Sucrose exposure in juvenile rats produces long-term changes in fear memory and anxiety-like behavior.

Sugar consumption has increased dramatically in our society, a phenomenon that is primarily associated with obesity and diabetes appearance. However, whether this overconsumption of sugar has an impact on the developing CNS remains unknown. This study investigated the long-term effects of unlimited access to sucrose using the two-bottle choice paradigm and the juvenile and adult effects were compared. Male Sprague Dawley rats had free access to water containing 10% sucrose and water during youth (PD 25-50) or adulthood (PD 75-100). Rats in the sucrose group, privileged to take sugary solution over the water. No weight differences were observed between the sucrose groups and their age-matched water controls. After treatment all animals drank only water for another 25 days. Frustration, measured as the amount of water drank after the sucrose period, was higher in young-exposed animals compared to adults. In addition, rats that consumed sucrose during youth travelled less the central zones of an open field. Sucrose consumption during youth also affected fear behavior as animals exhibited impaired extinction of fear memory compared to control, indicating that prefrontal and hippocampal function is impaired. In contrast, rats exposed to sucrose during adulthood did not behave significantly different from control on either task. The calretinin and parvalbumin GABAergic interneurons go through extensive remodeling during youth in the medial prefrontal cortex and the ventral hippocampus. Here, we found that rats exposed to sucrose during youth presented an increased expression of calretinin-immunoreactivity in the medial prefrontal cortex, but not in the ventral hippocampus, indicating that early sucrose consumption produces enduring effects on the GABA system. Altogether these results indicate that sugar overconsumption at early stages of life induces long-term effects on behaviors related to fear and anxiety in adulthood.

Dual role of serotonin in the acquisition and extinction of reward-driven learning: involvement of 5-HT1A, 5-HT2A and 5-HT3 receptors.

Serotonin (5-HT) has been proposed as a possible encoder of reward. Nevertheless, the role of this neurotransmitter in reward-based tasks is not well understood. Given that the major serotonergic circuit in the rat brain comprises the dorsal raphe nuclei and the medial prefrontal cortex (mPFC), and because the latter structure is involved in the control of complex behaviors and expresses 1A (5-HT1A), 2A (5-HT2A), and 3 (5-HT3) receptors, the aim was to study the role of 5-HT and of these receptors in the acquisition and extinction of a reward-dependent operant conditioning task. Long Evans rats were trained in an operant conditioning task while receiving fluoxetine (serotonin reuptake inhibitor, 10mg/kg), tianeptine (serotonin reuptake enhancer, 10mg/kg), buspirone (5-HT1A partial agonist, 10mg/kg), risperidone (5-HT2A antagonist, 1mg/kg), ondansetron (5-HT3 antagonist, 2mg/kg) or vehicle. Then, animals that acquired the operant conditioning without any treatment were trained to extinct the task in the presence of the pharmacological agents. Fluoxetine impaired acquisition but improved extinction. Tianeptine administration induced the opposite effects. Buspirone induced a mild deficit in acquisition and had no effects during the extinction phase. Risperidone administration resulted in learning deficits during the acquisition phase, although it promoted improved extinction. Ondansetron treatment showed a deleterious effect in the acquisition phase and an overall improvement in the extinction phase. These data showed a differential role of 5-HT in the acquisition and extinction of an operant conditioning task, suggesting that it may have a dual function in reward encoding.

Different MK-801 administration schedules induce mild to severe learning impairments in an operant conditioning task: role of buspirone and risperidone in ameliorating these cognitive deficits.

Blockade of N-methyl-d-aspartate receptor (NMDA) by the noncompetitive NMDA receptor (NMDAR) antagonist MK-801 produces behavioral abnormalities and alterations in prefrontal cortex (PFC) functioning. Due to the critical role of the PFC in operant conditioning task learning, we evaluated the effects of acute, repeated postnatal injections of MK-801 (0.1mg/kg) on learning performance. We injected Long-Evans rats i.p. with MK-801 (0.1mg/kg) using three different administration schedules: injection 40 min before beginning the task (during) (n=12); injection twice daily for six consecutive days prior to beginning the experimental procedures (prior) (n=12); or twice daily subcutaneous injections from postnatal day 7 to 11 (postnatal) (n=12). Next, we orally administered risperidone (serotonin receptor 2A and dopamine receptor 2 antagonist, 1mg/kg) or buspirone (serotonin receptor 1A partial agonist, 10mg/kg) to animals treated with the MK-801 schedule described above. The postnatal and prior administration schedules produced severe learning deficits, whereas injection of MK-801 just before training sessions had only mild effects on acquisition of an operant conditioning. Risperidone was able to reverse the detrimental effect of MK-801 in the animals that were treated with MK-801 during and prior training sessions. In contrast, buspirone was only effective at mitigating the cognitive deficits induced by MK-801 when administered during the training procedures. The data demonstrates that NMDA antagonism disrupts basic mechanisms of learning in a simple PFC-mediated operant conditioning task, and that buspirone and risperidone failed to attenuate the learning deficits when NMDA neurotransmission was blocked in the early stages of the postnatal period.

Learning an operant conditioning task differentially induces gliogenesis in the medial prefrontal cortex and neurogenesis in the hippocampus.

Circuit modification associated with learning and memory involves multiple events, including the addition and remotion of newborn cells trough adulthood. Adult neurogenesis and gliogenesis were mainly described in models of voluntary exercise, enriched environments, spatial learning and memory task; nevertheless, it is unknown whether it is a common mechanism among different learning paradigms, like reward dependent tasks. Therefore, we evaluated cell proliferation, neurogenesis, astrogliogenesis, survival and neuronal maturation in the medial prefrontal cortex (mPFC) and the hippocampus (HIPP) during learning an operant conditioning task. This was performed by using endogenous markers of cell proliferation, and a bromodeoxiuridine (BrdU) injection schedule in two different phases of learning. Learning an operant conditioning is divided in two phases: a first phase when animals were considered incompletely trained (IT, animals that were learning the task) when they performed between 50% and 65% of the responses, and a second phase when animals were considered trained (Tr, animals that completely learned the task) when they reached 100% of the responses with a latency time lower than 5 seconds. We found that learning an operant conditioning task promoted cell proliferation in both phases of learning in the mPFC and HIPP. Additionally, the results presented showed that astrogliogenesis was induced in the medial prefrontal cortex (mPFC) in both phases, however, the first phase promoted survival of these new born astrocytes. On the other hand, an increased number of new born immature neurons was observed in the HIPP only in the first phase of learning, whereas, decreased values were observed in the second phase. Finally, we found that neuronal maturation was induced only during the first phase. This study shows for the first time that learning a reward-dependent task, like the operant conditioning, promotes neurogenesis, astrogliogenesis, survival and neuronal maturation depending on the learning phase in the mPFC-HIPP circuit.

Modulation of endothelial and neuronal nitric oxide synthases during learning of an operant conditioning task.

Nitric oxide (NO) promotes plasticity and it is essential for learning, the NO synthases involved in these events are the endothelial NO synthase (eNOS) and neuronal NO synthase (nNOS) isoforms. The aim of this study was to study transcription, protein expression and enzymatic activity of eNOS and nNOS in the prefrontal cortex and the hippocampus during learning an operant conditioning task. Animals were considered incompletely trained (IT) when performed between 50% and 65% of responses, whereas animals were considered trained when reached 100% of responses with a latency time lower than 5 s. Following training session animals were killed and we quantified mRNA levels by Real Time RT-PCR, protein expression by western blot and enzymatic activity. eNOS and nNOS mRNA levels were only incremented in IT group. On the contrary, protein expression of both isoforms were augmented during all learning process. Moreover, we also found that eNOS and nNOS synthase activity were incremented in IT group and in trained group. Here, we showed that during learning there is a differential regulation of eNOS and nNOS in the prefrontal cortex and hippocampus and that NO could be acting as a promoter of plasticity.

Plasticity in the rat prefrontal cortex: linking gene expression and an operant learning with a computational theory.

The plasticity in the medial Prefrontal Cortex (mPFC) of rodents or lateral prefrontal cortex in non human primates (lPFC), plays a key role neural circuits involved in learning and memory. Several genes, like brain-derived neurotrophic factor (BDNF), cAMP response element binding (CREB), Synapsin I, Calcium/calmodulin-dependent protein kinase II (CamKII), activity-regulated cytoskeleton-associated protein (Arc), c-jun and c-fos have been related to plasticity processes. We analysed differential expression of related plasticity genes and immediate early genes in the mPFC of rats during learning an operant conditioning task. Incompletely and completely trained animals were studied because of the distinct events predicted by our computational model at different learning stages. During learning an operant conditioning task, we measured changes in the mRNA levels by Real-Time RT-PCR during learning; expression of these markers associated to plasticity was incremented while learning and such increments began to decline when the task was learned. The plasticity changes in the lPFC during learning predicted by the model matched up with those of the representative gene BDNF. Herein, we showed for the first time that plasticity in the mPFC in rats during learning of an operant conditioning is higher while learning than when the task is learned, using an integrative approach of a computational model and gene expression.