条件联结觉察在评价性条件反射中的作用

评价性条件反射(Evaluative Conditioning, EC)指通过将一个中性刺激和一个情绪性刺激重复配对, 使中性刺激获得情绪性刺激的情感性评价。条件联结觉察(Contingency Awareness)指被试觉察到中性刺激和情绪性刺激的配对规律。当前, 条件联结觉察在EC中的作用尚存争议。一些研究证明, 条件联结觉察独立于EC, 甚至阻碍了EC; 另一些研究则表明, 条件联结觉察促进EC的发生; 还有些研究发现条件联结觉察在EC中的作用受其他变量的调节。因此, 在将来的研究中, 需发展出更准确的觉察测量、检验其他变量的调节作用、加强多感觉通道的EC研究、探索EC的加工机制。     

Complete recovery of olfactory associative learning by activation of 5-HT4 receptors after dentate granule cell damage in rats

Bilateral intradentate injections of 3.0 μg of colchicine induced a substantial loss of granule cells and damage to the overlying pyramidal cell layer in region CA1 in adult male Long-Evans rats. All rats with such lesions showed a significant associative learning deficit in an olfactory discrimination task, while being unimpaired in the procedural component of this task. Injection of a partial selective 5-HT₄ agonist (SL65.0155; 0.01 mg/kg, i.p., vs. saline) before the third of six training sessions enabled complete recovery of associative learning performance in the lesioned rats. Activation of 5-HT₄ receptors by a selective agonist such as SL65.0155 might therefore provide an opportunity to reduce learning and memory deficits associated with temporal lobe damage, and could be useful for the symptomatic treatment of memory dysfunctions related to pathological aging such as Alzheimer’s disease.     

Temporary inactivation of dorsal hippocampus attenuates explicitly nonspatial, unimodal, contextual fear conditioning

The current study examined the effects of temporary inactivation of the DH on freezing, rearing, ambulating, grooming, and whisking behavior in an explicitly nonspatial contextual fear conditioning paradigm in which olfactory stimuli served as temporally and spatially diffuse contexts. Prior either to training, testing, or both, male Sprague–Dawley rats received bilateral microinfusions of saline or the GABA_A agonist muscimol into the DH. Results indicate that temporary inactivation of DH produced both anterograde and retrograde deficits in contextually conditioned freezing, while sparing the acquisition and expression of freezing to a discrete auditory or olfactory CS. These data suggest that there is a decidedly nonspatial component to the role of DH in contextual conditioning, and that olfactory contextual conditioning is a fruitful means of further exploring this function.     

Hippocampal theta (3-8Hz) activity during classical eyeblink conditioning in rabbits

In 1978, Berry and Thompson showed that the amount of theta (3–8 Hz) activity in the spontaneous hippocampal EEG predicted learning rate in subsequent eyeblink conditioning in rabbits. More recently, the absence of theta activity during the training trial has been shown to have a detrimental effect on learning rate. Here, we aimed to further explore the relationship between theta activity and classical eyeblink conditioning by determining how the relative power of hippocampal theta activity [theta/(theta + delta) ratio] changes during both unpaired control and paired training phases. We found that animals with a higher hippocampal theta ratio immediately before conditioning learned faster and also that in these animals the theta ratio was higher throughout both experimental phases. In fact, while the hippocampal theta ratio remained stable in the fast learners as a function of training, it decreased in the slow learners already during unpaired training. In addition, the presence of hippocampal theta activity enhanced the hippocampal model of the conditioned response (CR) and seemed to be beneficial for CR performance in terms of peak latency during conditioning, but did not have any effect when the animals showed asymptotic learning. Together with earlier findings, these results imply that the behavioral state in which hippocampal theta activity is absent is detrimental for learning, and that the behavioral state in which hippocampal theta activity dominates is beneficial for learning, at least before a well-learned state is achieved.     

Intracranial self-stimulation improves memory consolidation in rats with little training

Post-training intracranial electrical self-stimulation can improve learning and memory consolidation in rats. However, the molecular mechanisms involved are not known yet. Since previous paradigms of this kind of facilitation are relatively unsuitable to try a molecular approach, here we develop a single and short model of learning and memory facilitation by post-training self-stimulation that could make easier the research of its neural and molecular basis. Thus, three consecutive experiments were carried out to ascertain whether post-training self-stimulation is able to facilitate memory when learning consists of only a brief (5 trials) two-way active avoidance conditioning session. The results of Experiment 1 showed that it is actually possible, and that 48 h after the acquisition session is a very good time to observe the memory improvement. As a way to probe the retroactive effect of self-stimulation, in Experiment 2 we observed that the same self-stimulation treatment given to the subjects not post-training but 48 h before a single two-way active avoidance session does not improve the acquisition of conditioning. In Experiment 3, we showed that the SS facilitative effect observed 48 h after the acquisition session in Experiment 1 was still maintained one week later. We concluded that post-training intracranial self-stimulation can consistently improve memory consolidation even when little acquisition training is given to the animals in a single training session.     

Memories and anticipations control responding by rats (<Emphasis Type="Italic">Rattus norvegicus</Emphasis>) in a Pavlovian procedure

In Experiment 1 each rat received two different fixed series of three trials each. The unconditioned stimulus occurred on Trial 1 of one series and on Trial 3 of the other series, all other trials being nonreinforced. Previous Pavlovian investigations have shown that rats can remember the immediately prior reward outcome and anticipate the immediately subsequent reward outcome. Experiment 1 demonstrated that rats could remember and anticipate even more remote reward outcomes. In Experiment 2 two groups received a series of two nonrewarded trials followed by a rewarded trial. It was demonstrated that a change in the conditioned stimulus (CS) from Trial 2 to Trial 3, which occurred in one group, produced weaker responding than in the other group that did not experience such CS change. On the basis of these findings it was suggested that the rats organized the trials of a series into a unit or chunk. This was concluded for two reasons. First, remembering and anticipating remote reward outcomes strongly suggests that responding is being controlled by events extending beyond the current trial. Secondly, the experimental manipulations employed in the Pavlovian situation here are similar to those used in prior human learning and animal instrumental learning investigations concerned with chunking. Thus, it would appear that chunking is a ubiquitous phenomenon appearing in human serial learning (e.g., Bower and Winzenz 1969; Crowder 1976), in animal instrumental learning (e.g., Capaldi 1992; Hulse and Dorsky 1977; Terrace 1987), and now in Pavlovian learning.     

Exploring evaluative conditioning using a working memory task

Johnsrude, Owen, Zhao, and White (1999) demonstrated that evaluative conditioning (EC) can occur even while participants conduct a working memory task. This is consistent with claims that EC can occur outside awareness, and hence is an automatic process. In their study, three abstract patterns were paired differentially with a candy reinforcer: 90, 50, or 10%. On reinforced trials a red ball was presented in one of three locations on a computer screen. Participants were instructed to keep a tally for each location. We argue that if EC is automatic, then it will not consume cognitive/attentional resources, and hence co-occurrence of red ball and reinforcer should be irrelevant. Results from four experiments indicate that learning is only evident when the red ball and reinforcer co-occur or when the complexity of the working memory task is reduced. Together, the results suggest that EC is governed by specific attentional constraints on working memory. This interpretation questions the automatic nature of EC.     

Stress impairs acquisition of delay eyeblink conditioning in men and women

In rodents stress impairs delay as well as trace eyelid conditioning in females, but enhances it in males. The present study tested the effects of acute psychosocial stress exposure on classical delay eyeblink conditioning in healthy men and women. In a between subject design, participants were exposed to psychosocial stress using the Trier Social Stress Test (TSST) or a control condition which was followed by a delay eyeblink classical conditioning procedure. Stress exposure led to a significant increase in salivary cortisol and impaired acquisition of conditioned eyeblink responses (CRs). This was evident by a later first CR and an overall lower CR rate of the stress group. The stress-induced acquisition impairment was observed in both women and men. Subjects failing to show a stress-induced cortisol increase (cortisol non-responder) were not impaired in acquisition. Our findings indicate that acute stress, possibly via activation of the hypothalamus–pituitary–adrenal (HPA) axis, reduces the ability to acquire a simple conditioned motor response in humans.     

The development of an attentional bias for angry faces following Pavlovian fear conditioning

Although it is well documented that fear responses develop following aversive Pavlovian conditioning, it is unclear whether fear learning also manifests in the form of attentional biases for fear-related stimuli. Boschen, Parker, and Neumann (Boschen, M. J., Parker, I., & Neumann, D. L. (2007). Changes in implicit associations do not occur simultaneously to Pavlovian conditioning of physiological anxiety responses. Journal of Anxiety Disorders, 21, 788-803.) showed that despite the acquisition of differential skin conductance conditioned responses to angry faces paired (CS+) and unpaired (CS−) with an aversive shock, development of implicit associations was not subsequently observed on the Implicit Association Test. In the present study, participants (N = 76) were assigned either to a Shock or NoShock group and completed a similar aversive Pavlovian conditioning procedure with angry face CS+ and CS− stimuli. Participants next completed a visual probe task in which the angry face CS+ and CS− stimuli were paired with angry face control stimuli and neutral faces. Results confirmed that differential fear conditioning was observed in the Shock group but not in the NoShock group, and that the Shock group subsequently showed a selective attentional bias for the angry face CS+ compared with the CS− and control stimuli during the visual probe task. The findings confirm the interplay between learning-based mechanisms and cognitive processes, such as attentional biases, in models of fear acquisition and have implications for treatment of the anxiety disorders.     

Reducing chronic anxiety by making the threatening event predictable: An experimental approach

Panic disorder is characterized by both specific, phased fear and generalized, chronic anxiety. Standard extinction procedures are efficient in reducing specific fear. However, methods based on human conditioning research - that are capable of reducing chronic anxiety have not yet been thoroughly investigated. This study evaluates a new way of reducing chronic anxiety by signaling aversive events (or by making them more predictable). Using an experimental approach with healthy participants, specific fear and chronic anxiety were operationalized in a within-subjects fear-potentiated startle paradigm by, respectively, conditioning to a cue by presenting predictable shocks and conditioning to a context induced by unpredictable shocks. The results clearly demonstrate that context conditioning is reduced when a discrete cue is added that predicts the onset of the aversive event. The data suggest that making unpredictable events, such as for example panic attacks, predictable, may reduce the generalized and sustained anxiety that often complicates exposure treatment.