Phosphorylation of mitogen-activated protein kinase in the medial prefrontal cortex and the amygdala following memory retrieval or forgetting in developing rats

Kim, Jee Hyun; Li, Stella; Hamlin, Adam; McNally, Gavan P.; Richardson, Rick

doi:10.1016/j.nlm.2011.09.005

Cited by 42 publications

(55 citation statements)

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“…The US reinstates the memory immediately after its presentation, suggesting that the amnesia is due to retrieval failure (Spear and Parsons, 1976). Similar outcomes have been observed in Pavlovian fear conditioning in rats (Kim and Richardson, 2007) and 8-week-old babies (Rovee-Collier et al, 1980;Davis and Rovee-Collier, 1983). Moreover, in both animal models and humans, forgetting is alleviated if, during memory testing, the subject re-experiences internal or external contextual cues similar to those presented at training (Rovee-Collier et al, 1980;Davis and Rovee-Collier, 1983;Spear, 1984;Richardson et al, 1986).…”

Section: Infantile Amnesia and Explanatory Hypotheses Proposed To Datesupporting

confidence: 75%

Infantile Amnesia: A Critical Period of Learning to Learn and Remember

2017

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Infantile amnesia, the inability of adults to recollect early episodic memories, is associated with the rapid forgetting that occurs in childhood. It has been suggested that infantile amnesia is due to the underdevelopment of the infant brain, which would preclude memory consolidation, or to deficits in memory retrieval. Although early memories are inaccessible to adults, early-life events, such as neglect or aversive experiences, can greatly impact adult behavior and may predispose individuals to various psychopathologies. It remains unclear how a brain that rapidly forgets, or is not yet able to form long-term memories, can exert such a long-lasting and important influence. Here, with a particular focus on the hippocampal memory system, we review the literature and discuss new evidence obtained in rats that illuminates the paradox of infantile amnesia. We propose that infantile amnesia reflects a developmental critical period during which the learning system is learning how to learn and remember.The long-lasting influence of episodic infantile experiences and the paradox of infantile amnesia How do we develop our abilities to learn and remember facts, people, things, relationships, and places? These memories define our identities; they store autobiographical episodes that can be consciously declared, and are therefore termed declarative memories. Declarative memories include both the experience of specific things, people, and events of a given time and place (episodic memories), and general knowledge about the world (semantic memories). They are also known as explicit memories because they require conscious recollection (Graf and Schacter, 1985). These are the memories that are lost in Alzheimer's disease or aging-related memory impairment. Parallels of these memories exist in nonhuman animals and include contextual, spatial, and episodic memories (Ergorul and Eichenbaum, 2004). Collectively, such memories store information about "who, what, when and where," and are therefore termed "wwww" memories. In both humans and nonhuman mammals, wwww memories are processed by the hippocampus-dependent (or medial temporal lobe-dependent) learning and memory system (Eichenbaum, 2006; Squire and Wixted, 2011;Lavenex and Banta Lavenex, 2013;Albani et al., 2014).A large body of clinical and behavioral evidence has demonstrated the critical importance of infantile episodic experiences for brain function throughout life. However, little is known about the biological mechanisms underlying the development of the hippocampus-dependent learning and memory system. Many studies have shown that hippocampus-dependent memories (also referred to as hippocampal memories) are severely compromised by challenges occurring early in life. These challenges may be either psychological (e.g., trauma, neglect, or deprivation of social experience) or biological (e.g., the impact of genetic mutations on development). All of these events can predispose individuals to psychopathologies, such as post-traumatic stress disorder, borderline personality ...

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Section: Infantile Amnesia and Explanatory Hypotheses Proposed To Datesupporting

confidence: 75%

Infantile Amnesia: A Critical Period of Learning to Learn and Remember

2017

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“…Izquierdo et al, 2000). This finding complements Kim et al (2012) that showed retrieval of conditioned fear involves phosphorylation of MAPK. It appears that this phosphorylation of MAPK is not an indication of memory reconsolidation; rather, it is implicated in retrieval processes.…”

Section: The Role Of Mapk In the Acquisition Of Conditioned Fearsupporting

confidence: 81%

“…MAPK phosphorylation in the LA as a potential marker for storage of fear memory is supported by a very recent study that examined fear memory retrieval and forgetting in developing rats (Kim et al, 2012). In that study, a memory phenomenon called 'infantile amnesia' was examined, which refers to the more rapid forgetting displayed by young animals compared to older animals (Campbell & Spear, 1972).…”

Section: The Role Of Mapk In the Acquisition Of Conditioned Fearmentioning

confidence: 97%

“…For example, a single pre-test shock unconditioned stimulus (US) can reverse infantile forgetting (Campbell & Jaynes, 1966;Kim & Richardson, 2007a, 2007b. Kim et al (2012) first showed that when postnatal day (P) 16 and 23 rats receive tone CS-shock pairings, both ages exhibited similar levels of conditioned fear when tested immediately after conditioning; when tested after 2 days, however, P16 rats showed poor CS-elicited freezing relative to P23 rats. When rats were assessed for pMAPK after test, both P23 and P16 rats given paired presentations exhibited significant elevation of pMAPKimmunoreactive (ir) neurons in the BLA compared to rats given unpaired presentations, despite P16 rats showing poor CS-elicited freezing (i.e., forgetting).…”

Section: The Role Of Mapk In the Acquisition Of Conditioned Fearmentioning

confidence: 99%

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The Role of Mitogen-Activated Protein Kinase in Treatment Strategies for Fear and Drug Addiction

Brown¹,

Lawrence²,

Kim³

2012

Advances in Protein Kinases

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“…Infantile amnesia was initially described in humans and refers to the inability to recall experiences that occurred over the first 3 -5 yr of life (for review, see Campbell and Spear 1972). Extensive systematic studies of infantile amnesia using nonhuman animals (typically mice or rats) in a variety of aversive learning paradigms have shown that younger animals forget faster than older animals (Campbell and Campbell 1962;Campbell 1967;Campbell et al 1968;Feigley and Spear 1970;Schulenburg et al 1971;Anderson and Riccio 2005;Akers et al 2012Akers et al , 2014Kim et al 2012). Consistent with the present findings, long-term retention deficits in young animals are shown even when immediate, or short-term retention is equivalent across ages, thus confirming that long-term retention deficits do not simply reflect poorer initial learning.…”

Section: Discussionmentioning

confidence: 99%

Extinction, reacquisition, and rapid forgetting of eyeblink conditioning in developing rats

Brown

Freeman

2014

Learn. Mem.

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Eyeblink conditioning is a well-established model for studying the developmental neurobiology of associative learning and memory. However, age differences in extinction and subsequent reacquisition have yet to be studied using this model. The present study examined extinction and reacquisition of eyeblink conditioning in developing rats. In Experiment 1, post-natal day (P) 17 and 24 rats were trained to a criterion of 80% conditioned responses (CRs) using stimulation of the middle cerebellar peduncle (MCP) as a conditioned stimulus (CS). Stimulation CS-alone extinction training commenced 24 h later, followed by reacquisition training after the fourth extinction session. Contrary to expected results, rats trained starting on P17 showed significantly fewer CRs to stimulation CS-alone presentations relative to P24s, including fewer CRs as early as the first block of extinction session 1. Furthermore, the P17 group was slower to reacquire following extinction. Experiment 2 was run to determine the extent to which the low CR percentage observed in P17s early in extinction reflected rapid forgetting versus rapid extinction. Twenty-four hours after reaching criterion, subjects were trained in a session split into 50 stimulation CS-unconditioned stimulus paired trials followed immediately by 50 stimulation CS-alone trials. With this "immediate" extinction protocol, CR percentages during the first block of stimulation CSalone presentations were equivalent to terminal acquisition levels at both ages but extinction was more rapid in the P17 group. These findings indicate that forgetting is observed in P17 relative to P24 rats 24 h following acquisition. The forgetting in P17 rats has important implications for the neurobiological mechanisms of memory in the developing cerebellum.

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Phosphorylation of mitogen-activated protein kinase in the medial prefrontal cortex and the amygdala following memory retrieval or forgetting in developing rats

Cited by 42 publications

References 40 publications

Infantile Amnesia: A Critical Period of Learning to Learn and Remember

Infantile Amnesia: A Critical Period of Learning to Learn and Remember

The Role of Mitogen-Activated Protein Kinase in Treatment Strategies for Fear and Drug Addiction

Extinction, reacquisition, and rapid forgetting of eyeblink conditioning in developing rats

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