The rhinal cortices play a critical role in declarative memory and constitute the main route for impulse traffic between the hippocampus and cortex. However, physiological data suggests that the rhinal cortices are not a passive relay station; neocortical and entorhinal inputs are transmitted with a low probability. The goal of the research described here is to assess whether and how the inhibitory mechanisms that limit impulse propagation through the rhinal cortices are lifted. One possibility is that this could occur during emotionally arousing conditions, when declarative memory is generally enhanced. Both the amygdala and medial prefrontal cortex project heavily to the rhinal cortices, and both are implicated in the facilitation of memory by emotions. Both extracellular and intracellular recordings in vivo in anesthetized cats will assess the ability of the amygdala and medial prefrontal cortex to facilitate impulse transfer through the rhinal cortices. ? ? ?

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Postdoctoral Individual National Research Service Award (F32)
Project #
5F32MH076640-02
Application #
7247990
Study Section
Special Emphasis Panel (ZRG1-F02A-H (20))
Program Officer
Curvey, Mary F
Project Start
2006-06-01
Project End
2008-05-31
Budget Start
2007-06-01
Budget End
2008-05-31
Support Year
2
Fiscal Year
2007
Total Cost
$50,428
Indirect Cost
Name
Rutgers University
Department
Type
Organized Research Units
DUNS #
130029205
City
Newark
State
NJ
Country
United States
Zip Code
07102
Duvarci, Sevil; Bauer, Elizabeth P; Paré, Denis (2009) The bed nucleus of the stria terminalis mediates inter-individual variations in anxiety and fear. J Neurosci 29:10357-61
Paz, Rony; Bauer, Elizabeth P; Paré, Denis (2009) Measuring correlations and interactions among four simultaneously recorded brain regions during learning. J Neurophysiol 101:2507-15
Paz, Rony; Bauer, Elizabeth P; Pare, Denis (2008) Theta synchronizes the activity of medial prefrontal neurons during learning. Learn Mem 15:524-31