The action of the cerebral extracts of conditioned donors in the learning of avoidance responses.
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Animals↗
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Results for “CONDITIONED LEARNING”
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Learning and memory in agmatine-treated rats.
Agmatine, a noncompetitive N-methyl-D-aspartate (NMDA) antagonist, was examined for its role in water maze place learning, contextual and auditory-cued (discrete) fear learning and conditioned taste aversion learning, when administered systemically. Male Wistar rats were given saline or 1, 5, 10 or 50 mg/kg agmatine ip 20 min prior to or 30 min following daily training sessions in a hidden-platform (place learning) water maze task. Agmatine did not affect latencies to find the hidden platform or preference for the training quadrant during probe trials. When administered 20 min prior to contextual or auditory-cued fear-conditioning sessions, these doses of agmatine evoked a linear dose-dependent impairment in the magnitude of learned fear to the contextual stimuli when assessed during extinction trials 24 h later, but had no effect on the magnitude of learned fear to the auditory stimulus. Inferences of baseline motor activity and ability to respond to the presentation of footshock stimuli were not affected by the treatment. Injections of 50 mg/kg agmatine concurrently with a malaise-evoking agent following presentations to a novel sucrose solution abolished learned taste aversions; this agent did not evoke conditioned taste aversions alone. These studies indicate that systemically administered agmatine selectively impairs behavioral inferences of specific types of learning and memory.
Agmatine↗
Nerve growth factor facilitates conditioned taste aversion learning in normal rats.
Chronic intracerebroventricular (i.c.v.) infusion of 3.2 micrograms/day of nerve growth factor (NGF) in normal rats elevated choline acetyltransferase (ChAT) activity of the striatum, medial septum, and basal forebrain and improved performance of a conditioned taste aversion (CTA) task. Relative to bovine serum albumin (BSA) or Cytochrome C treatments, NGF treatment facilitated acquisition and prolonged extinction of a lithium chloride (LiCl)-induced saccharin aversion. This facilitation was evident at saccharin/LiCl intervals ranging up to 1 h. Also, NGF treatment did not increase reactivity to LiCl-induced illness and neither shifted detection thresholds nor altered hedonic reactions to taste stimuli, indicating that NGF did not produce simple changes in sensory function. NGF treatments that elevate ChAT also facilitate memory of CTA in normal, adult rats.
Animals↗
Conditions for versatile learning, Helmholtz's unconscious inference, and the task of perception.
It is a mistake to consider perception and learning separately because what one learns is strongly constrained by what one perceives, and what one perceives depends on what one has experienced. I shall propose the hypothesis that perception is the computation of a representation that enables us to make reliable and versatile inferences about associations occurring in the world around us--that is, perception prepares the ground for learning. The statistical problem in learning is to determine whether a compound event such as "C followed by U" is a random co-occurrence or a significant association, for if it is the former it would be a mistake to pay any particular attention to C, whereas if it is the latter C is a conditional stimulus for U and a useful predictor for it. Now you cannot decide whether the association is random or not without knowledge of the prior probabilities of C and U: hence on my hypothesis when you perceive an object or event the representation must not only signal "it's there" or "it's happened", but must also make evident (or rapidly accessible) the prior probability of what has been signalled. Furthermore it must do this for all the objects or events that can act as conditional stimuli, and this implies that the representative elements should be statistically independent (or approximately so) in the normal environment. Forms of coding that would do this, and the relationship with Helmholtz's unconscious inference, will be discussed. These considerations imply that the task performed in perception has been overlooked both by learning theorists and by connectionists working on associative and adaptive networks. Coding for independence may be particularly important in understanding the developmental processes during the sensitive period: it may be the operation that leads ontogenetically-timed, activity-dependent, connections to imprint appropriate codes if the animal has experience, but inappropriate codes without experience.
Adaptation, Physiological↗
Learning the morphine conditioned cue preference: cue configuration determines effects of lesions.
The morphine conditioned cue preference was investigated using two different apparatus configurations. In one configuration, with a clear Plexiglas partition separating the drug-paired and unpaired compartments, rats could see the cues in both compartments while in either one. In the other configuration, with an opaque wood partition separating the two compartments, rats could see the cues in only one compartment at a time. The experiment had three phases: a session of pre-exposure to the entire apparatus; four 2-day training trials during each of which rats received pairings of 5 mg/Kg morphine sulphate with one compartment and saline with the other (compartments and order counterbalanced), and a test session in which the undrugged rats moved freely between the compartments while the time spent in each was measured. Four groups of rats were trained using the opaque partition in all three phases. Normal rats and rats with amygdala or nucleus accumbens lesions exhibited preferences for their morphine-paired compartments; rats with fimbria-fornix lesions had no preferences. Four additional groups were trained using the clear partition during pre-exposure, the opaque partition during training and the clear partition during testing. Normal rats and rats with fimbria-fornix lesions exhibited preferences, rats with amygdala or nucleus accumbens lesions had no preferences. This interaction between lesioned structures and the apparatus configuration is accounted for by the idea that different types of learning produced the preference for morphine-paired cues in the two apparatus configurations. Each type was learned in a different memory system and so was impaired by different lesions. These findings contribute to understanding the nature of the learning processes that produce the morphine CCP.
Amygdala↗
Impaired learning of classically conditioned bradycardia in rats following fourth ventricle administration of D-Ala2-methionine-enkephalinamide.
Prior to differential classical conditioning on two successive days, three groups of rats received an infusion (10 micrograms) of either the opioid peptide D-alanine2-methionine-enkephalinamide (DALA), DALA plus naltrexone (5 micrograms), or saline into the rostral region of the fourth ventricle. A fourth group, which served as a control to help localize DALA's site of action, received an infusion of DALA (10 micrograms) into the brain stem area on the floor of the ventricle. The group given DALA alone in the ventricle showed no evidence of a heart rate conditioned response (CR) either during conditioning or during a nondrug test session given 2 days after conditioning. Interference with the CR by DALA was reversed by the concomitant infusion of naltrexone. The control group given DALA in the brain stem developed a normal CR. It was suggested that DALA-induced opioid-receptor activity in the region of the periaqueductal/periventricular gray or locus coeruleus region of the ventricle may have prevented the learning of a CR. This could have occurred through a blunting of the emotional aftereffects of the unconditioned stimulus or through interference with projection pathways to other areas.
Animals↗
The effects of cocaine, alcohol and cocaine/alcohol combinations in conditioned taste aversion learning.
We have recently reported that alcohol attenuates cocaine place preferences. Although the basis for this effect is unknown, alcohol may attenuate cocaine reward by potentiating its aversive effects. To examine this possibility, these experiments assessed the effects of alcohol on cocaine-induced taste aversions under conditions similar to those that resulted in attenuated place preferences. Specifically, Experiments 1 and 2 assessed the effects of alcohol (0.5 g/kg) on taste aversions induced by 20, 30 and 40 mg/kg cocaine. Experiment 3 examined the role of intertrial interval in the effects of alcohol (0.5 g/kg) on cocaine (30 mg/kg) taste aversions. In Experiments 1 and 2, cocaine was effective at conditioning aversions. Alcohol produced no measurable effect. Combining cocaine and alcohol produced no greater aversion than cocaine alone (and, in fact, weakened aversions at the lowest dose of cocaine). In Experiment 3, varying the intertrial interval from 3 days (as in the case of Experiments 1 and 2) to 1 day (a procedure identical to that in which alcohol attenuated cocaine place preferences) resulted in significant alcohol- and cocaine-induced taste aversions. Nonetheless, alcohol remained ineffective in potentiating cocaine aversions. Thus, under these conditions alcohol does not potentiate cocaine's aversiveness. These results were discussed in terms of their implication for the effects of alcohol on cocaine-induced place preferences. Further, the effects of alcohol on place preferences conditioned by cocaine were discussed in relation to other assessments of the effects of alcohol on the affective properties of cocaine and the implications of these interactions for alcohol and cocaine co-use.
Animals↗
A model of hippocampal learning during classical conditioning.
During classical conditioning of the rabbit blink reflex, a large fraction of the hippocampal pyramidal neurons are recruited to respond to the conditioned stimulus. The summed response of these neurons comes to match the whole time-amplitude profile of nictitating membrane movement, whereas some individual neurons respond only to part of this profile. A model is described which accounts for these data. The model proposes a learning rule to explain neuron recruitment and uses a tapped delay line to account for the temporal learning properties of the system and the spectrum of individual unit responses.
Animals↗
Imaging learning and memory: classical conditioning.
The search for the biological basis of learning and memory has, until recently, been constrained by the limits of technology to classic anatomic and electrophysiologic studies. With the advent of functional imaging, we have begun to delve into what, for many, was a "black box." We review several different types of imaging experiments, including steady state animal experiments that image the functional labeling of fixed tissues, and dynamic human studies based on functional imaging of the intact brain during learning. The data suggest that learning and memory involve a surprising conservation of mechanisms and the integrated networking of a number of structures and processes.
Animals↗
Acquisition of conditional discriminations in hippocampal lesioned and decorticated rats: evidence for learning that is separate from both simple classical conditioning and configural learning.
This study examined whether hippocampal or neocortical lesions would impair acquisition of a discrimination task using taste aversions. Rats were injected with a drug 15 min before a flavored solution-lithium chloride pairing. On alternate days, vehicle injections preceded and followed access to the same flavored solution. Rats learned to consume significantly more of the flavored solution after vehicle injections than after drug injections. Rats with hippocampal lesions or neonatal decortication performed as well as controls. Rats with hippocampal lesions also learned a similar task in which visual and textural cues predicted whether access to a flavored solution would be followed by an injection of lithium chloride or vehicle. However, these hippocampal lesions did impair performance in the Morris water task. Occasion setting may involve a type of learning dissociated from both simple classical conditioning and configural learning.
Animals↗
c-Fos induction in response to a conditioned stimulus after single trial taste aversion learning.
Taste aversion conditioning is characterized by its prompt acquisition despite the introduction of long delays between CS (taste) and UCS (toxic drug). Although the dramatic changes in behavioral response to a taste after this conditioning are well documented, relatively little is known about the changes in neural activity that accompany this learning. c-Fos immunohistochemical staining was employed to define brain regions activated during the expression of a conditioned taste aversion (CTA). The present studies examined c-Fos immunoreactivity in the brains of rats after i.p. injection of LiCl or NaCl or after intraoral infusion of a saccharin CS. LiCl administration, a common unconditioned stimulus (UCS) in CTA experiments, was found to induce c-Fos protein in a number of brainstem regions, including the nucleus of the solitary tract (NTS), medial and lateral pontine parabrachial nucleus (PBN), and hypoglossal nucleus. Conditioned animals received a single pairing of the CS saccharin with the UCS LiCl, while controls were exposed to the CS saccharin but received non-contingent LiCl 24 h after saccharin exposure. Following saccharin re-exposure, conditioned animals showed patterns of neuronal activation to a taste which were similar to those activated by the UCS drug. Specifically, the pattern of c-Fos expression in conditioned animals was confined to the same region of the NTS which showed the most activation following the UCS LiCl. This pattern of activation was not evident in controls re-exposed to saccharin.(ABSTRACT TRUNCATED AT 250 WORDS)
Animals↗
A demonstration of the graded nature of the generalization function of drug discrimination learning within the conditioned taste aversion procedure.
Although control of discriminative performance will often generalize to different doses of the training drug or to drugs from the same class as the training drug, the nature of this generalization is unknown. Prior work has suggested that the generalization is primarily quantal in nature with animals displaying either vehicle-appropriate or drug-appropriate responding, depending upon their detection of the drug stimulus. It has been questioned whether this quantal nature of generalization reflects a characteristic response to drug stimuli or whether such responding is a function of the specific training and testing procedures used to establish and measure drug discrimination learning. The present paper evaluated this issue by analyzing the generalization functions of individual subjects trained and tested within one specific drug discrimination procedure, i.e. the conditioned taste aversion design. Responding within this design was generally graded. It is clear that quantal responding is not a necessary outcome of drug generalization assessments and that the nature of generalization in drug discrimination learning is a function of the specific procedure utilized in training and testing the discrimination. The results of the present analysis are discussed in terms of other recent work reporting graded functions.
Journal Article↗
Facilitation of avoidance conditioning by nicotine: a function of individual learning ability.
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Animals↗
Traumatic avoidance learning: the effects of conditioned stimulus length in a free-responding situation.
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Avoidance Learning↗
Can Tolman's theory of learning handle avoidance training?
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Avoidance Learning↗
Repeated withdrawal from ethanol spares contextual fear conditioning and spatial learning but impairs negative patterning and induces over-responding: evidence for effect on frontal cortical but not hippocampal function?
Repeated exposure of rats to withdrawal from chronic ethanol reduces hippocampal long-term potentiation and gives rise to epileptiform-like activity in hippocampus. We investigated whether such withdrawal experience also affects learning in tasks thought to be sensitive to hippocampal damage. Rats fed an ethanol-containing diet for 24 days with two intermediate 3-day withdrawal episodes, resulting in intakes of 13-14 g/kg ethanol per day, showed impaired negative patterning discrimination compared with controls and animals that had continuous 24-day ethanol treatment, but did not differ from these animals in the degree of contextual freezing 24 h after training or in spatial learning in the Barnes maze. Repeatedly withdrawn animals also showed increased numbers of responses in the period immediately before reinforcement became available in an operant task employing a fixed-interval schedule although overall temporal organization of responding was unimpaired. Thus, in our model of repeated withdrawal from ethanol, previously observed changes in hippocampal function did not manifest at the behavioural level in the tests employed. The deficit seen after repeated withdrawal in the negative patterning discrimination and over-responding in the fixed-interval paradigm might be related to the changes in the functioning of the cortex after withdrawal.
Animals↗
Can goats learn about foods through conditioned food aversions and preferences when multiple food options are simultaneously available?
The objective of this study was to determine the extent to which herbivores are able to use conditioned food aversions and preferences to learn about the nutritional and toxic properties of food plants, when food options are simultaneously available. Conditioned food aversions and preferences have been invoked as important mechanisms by which free-ranging herbivores optimize food selection by learning about the negative and positive consequences of consuming particular plant species through a series of encounters. In most previous tests of this hypothesis, access to individual test foods has been separated in time, giving animals the opportunity to associate particular foods with particular post-ingestive effects. We presented animals with a more complex scenario by offering test feeds simultaneously during the learning phase. Such a test is an important step in assessing the importance of conditioned food responses as mechanisms by which herbivores learn to select an optimal diet. We first assessed the ability of goats to learn about test foods and their post-ingestive effects, when different conifer species were offered on separate days during the learning phase and animals were dosed with compounds eliciting positive, negative, or neutral post-ingestive effects. We then investigated the ability of animals to learn to make appropriate choices when all potential test foods were simultaneously available during the learning phase. The results confirmed that goats can learn to associate particular foods with particular post-ingestive effects and adjust their diet selection accordingly. The success with which animals made such associations was greatly reduced when they were presented with test foods simultaneously during the learning phase. When test foods were simultaneously available, animals tended to select a mixed diet, thereby reducing their opportunity to learn about the post-ingestive effects of particular foods. The results suggest that caution is required in extrapolating results of artificial conditioning experiments to free-ranging herbivores. The results also suggest that reducing the risk of toxicity through selection of mixed diets is an important component of a successful foraging strategy.
Animal Feed↗
Cerebellar LTD and learning-dependent timing of conditioned eyelid responses.
Mammals can be trained to make a conditioned movement at a precise time, which is correlated to the interval between the conditioned stimulus and unconditioned stimulus during the learning. This learning-dependent timing has been shown to depend on an intact cerebellar cortex, but which cellular process is responsible for this form of learning remains to be demonstrated. Here, we show that protein kinase C-dependent long-term depression in Purkinje cells is necessary for learning-dependent timing of Pavlovian-conditioned eyeblink responses.
Animals↗