Mh. Mesches et al., THE EFFECTS OF INTRAAMYGDALA INFUSION OF THE AMPA RECEPTOR ANTAGONISTCNQX ON RETENTION PERFORMANCE FOLLOWING AVERSIVE TRAINING, Neurobiology of learning and memory, 66(3), 1996, pp. 324-340
The aim of these experiments was to determine whether impaired retenti
on performance in aversively motivated tasks, induced by blockade of a
mygdala AMPA receptors, is due to influences on mechanisms underlying
memory retrieval or to other influences on performance. Rats received
either footshock escape training (1 or 10 trials), or no foot shock, i
n a two-compartment straight alley and bilateral intra-amygdala infusi
ons of the AMPA receptor antagonist CNQX (0.5 mu g) were subsequently
administered prior to inhibitory avoidance retention testing 8 days la
ter. The CNQX impaired, but did not block, inhibitory avoidance retent
ion performance as indicated by the initial latencies to enter the sho
ck compartment. The animals were then retained in the alley until they
remained in the starting compartment for 100 consecutive s and entrie
s into the shock compartment were recorded as errors. In both the cont
rols and CNQX-treated groups, increases in amount of original training
resulted in fewer errors, indicating memory for the escape training.
Furthermore, regardless of the amount of original training (i.e., 0, 1
, or 10 trials), CNQX-treated groups made more errors. Other experimen
ts examined intra-amygdala CNQX effects on reactivity to footshock, lo
comotor activity, and anxiety. CNQX decreased reactivity to footshock,
blocked shock induced decreases in locomotor activity, and had an anx
iolytic effect in an elevated plus maze comparable to that induced by
midazolam (0.5 mu g). These findings suggest that intra-amygdala infus
ions of CNQX prior to retention testing affect inhibitory avoidance re
tention performance following aversive training by altering locomotor
activity, reducing sensitivity to footshock, and reducing anxiety. The
implications of these findings for hypotheses concerning amygdala fun
ction in aversively motivated learning and memory is discussed. (C) 19
96 Academic Press, Inc.