DOCSLIB.ORG

Capacity of Visual Classical Conditioning in Drosophila Larvae

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Capacity of Visual Classical Conditioning in Drosophila Larvae Capacity of Visual Classical Conditioning in Drosophila Larvae Alina M. H. J. von Essen Dennis Pauls University of Fribourg Philipps-University Marburg Andreas S. Thurn and Simon G. Sprecher University of Fribourg Vision is an ancient sense essential for various aspects of animal behavior. Visual information not only leads to immediate, temporary, and rapid behavioral responses but also has lasting effects. NaIve behavioral responses to light are not always identical but can be altered based on positive or negative experience-a process defined as visual learning. In this study, Drosophila larvae were used as a simple model to study visual classical conditioning. We show that larvae are able to associate positive or negative cues with either light or darkness, thus changing their native light-preference. This effect can be robustly provoked through gustatory stimuli and electric shock. We further show that light can not only be used as a conditioned stimulus but also as an unconditioned stimulus, as punishment in the olfactory classical conditioning procedure, possibly forming two different kinds of memories. Our findings show that even though larvae show a strong naiVe response when exposed to light, the animals display a comparably large repertoire of visual memories that can be formed. Therefore, our study provides an impacting entry point into the genetic dissection of the neuronal circuit that underlies different types of visual learning. KeYlVords: Drosophila, visual learning, classical conditioning, larval behavior Learning and memory affect fundamental aspects of everyday (Nassif, Noveen, & Hartenstein, 2003). The brain of the Drosoph­ life. Defects in these brain functions are correlated with serious ila larva is at least one order of magnitude simpler in complexity human neurodegenerative conditions such as Alzheimer's disease in terms of neuron number and connectivity than its adult coun­ (Hirth, 2010; Xia, 2010; Ashe & Zahs, 2010). Therefore, resolving terpart. In striking contrast to its simplicity, it displays a wide the anatomical and molecular basis of higher brain functions range of a behavioral repertoire, which makes the Drosophila larva remains a scientific goal of wide interest. Toward this aim, differ­ an excellent model system to study different aspects of learning ent animal models have been used to study learning and memory, and memory (Gerber & Stocker, 2007). including the fruit fly, Drosophila melanogaster (Heisenberg, Two important functions rely on the larval eye, also termed 2003; Keene & Waddell, 2007; Fiala, 2007). Drosophila shares Bolwig's organ (BO). When exposed to light, Drosophila larvae many organizational features with the mammalian central nervous display striking negative phototaxis (Sawin-McCormack, system. However, the adult Drosophila brain consists of up to Sokolowski, & Campos, 1995). Another capacity of the visual 10,000 times less neurons compared with the mammalian brain system is the light-dependent entrainment of the molecular clock to control the circadian rhythm, which results in alternating de­ grees of photonegative behavior over the course of the day (Maz­ zoni, Desplan, & Blau, 2005). In contrast to these well-established fields, only little is known in regard to the capacity on larval visual Alina M. H. J. von Essen, Andreas S. Thum, and Simon G. Sprecher, associative learning (Gerber et aI., 2004; Knight, Iliadi, Charlton, Department of Biology, Institute of Cell and Developmental Biology, University of Fribourg, Fribourg, Switzerland; Dennis Pauls, Department Atwood, & Boulianne, 2007). of Biology, Institute of Neurobiology/Ethology, Philipps-University Mar­ Learning and memory in Drosophila larvae has been studied burg, Marburg, Germany. mainly for classical olfactory conditioning. Thereby, animals can Andreas S. Thum is now at the Department of Biology, University of learn to avoid an odor (the conditioned stimulus [CS]) that was Konstanz, Konstanz, Germany. paired with an aversive unconditioned stimulus (US; e.g., high salt We thank our colleagues of the Thum lab, Stocker lab, and Sprecher lab concentrations, quinine, or electric shock). Conversely, if the same for fruitful discussions and helpful comments on the manuscript. This work odor (CS) is paired with an appetitive US (e.g., sugar), animals was financially supported by the Swiss National Science Foundation develop a preference for it (Gerber & Stocker, 2007; Pauls, Pfit­ (PPOOP3_ 123339 to S. G. S. and 31003A_132812 to A. S. T.). Correspondence concerning this article should be addressed to Simon G. zenmaier, et aI., 2010). Thus, depending on previous experience, Sprecher, Department of Biology, Institute of Cell and Developmental the same odor can trigger either avoidance or attraction (Gerber & Biology, University of Fribourg, Ch. du Musee 10, CH 1700 Fribourg, Hendel, 2006). In contrast, vi sual learning in Drosophila larvae Switzerland. E-mail: [email protected] was only demonstrated when light or darkness was paired with 921 922 positive sugar reinforcement using individual larvae. Using the over 5 min compared to half-illuminated agarose plates (data not same protocol, negative reinforcement (salt and quinine) did not shown). Therefore, we used quadrant pl ates for all our learning lead to aversive visual associative learning (Gerber et a!., 2004). experiments. In the present study, we further explore sensory modalities for visual classical conditioning. We show that Drosophila larvae are Assay Plates, Light, Odors, and Reinforcer able to leam visual cues in many more different contexts than previously assumed. We established experimental paradigms using All experiments were performed with LED lamps (OSARAM mass assays in which larvae associate light information with LED, 80012 White), which illuminated the assay plates with white gustatory, olfactory, and electric shock stimuli. This allows a direct light of 760 lux from the top. The temperature was controlled comparison with recent studies on olfactory associative learning throughout all experiments between 22 and 23°C. Peb; dishes (Yarali, Hendel, & Gerber, 2006; Kaun, Hendel, Gerber, & (85-mm diameter; Greiner Bio-One GmbH, 4550 Kremsmeinster, Sokolowski, 2007; Honjo & Furukubo-Tokunaga, 2009; Pauls, Austria) were filled with a thin layer of agarose solution (2.5%; Pfitzenmaier, et aI., 2010; Pauls, Selcho, Gendre, Stocker, & . SIGMA Sigma-Aldrich, 9471 Buchs, Switzerland AS093-500G) Thum, 2010; Saumweber, Husse, & Gerber, 2011). As proof of boiled in a microwave oven. The plates were stored at room principle, we confirm that light can be used as CS and sugar as temperature and used the same day or on the following day. To rewarding reinforcer, as previously shown in single larva assays by keep one half or two quarters of a test plate in the darkness, the lid Gerber and coworkers (2004). Next, we demonstrate that high salt was covered with black tape. Depending on the learning paradigm, concentrations can trigger visual associative learning in an aver­ we added fructose (2M, FLUKA Sigma-Aldrich, 9471 Buchs, si ve gustatory learning paradigm. We further show that aversive Switzerland) or sodium chloride (J.5M, FLUKA Sigma-Aldrich, visual associative learning is not constrained to gustatory rein­ 9471 Buchs, Switzerland) to the agarose solution as a positive or forcement by successfully using electric shock as negative rein­ negative gustatory reinforcer, respectively. The olfactory learning forcement. Interestingly, we found that light itself can also be used paradigm was performed using 101-\-1 of either pure benzaldehyde as punishing US in olfactory learning, changing the preference for (BA, FLUKA Sigma-Aldrich, 9471 Buchs, Switzerland) or diluted one odorant after being paired with light. amylacetate (AM, FLUKA Sigma-Aldrich, 9471 Buchs, Switzer­ Thus, the same stimulus, namely light, can act as conditioned land, I :250 in paraffin oil, FLUKA Sigma-Aldrich, 9471 Buchs, and unconditioned stimulus in the classical conditioning procedure Switzerland) filled into custom-made Teflon containers of 4.5-mm of Drosophila larvae, raising the question of how reward, punish­ diameter with perforated lids, as described in Gerber and Stocker ment, and visual information is represented and converged within (2007). For the learning paradigm using electric shocks, we placed the neuronal circuit of the larval brain. The possibility to switch two semicircular copper electrodes of l-mm diameter and 70-mm between the different learning paradigms, together with the nu ­ length opposite to each other in the petri di sh. The electrodes were merical simplicity and functional amenability by genetic interven­ adjusted to the petri dish such that the di stance between them was tion of the larval visual circuit, provides an exceptional model to 5 cm at their ends and 7.5 cm in the middle. The electrodes were study the fundamental mechanisms of associative visual learning completely covered with a thin layer of agarose solution (2.5%), as and memory from the cellular up to the behavioral level. described in Pauls, Pfitzenmaier, et al. (2010). We used a variable isolating transformer (MUter RTT3, 0-270V AC, 2.5A, 675V A) to Method apply electric shocks. FLY Strains Preference Tests and Learning Experiments Preference tests. As indicated in Figure 2, preference tests Canton S wild-type strains were kept in mass culture at 25°C on were performed either on test plates where two quarters are dark standardized cornmeal medium under a l2-hr light-dark cycle. and two
Load more

Recommended publications
  • Classical Conditioning Without Awareness: an Electrophysiological Investigation
    Classical conditioning without awareness: An electrophysiological investigation A Thesis Presented to The Division of Philosophy, Religion, Psychology, and Linguistics Reed College In Partial Fulfillment of the Requirements for the Degree Bachelor of Arts Jasmine Huang December 2016 Approved for the Division (Psychology) Timothy Hackenberg Michael Pitts Acknowledgements There is no way to express the amount of gratitude I feel towards every single person who has contributed to my growth as a student and as a human being, but I will try. My family, who has worked tirelessly to support me through life and years of school, I will never know how to repay that debt. My advisors, who have endlessly encouraged me and provided me with every opportunity I could have wished for. Tim who has believed in and supported me from my first year at Reed right up until the end. Enriqueta who was always willing to discuss experiments outside of class (even when I wasn’t in her class to begin with). Michael who inspired me every day with his unending enthusiasm and drive for research. The amazing psychology department staff who are always making sure that everything is running as smoothly as it can be. Joan, our silent hero who puts out the metaphorical fires every day. Greg, one the most lively presences in the animal colony, whose love for all of the critters is unparalleled. Chris, whose attention to detail and patience for dumb questions were invaluable to me during this process. Lavinia, whose realism and dark humor made for the best introduction into real labwork that I could have asked for.
    [Show full text]
  • Comparison Between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate
    East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 12-2013 Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate. Bryce D. Watson East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/honors Part of the Psychiatry and Psychology Commons Recommended Citation Watson, Bryce D., "Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate." (2013). Undergraduate Honors Theses. Paper 89. https://dc.etsu.edu/honors/89 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Watson 1 Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate By Bryce Watson The Honors College Honors in Discipline Program East Tennessee State University Department of Psychology December 9, 2013 Russell Brown, Faculty Mentor David Harker, Faculty Reader Eric Sellers, Faculty Reader Watson 2 Abstract The aim of this thesis is to examine the mechanisms of Methylphenidate (MPH) on Conditioned Place Preference (CPP), a behavioral test of reward. The psychostimulant MPH is therapeutically used in the treatment of ADHD, but has been implicated in many pharmacological actions related to drug addiction and is considered to have abuse potential. Past work in our lab and others have shown substantial sex-differences in the neuropharmacological profile of MPH. Here a discussion of the relevant mechanisms of action of MPH and its relationship to neurotrophins and CPP are reviewed.
    [Show full text]
  • General Psychology
    PSY 100: General Psychology John M. Kelley, Ph.D. Professor of Psychology, Endicott College Staff Psychologist, Massachusetts General Hospital Deputy Director, Program in Placebo Studies at Harvard Medical School 1 PSY 100: General Psychology John M. Kelley, Ph.D. AC 165 [email protected] 978-232-2386 2 Psychological Questions I • What makes a song popular? • Why do we dream? Do dreams have meaning? • Is intelligence inherited or developed? • How good is eyewitness testimony? 3 Psychological Questions II Small Groups (handout) • Are men more violent than women? Why? • Are people fundamentally good or evil? • Is alcoholism a disease? Are alcoholics at fault? • What causes depression? • Why do people self-destruct with alcohol or drugs? • Is there such a thing as free will? • Do our minds exist independently of our brains? 4 Chapter 1: Introduction and Research Methods • Psychology is the scientific study of behavior and mental processes • Empirical evidence (empirical vs. theoretical methods of investigation) • Critical thinking (skepticism vs. cynicism) • Who are better drivers: Men or Women? 5 Four Goals of Psychology • Describe • Explain • Predict • Change • Example: Major Depressive Disorder 6 Four Goals of Psychology • Describe: Clearly describe and classify behavior: What is depression? How does it progress? • Explain: What causes depression? Nature vs. Nurture? Genes vs. Experience • Predict: Which individuals are likely to become depressed? How will a person’s depression progress? Who will respond to treatment? • Change: Interpersonal therapy, cognitive and behavioral therapy, medication, ECT, surgery? 7 Types of Psychologists • Clinical (therapists - psychologists vs. psychiatrists) • Counseling • School • Social and Personality • Biological and Neuroscientists • Developmental • Cognitive 8 Types of Psychologists 9 Seven Psychological Perspectives 1.
    [Show full text]
  • Classical Conditioning, Awareness, and Brain Systems
    524 Review TRENDS in Cognitive Sciences Vol.6 No.12 December 2002 Classical conditioning, awareness, and brain systems Robert E. Clark, Joseph R. Manns and Larry R. Squire Memory is composed of several different abilities that are supported by conditioning for two reasons. First, the neural different brain systems. The distinction between declarative (conscious) and substrates of eyeblink conditioning are better nondeclarative (non-conscious) memory has proved useful in understanding understood than any other form of conditioning in the the nature of eyeblink classical conditioning – the best understood example vertebrate. Second, the cognitive aspects of both delay of classical conditioning in vertebrates. In delay conditioning, the standard and trace conditioning, including the role of awareness, procedure, conditioning depends on the cerebellum and brainstem and is have been more systematically investigated in the case intact in amnesia. Trace conditioning, a variant of the standard procedure, of eyeblink conditioning than in other forms of classical depends additionally on the hippocampus and neocortex and is impaired in conditioning. The conditioned eyeblink is an example amnesia. Recent studies have sharpened the contrast between delay and of an aversively conditioned somatic motor response. trace conditioning by exploring the importance of awareness. We discuss The response is a highly specific motor movement these new findings in relation to the brain systems supporting eyeblink that becomes adaptively timed to the presentation conditioning and suggest why awareness is important for trace conditioning of the US. In other types of conditioning, like fear but not for delay conditioning. conditioning and autonomic conditioning, the conditioned response to the CS involves a broad Memory is not a single faculty of the mind but is change in emotional state.
    [Show full text]
  • Major Approaches to Psychology Part I the Ubiquity of Freudian Theory In
    9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner The Ubiquity of Freudian Theory in Everyday Life • “He drives that Corvette because it’s really phallic” Major Approaches to Psychology • “My roommate is busy alphabetizing her shirts. She’s so anal!” Part I • “His mother is really domineering. No wonder he’s so screwed up.” The Psychoanalytic (Freudian) • “She’s unhappy because she’s so uptight and Approach repressed.” • “If only Mel had an outlet so that he could vent his hostility and channel it into more productive activities, he wouldn’t have shot up the post office with an Uzi.” Sigmund Freud • Some biographical facts. 1856-1939. • Background in neurology: – Aphasia – Hypnosis – Cocaine 1 9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner Sigmund Freud, continued Components of Freudian Theory • Radical themes: • 1. Psychic energy (The hydraulic model) – Unconscious mind – Libido – Irrationality – Sexuality – Repression – Hidden conflict – Importance of childhood – Lack of accidents • Comparison with Copernicus, Darwin Components of Freudian The Id (“it”) Theory, continued • The pleasure principle: Gratification of desire. • Primary process thinking. • 2. The Structural Theory – Infancy – Superego – Dreams • House = body – Ego • King & Queen = mom & dad – Id • Children = genitals • Playing with children = ... • Journey = death • Stairs = sex • Bath = birth – “Freudian Slips” – Free association – Psychosis 2 9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner Primary process thinking of the Structural theory, cont.: Id, continued 2.
    [Show full text]
  • Foundations of Effective Influence Operations a Framework for Enhancing Army Capabilities
    THE ARTS This PDF document was made available CHILD POLICY from www.rand.org as a public service of CIVIL JUSTICE the RAND Corporation. EDUCATION ENERGY AND ENVIRONMENT Jump down to document6 HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS The RAND Corporation is a nonprofit NATIONAL SECURITY research organization providing POPULATION AND AGING PUBLIC SAFETY objective analysis and effective SCIENCE AND TECHNOLOGY solutions that address the challenges SUBSTANCE ABUSE facing the public and private sectors TERRORISM AND HOMELAND SECURITY around the world. TRANSPORTATION AND INFRASTRUCTURE Support RAND WORKFORCE AND WORKPLACE Purchase this document Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Explore RAND Arroyo Center View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Foundations of Effective Influence Operations A Framework for Enhancing Army Capabilities Eric V.
    [Show full text]
  • Updated Edition: 09 Remembering and Forgetting 1 of 16
    Discovering Psychology: Updated Edition: 09 Remembering and Forgetting 1 of 16 Discovering Psychology: Updated Edition 09 Remembering and Forgetting 1 01:00:15:19 >> ZIMBARDO: How can an artist accurately paint his home town from childhood memories, while another person forgets everything, even her name? 2 01:00:26:09 >> Things are so mixed up. 3 01:00:30:01 >> ZIMBARDO: Why are some things so difficult to remember, while others seem impossible to forget? 4 01:00:39:20 "Remembering and Forgetting," this time on Discovering Psychology . 5 01:01:16:13 >> The reason psychologists think that there's more than one type of memory is due to something called the serial position effect. 6 01:01:22:17 Now, you may have noticed the serial position effect for yourself when you try to memorize... 7 01:01:26:25 >> ZIMBARDO: If I'm going to profit from what I learn here today, I'm going to have to remember it. 8 01:01:31:03 The information, the sights, the sounds, and in some instances, even the smells and textures, somehow they have to be translated into codes that my brain can store, and that I can retrieve when I need to. 9 01:01:44:12 Images, ideas, language, and even my physical actions have to be represented in my memory and then retrieved to aid me when I need them. 10 01:01:53:03 Memory is so essential, in fact, that to many psychologists and neuroscientists, it's the royal pathway for studying the functions of the mind and the structures of the brain.
    [Show full text]
  • Memory Processes in Classical Conditioning
    Neuroscience and Biobehavioral Reviews 28 (2004) 663–674 www.elsevier.com/locate/neubiorev Review Memory processes in classical conditioning Mark E. Bouton*, Erik W. Moody Department of Psychology, University of Vermont, Burlington, VT 05405, USA Abstract Classical conditioning provides a rich and powerful method for studying basic learning, memory, and emotion processes in animals. However, it is important to recognize that an animal’s performance in a conditioning experiment provides only an indirect indication of what it has learned. Various remembering and forgetting processes, in addition to other psychological processes, may intervene and complicate what investigators can infer about learning from performance. This article reviews the role of context, interference, and retrieval in a number of classical conditioning phenomena (e.g. extinction), and provides an overview of how long-term and short-term memory processes influence behavior as it is studied in classical conditioning. q 2004 Elsevier Ltd. All rights reserved. Keywords: Learning vs. performance; Context; Extinction; Short-term memory; Long-term memory Contents 1. Extinction, context, and interference . .................................................... 664 2. Long-term memory processes in animal conditioning and learning . ................................. 665 3. Short-term memory processes in conditioning . ................................................ 668 4. Conditioned stimuli as retrieval cues . .................................................... 669 5. Summary
    [Show full text]
  • Major Schools of Thought in Psychology
    Major Schools of Thought in Psychology When psychology was first established as a science separate from biology and philosophy, the debate over how to describe and explain the human mind and behavior began. The first school of thought, structuralism, was advocated by the founder of the first psychology lab, Wilhelm Wundt . Almost immediately, other theories began to emerge and vie for dominance in psychology. The following are some of the major schools of thought that have influenced our knowledge and understanding of psychology: Structuralism vs. Functionalism: Structuralism was the first school of psychology, and focused on breaking down mental processes into the most basic components. Major structuralist thinkers include Wilhelm Wundt and Edward Titchener. Functionalism formed as a reaction to the theories of the structuralist school of thought and was heavily influenced by the work of William James . Major functionalist thinkers included John Dewey and Harvey Carr. Behaviorism: Behaviorism became the dominant school of thought during the 1950s. Based upon the work of thinkers such as John B. Watson , Ivan Pavlov , and B. F. Skinner , behaviorism holds that all behavior can be explained by environmental causes, rather than by internal forces. Behaviorism is focused on observable behavior . Theories of learning including classical conditioning and operant conditioning were the focus of a great deal of research. Psychoanalysis : Sigmund Freud was the found of psychodynamic approach. This school of thought emphasizes the influence of the unconscious mind on behavior. Freud believed that the human mind was composed of three elements: the id , the ego , and the superego. Other major psychodynamic thinkers include Anna Freud, Carl Jung, and Erik Erikson.
    [Show full text]
  • Learning and Memory
    11/29/2009 •Learning – A long term change in behavior as a function of experiences. •Memory – The capacity to retain and retitrieve ppas t exper p iences. The Neurobiology of Learning and Memory Mary ET Boyle, Ph.D. Department of Cognitive Science UCSD 1 11/29/2009 Types of Learning Types of Learning: •Habituation Pavlovian Conditioning – A decrease in response following • Type of learning in repeated exposure to which a neutral a non-threatening stimulus is paired stilimulus. with a stimulus that elicits a reflex response until the • Sensitization neutral stimulus – An increase in elicits the reflex reactivity to a response by itself. stimulus following exposure to an intense event. 2 11/29/2009 Types of Learning: Types of Learning: Pavlovian Conditioning Operant Conditioning • Learning how to behave to obtain reinforcement 3 11/29/2009 Types of Learning: Operant Conditioning Reinforcers • activities that increase the frequency of the behavior PihPunishers • activities that decrease the frequency of the behavior 4 11/29/2009 Atkinson-Shiffrin model Baddeley’s rehearsal systems approach • Baddeley argued that memories go directly from the sensory register to long-term storage. November 2001 • American Psychologist 5 11/29/2009 Working Memory: A Modern Advance Dual task paradigm Baddeley Memorize arrangements of pieces on a chessboard while: Softly counting from 1 to 10 Phonological To tap a series of keys in a spatial pattern Visuospatial Produce a new random letter every second Decision-making Working memory—A system that permits the temporary storage and manipulation of information required for tasks such as comprehension, learning, and reasoning. 6 11/29/2009 Craik and Lockhart Dual task paradigm • The theory that memories differ in the extent to which they have been processed.
    [Show full text]
  • Using Information Processing Theory to Teach Social Stratification to Pre-Service Teachers
    Journal of Education and Learning; Vol. 4, No. 4; 2015 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education Using Information Processing Theory to Teach Social Stratification to Pre-Service Teachers Jennifer L. Brown1 1 College of Education and Health Professions, Columbus State University, Columbus, Georgia, USA Correspondence: Jennifer L. Brown, Department of Teacher Education, Columbus State University, 4225 University Avenue, Columbus, USA. Georgia. E-mail: [email protected] Received: July28, 2014 Accepted: August 30, 2015 Online Published: September 29, 2015 doi:10.5539/jel.v4n4p19 URL: http://dx.doi.org/10.5539/jel.v4n4p19 Abstract Information in context has meaning for the student, easily understood, easily retrieved, and successfully moves to long term memory. If information is not in context, rote memorization occurs with the less meaningful information, and information is not easily retrieved or successfully stored in long term memory. The purpose of this study was to determine if using a teaching simulation to teach social stratification can improve the students’ knowledge of culture and knowledge of effective instructional practices using 21 incoming freshman students. This study used a mixed methods approach with journal entries and inventories. The results indicated the pre-service teachers felt the simulation allowed them to apply the classroom content within a direct learning experience. Keywords: classroom simulation, information processing theory, pre-service teachers, social stratification 1. Introduction 1.1 Theoretical Framework Atkinson and Shiffrin (1968) first described the information processing theory as a cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind.
    [Show full text]
  • Operant Place Aversion in the Rusty Crayfish, Orconectes Rusticus
    OPERANT PLACE AVERSION IN THE RUSTY CRAYFISH, ORCONECTES RUSTICUS Rohan Bhimani A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE December 2014 Committee: Robert Huber, Advisor Moira van Staaden Verner Bingman © 2014 Rohan Bhimani All Rights Reserved iii ABSTRACT Robert Huber, Advisor Neural mechanisms for learning are largely conserved across taxa, and with relatively simple, modularly organized nervous systems, crustaceans have proven a suitable model for exploring its cellular basis. Associative learning, in particular, is necessary for animals to gain predictability about their surroundings and to display stimulus-appropriate behavior. Crayfish have previously demonstrated the capability to learn through classical conditioning and they possess many traits desirable in a research model, such as the ability to engage in highly structured behaviors using a number of different, specialized appendages. The present study extends these findings to instrumental learning. We have successfully designed and implemented a spatially contingent, operant paradigm in which crayfish learned to avoid a particular substrate that is paired with electro shock punishment. Animals quickly responded with altered substrate preference and a marked change in locomotor activity. iv TABLE OF CONTENTS Page INTRODUCTION………………………………………………………………………..... 1 MATERIALS AND METHODS………………………………………………………..… 7 Animals………………………………….………………………………………..… 7 Surgery…………………………………..………………………………………..…
    [Show full text]