Research concerning the development of learning and memory suggests that there are multiple memory systems. These systems differ in complexity, underlying neural substrates, and consequently, their developmental emergence. Pavlovian conditioning, and specifically eyeblink conditioning (EBC), allows researchers to investigate both simple and complex forms of learning and memory early in development. Delay EBC, which is considered a relatively simple form of learning, involves the association of a conditioned stimulus (CS) with an unconditioned stimulus (US). Research from our laboratory suggests that the emergence of delay EBC is dependent on the development of sensory input to the pontine nucleus. Trace EBC, a more complex form of learning, involves the association of a CS with a US over a stimulus-free trace interval. Due to its relatively late emergence, the developmental time course of trace EBC has been traditionally regarded as independent of sensory system development. Rather, it is the involvement of late-developing structures such as the hippocampus which is considered the principle limiting factor in the emergence of trace EBC. The current collection of studies investigates the developmental emergence of delay and trace conditioning. We found that both delay and trace conditioning are facilitated by using an early-developing somatosensory CS. This suggests that the sensory system development plays a role in even late-developing trace EBC. Moreover, hippocampal CA1 neuronal activity shows increased responsiveness in even very young animals when trained with an early-developing somatosensory CS compared to those trained with a tone CS. Combined, these data suggest that both hippocampal and sensory system development may play key roles in the developmental emergence of learning.

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Consolidation of associative memories may depend on communication between the lateral entorhinal cortex (LEC) and hippocampus (HPC) for recently learned memories and the LEC and medial prefrontal cortex (mPFC) for remote memories. To determine whether direct connections between these regions are necessary for the retrieval of a recently or remotely learned memory, rats acquired an associative memory through trace eyeblink conditioning and were tested for memory retention after inactivating the regions of interest with the GABAA agonist, muscimol. Inactivating the LEC-HPC connection did not impair memory retrieval. However, inactivating the LEC-mPFC connection impaired remote, but not recent, memory retrieval. Thus, the LEC and mPFC connection is necessary for the retrieval of a remotely, but not recently learned associative memory. Increased reliance on the entorhinal-prefrontal connection indicates the strengthening of functional connectivity between the two regions, which may be a biological correlate for the proposed reorganization during systems consolidation.

Consolidation of associative memories may depend on communication between the lateral entorhinal cortex (LEC) and hippocampus (HPC) for recently learned memories and the LEC and medial prefrontal cortex (mPFC) for remote memories. To determine whether direct connections between these regions are necessary for the retrieval of a recently or remotely learned memory, rats acquired an associative memory through trace eyeblink conditioning and were tested for memory retention after inactivating the regions of interest with the GABAA agonist, muscimol. Inactivating the LEC-HPC connection did not impair memory retrieval. However, inactivating the LEC-mPFC connection impaired remote, but not recent, memory retrieval. Thus, the LEC and mPFC connection is necessary for the retrieval of a remotely, but not recently learned associative memory. Increased reliance on the entorhinal-prefrontal connection indicates the strengthening of functional connectivity between the two regions, which may be a biological correlate for the proposed reorganization during systems consolidation.

Delay classical eyeblink conditioning is an important model of associative, cerebellar dependent learning. Norepinephrine (NE) plays a significant modulatory role in the acquisition of learning; other neurotransmitter systems are also at play. The goal of this dissertation was to determine whether NE, GABA and glutamate (Glu) release is observed in cerebellar cortex during delay eye blink conditioning, and whether such release was selectively associated with training and not due only to stimulatory sensory input. The data support the hypothesis of noradrenergic and GABAergic system involvement in motor learning with NE as a modulator of early responding and GABA as a mediator of the learned response. In addition to neurotransmitter levels, we found that the local administration into the cerebellum of Rp-cAMP and propranolol impair the consolidation of learning when administered post training on the eyeblink conditioning task indicating that the B-adrenergic receptor and the cAMP downstream signaling cascade are essential for memory consolidation. These results support the hypothesis of NE acting as a neuromodulator in the cerebellum for the acquisition of motor learning. A similar experimental design was applied to aged animals and the neurochemical pattern of release was haracterized by a delay in the response to eyeblink conditioning and smaller amounts of the neurotransmitter evoked by the paired US-CS. It is hypothesized that the impairment in aging could be due to excitotoxicity caused by chronic inflammation. The present study also approached this issue by targeting the pro-inflammatory cytokine TNF-a and we found that suppression of TNF-a in aged animals improved learning.