Mutations that prevent associative learning in C. elegans.

The nematode Caenorhabditis elegans offers a promising system for the reductionist study of learning and memory. In this article, classical conditioning in C. elegans is demonstrated with a variety of associative learning assays. These assays allowed for the isolation and behavioral characterization of 2 mutant C. elegans lines impaired in associative learning. Both lines show no short-term or long-term associative conditioning; however, they appear relatively normal in tests of nonassociative learning and sensorimotor function. In combination with the well-described genetics and neuroanatomy of C. elegans, the isolation of mutants selectively, yet completely, blocked in associative learning provides the basis for an effective characterization of the cellular and molecular aspects of associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of Nonassociativity on the Bearing Capacity of a Strip Footing

This paper examines the ultimate bearing capacity of a strip footing located at the surface of a homogeneous soil. The approach adopted involves a numerical solution of the equations governing elastic-plastic soils with a nonassociative flow rule and makes use of the finite-difference code FLAC. This code is utilized to obtain the three bearing capacity factors for a wide range of values of the friction angle for four different values of the angle of dilation. The values of the bearing capacity factors obtained from the numerical approach are then compared with results derived from classical solutions modified to incorporate the nonassociative plastic flow of soil.     

Associative and nonassociative theories of the UCS preexposure phenomenon: Implications for Pavlovian conditioning.

Excitatory Pavlovian conditioning of a discrete CS is attenuated by prior exposure to the UCS. The UCS preexposure phenomenon is observed in a variety of Pavlovian conditioning procedures as diverse as eyelid conditioning, the conditioned emotional response, and conditioned taste aversion learning. This article discusses the variables that affect the UCS preexposure phenomenon and uses this information in evaluating both associative and nonassociative accounts of the phenomenon. At least one associative account, based on context blocking, and at least one nonassociative account, based on central habituation of the emotional response to the UCS, remain viable. (71 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of quinine chlorhydrate in the conditioned inhibition of the tarsal reflex in Drosophila melanogaster

The proboscis extension reflex (PER) can be elicited by applying a sucrose stimulation to the tarsus of a walking fly. This reflex decreases in frequency with repetition, presumably habituation, a nonassociative learning. If each sucrose stimulation is followed by a bitter stimulation, quinine chloride, the PER declines more rapidly, probably the result of conditioning, an associative learning. The present work shows that quinine chloride does not always inhibit PER suppressions but depends on the moment of delivery, being most effective when presented immediately after a sucrose stimulation. A bitter stimulus presented before, or simultaneously with a sucrose stimulation is less effective than habituation to sucrose alone. This experiment provides evidence for an interpretation in terms of cognitive association. The model of learning is not a Pavlovian conditioning as advanced by Medioni and Vaysse (1975), but corresponds to the punishment paradigm of Dyal and Corning (1973).     

Le r?le du chlorhydrate de quinine dans l'inhibition conditionnée du réflexe tarsal chez Drosophila melanogaster.

The proboscis extension reflex (PER) can be elicited by applying a sucrose stimulation to the tarsus of a walking fly. This reflex decreases in frequency with repetition, presumably habituation, a nonassociative learning. If each sucrose stimulation is followed by a bitter stimulation, quinine chloride, the PER declines more rapidly, probably the result of conditioning, an associative learning. The present work shows that quinine chloride does not always inhibit PER suppressions but depends on the moment of delivery, being most effective when presented immediately after a sucrose stimulation. A bitter stimulus presented before, or simultaneously with a sucrose stimulation is less effective than habituation to sucrose alone. This experiment provides evidence for an interpretation in terms of cognitive association. The model of learning is not a Pavlovian conditioning as advanced by Médioni and Vaysse (1975), but corresponds to the punishment paradigm of Dyal and Corning (1973). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A mutation in the AMPA-type glutamate receptor, glr-1, blocks olfactory associative and nonassociative learning in Caenorhabditis elegans.

The α-amino-3-hydroxy-5-methyl-4-isoxazole propionate (AMPA)-type ionotropic glutamate receptor mediates fast excitatory neurotransmission in the vertebrate brain and is important for synaptic plasticity and the initial induction of long-term potentiation (LTP). This study found that the putative Caenorhabditis elegans AMPA receptor gene, glr-1, plays a significant role in experience-dependent behavior in C. elegans. glr-1 mutants are deficient in an olfactory associative learning task, in which diacetyl (DA) is paired with acetic acid solution. glr-1 mutant nematodes are also impaired in nonassociative learning (habituation) with the same DA stimulus. The C. elegans learning mutants, lrn-1 and lrn-2, are impaired in chemosensory associative learning yet have no deficits in habituation. The results suggest that although associative and nonassociative learning can be genetically dissociated ( lrn-1 and lrn-2), they also share some common molecular processes, including glr-1 -mediated neurotransmission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactivation of nonassociative memory

The orienting response to an auditory stimulus, as measured by a decrease in heart rate, habituates rapidly, and at the same rate in preweanling and adult rats. Although adult rats retain this nonassociative memory for at least 7 days, preweanling rats show extremely rapid forgetting. In the preweanling, forgetting of this nonassociative memory appears to be complete after just 24 hr (Richardson & Campbell, 1991b). The results of several experiments in the present study with preweanling rats demonstrated that this type of nonassociative memory could be reactivated by presenting a fractional component of the original eliciting stimulus just prior to testing. The effectiveness of the reactivation treatment was critically dependent upon both the number of reactivating stimuli presented and the duration of those stimuli. Reactivation was also found to be stimulus-specific in that presentation of an auditory stimulus qualitatively different from that used in training (white noise instead of a pure tone) did not reactivate the memory. Control groups in each experiment demonstrated that the reactivation treatment facilitated retrieval of the prior nonassociative memory and did not produce new learning. A possible process through which nonassociative memories can be reactivated is discussed.     

Dissociations between expectancy and performance in simple and two-choice reaction-time tasks: A test of associative and nonassociative explanations.

Perruchet, Cleeremans, and Destrebecqz (2006) reported a striking dissociation between trends in the conscious expectancy of an event and the speed of a response that is cued by that event. They argued that this indicates the operation of independent processes in human associative learning. However, there remains a strong possibility that this dissociation is not a consequence of associative learning and is instead caused by changes in vigilance or sensitivity based on the recency of events on previous trials. Three experiments tested this possibility with versions of a cued reaction time task in which trends in performance could not be explained by these nonassociative factors. Experiment 1 introduced a dual-response version of the task, in which response-related vigilance should be held relatively constant, and Experiments 2 and 3 used a differential conditioning procedure to separate the influence of recent response cue presentation from the recent associative history of the trial events. In all experiments, similar trends in reaction time were evident, suggesting a genuine influence of associative learning on response performance. Experiment 3 demonstrated that the associative contribution to these trends was not caused by commensurate changes in expectancy of the response cue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivation and the direction of thinking.

Many, but not all, of the problems involved in directed thinking can be explained in terms of associative variables. It is likely that nonassociative variables of the process need type (defined as labile, implicit responses occurring in the individual, i.e., conflict induced drive) may be needed to completely account for motivated thinking. S-R formulations represent a promising approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interdose interval effects on the development of contextual tolerance to nicotine's analgesic effects in rats (Rattus norvegicus).

Learning models of associative and nonassociative drug tolerance predict that the development of contextual tolerance to drug effects is disrupted when the drug is delivered at short interdose intervals (IDIs). The authors examined the impact of 1 long IDI and 2 short IDIs in the development of contextual nicotine tolerance. Associative tolerance was investigated by giving rats (Rattus norvegicus) 10 subcutaneous injections of nicotine at either long (72-hr) IDIs or short (6-hr and 4.5-hr) IDIs. The delivery of nicotine was either explicitly paired or explicitly unpaired with a distinctive context. A 3rd group of rats was exposed to the experimental procedures but received only saline. Associative tolerance to nicotine's analgesic effects was defined as a shift to the right of the dose-response curve (DRC) of rats in the explicitly paired condition with respect to the DRC of rats in the explicitly unpaired condition. Analgesia was assessed with the tail-flick and hot-plate devices. In the tail-flick assessment, associative tolerance was evident in the 72-hr and the 6-hr IDI conditions only. In the hot-plate assessment, associative tolerance was present in the 72-hr IDI condition only. The findings suggest that contextual tolerance to nicotine's analgesic effects are positively related to IDI length and are more readily demonstrated with the tail-flick method than with the hot-plate method. Overall, the results supported the thesis that nicotine tolerances that develop to different IDIs are qualitatively different and may be mediated by different psychological and physiological mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mnemonic versus nonmnemonic vocabulary-learning strategies: Additional comparisons.

The keyword method of vocabulary learning was compared with 5 methods designed to increase semantic processing of the definitions of the vocabulary words. In Exps I–III with 254 undergraduates, recall of the definitions from the vocabulary words was the critical dependent measure, with the keyword method producing greater learning than in any of the semantic-based or control conditions. None of the semantic-based conditions facilitated definition recall relative to a no-strategy control condition. In Exps IV and V with 144 Ss, the keyword method, 2 semantic strategies, and the no-strategy control procedure were compared with respect to associative and response-learning components of vocabulary learning. The keyword method enhanced vocabulary/definition (associative) learning but not definition (response) learning per se. In contrast, the semantic conditions tended to increase nonassociative learning of the definitions. Results bolster the case that the keyword method is a vocabulary-learning procedure superior to semantic-based strategies advocated by reading theorists. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining age differences in temporal working memory.

To determine the cognitive mechanisms underlying age differences in temporal working memory (WM), the authors examined the contributions of item memory, associative memory, simple order memory, and multiple item memory, using parallel versions of the delayed-matching-to-sample task. Older adults performed more poorly than younger adults on tests of temporal memory, but there were no age differences in nonassociative item memory, regardless of the amount of information to be learned. In contrast, a combination of associative and simple order memory, both of which were reduced in older adults, completely accounted for age-related declines in temporal memory. The authors conclude that 2 mechanisms may underlie age differences in temporal WM, namely, a generalized decline in associative ability and a specific difficulty with order information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Olfactory associative learning in Caenorhabditis elegans is impaired in lrn-1 and lrn-2 mutants.

The C. elegans mutants, lrn-1 and lrn-2, are impaired in associative learning using conditioned taste cues. Both mutants are defective in associative learning about appetitive and aversive events, indicating that lrn-1 and lrn-2 exert effects across motivational boundaries. In a new olfactory associative learning paradigm, in which wild type worms learn to avoid a previously attractive diacetyl odor after it has been paired with an aversive acetic acid solution, lrn-1 and lrn-2 are impaired. Although defective in associative learning using a conditioned olfactory cue, nonassociative learning (habituation and dishabituation) using this same olfactory cue is unaffected. The discovery that lrn-1 and lrn-2 are defective in associative learning with both taste and olfactory cues may suggest that associative learning in different sensory modalities converges on a common genetic pathway in C. elegans that is subserved by lrn-1 and lrn-2. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hippocampal Lesions Modulate Both Associative and Nonassociative Priming.

In associative priming, rats are more likely to orient to a visual stimulus whose memory has not been recently activated (V1) than to one whose memory has been recently activated (V2). However, rats with excitotoxic hippocampal lesions are more likely to orient to the primed V2 than to the unprimed V1. This study investigated the influence of hippocampal lesions on nonassociative priming. Rats received presentations of 2 visual stimuli, V1 and V2, that had been presented more (V2, primed) or less (V1, unprimed) recently. Control rats oriented to V1 rather than to V2, whereas hippocampal rats oriented to V2 rather than to V1. These results parallel those observed in an associative priming procedure and thereby suggest that the role of the hippocampus in priming is general. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal study of relations between associative responding, IQ changes, and school performance from grades 3 to 12.

Presents results of a study to test the hypothesis that the school performance and IQs of associative responders would show a significant long-term divergence from those of nonassociative responders. Samples were comprised of Ss who had been tested in Grades 5 or 6 and for whom school records were available in Grade 11 or 12. Findings revealing a long-term divergence are reported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling the neural substrates of associative learning and memory: A computational approach.

We develop a computational model of the neural substrates of elementary associative learning, using the neural circuits known to govern classical conditioning of the gill-withdrawal response of Aplysia. Building upon the theoretical efforts of Hawkins and Kadell (1984), we use this model to demonstrate that several higher order features of classical conditioning could be elaborations of the known cellular mechanisms for simple associative learning. Indeed, the current circuit model robustly exhibits many of the basic phenomena of classical conditioning. The model, however, requires a further assumption (regarding the form of the acquisition function) to predict asymptotic blocking and contingency learning. In addition, if extinction is mediated by the nonassociative mechanism of habituation—rather than the associative process postulated by Rescorla and Wagner (1972)—then we argue that additional mechanisms must be specified to resolve a conflict between acquisition and maintenance of learned associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reevaluating evaluative conditioning: A nonassociative explanation of conditioning effects in the visual evaluative conditioning paradigm.

In 2 studies, the authors investigated whether evaluative conditioning (EC) is an associative phenomenon. Experiment 1 compared a standard EC paradigm with nonpaired and no-treatment control conditions. EC effects were obtained only when the conditioned stimulus (CS) and unconditioned stimulus (UCS) were rated as perceptually similar. However, similar EC effects were obtained in both control groups. An earlier failure to obtain EC effects was reanalyzed in Experiment 2. Conditioning-like effects were found when comparing a CS with the most perceptually similar UCSs used in the procedure but not when analyzing a CS rating with respect to the UCS with which it was paired during conditioning. The implications are that EC effects found in many studies are not due to associative learning and that the special characteristics of EC (conditioning without awareness and resistance to extinction) are probably nonassociative artifacts of the EC paradigm. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impairment of memory for spatial context in schizophrenia.

A group of 33 patients with schizophrenia were compared with control participants using a spatial memory task in which words were presented on locations of a grid. In the first part of the experiment, recognition of target information (words) was tested. In the second, 2 tasks of spatial location (contextual information) were given involving different sets of words placed in different locations: A location memory task (determining which word was in a particular spatial location) explored an associative form of spatial memory, and a relocation task (determining where a particular word was located) explored an associative and a nonassociative form of spatial memory. Patients were more impaired with regard to the location memory task than to the target recognition and relocation tasks. The impairment was negatively correlated with Stroop task performance. The results suggest that schizophrenia is associated with a spatial context memory deficit, which could be due to defective associations between target and spatial information. This deficit seemed to be related to frontal dysfunction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative and nonassociative tolerance: the effects of dose and interdose interval

Two experiments examined the effects of dose and interdose interval (IDI) on associative and nonassociative tolerance to morphine analgesia in rats. Associative contingencies were manipulated by administering low (5 mg/kg) or high (20 mg/kg) doses of morphine explicitly paired or unpaired with a distinctive context. Nonassociative processes were manipulated by administering morphine at a short (6-h) or long (96-h) IDI. Tolerance was assessed as shifts in morphine dose-response curves on the tail-flick test. Animals in the long IDI conditions showed considerable context-specific tolerance. Tolerance in the short IDI conditions was not influenced by contextual contingencies at the immediate test (Experiment 1) and showed no retention over a 30-day interval (Experiment 2), suggesting this tolerance was nonassociative. The impact of massed exposure to morphine and context on the disruption of learning at the short IDI is discussed.     

Theory of Plastic Sand Flow with Fluid Pressure Effect

Fundamental principles of elastic–plastic mechanics of soils and rocks are given on the base of the original publications. The solid friction and dilatancy effects are included in the nonstandard form of nonassociative rule of plastic flow. The resulting hyperbolic system of equations is represented for a plane case. The slip surfaces are assumed to be jump tangential discontinuities of a velocity field. The possibility of limit equilibrium at slip surfaces is accounted for. The attempts to account for grain rotations, permitting study of slip surface structure, are discussed. The Biot–Frenkel model of interpenetrating continua is developed for plastic flow of porous saturated matrix. In this case the solid matrix state is determined by the effective stresses and pore pressure diffusion happens in plastically flowing matrix. To illustrate the theory possibilities, solutions for failure and mass sand flow, driven by the pore pressure gradient, are selected. They are important especially for oil/gas reservoirs with a weak matrix, typical for offshore geology.