Behavioural neuroscienceDynamic interplays between memory systems depend on practice: The hippocampus is not always the first to provide solution
Section snippets
Subjects
Male mice (N=288) of the C57Bl/6 by JIco strain (Charles River, L’Arbresle, France) were used. Animals were received in the laboratory at 8 weeks of age and were housed collectively in an animal room equipped with air-conditioning (23 °C) and with an artificial 12-h light/dark cycle (from 7:00 AM on). At the age of 3–4 months (25–30 g), mice were housed in individual home cages and were given ad libitum access to food and water for 10 days before behavioral testing or surgery. During the
The memory strategy used differs as a function of the intensity of training and of the delay of retention
Firstly, intensities of training regimens were determined based on three learning levels as shown in the acquisition curve recorded for training over 22 trials (Fig. 2A). Results showed that the animals required 12 trials to display performance accuracy reaching an asymptotic level. Indeed, based on the swim latencies to escape the animals exhibited a significant (F(3,231)=8.91; P<0.001) but partial acquisition when given a shortened (four trials) training regimen whereas the performance level
Discussion
Using a variety of behavioral paradigms, many experiments have demonstrated that multiple memory systems are responsible for learning in rodents (McDonald and White 1995, Guillou et al 1999b, Kim and Baxter 2001, Packard and Cahill 2001, Gold 2004). The present results indicate that one learning session in a task that involves two competing solutions (i.e. either a spatial strategy or a cue-guided strategy) consists of three acquisition stages depending on the nature of the memory strategy that
Conclusion
These results are congruent with the theory according to which multiple memory systems are activated in parallel in a mammalian brain (White and McDonald, 2002) and support the view that post-training is a crucial phase for their interactions. They suggest that mechanisms of memory formation are initiated “on line” during learning and quickly involve dynamic interplays leading to “off line” reorganization between memory systems depending on practice. Moreover, in agreement with recent data
Acknowledgments
This work was supported by grants from the French Centre National de la Recherche Scientifique [C.N.R.S] and the Conseil Régional d’Aquitaine. The authors thank Dr. Gleb Shumyatsky for helpful comments on the manuscript.
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