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131.
Across two studies participants completed a learning phase comprised of two types of trials: context pairing trials in which two (valenced or non-valenced) words were identical or opposite to one another and evaluative conditioning (EC) trials in which a CS was paired with a US. Based on the idea that EC occurs because CS-US pairings function as a symbolic cue about the relation between the CS and the US, we hypothesised that the nature of context pairings (identical or opposite) might moderate EC effects. Results indicate that identity-based context pairs led to typical assimilative explicit and implicit effects whereas opposition-based pairs led to attenuated effects. Implications and different accounts of our findings are discussed. 相似文献
132.
Excessive fear generalisation is a feature characteristic of clinical anxiety and has been linked to its aetiology. Previous animal studies have shown that the mere passage of time increases fear generalisation and that brief exposure to training cues prior to long-term testing reverses this effect. The current study examined these phenomena in humans. Healthy participants learned the relationship between the presentation of a picture of a neutral male face and the delivery of a mild shock. One group was immediately tested with a novel picture of a somewhat different male face (generalisation test). Another group was tested one week later. A third group was also tested one week later and was additionally exposed to the training picture prior to testing. During picture presentations, shock-expectancy ratings were obtained as a measure of fear. Fear generalisation increased from the immediate test to the 1-week follow-up test. This result could not be attributed to level of neuroticism or a general increase in fear (incubation). Furthermore, the time-dependent increase in fear generalisation vanished following brief exposure to the training picture. Results indicate that human fear generalisation is a temporally dynamic process and that memory for stimulus details can be re-established following a reminder treatment. 相似文献
133.
In this experiment, learned helplessness was studied from an ethological perspective by examining individual differences in social dominance and its influence on the effects of helplessness. Ninety animals were used, 30 randomly selected and 60 selected because of their clear dominance or submission. Each condition (dominant, submissive, and random) was distributed in three subgroups corresponding to the triadic design. The test consisted of an escape/avoidance task. The results showed that the animals in the uncontrollable condition performed worse than those in the controllable and no treatment conditions. Social submission and dominance reduced vulnerability of the subjects against learned helplessness. Submission had a facilitating effect on subsequent learning, independently of whether pretreatment was controllability or uncontrollability. Learned mastery was observed in the submissive condition, because submission benefited the subjects in the controllable condition in comparison with the untreated subjects, and dominance impaired the subjects in the controllable condition. 相似文献
134.
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。 相似文献
135.
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 GABAA 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. 相似文献
136.
Facilitation of memory extinction by manipulation of the endocannabinoid (eCB) system has been recently studied in several paradigms. Our previous results pointed to facilitation of contextual fear memory extinction by a low dose of a cannabinoid agonist, with a suggestion of short-term effects. The aim of the present study was to further investigate the effects of cannabinoid drugs in the short- and long-term extinction of conditioned fear using an extended extinction protocol. Male Wistar rats were placed in a conditioning chamber and after 3 min received a footshock (1.5 mA, 1 s). On the next day, they received i.p. drug treatment (WIN55212-2 0.25 mg/kg, AM404 10 mg/kg, SR141716 A 1 mg/kg) and were re-exposed to the conditioning chamber for 30 min (extinction training). No-Extinction groups received the same drug treatment, but were exposed for 3 min to the conditioning chamber. A drug-free test of contextual memory (3 min) was performed 7 days later. The cannabinoid agonist WI55212-2 and the inhibitor of eCB metabolism/uptake AM404 facilitated short-term extinction. In addition, long-term effects induced by treatments with WIN55212 and AM404 were completely divergent to those of SR141716A treatment. The present results confirm and extend previous findings showing that the eCB system modulates short-term fear memory extinction with long-lasting consequences. 相似文献
137.
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. 相似文献
138.
Ruiz-Medina J Redolar-Ripoll D Morgado-Bernal I Aldavert-Vera L Segura-Torres P 《Neurobiology of learning and memory》2008,89(4):574-581
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. 相似文献
139.
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. 相似文献
140.
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. 相似文献