Menzel R, Manz G, Menzel R, Greggers U
Freie Universität Berlin, Fachbereich Biologie/Chemie/Pharmazie-Neurobiologie, 14195 Berlin, Germany.
Learn Mem. 2001 Jul-Aug;8(4):198-208. doi: 10.1101/lm.40001.
Conditioning the proboscis extension reflex of harnessed honeybees (Apis mellifera) is used to study the effect temporal spacing between successive conditioning trials has on memory. Retention is monitored at two long-term intervals corresponding to early (1 and 2 d after conditioning) and late long-term memory (3 and 4 d). The acquisition level is varied by using different conditioned stimuli (odors, mechanical stimulation, and temperature increase at the antenna), varying strengths of the unconditioned stimulus (sucrose), and various numbers of conditioning trials. How learning trials are spaced is the dominant factor both for acquisition and retention, and although longer intertrial intervals lead to better acquisition and higher retention, the level of acquisition per se does not determine the spacing effect on retention. Rather, spaced conditioning leads to higher memory consolidation both during acquisition and later, between the early and long-term memory phases. These consolidation processes can be selectively inhibited by blocking protein synthesis during acquisition.
对被束缚的蜜蜂（意大利蜜蜂）的喙伸展反射进行条件反射训练，用于研究连续条件反射试验之间的时间间隔对记忆的影响。在两个对应于早期（训练后1天和2天）和晚期长期记忆（3天和4天）的长期时间间隔监测记忆保持情况。通过使用不同的条件刺激（气味、机械刺激和触角温度升高）、改变非条件刺激（蔗糖）的强度以及不同数量的条件反射试验来改变习得水平。学习试验的间隔方式是习得和记忆保持的主要因素，虽然较长的试验间隔会导致更好的习得和更高的记忆保持，但习得本身的水平并不能决定对记忆保持的间隔效应。相反，间隔条件反射在习得期间以及之后，即在早期和长期记忆阶段之间，会导致更高的记忆巩固。这些巩固过程可以通过在习得期间阻断蛋白质合成来选择性抑制。
