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Social drinkers (healthy males aged 18--34) participated in three experiments that examined some of the mechanisms that may be responsible for the effects of alcohol on emotionally charged memory. In a study on incidental learning, alcohol enhanced neutral, positive and negative memory, possibly by a nonselective consolidation mechanism. Alcohol's enhancement of memory was found to not be associated (contingently related) with its incentive reward and relief effects. In another study on intentional learning, alcohol enhanced positive memory and/or inhibited negative memory, possibly reflecting a contingent relationship to its incentive effects. When the role of individual differences was examined, relatively little influence was found in mediating the effects of alcohol on incidental memory. However, alcohol's effect on intentional memory was predicted by individual differences in response to some of alcohol's acute incentive effects. The studies demonstrate that alcohol's effects on memory are independent from, and can be combined with, its incentive effects. Further, consumption of alcohol may be influenced by separate effects on memory and incentive, and by their association.

The brain areas required for latent learning in the rat are not currently understood. Previous tasks used to assess latent learning, defined as the acquisition of neutral information that does not immediately influence behavior, have shared characteristics that prevented their use to determine the neurobiology of latent learning. This thesis describes a new task called the Latent Cue Preference (LCP) task, derived from the Conditioned Cue Preference (CCP) task that has been successfully used to determine the brain areas required for conditioning in the rat and other animals. In the LCP task, water deprived rats alternately drink a salt solution in one distinctive compartment of a CCP box apparatus and water in the other compartment over 8 days (training trials). They are then given a choice between the two compartments with no solutions present (preference test). The results of the behavioral experiments showed that this training results in two parallel forms of learning: (1) latent learning of an association between salt and salt-paired compartment cues, and (2) conditioning to water-paired compartment cues. Latent learning itself involved two components: (1) the latent association between salt and salt-paired cues, and (2) motivational information about salt deprivation used to retrieve the latent association, and used to compete with the conditioning to water-paired cues. In addition, the findings showed that latent learning and conditioning involve different neural circuits. Latent learning required an intact cortical-to-hippocampus circuit via the entorhinal cortex, while conditioning required an intact subcortical-to-hippocampus circuit via the fimbria-fornix. The acquisition and storage of the latent association depended on an intact entorhinal cortex/dorsal hippocampus circuit, while the use of motivational information to retrieve the association recruited the ventral hippocampus. Conditioning, on the other hand, required an intact fimbria-fornix, lateral amygdala, and hippocampus. These findings provide new knowledge to the field of learning and memory research, and allowed an update of the current Multiple Memory Systems model.

Memory of some forms requires the hippocampus, a brain structure in the medial temporal lobe that reveals remarkable synaptic plasticity. Most synapses in the hippocampus require NMDA-receptors for the induction of this plasticity. Memories that require the hippocampus may also require NMDA-receptor mediated plasticity. This thesis tested the involvement of NMDA receptor activity in memory for a non-spatial, social learning task that requires the hippocampus: the social transmission of food preference, NMDA receptor antagonist (CPP) injected systemically 55 minutes prior to training impaired performance 72 hours later, but not 48 hours, 24 hours, or 15 minutes later. NMDA receptor antagonist (AP-5) injected into the dorsal hippocampus 30 minutes prior to training also impaired performance at the 72-hour delay. Injections of CPP at 10 minutes or 24 hours post-training had no effect on performance. These results suggest that hippocampal NMDA receptor activity is necessary for stable learning of the non-spatial social transmission of food preference.

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The nonrecurring-items delayed nonmatching-to-sample (DNMS) task is an integral part of contemporary monkey models of brain-damage-produced amnesia. This thesis began the development of a comparable rat model of brain-damage-produced amnesia. First, a DNMS task for rats was designed by adapting key features of the monkey task. Then, the rat DNMS task was studied in three experiments; each assessed the comparability of the rat DNMS task to the monkey DNMS task. Experiment 1 determined the rate at which the rat DNMS task is learned and the asymptotic level at which it is performed, Experiment 2 assessed the memory abilities that it taps, and Experiment 3 investigated the brain structures that are involved i n its performance. In Experiment 1, rats were trained on the DNMS task and their performance was assessed at retention delays of 4, 15, 60, 120, and 600 s. All of the rats learned the DNMS task, and their performance was comparable to that commonly reported for monkeys in terms of both the rate at which they acquired the nonmatching rule at a brief retention delay and their asymptotic accuracy at delays of up to 120 s. These results establish that rats can perform a DNMS task that closely resembles the monkey DNMS task and that they can approximate the level of performance that is achieved by monkeys. Experiment 2 examined the effects of distraction during the retention delay on the DNMS performance of rats. Rats were tested at retention delays of 60 s. On half of the trials, the rats performed a distraction task during the retention delay; on the other half, they did not. Consistent with findings from monkeys and humans, distraction during the retention delay disrupted the DNMS performance of rats. This suggests that similar memory abilities are involved in the DNMS performance of rats, monkeys, and humans. Experiment 3 investigated the effects of separate and combined bilateral lesions of the hippocampus and the amygdala on DNMS performance in pretrained rats. Rats were tested both before and after surgery at retention delays of 4, 15, 60, 120, and 600 s. Each experimental rat received bilateral lesions of the hippocampus, amygdala, or both. There were no significant differences among the three experimental groups, and the rats in each of the three experimental groups were significantly impaired, in comparison to no-surgery control rats, only at the 600-s delay. In contrast, rats that had sustained inadvertent entorhinal and perirhinal cortex damage during surgery displayed profound D N M S deficits. These results parallel the results of recent studies of the neural basis of DNMS in monkeys. They suggest that, in contrast to one previously popular view, neither the hippocampus nor the amygdala play a critical role in the DNMS of pretrained animals and that the entorhinal and perirhinal cortex are critically involved. On the basis of these findings, it appears that the rat DNMS task may prove to be a useful component of rat models of brain-damage-produced amnesia. This conclusion is supported by the preliminary results of several experiments that are currently employing the task. / Arts, Faculty of / Psychology, Department of / Graduate

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thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at the University of Oxford Approximate Word Count: 50,000 After literary scholars, the group of people who most likely cite Marcel Proust are the niche group of psychologists and neuroscientists researching the topic of memory. The incident of the madeleine and Proust's vibrant re-experiencing of 'times past' highlights how important contextual associations are in our lives. The memories we form are often rich in contextual detail, and it is this type of memory which I aim to explore in this thesis. Specifically, I show how memories of contextual nature are formed, and used to guide behaviour. In the General Introduction (Chapter 1), I review the background literature of attention, and the different sources of information that guide it, as well as how contextual information -the associations between iterns-, specifically in natural scenes, can serve as such a source. Next, I describe in detail the literature to date on memory-based signals for attentional guidance. The next chapter summarizes the methodological approaches used in this thesis (Chapter 2). In Chapter 3, I show that long-term memory can optimize perception in complex natural scenes by modulating preparatory attention as well as target processing, using electroencephalography (EEG). In Chapter 4, exploiting the high temporal and spatial resolution of magnetoencephalography (MEG), I explore the neurophysiological markers of encoding, while participants learned contextual associations. In the final experimental chapter (Chapter 5), in a series of experiments I test the low-level mechanisms through which the long-term memory-bias in attentional guidance comes about. In the General Discussion (Chapter 6), I summarize my Findings and incorporate them into the existing literature, and propose outstanding questions.