Developmental emergence of fear/threat learning: neurobiology, associations and timing

Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developin...

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Bibliographic Details
Published in:	Genes, brain and behavior Vol. 15; no. 1; pp. 144 - 154
Main Authors:	Tallot, L., Doyère, V., Sullivan, R. M.
Format:	Journal Article
Language:	English
Published:	Oxford, UK Blackwell Publishing Ltd 01-01-2016 John Wiley & Sons, Inc Wiley
Subjects:	Amygdala Amygdala - growth & development Amygdala - physiology Animals Association Learning aversive conditioning Child Development Cognitive Sciences contextual learning corticosterone Fear Humans Infant interval timing Life Sciences neural circuits Neurobiology Neurogenesis Neurons and Cognition Neurosciences ontogeny Pavlovian conditioning Psychology and behavior pup Pavlovian conditioning Amygdala aversive conditioning interval timing neural circuits contextual learning pup corticosterone ontogeny
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Summary:	Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups' transition to independence through weaning. Overall, the data suggests that adult‐like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult‐like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. We review the developmental trajectory of key brain areas involved in aversive learning and relate it to pups' transition to independence.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-3 content type line 23 ObjectType-Review-2 ObjectType-Feature-2 PMCID: PMC5154388
ISSN:	1601-1848 1601-183X
DOI:	10.1111/gbb.12261