TY - JOUR A1 - Zillig, Anna-Lena A1 - Pauli, Paul A1 - Wieser, Matthias A1 - Reicherts, Philipp T1 - Better safe than sorry? - On the influence of learned safety on pain perception JF - PloS One N2 - The experience of threat was found to result—mostly—in increased pain, however it is still unclear whether the exact opposite, namely the feeling of safety may lead to a reduction of pain. To test this hypothesis, we conducted two between-subject experiments (N = 94; N = 87), investigating whether learned safety relative to a neutral control condition can reduce pain, while threat should lead to increased pain compared to a neutral condition. Therefore, participants first underwent either threat or safety conditioning, before entering an identical test phase, where the previously conditioned threat or safety cue and a newly introduced visual cue were presented simultaneously with heat pain stimuli. Methodological changes were performed in experiment 2 to prevent safety extinction and to facilitate conditioning in the first place: We included additional verbal instructions, increased the maximum length of the ISI and raised CS-US contingency in the threat group from 50% to 75%. In addition to pain ratings and ratings of the visual cues (threat, safety, arousal, valence, and contingency), in both experiments, we collected heart rate and skin conductance. Analysis of the cue ratings during acquisition indicate successful threat and safety induction, however results of the test phase, when also heat pain was administered, demonstrate rapid safety extinction in both experiments. Results suggest rather small modulation of subjective and physiological pain responses following threat or safety cues relative to the neutral condition. However, exploratory analysis revealed reduced pain ratings in later trials of the experiment in the safety group compared to the threat group in both studies, suggesting different temporal dynamics for threat and safety learning and extinction, respectively. Perspective: The present results demonstrate the challenge to maintain safety in the presence of acute pain and suggest more research on the interaction of affective learning mechanism and pain processing. KW - pain KW - pain sensation KW - functional electrical stimulation KW - heart rate KW - sensory cues KW - learning KW - emotions KW - behavioral conditioning Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-349905 VL - 18 IS - 11 ER - TY - JOUR A1 - Hruschka, Timon M. J. A1 - Appel, Markus T1 - Learning about informal fallacies and the detection of fake news: an experimental intervention JF - PLoS One N2 - The philosophical concept of informal fallacies–arguments that fail to provide sufficient support for a claim–is introduced and connected to the topic of fake news detection. We assumed that the ability to identify informal fallacies can be trained and that this ability enables individuals to better distinguish between fake news and real news. We tested these assumptions in a two-group between-participants experiment (N = 116). The two groups participated in a 30-minute-long text-based learning intervention: either about informal fallacies or about fake news. Learning about informal fallacies enhanced participants’ ability to identify fallacious arguments one week later. Furthermore, the ability to identify fallacious arguments was associated with a better discernment between real news and fake news. Participants in the informal fallacy intervention group and the fake news intervention group performed equally well on the news discernment task. The contribution of (identifying) informal fallacies for research and practice is discussed. KW - learning KW - human learning KW - reasoning KW - social media KW - psychology KW - psychometrics KW - social psychology KW - statistical data Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-350404 SN - 1932-6203 VL - 18 IS - 3 ER - TY - JOUR A1 - Wegener, Christian A1 - Chen, Jiangtian T1 - Allatostatin A signalling: progress and new challenges from a paradigmatic pleiotropic invertebrate neuropeptide family JF - Frontiers in Physiology N2 - Neuropeptides have gained broad attraction in insect neuroscience and physiology, as new genetic tools are increasingly uncovering their wide-ranging pleiotropic functions with high cellular resolution. Allatostatin A (AstA) peptides constitute one of the best studied insect neuropeptide families. In insects and other panarthropods, AstA peptides qualify as brain-gut peptides and have regained attention with the discovery of their role in regulating feeding, growth, activity/sleep and learning. AstA receptor homologs are found throughout the protostomia and group with vertebrate somatostatin/galanin/kisspeptin receptors. In this review, we summarise the current knowledge on the evolution and the pleiotropic and cell-specific non-allatostatic functions of AstA. We speculate about the core functions of AstA signalling, and derive open questions and challengesfor future research on AstA and invertebrate neuropeptides in general. KW - neuropeptide signalling KW - feeding KW - intestinal control KW - sleep/activity KW - kisspeptin/galanin/spexin signalling KW - metabolism and growth KW - learning KW - cardioactive factor Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-278749 SN - 1664-042X VL - 13 ER - TY - JOUR A1 - Schindler, Julia A1 - Richter, Tobias A1 - Mar, Raymond T1 - Does generation benefit learning for narrative and expository texts? A direct replication attempt JF - Applied Cognitive Psychology N2 - Generated information is better recognized and recalled than information that is read. This so‐called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English‐speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts. KW - expository texts KW - generation effect KW - learning KW - narrative texts KW - replication Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-224496 VL - 35 IS - 2 SP - 559 EP - 564 ER - TY - THES A1 - Rüdt von Collenberg, Cora Freifrau T1 - The role of Ciliary Neurotrophic Factor in hippocampal synaptic plasticity and learning T1 - Die Rolle von Ciliary Neurotrophic Factor bei hippocampaler synaptischer Plastizität und Lernen N2 - Ciliary neurotrophic factor (Cntf) acts as a differentiation and survival factor for different types of neurons and glial cells. It is expressed by peripheral Schwann cells and astrocytes in the central nervous system and mediates its effects via a receptor complex involving CntfRα, LifRß and gp130, leading to downstream activation of Stat3. Recent studies by our group have shown that Cntf modulates neuronal microtubule dynamics via Stat3/stathmin interaction. In a mouse model for motor neuron disease, i.e. pmn, Cntf is able to rescue axonal degeneration through Stat3/stathmin signaling. While these findings suggest a role of Cntf in controlling axonal functions in the neuromuscular system, additional data indicate that Cntf might also play a role in synaptic plasticity in the hippocampus. Electrophysiological recordings in hippocampal organotypic cultures and acute slices revealed a deficit in long-term potentiation (LTP) in Cntf -/- mice. This deficit was rescued by 24 h stimulation with Cntf, combined with an acute application of Cntf during LTP-measurements indicating that Cntf is both necessary and sufficient for hippocampal LTP, and possibly synaptic plasticity. Therefore, Cntf knockout mice were investigated to elucidate this possible role of Cntf in hippocampal LTP and synaptic plasticity. First, we validated the presence of Cntf in the target tissue: in the hippocampus, Cntf was localized in Gfap-positive astrocytes surrounding small blood vessels in the fissure and in meningeal areas close to the dentate gyrus. Laser micro-dissection and qPCR analysis showed a similar distribution of Cntf-coding mRNA validating the obtained immunofluorescent results. Despite the strong LTP deficit in organotypic cultures, in vivo behavior of Cntf -/- mice regarding hippocampus-dependent learning and anxiety-related paradigms was largely inconspicuous. However, western blot analysis of hippocampal organotypic cultures revealed a significant reduction of pStat3 levels in Cntf -/- cultures under baseline conditions, which in turn were elevated upon Cntf stimulation. In order to resolve and examine synaptic structures we turned to in vitro analysis of cultured hippocampal neurons which indicated that pStat3 is predominantly located in the presynapse. In line with these findings, presynapses of Cntf -/- cultures were reduced in size and when in contact to astrocytes, contained less pStat3 immunoreactivity compared to presynapses in wildtype cultures. In conclusion, our findings hypothesize that despite of a largely inconspicuous behavioral phenotype of Cntf -/- mice, Cntf appears to have an influence on pStat3 levels at hippocampal synapses. In a next step these two key questions need to be addressed experimentally: 1) is there a compensatory mechanism by members of the Cntf family, possibly downstream of pStat3, which explains the in vivo behavioral results of Cntf -/- mice and can likewise account for the largely inconspicuous phenotype in CNTF-deficient humans? 2) How exactly does Cntf influence LTP through Stat3 signaling? To unravel the underlying mechanism further experiments should therefore investigate whether microtubule dynamics downstream of Stat3 and stathmin signaling are involved in the Cntf-induced modulation of hippocampal synaptic plasticity, similar to as it was shown in motoneurons. N2 - Ciliary neurotrophic factor (Cntf) wirkt als Differenzierungs- und Überlebensfaktor für verschiedene Arten von Neuronen und Gliazellen. Es wird von peripheren Schwann´schen Zellen und Astrozyten des zentralen Nervensystems exprimiert und vermittelt seine Effekte über einen Rezeptorenkomplex, der aus CntfRα, LifRß und gp130 besteht, und zu einer nachfolgenden Aktivierung von Stat3 führt. Jüngste Studien unserer Arbeitsgruppe haben gezeigt, dass Cntf neuronale Mikrotubulidynamik über Stat3/stathmin Interaktion modulieren kann. In pmn Mäusen, einem Mausmodell für Motoneuronenerkrankungen, ist Cntf in der Lage, durch Stat3/Stathmin Signaltransduktion die zugrundeliegende axonale Degeneration wieder aufzuheben. Während diese Ergebnisse eine Rolle von Cntf bei der Kontrolle axonaler Funktionen im neuromuskulären System postulieren, deuten zusätzliche Daten darauf hin, dass Cntf ebenfalls eine Funktion bei synaptischer Plastizität im Hippocampus ausübt. Elektrophysiologische Messungen in hippocampalen organotypischen Kulturen und akuten Schnitten zeigen ein Defizit in der Langzeitpotenzierung (LTP) bei Cntf -/- Mäusen. Dieses Defizit konnte durch eine 24 stündige Stimulation mit Cntf, in Kombination mit akuter Zugabe von Cntf während der LTP Messungen, kompensiert werden. Dies weist darauf hin, dass Cntf sowohl notwendig als auch ausreichend für hippocampale LTP und möglicherweise synaptische Plasizität ist. Deshalb wurden Cntf knockout Mäuse untersucht, um diese putative Rolle von Cntf bei hippocampaler LTP und synaptischer Plastizität zu untersuchen. Zunächst haben wir die Lokalisation von Cntf in unserem Zielgewebe bestätigt: im Hippocampus war Cntf sowohl in Gfap-positiven Astrocyten lokalisiert, die kleine Blutgefäße in der Fissur umschließen, als auch in Gfap-positiven Astrocyten nahe des Gyrus dentatus. Lasermikrodissektion und qPCR-Analysen zeigten eine ähnliche Verteilung von Cntf kodierender mRNA, und bestätigten somit die durch Immunoflureszenz-Färbung erworbenen Ergebnisse. Trotz des starken LTP Defizits in organotypischen Kulturen zeigten jedoch Cntf -/- Mäuse in Hippocampus-abhängigen lern- und angstbedingten Verhaltensparadigmen keinen offensichtlichen Phänotyp. Allerdings zeigten Western Blot Analysen hippocampaler Kulturen eine signifikante Reduktion der pStat3 Level in Cntf -/- Kulturen unter Kontrollbedingungen, die nach Cntf Zugabe wieder erhöht werden konnten. Um synaptische Strukturen besser darstellen und evaluieren zu können, wurden hippocampale Neurone in vitro kultiviert, in denen Stat3 überwiegend in Präsynapsen lokalisiert war. In Übereinstimmung mit diesen Beobachtungen zeigten Cntf -/- Präsynapsen eine geringere Größe und enthielten, verglichen zu Präsynapsen in Wildtypkulturen, weniger pStat3 Immunreaktivität, gerade dann, wenn sie sich in Kontakt mit Astrozyten befanden. Zusammenfassend weisen unsere Befunde darauf hin, dass Cntf – trotz eines weitgehend unaufälligen Verhaltensphänotyps bei Cntf -/- Mäusen – einen Einfluss auf den Level von pStat3 an hippokampalen Synapsen zu haben scheint. In einem nächsten Schritt sollten die folgenden zwei Schlüsselfragen experimentell geklärt werden: 1) gibt es einen kompensierenden Mechanismus, über welchen Mitglieder der Cntf Familie wirken könnten – möglicherweise nachfolgend von pStat3 – und welcher das Verhalten der Cntf -/- Mäuse, sowie den größtenteils unauffälligen Phänotyp bei CNTF defizienten Menschen erklären könnte? 2) Wie genau wirkt sich Cntf induziertes pStat3 auf LTP aus? Um diesen zugrundeliegenden Mechanismus aufzuklären, sollten weitere Experimente untersuchen, ob pStat3 und Stathmin abhängige Mikrotubulidynamik in der durch Cntf induzierten Modulation hippocampaler Plastizität eine Rolle spielt – ähnlich, wie es in Motoneuronen bereits gezeigt wurde. KW - Hippocampus KW - Ciliary neurotrophic factor KW - hippocampus KW - synaptic plasticity KW - learning KW - Hippocampus KW - synaptische Plastizität KW - Lernen Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-206646 ER - TY - JOUR A1 - Batsching, Sophie A1 - Wolf, Reinhard A1 - Heisenberg, Martin T1 - Inescapable Stress Changes Walking Behavior in Flies - Learned Helplessness Revisited JF - PLoS ONE N2 - Like other animals flies develop a state of learned helplessness in response to unescapable aversive events. To show this, two flies, one 'master', one 'yoked', are each confined to a dark, small chamber and exposed to the same sequence of mild electric shocks. Both receive these shocks when the master fly stops walking for more than a second. Behavior in the two animals is differently affected by the shocks. Yoked flies are transiently impaired in place learning and take longer than master flies to exit from the chamber towards light. After the treatment they walk more slowly and take fewer and shorter walking bouts. The low activity is attributed to the fly's experience that its escape response, an innate behavior to terminate the electric shocks, does not help anymore. Earlier studies using heat pulses instead of electric shocks had shown similar effects. This parallel supports the interpretation that it is the uncontrollability that induces the state. KW - learning KW - locomotion KW - animal behavior KW - behavioral conditioning KW - walking KW - vibration KW - light pulses KW - conditioned response Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-178640 VL - 11 IS - 11 ER - TY - THES A1 - Hörmann, Markus T1 - Analyzing and fostering students' self-regulated learning through the use of peripheral data in online learning environments T1 - Analyse und Förderung des selbstgesteuerten Lernens durch die Verwendung von peripheren Daten in Online-Lernumgebungen N2 - Learning with digital media has become a substantial part of formal and informal educational processes and is gaining more and more importance. Technological progress has brought overwhelming opportunities for learners, but challenges them at the same time. Learners have to regulate their learning process to a much greater extent than in traditional learning situations in which teachers support them through external regulation. This means that learners must plan their learning process themselves, apply appropriate learning strategies, monitor, control and evaluate it. These requirements are taken into account in various models of self-regulated learning (SRL). Although the roots of research on SRL go back to the 1980s, the measurement and adequate support of SRL in technology-enhanced learning environments is still not solved in a satisfactory way. An important obstacle are the data sources used to operationalize SRL processes. In order to support SRL in adaptive learning systems and to validate theoretical models, instruments are needed which meet the classical quality criteria and also fulfil additional requirements. Suitable data channels must be measurable "online", i.e., they must be available in real time during learning for analyses or the individual adaptation of interventions. Researchers no longer only have an interest in the final results of questionnaires or tasks, but also need to examine process data from interactions between learners and learning environments in order to advance the development of theories and interventions. In addition, data sources should not be obtrusive so that the learning process is not interrupted or disturbed. Measurements of physiological data, for example, require learners to wear measuring devices. Moreover, measurements should not be reactive. This means that other variables such as learning outcomes should not be influenced by the measurement. Different data sources that are already used to study and support SRL processes, such as protocols on thinking aloud, screen recording, eye tracking, log files, video observations or physiological sensors, meet these criteria to varying degrees. One data channel that has received little attention in research on educational psychology, but is non-obtrusive, non-reactive, objective and available online, is the detailed, timely high-resolution data on observable interactions of learners in online learning environments. This data channel is introduced in this thesis as "peripheral data". It records both the content of learning environments as context, and related actions of learners triggered by mouse and keyboard, as well as the reactions of learning environments, such as structural or content changes. Although the above criteria for the use of the data are met, it is unclear whether this data can be interpreted reliably and validly with regard to relevant variables and behavior. Therefore, the aim of this dissertation is to examine this data channel from the perspective of SRL and thus further close the existing research gap. One development project and four research projects were carried out and documented in this thesis. N2 - Lernen mit digitalen Medien ist ein substantieller Bestandteil formeller und informeller Bildungsprozesse geworden und gewinnt noch immer an Bedeutung. Technologischer Fortschritt hat überwältigende Möglichkeiten für Lernende geschaffen, stellt aber gleichzeitig auch große Anforderungen an sie. Lernende müssen ihren Lernprozess sehr viel stärker selbst regulieren als in traditionellen Lernsituationen, in denen Lehrende durch externe Regulation unterstützen. Das heißt, Lernende müssen ihren Lernprozess selbst planen, geeignete Lernstrategien anwenden, ihn überwachen, steuern und evaluieren. Diesen Anforderungen wird in verschiedenen Modellen des selbst-regulierten Lernens (SRL) Rechnung getragen. Obwohl die Wurzeln der Forschung zu SRL bis in die 1980er Jahren zurück reichen, ist die Messung und adäquate Unterstützung von SRL in technologie-gestützten Lernumgebungen noch immer nicht zufriedenstellend gelöst. Eine wichtige Hürde sind dabei die Datenquellen, die zur Operationalisierung von SRL-Prozessen herangezogen werden. Um SRL in adaptiven Lernsystemen zu unterstützen und theoretische Modelle zu validieren, werden Instrumente benötigt, die klassischen Gütekriterien genügen und darüber hinaus weitere Anforderungen erfüllen. Geeignete Datenkanäle müssen „online“ messbar sein, das heißt bereits während des Lernens in Echtzeit für Analysen oder die individuelle Anpassung von Interventionen zur Verfügung stehen. Forschende interessieren sich nicht mehr nur für die Endergebnisse von Fragebögen oder Aufgaben, sondern müssen auch Prozessdaten von Interaktionen zwischen Lernenden und Lernumgebungen untersuchen, um die Entwicklung von Theorien und Interventionen voranzutreiben. Zudem sollten Datenquellen nicht intrusiv sein, sodass der Lernprozess nicht unterbrochen oder gestört wird. Dies ist zum Beispiel bei Messungen physiologischer Daten der Fall, zu deren Erfassung die Lernenden Messgeräte tragen müssen. Außerdem sollten Messungen nicht reaktiv sein – andere Variablen (z.B. der Lernerfolg) sollten also nicht von der Messung beeinflusst werden. Unterschiedliche Datenquellen die zur Untersuchung und Unterstützung von SRL-Prozessen bereits verwendet werden, wie z.B. Protokolle über lautes Denken, Screen-Recording, Eye Tracking, Log-Files, Videobeobachtungen oder physiologische Sensoren erfüllen diese Kriterien in jeweils unterschiedlichem Ausmaß. Ein Datenkanal, dem in der pädagogische-psychologischen Forschung bislang kaum Beachtung geschenkt wurde, der aber nicht-intrusiv, nicht-reaktiv, objektiv und online verfügbar ist, sind detaillierte, zeitlich hochauflösende Daten über die beobachtbare Interkation von Lernenden in online Lernumgebungen. Dieser Datenkanal wird in dieser Arbeit als „peripheral data“ eingeführt. Er zeichnet sowohl den Inhalt von Lernumgebungen als Kontext auf, als auch darauf bezogene Aktionen von Lernenden, ausgelöst durch Maus und Tastatur, sowie die Reaktionen der Lernumgebungen, wie etwa strukturelle oder inhaltliche Veränderungen. Zwar sind die oben genannten Kriterien zur Nutzung der Daten erfüllt, allerdings ist unklar, ob diese Daten auch reliabel und valide hinsichtlich relevanten Variablen und Verhaltens interpretiert werden können. Ziel dieser Dissertation ist es daher, diesen Datenkanal aus Perspektive des SRL zu untersuchen und damit die bestehende Forschungslücke weiter zu schließen. Dafür wurden eine Entwicklungs- sowie vier Forschungsarbeiten durchgeführt und in dieser Arbeit dokumentiert. KW - Selbstgesteuertes Lernen KW - Computerunterstütztes Lernen KW - self-regulated learning KW - process analysis KW - online learning KW - mouse tracking KW - keyboard tracking KW - learning KW - selfregulated Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-180097 ER - TY - JOUR A1 - Hofmann, Lukas A1 - Karl, Franziska A1 - Sommer, Claudia A1 - Üçeyler, Nurcan T1 - Affective and cognitive behavior in the alpha-galactosidase A deficient mouse model of Fabry disease JF - PLoS ONE N2 - Fabry disease is an X-linked inherited lysosomal storage disorder with intracellular accumulation of globotriaosylceramide (Gb3) due to α-galactosidase A (α-Gal A) deficiency. Fabry patients frequently report of anxiety, depression, and impaired cognitive function. We characterized affective and cognitive phenotype of male mice with α-Gal A deficiency (Fabry KO) and compared results with those of age-matched male wildtype (WT) littermates. Young (3 months) and old (≥ 18 months) mice were tested in the naïve state and after i.pl. injection of complete Freund`s adjuvant (CFA) as an inflammatory pain model. We used the elevated plus maze (EPM), the light-dark box (LDB) and the open field test (OF) to investigate anxiety-like behavior. The forced swim test (FST) and Morris water maze (MWM) were applied to assess depressive-like and learning behavior. The EPM test revealed no intergroup difference for anxiety-like behavior in naïve young and old Fabry KO mice compared to WT littermates, except for longer time spent in open arms of the EPM for young WT mice compared to young Fabry KO mice (p<0.05). After CFA injection, young Fabry KO mice showed increased anxiety-like behavior compared to young WT littermates (p<0.05) and naïve young Fabry KO mice (p<0.05) in the EPM as reflected by shorter time spent in EPM open arms. There were no relevant differences in the LDB and the OF test, except for longer time spent in the center zone of the OF by young WT mice compared to young Fabry KO mice (p<0.05). Complementary to this, depression-like and learning behavior were not different between genotypes and age-groups, except for the expectedly lower memory performance in older age-groups compared to young mice. Our results indicate that genetic influences on affective and cognitive symptoms in FD may be of subordinate relevance, drawing attention to potential influences of environmental and epigenetic factors. KW - cognitive impairment KW - mouse models KW - depression KW - swimming KW - learning KW - Fabry disease KW - genetics Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-170745 VL - 12 IS - 6 ER - TY - JOUR A1 - Chen, Yi-chun A1 - Mishra, Dushyant A1 - Gläß, Sebastian A1 - Gerber, Bertram T1 - Behavioral Evidence for Enhanced Processing of the Minor Component of Binary Odor Mixtures in Larval Drosophila JF - Frontiers in Psychology N2 - A fundamental problem in deciding between mutually exclusive options is that the decision needs to be categorical although the properties of the options often differ but in grade. We developed an experimental handle to study this aspect of behavior organization. Larval Drosophila were trained such that in one set of animals odor A was rewarded, but odor B was not (A+/B), whereas a second set of animals was trained reciprocally (A/B+). We then measured the preference of the larvae either for A, or for B, or for “morphed” mixtures of A and B, that is for mixtures differing in the ratio of the two components. As expected, the larvae showed higher preference when only the previously rewarded odor was presented than when only the previously unrewarded odor was presented. For mixtures of A and B that differed in the ratio of the two components, the major component dominated preference behavior—but it dominated less than expected from a linear relationship between mixture ratio and preference behavior. This suggests that a minor component can have an enhanced impact in a mixture, relative to such a linear expectation. The current paradigm may prove useful in understanding how nervous systems generate discrete outputs in the face of inputs that differ only gradually. KW - learning KW - memory KW - perception KW - compound conditioning KW - decision-making KW - Drosophila Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-170011 VL - 8 IS - 1923 ER - TY - THES A1 - Lyutova, Radostina T1 - Functional dissection of recurrent feedback signaling within the mushroom body network of the Drosophila larva T1 - Funktionelle Analyse einer Rückkopplungsschleife innerhalb der Pilzkörper von Drosophila Larven N2 - Behavioral adaptation to environmental changes is crucial for animals’ survival. The prediction of the outcome of one owns action, like finding reward or avoiding punishment, requires recollection of past experiences and comparison with current situation, and adjustment of behavioral responses. The process of memory acquisition is called learning, and the Drosophila larva came up to be an excellent model organism for studying the neural mechanisms of memory formation. In Drosophila, associative memories are formed, stored and expressed in the mushroom bodies. In the last years, great progress has been made in uncovering the anatomical architecture of these brain structures, however there is still a lack of knowledge about the functional connectivity. Dopamine plays essential roles in learning processes, as dopaminergic neurons mediate information about the presence of rewarding and punishing stimuli to the mushroom bodies. In the following work, the function of a newly identified anatomical connection from the mushroom bodies to rewarding dopaminergic neurons was dissected. A recurrent feedback signaling within the neuronal network was analyzed by simultaneous genetic manipulation of the mushroom body Kenyon cells and dopaminergic neurons from the primary protocerebral anterior (pPAM) cluster, and learning assays were performed in order to unravel the impact of the Kenyon cells-to-pPAM neurons feedback loop on larval memory formation. In a substitution learning assay, simultaneous odor exposure paired with optogenetic activation of Kenyon cells in fruit fly larvae in absence of a rewarding stimulus resulted in formation of an appetitive memory, whereas no learning behavior was observed when pPAM neurons were ablated in addition to the KC activation. I argue that the activation of Kenyon cells may induce an internal signal that mimics reward exposure by feedback activation of the rewarding dopaminergic neurons. My data further suggests that the Kenyon cells-to-pPAM communication relies on peptidergic signaling via short neuropeptide F and underlies memory stabilization. N2 - Eine Anpassung des eigenen Verhaltens an Veränderungen der Umwelt ist unerlässlich für das Überleben der Tiere. Vorhersage über die Konsequenzen der eigenen Handlungen, z.B. belohnt oder bestraft zu werden, erfordert den Vergleich von gemachten Erfahrungen und der aktuellen Situation. Eine solche Vorhersage kann zu einer Verhaltensanpassung führen. Der Prozess der Gedächtnisbildung ist auch bekannt als Lernen. Als hervorragender Modellorganismus zum Erforschen der Lernverhaltensmechanismen hat sich die Drosophila Larve etabliert. In Drosophila werden olfaktorische Gedächtnisse in einer bilateralen Struktur des Protozerebrums gespeichert, den Pilzkörpern. In den letzten Jahren sind erhebliche Fortschritte in der Beschreibung der anatomischen Strukturen der Pilzkörper gemacht worden. Allerdings ist die funktionelle Konnektivität dieser Gehirnstrukturen noch unzureichend verstanden. Dopamin spielt eine essentielle Rolle in Lernprozessen. Dopaminerge Neurone vermitteln Informationen über das Vorliegen belohnender oder bestrafender Stimuli. Die Funktion einer vor kurzem beschriebenen anatomischen Verbindung von den Pilzkörpern zu belohnenden dopaminergen pPAM Neuronen wurde in der folgenden Arbeit untersucht, und der rückläufige Signalweg innerhalb des neuronalen Netzwerks wurde mittels simultaner genetischer Manipulation der Pilzkörperneurone, die sog. Kenyon Zellen, und der pPAM Neuronen analysiert. Der Einfluss der Rückkopplungsschleife zwischen Kenyon Zellen und pPAM Neuronen auf das larvale Verhalten wurde durch verschiedene Verhaltensexperimente getestet. In dieser Arbeit wurden Drosophila Larven darauf trainiert, einen Duft mit optogenetischer Aktivierung der Pilzkörper Neurone zu assoziieren. Dabei konnte die Ausbildung eines positiven Gedächtnisses in Abwesenheit einer physischen Belohnung beobachtet werden. Wurden aber zusätzlich die dopaminergen Neurone des pPAM Clusters ablatiert, so zeigten die Larven keine Expression des Gedächtnisses mehr. Meine Daten zeigten, dass die Aktivierung der Kenyon Zellen in einer Aktivierung der dopaminergen Neurone über der Rückkopplungsschleife resultiert, und dementsprechend einen internen Belohnungssignalweg einleitet. Dadurch wird das Vorhandensein einer „echten“ Belohnung nachgeahmt. Es konnte weiterhin gezeigt werden, dass die Rückkopplung von den Kenyon Zellen zu den pPAM Neurone von peptiderger Natur ist. Die Kenyon Zellen exprimieren das Neuropeptid short neuropeptide F, das an Rezeptoren in den pPAM Neurone bindet und das Lernverhalten beeinflusst. Darüber hinaus konnte gezeigt werden, dass die Aktivierung der Rückkopplungsschleife eine Auswirkung auf die Stabilität des positiven Gedächtnisses in Richtung nachhaltiger Erinnerungen hat. KW - Lernen KW - Lernverhalten KW - Gedächtnis KW - Dopamin KW - Drosophila KW - learning KW - memory KW - Drosophila KW - dopamine KW - short neuropeptide F Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-187281 ER -