Conditioned and unconditioned fear inhibition in rats.

Conducted 3 experiments with a total of 74 male Fisher344 rats in which tone stimuli suppressed avoidance responding despite the fact that they had never been administered to the Ss previously. These same stimuli attenuated the conditioned emotional response suppression of operant responding for water reinforcement. The stimuli thus appear to have unconditioned fear inhibitory properties. These unconditioned effects were compared with conditioned ones. It is suggested that results of some conditioning procedures (e.g., extinction below zero) may depend upon the unconditioned properties of the stimuli used as conditioned stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative electrophysiologic findings between responders and nonresponders to class III antiarrhythmic drugs among patients with ventricular tachyarrhythmia

Rabbits received conditional discrimination training using contextual stimuli to set the occasion for stimulus pairings during eyelid conditioning. Specifically, animals were exposed to either the presence or the absence of an oscillating chamber light throughout the intertrial interval (50 +/- 10 s). For half the animals, this light signaled paired presentations of a discrete tone conditioned stimulus (CS) and air puff unconditioned stimulus (US) while darkness signaled presentations of only the tone CS. The remaining animals experienced the opposite contextual relationship to the conditioning stimuli. These trial types occurred pseudo-randomly across a session, with all transitions between contextual settings (i.e., light or dark) taking place immediately at the CS-US offset. Under these conditions, animals successfully utilized the contextual stimuli as conditional cues for differential responding to the shared CS. Moreover, both light and dark were equally effective as discriminative stimuli. A subset of animals received further training in which the contextual contingency was removed by restricting all conditioning to the CS-alone context. Without the contingency in place, subsequent CS presentations (paired and CS-alone) evoked equivalent conditioned responding across three sessions of training. Following the reinstatement of the contextual contingencies, discriminatory responding was immediately observed and returned to previous levels within three sessions. Finally, animals appeared to use the static representation of the conditional cue, rather than the phasic transition between cues, for discriminatory responding. These findings are discussed in terms of current neurobiological models of eyelid conditioning.     

Hippocampectomy disrupts trace eye-blink conditioning in rabbits.

The role of the hippocampus (HPC) in trace eye-blink conditioning was evaluated using a 100-ms tone conditioned stimulus/stimuli (CS), a 300- or 500-ms trace interval, and a 150-ms air puff unconditioned stimulus/stimuli (UCS). Rabbits received complete hippocampectomy (dorsal & ventral), sham lesions or neocortical lesions. Hippocampectomy produced differential effects in relation to the trace interval used. With a 300-ms trace interval, HPC-lesioned Ss showed profound resistance to extinction after acquisition. With a 500-ms trace interval, HPC-lesioned Ss did not learn the task (only 22% conditioned responses [CRs] after 25 sessions, whereas controls showed >80% after 10 sessions), and on the few trials in which a CR occurred, most were "nonadaptive" short-latency CRs (i.e., they started during or just after the CS and always terminated prior to UCS onset). The authors conclude that the HPC encodes a temporal relationship between CS and UCS, and when the trace interval is long enough (e.g., 500 ms), that the HPC is necessary for associative learning of the conditioned eye-blink response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fear conditioning, meaning, and belongingness: A selective association analysis.

23 Ss rated the belongingness of pairs of conditionable (photographic slides) and unconditioned (e.g., shock, tone, human scream) stimuli. 40 new Ss were then classically conditioned, using rating-defined high (angry face/scream) and low (landscape/scream) belongingness pairs. Finger-pulse responses to the high-belongingness pairs showed superior acquisition and resistance to extinction. Another 40 Ss were conditioned to compound stimuli: a slide (either landscape or angry face) that was the same over trials, and a yellow or blue background that was the discriminant cue for the unconditioned stimulus (scream). When the angry face (the high-belongingness slide) was the invariant part of the compound, relatively poorer differential pulse-volume and skin-conductance conditioning was observed. Thus, depending on the task, a priori belongingness rendered stimuli selectively conditionable, either enhancing or inhibiting visceral response associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Simultaneous backward conditioned inhibition and mediated conditioning.

Demonstrations of retrospective revaluation suggest that remembered stimuli undergo a reduction in association with the unconditioned stimulus (US) present during learning. Conversely, demonstrations of mediated conditioning in flavor-conditioning experiments with rats suggest that remembered stimuli undergo an increase in association with the US present during learning. In a food allergy prediction task with 23 undergraduates, we demonstrated simultaneous backward conditioned inhibition and mediated conditioning effects. These results are compatible with the hypothesis that the direction of change (decrease or increase) in associative strength depends on whether the remembered stimulus was of a different category (conditioned stimulus/antecedent) or the same category (US/outcome) as the presented US. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does emotion processing require attention? The effects of fear conditioning and perceptual load.

This study examined the impact of perceptual load on the processing of unattended threat-relevant faces. Participants performed a central letter-classification task while ignoring irrelevant face distractors, which appeared above or below the central task. The face distractors were graded for affective salience by means of aversive fear conditioning, with a conditioned angry face (CS+), an unconditioned angry face (CS?), and a neutral control face. The letter-classification task was presented under conditions of both low and high perceptual load. Results showed that fear conditioned (i.e., CS+) angry face distractors interfered with task performance more than CS? angry or neutral face distractors but that this interference was completely eliminated by high perceptual load. These findings demonstrate that aversively conditioned face distractors capture attention only under conditions of low perceptual load. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative effects of US preexposure: Modulation of conditioned responding by an excitatory training context.

Conducted 2 experiments with 120 naive Sprague-Dawley rats to examine factors that contribute to retarded emergence of conditioned responding to a conditioned stimulus/stimuli (CS) trained in a context in which unsignaled unconditioned stimulus/stimuli (UCS) had previously been administered. In both experiments, water-deprived Ss were used in a conditioned lick suppression task to measure the conditioned response (CR) elicitation potential of the CS and the training context. From Exp I, it was determined that nonreinforced exposure to the excitatory context after UCS preexposure and prior to CS–UCS pairings in that context eliminated the CR deficit observed on a subsequent test of the CS. From Exp II, it was determined that the recovery induced by contextual deflation after CS training was specific to deflation of the context in which the CS was trained as opposed to another excitatory context. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using context to resolve temporal ambiguity.

Three conditioned lick suppression experiments with rats examined the role of the context in the selection and integration of independently acquired interval relationships. In Experiment 1, rats were exposed to separate conditioned stimuli 1 and 2 (CS1–CS2) pairings with 2 different interval relationships, each in its own distinctive context, X or Y. The resultant integration was determined by the training context (X or Y) in which unconditioned stimulus (US)–CS2 backward pairings occurred, as assessed in a third neutral context (Z). In Experiment 2, rats experienced CS1–CS2 pairings with 2 different interval relationships as in Experiment 1, and then received US–CS2 pairings in both contexts X and Y. The testing context (i.e., X or Y) determined the resultant integration. In Experiment 3, rats were exposed to CS1–CS2 pairings in 2 different interval relationships each in different phases (i.e., Phases 1 and 2), and then in Phase 3 received US–CS2 pairings. The temporal context of testing (i.e., short or long retention interval) determined the resultant integration. Thus, both physical and temporal context can be used to disambiguate conflicting temporal information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning about associations: Evidence for a hierarchical account of occasion setting.

In 2 experiments rats were trained on a switching discrimination, with 4 occasion setters, A, B, C, and D and 2 target stimuli, x and y. When signaled either by A or by B, x was reinforced with food and y was not, whereas when signaled either by C or by D these reinforcement relations were reversed (i.e., A: → x+, A: y → ?, B: x → +, B: y → ?, C: x → ?, C: y → +, D: x → ?, D: y → +). In a subsequent Stage A was paired with shock, and then the degree to which food–reinforced (Experiment 1a) and nonreinforced (Experiment 1b) presentations of x and y were capable of eliciting fear was assessed. Those conditioned stimulus (CS)/unconditioned stimulus (US) relations that had been operative in the presence of the fear-eliciting occasion setter A (i.e., x → +, y → ?) elicited more fear than the alternative CS/US combinations (i.e., x → ?, y → +). The implications of these findings are discussed with reference to theories of occasion setting and of configural learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The suppressive effects of sucrose and cocaine, but not lithium chloride, are greater in Lewis than in Fischer rats: Evidence for the reward comparison hypothesis.

Rats suppress intake of a saccharin conditioned stimulus (CS) when it is paired with an aversive unconditioned stimulus (UCS), an appetitive UCS, or a drug of abuse such as morphine or cocaine. It is unclear, however, whether the reduction in intake induced by these drugs is mediated by their aversive or their rewarding properties. The present set of experiments addressed this question by comparing the suppressive effects of a known aversive UCS (LiCl), a known reinforcing UCS (sucrose), and a drug of abuse (cocaine) in two strains of rats (i.e., Lewis and Fischer 344 rats) that differ in their preference for rewarding stimuli. The results show that, although both strains readily acquired a LiCl-induced conditioned taste aversion (CTA), the suppressive effects of sucrose and cocaine were robust in the drug-preferring Lewis rats and absent in the Fischer rats. These data argue against a CTA account and in favor of the reward comparison hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mechanisms underlying retarded emergence of conditioned responding following inhibitory training: Evidence for the comparator hypothesis.

The comparator hypothesis posits that conditioned responding is determined by a comparison at the time of testing between the associative strengths of the conditioned stimulus/stimuli (CS) and stimuli proximal to the CS at the time of conditioning. The hypothesis treats all associations as being excitatory and treats conditioned inhibition as the behavioral consequence of a CS that is less excitatory than its comparator stimuli. Conditioned lick suppression by rats was used to differentiate 4 possible sources of retarded responding to an inhibitory CS. These include habituation to the unconditioned stimulus/stimuli (UCS), latent inhibition to the CS, blocking of the CS-UCS association by the conditioning context, and enhanced excitatory associations to the comparator stimuli. Prior research has demonstrated the 1st 3 phenomena. Therefore, we employed parameters expected to highlight the 4th one—the comparator process. In Exp I, our negative contingency training produced a conditioned inhibitor that passed inhibitory summation and retardation tests. In Exp II we found transfer of retardation from an inhibitory CS to a novel stimulus when the location where retardation-test training occurred was excitatory. In Exp III, extinction of the conditioning context attenuated retardation regardless of whether extinction occurred before or after the CS-UCS pairings of the retardation test. Exp IV demonstrated that habituation to the UCS did not contribute to retardation in the present case. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of context in performance on a random schedule in autoshaping.

In 3 experiments an autoshaping preparation was used to explore the role of the training context in performance to a randomly trained keylight tested elsewhere. A recent model of conditioned performance advanced by Miller and Schachtman (1985) holds that performance to a conditioned stimulus (CS) is inversely related to the updated value of its training context, regardless of the location of testing. A CS trained in a random relation to the unconditioned stimulus (US), therefore, might be expected to control either excitatory or inhibitory tendencies, depending on the value subsequently assigned to its training context. Experiment 1 revealed no evidence for such a prediction using keylight stimuli trained initially on a random schedule. Subsequent inflation or deflation of the training context endowed the stimuli with neither inhibitory nor excitatory properties. Exp 2 yielded similar results for a keylight given excitatory properties prior to being placed on a random schedule. Finally, Exp 3 produced similar evidence in a design using temporally discrete stimuli to model the functional role of the context in a random schedule. The implications of these results for other models of performance on random schedules (e.g., Gibbon & Balsam, 1981; Rescorla & Wagner, 1972) are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modulation of the acquisition of the rabbit eyeblink conditioned response by conditioned contextual stimuli.

Three experiments were conducted to ask if conditioned emotional responses (CERs) controlled by contextual cues modulate the acquisition of eyelid conditioned responses (CRs) to discrete conditioned stimuli (CSs). Experiment 1 showed that 30-s auditory stimuli that were paired with aversive shocks to one paraorbital region or the other controlled discriminated CERs, as measured by potentiation of a startle response. In Experiments 2 and 3, similarly trained 30-s stimuli served as contexts in which 1,050-ms CSs were paired with a paraorbital unconditioned stimulus (US). Reinforced contexts both impaired (Experiments 2A and 2B) and facilitated (Experiment 3B) acquisition of the eyeblink CR, depending on the locus of the USs involved. The data are consistent with the interpretation that CERs controlled by contextual cues facilitate CR acquisition, but do so in the face of blocking effects of CR tendencies also conditioned to the contextual cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pairings of a drug or place conditioned stimulus with lithium chloride produce conditioned sickness, not antisickness.

In different experiments, pairings of a drug (pentobarbital or morphine) or place as the conditioned stimulus (CS) with lithium-induced sickness as the unconditioned stimulus (UCS) were given to rats to produce Pavlovian conditioning. Control rats received unpaired exposures. In the test, each rat was exposed to the CS, injected with lithium, and then offered food. If such pairings produce conditioning of antisickness (i.e., a compensatory response that opposes lithium sickness), then the experimental rats should eat more than the controls. The reverse occurred. Thus, pairings of a drug or place CS with a lithium UCS resulted in conditioned sickness rather than antisickness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The amygdala is necessary for the expression of conditioned but not unconditioned analgesia.

Lesions of the basolateral region and central nucleus of the amygdala prevent conditioned analgesia (F. A. Helmstetter, 1992). In general, these regions of the amygdala are more critically involved in the expression of conditioned reactions to aversive events than in the mediation of unconditioned reactions. The impact of amygdala lesions on both conditioned and unconditioned analgesia was explored in Sprague-Dawley rats. The lesions completely prevented the expression of conditioned analgesia, but had no effect on unconditioned analgesia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of negative occasion setting and conditioned inhibition across conditioned and unconditioned stimuli.

The transfer of negative occasion setting and conditioned inhibition across conditioned stimuli (CSs) and unconditioned stimuli (USs) was examined in four experiments that used Pavlovian appetitive feature negative discrimination training procedures with rats. After training with simultaneous compounds (A+, XA–), X inhibited conditioned responding (CRs) elicited by other CSs and CRs supported by other appetitive USs that had not been involved in discrimination training. After training with serial compounds (A+, X→A–), X's power to set the occasion for nonresponding transferred across CSs and USs only if those events had also been involved in serial feature negative discrimination training. The results supported the suggestion that the acquisition of negative occasion setting involves the representation of individual events in a higher order memory system, separate from that involved in simple association, and that negative occasion setters act only on events that are represented in that system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CSs and USs: What's the difference?

Differences in processing representations of conditioned and unconditioned stimuli (CSs and UCSs) may result from either their temporal order in training (i.e., CSs precede UCSs) or the greater biological significance of UCSs. The CS- and UCS-preexposure effects were used to probe this question. These effects are similar except that context extinction between preexposure and training more readily attenuates the UCS- than the CS-preexposure effect. In Experiments 1, 2, and 5, context extinction following preexposure to the stimulus that later served as Event 1 in Event 1?→?Event 2 pairings alleviated the response deficit due to Event 1 preexposure if Event 1 was biologically significant. In Experiments 3 and 4, context extinction alleviated the response deficit due to Event 2 preexposure if Event 2 was biologically significant. Thus, biological significance and not temporal order determines how a representation will be processed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physiological memory in primary auditory cortex: characteristics and mechanisms

"Physiological memory" is enduring neuronal change sufficiently specific to represent learned information. It transcends both sensory traces that are detailed but transient and long-term physiological plasticities that are insufficiently specific to actually represent cardinal details of an experience. The specificity of most physiological plasticities has not been comprehensively studied. We adopted receptive field analysis from sensory physiology to seek physiological memory in the primary auditory cortex of adult guinea pigs. Receptive fields for acoustic frequency were determined before and at various retention intervals after a learning experience, typified by single-tone delay classical conditioning, e.g., 30 trials of tone-shock pairing. Subjects rapidly (5-10 trials) acquire behavioral fear conditioned responses, indexing acquisition of an association between the conditioned and the unconditioned stimuli. Such stimulus-stimulus association produces receptive field plasticity in which responses to the conditioned stimulus frequency are increased in contrast to responses to other frequencies which are decreased, resulting in a shift of tuning toward or to the frequency of the conditioned stimulus. This receptive field plasticity is associative, highly specific, acquired within a few trials, and retained indefinitely (tested to 8 weeks). It thus meets criteria for "physiological memory." The acquired importance of the conditioned stimulus is thought to be represented by the increase in tuning to this stimulus during learning, both within cells and across the primary auditory cortex. Further, receptive field plasticity develops in several tasks, one-tone and two-tone discriminative classical and instrumental conditioning (habituation produces a frequency-specific decrease in the receptive field), suggesting it as a general process for representing the acquired meaning of a signal stimulus. We have proposed a two-stage model involving convergence of the conditioned and unconditioned stimuli in the magnocellular medial geniculate of the thalamus followed by activation of the nucleus basalis, which in turn releases acetylcholine that engages muscarinic receptors in the auditory cortex. This model is supported by several recent findings. For example, tone paired with NB stimulation induces associative, specific receptive field plasticity of at least a 24-h duration. We propose that physiological memory in auditory cortex is not "procedural" memory, i.e., is not tied to any behavioral conditioned response, but can be used flexibly.     

The "where is it?" reflex: autoshaping the orienting response

The goal of this review is to compare two divergent lines of research on signal-centered behavior: the orienting reflex (OR) and autoshaping. A review of conditioning experiments in animals and humans suggests that the novelty hypothesis of the OR is no longer tenable. Only stimuli that represent biological "relevance" elicit ORs. A stimulus may be relevant a priori (i.e., unconditioned) or as a result of conditioning. Exposure to a conditioned stimulus (CS) that predicts a positive reinforcer causes the animal to orient to it throughout conditioning. Within the CS-US interval, the initial CS-directed orienting response is followed by US-directed tendencies. Experimental evidence is shown that the development and maintenance of the conditioned OR occur in a similar fashion both in response-independent (classical) and response-dependent (instrumental) paradigms. It is proposed that the conditioned OR and the signal-directed autoshaped response are identical. Signals predicting aversive events repel the subject from the source of the CS. It is suggested that the function of the CS is not only to signal the probability of US occurrence, but also to serve as a spatial cue to guide the animal in the environment.     

Stimulus generalization as a function of stimulus novelty and familiarity in rats.

Three experiments used rats as subjects to investigate the generalization of conditioned responding between stimuli as a function of the subjects' exposure to these cues prior to conditioning. Experiment 1 used a between-subjects design, food as the reinforcer, and measured the tendency of subjects to approach the site of food delivery during the stimuli. Generalization of this response was more marked when the training and test stimuli were equated in terms of their novelty (i.e., when both were novel or both were familiar) than when the stimuli differed in this respect (i.e., when one was novel and the other was familiar). Experiments 2a and 2b used within-subjects designs to confirm the reliability of the results of Experiment 1. Implications of these results for current theories of stimulus representation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)