Eisenhardt Dorothea, Menzel Randolf
Neurobiology, Department of Biology, Chemistry, and Pharmacy, Free University of Berlin, 14195 Berlin, Germany.
Neurobiol Learn Mem. 2007 Feb;87(2):167-73. doi: 10.1016/j.nlm.2006.09.005. Epub 2006 Oct 31.
Retrieving a consolidated memory--by exposing an animal to the learned stimulus but not to the associated reinforcement--leads to two opposing processes: one that weakens the old memory as a result of extinction learning, and another that strengthens the old, already-consolidated memory as a result of some less well-understood form of learning. This latter process of memory strengthening is often referred to as "reconsolidation", since protein synthesis can inhibit this form of memory formation. Although the behavioral phenomena of the two antagonizing forms of learning are well documented, the mechanisms behind the corresponding processes of memory formation are still quite controversial. Referring to results of extinction/reconsolidation experiments in honeybees, we argue that two opposing learning processes--with their respective consolidation phases and memories--are initiated by retrieval trials: extinction learning and reminder learning, the latter leading to the phenomenon of spontaneous recovery from extinction, a process that can be blocked with protein synthesis inhibition.
通过让动物接触已学刺激但不接触相关强化物来提取巩固的记忆，会引发两个相反的过程：一个是由于消退学习而削弱旧记忆的过程，另一个是由于某种尚不太清楚的学习形式而强化旧的、已经巩固的记忆的过程。后一种记忆强化过程通常被称为“重新巩固”，因为蛋白质合成可以抑制这种记忆形成形式。尽管这两种相互对抗的学习形式的行为现象已有充分记录，但记忆形成相应过程背后的机制仍颇具争议。参照蜜蜂消退/重新巩固实验的结果，我们认为，提取试验会引发两个相反的学习过程——各自具有巩固阶段和记忆——即消退学习和提示学习，后者导致从消退中自发恢复的现象，这一过程可被蛋白质合成抑制所阻断。
