Ch. 34 Animal Behavior
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Gabab Regulation of Methamphetamine-Induced Associative Learning
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2010 Gabab Regulation of Methamphetamine-Induced Associative Learning Robin Michelle Voigt Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Pharmacology Commons Recommended Citation Voigt, Robin Michelle, "Gabab Regulation of Methamphetamine-Induced Associative Learning" (2010). Dissertations. 38. https://ecommons.luc.edu/luc_diss/38 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2010 Robin Michelle Voigt LOYOLA UNIVERSITY CHICAGO GABAB REGULATION OF METHAMPHETAMINE-INDUCED ASSOCIATIVE LEARNING A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN MOLECULAR PHARMACOLOGY & THERAPEUTICS BY ROBIN MICHELLE VOIGT CHICAGO, IL DECEMBER 2010 Copyright by Robin Michelle Voigt, 2010 All rights reserved ACKNOWLEDGEMENTS Without the support of so many generous and wonderful individuals I would not have been able to be where I am today. First, I would like to thank my Mother for her belief that I could accomplish anything that I set my mind to. I would also like to thank my dissertation advisor, Dr. Celeste Napier, for encouraging and challenging me to be better than I thought possible. I extend gratitude to my committee members, Drs. Julie Kauer, Adriano Marchese, Micky Marinelli, and Karie Scrogin for their guidance and insightful input. -
The Role of Habituation in Social Fear by Suzanne N. Avery Dissertation
Slow to Warm Up: The Role of Habituation in Social Fear By Suzanne N. Avery Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Neuroscience August, 2015 Nashville, Tennessee Approved: David Zald, Ph.D. Bunmi Olatunji, Ph.D. Brandon Ally, Ph.D. Jennifer Blackford, Ph.D. Copyright © 2015 by Suzanne N. Avery All Rights Reserved ii To my husband, Stacy, for his unending support, and my daughter, Sophie, for whom I do everything iii ACKNOWLEDGMENTS I would first and foremost like to thank my advisor, Dr. Jennifer Blackford, who is a truly exceptional scientist, teacher and mentor. She has encouraged me to pursue every opportunity for scientific achievement and has mentored me closely through each step. Her enthusiasm to help me become an excellent scientist and her generosity with her time and effort have made my graduate training an incredible experience. She has an incredible passion for science and possesses a brilliant combination of curiosity, creativity, motivation, intelligence and passion that inspires all of those who have the pleasure to work with her. I am eternally grateful for your mentorship—thank you is not enough. I would also like to thank the current and former members of the Blackford lab, including Jacqueline Clauss, Ross VanDerKlok, and Brittany Matthews, whose assistance and encouragement have made this work possible. My gratitude goes out to my dissertation committee, who have provided invaluable feedback and whose suggestions have significantly improved this project. Thank you for your insights and help Dr. -
Chapter 51 Animal Behavior
Chapter 51 Animal Behavior Lecture Outline Overview: Shall We Dance? • Red-crowned cranes (Grus japonensis) gather in groups to dance, prance, stretch, bow, and leap. They grab bits of plants, sticks, and feathers with their bills and toss them into the air. • How does a crane decide that it is time to dance? In fact, why does it dance at all? • Animal behavior is based on physiological systems and processes. • An individual behavior is an action carried out by the muscular or hormonal system under the control of the nervous system in response to a stimulus. • Behavior contributes to homeostasis; an animal must acquire nutrients for digestion and find a partner for sexual reproduction. • All of animal physiology contributes to behavior, while animal behavior influences all of physiology. • Being essential for survival and reproduction, animal behavior is subject to substantial selective pressure during evolution. • Behavioral selection also acts on anatomy because body form and appearance contribute directly to the recognition and communication that underlie many behaviors. Concept 51.1: A discrete sensory input is the stimulus for a wide range of animal behaviors. • An animal’s behavior is the sum of its responses to external and internal stimuli. Classical ethology presaged an evolutionary approach to behavioral biology. • In the mid-20th century, pioneering behavioral biologists developed the discipline of ethology, the scientific study of how animals behave in their natural environments. • Niko Tinbergen, of the Netherlands, suggested four questions that must be answered to fully understand any behavior. 1. What stimulus elicits the behavior, and what physiological mechanisms mediate the response? 2. -
Disrupted Habituation in the Early Stage of Psychosis
Biological Psychiatry: CNNI Archival Report Disrupted Habituation in the Early Stage of Psychosis Suzanne N. Avery, Maureen McHugo, Kristan Armstrong, Jennifer U. Blackford, Neil D. Woodward, and Stephan Heckers ABSTRACT BACKGROUND: Learning and memory are impaired in schizophrenia. Some theories have proposed that one form of memory, habituation, is particularly impaired. Preliminary evidence suggests that memory impairment is associated with failed hippocampal habituation in patients with chronic schizophrenia. We studied how abnormal habituation of the hippocampus is related to relational memory deficits in the early stage of psychosis. METHODS: We measured hippocampal activity in 62 patients with early psychosis and 70 healthy individuals using functional magnetic resonance imaging. Habituation was defined as the slope of functional magnetic resonance imaging signal change to repeated presentations of faces and objects. Relational memory ability was measured as the slope of preferential viewing during a face-scene pair eye movement task outside the scanner. RESULTS: Patients with early psychosis showed impaired relational memory (p , .001) and less hippocampal habituation to objects (p = .01) than healthy control subjects. In the healthy control group, better relational memory was associated with faster anterior hippocampal habituation (faces, r = 2.28, p = .03). In contrast, patients with early psychosis showed no brain-behavior relationship (r = .12, p = .40). CONCLUSIONS: We found evidence for disrupted hippocampal habituation in the early stage of psychosis along with an altered association between hippocampal habituation and relational memory ability. These results suggest that neural habituation may provide a novel target for early cognitive interventions in psychosis. Keywords: First episode, Hippocampus, Novelty, Relational memory, Schizophrenia, Visual cortex https://doi.org/10.1016/j.bpsc.2019.06.007 Repetition is one of the most familiar memory tools. -