Gerber B, Wüstenberg D, Schütz A, Menzel R
Insititut für Neurobiologie, Freie Universität Berlin, Berlin, Germany.
Neurobiol Learn Mem. 1998 Jan;69(1):71-8. doi: 10.1006/nlme.1997.3801.
The question of which acquisition parameters govern long-term retention is important to an understanding of memory function. We investigate the effects of the time interval between learning trials on mediate (1 day)- and long-term (4 days) retention. In classical conditioning of the proboscis extension reflex, we train honeybees to associate an odorant with a sucrose reward using intertrial intervals of either 30 s, 1 min, 3 min, or 20 min. Intervals of 20 and 1 min result in stable retention but 3-min and 30-s intervals result in reduced retention after 4 days compared to that seen after 1 day. Thus, stability of long-term retention depends nonmonotonously on the intertrial interval. Reduced retention with 3-min intervals might be caused by a disruption of memory consolidation which is known to be especially sensitive to interference 3 min after a conditioning trial. Habituation and backward inhibitory learning are discussed as explanations for reduced retention with 30-s intervals.
哪些习得参数决定长期记忆的保持，这一问题对于理解记忆功能至关重要。我们研究了学习试验之间的时间间隔对中期（1天）和长期（4天）记忆保持的影响。在伸吻反射的经典条件反射实验中，我们使用30秒、1分钟、3分钟或20分钟的试验间隔，训练蜜蜂将一种气味与蔗糖奖励联系起来。20分钟和1分钟的间隔会导致稳定的记忆保持，但与1天后相比，3分钟和30秒的间隔在4天后会导致记忆保持下降。因此，长期记忆保持的稳定性非单调地取决于试验间隔。3分钟间隔导致的记忆保持下降可能是由于记忆巩固受到干扰，已知在条件反射试验后3分钟，记忆巩固对干扰特别敏感。习惯化和逆向抑制学习被讨论为30秒间隔导致记忆保持下降的原因。
