Lukowiak K, Adatia N, Krygier D, Syed N
Neuroscience and Respiratory Research Groups, Faculty of Medicine, University of Calgary, Calgary, Alberta T2N 4N1 Canada.
Learn Mem. 2000 May-Jun;7(3):140-50. doi: 10.1101/lm.7.3.140.
Aerial respiration of the pond snail, Lymnaea stagnalis, can be operantly conditioned; however, the parameters necessary to produce long-term (LTM) or intermediate term memory (ITM) have not previously been investigated. We conducted training using procedures that varied in the duration of the training session, the number of training sessions per day or the amount of time between subsequent training sessions (SI). We found that by varying the duration and frequency of the training session learning could be differentially produced. Furthermore, the ability to form LTM was dependent not only on the duration of the training session was also the interval between training sessions, the SI. Thus it was possible to produce ITM, which persists for up to 3 hr, and not form LTM, which persists at least 18 hr. Learning, ITM, and LTM can be differentially produced by altering the SI, the duration of the training session, or the number of training sessions per day. These findings may allow us to begin to elucidate the underlying neural mechanisms of learning, ITM, and LTM.
椎实螺（Lymnaea stagnalis）的空气呼吸可以通过操作性条件反射来训练；然而，产生长期记忆（LTM）或中期记忆（ITM）所需的参数此前尚未得到研究。我们采用了不同的训练程序进行训练，这些程序在训练时长、每天的训练次数或后续训练之间的时间间隔（SI）方面有所不同。我们发现，通过改变训练时长和频率，可以不同程度地产生学习效果。此外，形成LTM的能力不仅取决于训练时长，还取决于训练之间的间隔，即SI。因此，有可能产生持续长达3小时的ITM，而不形成持续至少18小时的LTM。通过改变SI、训练时长或每天的训练次数，可以不同程度地产生学习、ITM和LTM。这些发现可能使我们开始阐明学习、ITM和LTM的潜在神经机制。
