title: Amygdala Modulation of Cerebellar Learning.
abstract: Previous studies showed that amygdala lesions or inactivation slow the acquisition rate of cerebellum-dependent eyeblink conditioning, a type of associative motor learning. The current study was designed to determine the behavioral nature of amygdala-cerebellum interactions, to identify the neural pathways underlying amygdala-cerebellum interactions, and to examine how the amygdala influences cerebellar learning mechanisms in rats. Pharmacological inactivation of the central amygdala (CeA) severely impaired acquisition and retention of eyeblink conditioning, indicating that the amygdala continues to interact with the cerebellum after conditioning is consolidated (Experiment 1). CeA inactivation also substantially reduced stimulus-evoked and learning-related neuronal activity in the cerebellar anterior interpositus nucleus during acquisition and retention of eyeblink conditioning (Experiment 2). A very small proportion of cerebellar neurons responded to the conditioned stimulus (CS) during CeA inactivation. Finally, retrograde and anterograde tracing experiments identified the basilar pontine nucleus at the confluence of outputs from CeA that may support amygdala modulation of CS input to the cerebellum (Experiment 3). Together, these results highlight a role for the CeA in the gating of CS-related input to the cerebellum during motor learning that is maintained even after the conditioned response is well learned.
  
  
  CONCLUSIONS
  The current study is the first to demonstrate that the amygdala modulates sensory-evoked and learning-related neuronal activity within the cerebellum during acquisition and retention of associative learning. The findings suggest a model of amygdala-cerebellum interactions in which the amygdala gates conditioned stimulus inputs to the cerebellum through a direct projection from the medial central nucleus to the basilar pontine nucleus. Amygdala gating of sensory input to the cerebellum may be an attention-like mechanism that facilitates cerebellar learning. In contrast to previous theories of amygdala-cerebellum interactions, the sensory gating hypothesis posits that the gating mechanism continues to be necessary for retrieval of cerebellar memory after learning is well established.
authors.affiliation: Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa 52242.
authors.forename: Sean J
authors.initials: SJ
authors.lastname: Farley
authors.affiliation: Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa 52242.
authors.forename: Jason J
authors.identifier: http://orcid.org/0000-0001-5563-6637
authors.initials: JJ
authors.lastname: Radley
authors.affiliation: Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa 52242 john-freeman@uiowa.edu.
authors.forename: John H
authors.identifier: http://orcid.org/0000-0002-3199-9182
authors.initials: JH
authors.lastname: Freeman
mesh_terms: D000679:Amygdala / Q000187:drug effects / Q000502:physiology*; D000818:Animals; D001767:Blinking; D002531:Cerebellum / Q000187:drug effects / Q000502:physiology*; D003215:Conditioning, Eyelid / Q000502:physiology; D003216:Conditioning, Operant / Q000187:drug effects; D007858:Learning / Q000187:drug effects / Q000502:physiology*; D008297:Male; D011149:Pons / Q000502:physiology; D051381:Rats; D020318:Rats, Long-Evans
keywords: amygdala; cerebellum; conditioning; interpositus; learning