data which shows that there are different firing patterns observed in the perirhinal cortex during exposure to discontinuous tones compared to continuous tones (Furtak et al, 2007c) and from lesions of the perirhinal cortex where there is impairment of conditioning to ultrasonic vocalisations but not to continuous tones (Lindquist et al, 2004). These results fit with the data generated from recognition and fear conditioning tasks where the perirhinal cortex is required for processing more complex stimuli and contexts (Corodimas and LeDoux, 1995;Sacchetti et al, 1999;Bucci et al, 2000Bucci et al, , 2002Bussey et al, 2000;Eacott et al, 2001;Burwell et al, 2004a).…”

Section: The Role Of the Perirhinal Cortex In Fear Conditioningsupporting

confidence: 69%

“…Lesions of the rostral perirhinal cortex also lead to an attenuation of olfactory fear conditioning while sparing contextual fear conditioning Otto, 1997, 1998;Otto et al, 2000) and this sparing of contextual fear conditioning following perirhinal lesions has been confirmed by other groups (Phillips and LeDoux, 1995). However, other studies have shown that similar sized lesions in the same location (Corodimas and LeDoux, 1995) and larger ablations of the entire perirhinal cortex disrupt contextual fear conditioning (Sacchetti et al, 1999;Bucci et al, 2000Bucci et al, , 2002Burwell et al, 2004a). More generally temporary inactivation of the rostral perirhinal cortex seems to have an anxiolytic effect in an unconditioned fear task (Schulz-Klaus et al, 2005), this along with many of the above studies singling out the rostral region of the perirhinal cortex as being particularly important when it comes to emotional learning.…”

Section: The Role Of the Perirhinal Cortex In Fear Conditioningmentioning

confidence: 89%

“…Fear conditioning tasks can be quite varied with different studies using different forms of stimuli across the various sensory modalities to condition subjects and visual, auditory, olfactory, and contextual paradigms have all been explored in the general fear conditioning literature and a number of studies have implicated the perirhinal cortex in visual (Rosen et al, 1992;Campeau et al, 1997;Shi and Davis, 2001), auditory (Campeau et al, 1997;Sacchetti et al, 1999;Kyuhou et al, 2003;Bruchey and GonzalezLima, 2006;Kholodar-Smith et al, 2008a,b;Bang and Brown, 2009a,b), olfactory Otto, 1997, 1998;Otto et al, 2000) and contextual fear conditioning (Sacchetti et al, 1999;Bucci et al, 2000;Burwell et al, 2004a;Kholodar-Smith et al, 2008a,b;SchulzKlaus, 2009). Electrophysiological recordings made in the perirhinal cortex during trace conditioning using auditory stimuli (Furtak et al, 2007c) and immediate early gene imaging shows increased levels of c-Fos in the perirhinal cortex following a fear conditioning task (Campeau et al, 1997).…”

Section: The Role Of the Perirhinal Cortex In Fear Conditioningmentioning

confidence: 99%

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The rat perirhinal cortex: A review of anatomy, physiology, plasticity, and function

Kealy

Commins

2011

Progress in Neurobiology

107

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Section: The Role Of the Perirhinal Cortex In Fear Conditioningsupporting

confidence: 69%

Section: The Role Of the Perirhinal Cortex In Fear Conditioningmentioning

confidence: 89%

Section: The Role Of the Perirhinal Cortex In Fear Conditioningmentioning

confidence: 99%

See 1 more Smart Citation

The rat perirhinal cortex: A review of anatomy, physiology, plasticity, and function

Kealy

Commins

2011

Progress in Neurobiology

107

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“…This is because these cortices would not be available to support a context representation and the hippocampal formation would be deprived of the information it needs to make its contribution to contextual fear. The literature supports this analysis (Corodimas and LeDoux 1995;Buffalo et al 1999;Bucci et al 2000Bucci et al , 2002. Note this pattern of results, damage to these regions both before and after training impairs contextual fear conditioning differs from that associated with damage to the hippocampal formation because contextual fear conditioning is spared if the hippocampal formation is damaged before conditioning.…”

Section: Defining the Neocortical Systemsupporting

confidence: 67%

Context representations, context functions, and the parahippocampal–hippocampal system

Rudy¹

2009

Learn. Mem.

276

309

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Psychologists and neurobiologists have a long-standing interest in understanding how the context surrounding the events of our lives is represented and how it influences our behavior. The hippocampal formation emerged very early as a major contributor to how context is represented and functions. There is a large literature examining its contribution that on the surface reveals an array of conflicting outcomes and controversy. This review reveals that these conflicts can be resolved by building Nadel and Willner's dual-process theory of context representations. Two general conclusions emerge: (1) There are two neural systems that can support context representations and functions-a neocortical system composed primarily of perirhinal and postrhinal cortices and a hippocampal system that includes perirhinal, postrhinal, entorhinal cortices, and the hippocampal formation. (2) These two systems are not equivalent-some context representations and functions are uniquely supported by the hippocampal system. These conclusions are discussed in the context of canonical ideas about the special properties of the hippocampal system that enable it to make unique contributions to memory.Everything we experience happens somewhere. The term ''context'' is often used to denote this ''somewhere.'' In the analysis of learning and memory, the context is like the setting for a stage play (Medin and Reynolds 1985). It provides the background for the real action in the drama-the main events. More importantly, as a consequence of learning and memory processes, the context often helps to select appropriate behaviors and determine the explicit and implicit content of our thoughts. Thus, it is not surprising that psychologists have a long-standing empirical and theoretical interest in understanding just what makes up a representation of context and how context representations interact with the main events of our lives to influence our behavior (see Balsam and Tomie 1985).More recently, neurobiologists have increased their interest in the problem of linking context representations and functions to brain systems. The hippocampal formation emerged quite early as a major focal point among many researchers. As a result, there is a substantial literature linking the hippocampal formation and context. However, on the surface, this research yields a dismaying set of conflicting results, with many findings that the hippocampal formation plays a critical role in supporting the influence of context on memory and behavior and many other findings that it does not.The goal of this article is to bring some clarity and order to this state of affairs. I start by providing a working definition of ''context'' that implicitly underpins its experimental analysis. I then describe several different functions of context that have been studied in the laboratory and are assumed to be theoretically important. I then introduce and build on a dual-process theory of context representations that was put forth several years ago by Lynn Nadel, Jeffrey Willner, and colleague...

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“…The perirhinal and postrhinal cortices are also implicated in contextual fear learning tasks, including contextual discrimination (Bucci et al, 2002), passive avoidance , and contextual fear conditioning (Corodimas and LeDoux, 1995;Sacchetti et al, 1999;Bucci et al, 2000; but see Phillips and LeDoux, 1995;Herzog and Otto, 1997). Such tasks are thought to require the processing of spatial information about the environment.…”

Section: Introductionmentioning

confidence: 99%

Corticohippocampal Contributions to Spatial and Contextual Learning

Burwell

Saddoris²,

Bucci³

et al. 2004

J. Neurosci.

210

154

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Spatial and contextual learning are considered to be dependent on the hippocampus, but the extent to which other structures in the medial temporal lobe memory system support these functions is not well understood. This study examined the effects of individual and combined lesions of the perirhinal, postrhinal, and entorhinal cortices on spatial and contextual learning. Combined lesions of perirhinal plus lateral entorhinal or postrhinal plus medial entorhinal cortices resulted in deficits in acquisition of contextual discrimination but had no effect on place learning in the water maze. Finally, a parahippocampal lesion comprising combined neurotoxic damage to perirhinal, postrhinal, and entorhinal cortices resulted in profound impairment in acquisition of a standard passive avoidance task but failed to impair place learning. In the same experiment, rats with hippocampal lesions were impaired in spatial navigation. These results indicate that tasks requiring the association between context and an aversive stimulus depend on corticohippocampal circuitry, whereas place learning in the water maze can be accomplished without the full complement of highly processed information from the cortical regions surrounding the hippocampus. The evidence that different brain systems underlie spatial navigation and contextual learning has implications for research on memory when parahippocampal regions are involved.

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Contributions of postrhinal and perirhinal cortex to contextual information processing.

Cited by 144 publications

References 34 publications

The rat perirhinal cortex: A review of anatomy, physiology, plasticity, and function

The rat perirhinal cortex: A review of anatomy, physiology, plasticity, and function

Context representations, context functions, and the parahippocampal–hippocampal system

Corticohippocampal Contributions to Spatial and Contextual Learning

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