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PubMed1990

Modeling signal features of escape response: effects of cessation conditioning in "learned helplessness" paradigm.

Six experiments examined the effects of signaling the termination of inescapable shock (cessation conditioning) or shock-free periods (backward conditioning) on later escape deficits in the learned helplessness paradigm, using rats (Sprague-Dawley and Bantin-Kingman). A cessation signal prevented later performance deficits when highly variable inescapable shock durations were used during pretreatment. The inclusion of short minimum intertrial intervals during pretreatment did not alter the benefits of cessation conditioning but eliminated the protection afforded by a safety signal. The beneficial effects of both cessation and backward signals were eliminated when a single stimulus signaled shock termination and a shock-free period. Finally, a combination of cessation and backward signals was found to be most effective in immunizing against the effects of subsequent unsignaled, inescapable shock on later escape performance. These data suggest that cessation conditioning may be crucial to the prophylactic action of an escape response.

Animals↗
PubMed1988

Avoidance learning, Pavlovian conditioning, and the development of phobias.

This paper examines the role of Pavlovian conditioning in the acquisition, maintenance and elimination of human phobias. Because many conceptualizations of human fears and phobias are based on data from studies of avoidance learning in animals, we first review theories of avoidance. Our conclusion is that none of the extant theories provides an adequate account of avoidance learning, and we propose a model of avoidance that involves Pavlovian, but not instrumental learning. We then analyse critically arguments that Pavlovian conditioning plays only a small role in the aetiology of fears. Finally, the paper examines the implications of a conditioning model of avoidance for the study of human fears and phobias.

Animals↗
PubMed1989

Does conditional discrimination learning by pigeons necessarily involve hierarchical relationships?

Four experiments demonstrate that when putative conditional and discriminative cues are presented simultaneously in the single reversal procedure, it is not possible to ascribe a uniquely conditional or uniquely discriminative function to either of the cues. In Experiment 1, pigeons were trained to respond to a blue key and not to a red key while the houselight was on; then in a different session they learned the reversal of this discrimination with the houselight off (single reversal). Separate groups were tested for color generalization with houselight conditions alternating in blocks of trials or for houselight intensity generalization with blue and red key colors alternating in blocks of trials. Both test procedures revealed a conditional relationship between houselight and key color conditions. Experiment 2 produced the same result following training in which the key colors were held constant across training sessions while the houselight and no houselight conditions varied within sessions. In Experiment 3, separate groups were trained with the two procedures but were tested with randomly ordered combinations of key colors and houselight intensities. The two groups yielded indistinguishable bidimensional generalization gradients with peaks at both previously reinforced stimulus combinations. In Experiment 4 the subjects were switched from one of these training procedures to the other with no decrement in their discriminative performance. We conclude that for successive discriminations between conditional- and discriminative-stimulus combinations, the notion of a hierarchical relation between conditional and discriminative stimuli must be extended to include a symmetrical relationship or the notion should be abandoned altogether.

Journal Article↗
PubMed1990

A taste aversion model of drug discrimination learning: training drug and condition influence rate of learning, sensitivity and drug specificity.

A model of drug discrimination based on a lithium chloride (LiCl) flavour aversion was described and examined. Mildly thirsty rats were presented daily with 4 ml of a distinctly flavoured solution which was followed on 50% of the days by an IP injection of LiCl. Prior to the flavour presentation, the rats were injection SC with saline or a training drug (0.04 mg/kg fentanyl or 20 mg/kg pentobarbital) to signal whether LiCl would follow. Almost all rats eventually exhibited stable behaviour that involved drinking most or all of the fluid when it was not to be followed by LiCl and little or no drinking when it was. Such discrimination occurred regardless of whether drug predicted LiCl (learned-discomfort) or predicted no LiCl (learned-safety). However, with fentanyl there were clear differences between rats trained with drug under learned-safety and under learned-discomfort conditions for 1) the rate of acquisition of stable performance as a function of LiCl dose, 2) generalization of the training dose to a test dose that was lower, and 3) elicitation of fentanyl responses by pentobarbital. These findings, together with indications that such effects did not always occur with pentobarbital as the training drug, were discussed from theoretical and practical perspectives.

Animals↗
PubMed2001

The role of ventral and orbital prefrontal cortex in conditional visuomotor learning and strategy use in rhesus monkeys (Macaca mulatta).

Four rhesus monkeys (Macaca mulatta) were trained to learn novel sets of visuomotor associations in 50 trials or less, within single test sessions. After bilateral ablation of the orbital and ventral prefrontal cortex, the monkeys lost the ability to learn these associations within a session, although they could learn them when given several daily sessions. Thus, relatively slow, across-session visuomotor learning depends on neither the ventral nor orbital prefrontal cortex, but rapid, within-session learning does. The ablations also eliminated at least 2 response strategies, repeat-stay and lose-shift, which might account, in part, for the deficit in rapid learning. The deficit is unlikely to result from a failure of visual discriminative ability or working memory: The monkeys could discriminate similar stimulus material within a session, and reducing the working memory load did not improve within-session learning.

Animals↗
PubMed2006

Early condition, song learning, and the volume of song brain nuclei in the zebra finch (Taeniopygia guttata).

Songbirds are an important model system for the study of the neurological bases of song learning, but variation in song learning accuracy and adult song complexity remains poorly understood. Current models of sexual selection predict that signals such as song must be costly to develop or maintain to constitute honest indicators of male quality. It has been proposed that reductions of nestling condition during song development might limit the expression of song learning. Adult song could thus act as an indicator of early stress as only males that enjoy good condition during development could learn accurately and sing long songs or large repertoires. We tested this hypothesis in the zebra finch by modifying early condition through cross-fostering chicks to small, medium, and large broods. Song learning was very accurate and was found to reflect very closely tutor song characteristics and to depend on the number of males in the tutoring group. Although the brood size manipulation strongly affected several measures of nestling condition and adult biometry, we found no relationship between early condition and song learning scores or song characteristics. Similarly, brain mass and high vocal center (HVC), robust nucleus of the arcopallium (RA), and lateral magnocellular nucleus of the anterior nidopallium (LMAN) volumes did not covary with nestling condition and growth measurements. We found no significant relationship between song repertoire size and HVC and RA volumes, although there was a nonsignificant trend for HVC to increase with increasing proportion of learnt elements in a song. In conclusion, the results provide no evidence for song learning to be limited by nestling condition during the period of nutritional dependence from the parents in this species.

Analysis of Variance↗
PubMed1989

A role for stimulus generalization in conditional discrimination learning.

In each of three experiments on discrimination learning by rats, whether or not a 10-sec target stimulus was followed by food was determined by the nature of a 2-min background stimulus that accompanied it. A conditional discrimination was employed in Experiment 1 such that background A indicated food would follow one target but not the other, whereas this relationship between the targets and food was reversed in the presence of background B. Experiment 2 employed two feature-positive discriminations. Subsequent test trials revealed that the background for one discrimination was able to enhance responding during the target for the other discrimination. Experiment 3 employed a feature-positive and a feature-negative discrimination prior to test trials in which each target was presented separately during a compound of both background stimuli. The compound enhanced responding to the target from the feature-positive discrimination and reduced it to the target from the feature-negative discrimination. We suggest that to accommodate all these findings, the best explanation is provided by a configural model of Pavlovian conditioning.

Animals↗
PubMed2003

Enrichment enhances the expression of sgk, a glucocorticoid-induced gene, and facilitates spatial learning through glutamate AMPA receptor mediation.

We have previously demonstrated that the serum and glucocorticoid-inducible kinase (sgk) gene plays a causal role in facilitating memory performance in rats. Environment enrichment is known to facilitate spatial learning. We therefore examined the effect of enrichment on sgk expression. We also examined the role of sgk in spatial and nonspatial learning and the regulation of sgk expression by activation of different glutamate receptors. Both real-time polymerase chain reaction and Western blot analyses revealed that enrichment training preferentially increased sgk mRNA and protein levels in the hippocampus. Transfection of sgk mutant DNA to the hippocampal CA1 area markedly impaired spatial learning, fear-conditioning learning and novel object-recognition learning in rats, but enrichment training effectively reversed these learning deficits. Meanwhile, S422A mutant DNA transfection prevented enrichment-induced spatial learning facilitation. In studying glutamate receptor regulation of sgk expression, we found that blockade of N-methyl-d-aspartate (NMDA) receptors in general, and the NR2B subunit in particular both effectively blocked enrichment-induced spatial learning facilitation, but they did not block enrichment-induced sgk expression. Upon various glutamate agonist infusions, only alpha-amino-3-hydroxy-5-methylisoxazole-4-propionic acid (AMPA) increased sgk mRNA levels significantly in the hippocampus. Furthermore, blockade of AMPA receptors effectively blocked both enrichment-induced spatial learning facilitation and sgk expression. These results indicate that there is a dissociation between NMDA receptor activation and sgk expression. Enrichment enhanced spatial learning through both NMDA and AMPA receptor activation, whereas enrichment-induced sgk expression is specifically mediated through AMPA receptors. These results suggest that sgk could serve as a novel molecular mechanism, in addition to the NMDA receptor NR2B, underlying enrichment-induced learning facilitation.

Age Factors↗
PubMed1992

Effects of prenatal exposure to cocaine on conditional discrimination learning in adult rats.

Adult male rats that were gestationally exposed to cocaine and control offspring were trained on an instrumental conditioning task for assessment of the acquisition and reversal of an appetitive conditional discrimination based on olfactory cues. Offspring were derived from Sprague-Dawley dams that had received subcutaneous injections of 40 mg/kg/3 cc cocaine hydrochloride (C40) daily on Gestational Days 8-20, pair-fed (PF) dams that were injected with saline, nutritional control dams (NC) that had received saline injections, and nontreated control dams (LC). There were no differences among the prenatal treatment groups in acquisition of the barpress response or response rate throughout all phases of training. All prenatal treatment groups required approximately the same number of sessions to criterion on the initial odor discrimination. In contrast, adult C40 offspring required more sessions to acquire the reversal of the conditional discrimination than did animals from the other treatment groups (PF, NC, and LC). In addition, even at criterion performance for acquisition of the reversal discrimination, C40 animals exhibited lower accuracy on the first 10 responses and made significantly more errors before the first reward. Taken together with previous results, these findings suggest that gestational exposure to cocaine results in long-lasting alterations in performance on conditioning tasks that are evident early in life and that persist into adulthood.

Animals↗
PubMed1975

Imagery as an aid to retrieval for Korsakoff patients.

Six Korsakoff patients and six alcoholic controls learned a five item P-A task under each of the following three learning conditions; Rote, Imagery, and Cued learning. Under all conditions the Korsakoff patients took more trials to learn than did the control patients. However, both imagery learning and cued learning were easier than rote learning for the Korsakoff patients when recall was used as the learning index. When a recognition measure was used instead of the recall, imagery learning proved easiest with no difference existing between cued and rote learning. In a second experiment, the patients were given the cue (a mediating link) during presentation, but not during retrieval. Under this condition the Korsakoff patients learned no more rapidly than they did by rote regardless which response measure was required. It was concluded that imagery can aid both storage and retrieval of verbal information for Korsakoff patients, while cuing aids only the retrieval process.

Alcohol Amnestic Disorder↗