Temporal Specificity of Extinction in Autoshaping.

Three experiments investigated the effects of varying the conditioned stimulus (CS) duration between training and extinction. Ring doves (Streptopelia risoria) were autoshaped on a fixed CS-unconditioned stimulus (US) interval and extinguished with CS presentations that were longer, shorter, or the same as the training duration. During a subsequent test session, the training CS duration was reintroduced. Results suggest that the cessation of responding during an extinction session is controlled by generalization of excitation between the training and extinction CSs and by the number of nonreinforced CS presentations. Transfer of extinction to the training CS is controlled by the similarity between the extinction and training CSs. Extinction learning is temporally specific. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of blocking nitric oxide on learning in turtles (chrysemys picta).

Turtles (Chrysemys picta) were given the nitric oxide synthase inhibitor Nw-nitro-L-arginine methyl ester (L-NAME) or its inactive isomer NW-nitro-D-arginine methyl ester (D-NAME) and were trained on a negative patterning task or a simple go/no-go discrimination task. L-NAME impaired the learning of negative patterning but did not affect retention of the task if it had already been learned. D-NAME had no effect. Go/no-go discrimination learning was not affected by L-NAME. These findings support the notion that nitric oxide plays a role in complex configural learning in a reptile closely related to the ancestors of mammals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences in the associability of relevant and irrelevant stimuli.

Pigeons in two experiments were first trained with a set of simple discriminations of the form AX+ CX?, BY+ DY? where A, B, C, and D were relevant, and belonged to one dimension, and X and Y were irrelevant and belonged to a different dimension. They were then tested with a discrimination of the form AX+ AY? BX?. The experiments revealed that the discrimination between AX+ and BX? was acquired more readily than between AX+ and AY?, which indicates that the original training resulted in the associability of the relevant stimuli being greater than that of the irrelevant stimuli. Experiment 2 revealed that the status of other stimuli from the two dimensions influenced these changes in associability. The associability of X and Y was enhanced by making other stimuli from the same dimension relevant, and the associability of A and B was reduced by making other stimuli from the same dimension irrelevant. The associability of the stimuli is attributed to the attention they are paid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Summation in autoshaping is affected by the similarity of the visual stimuli to the stimulation they replace.

Pigeons received autoshaping with 2 stimuli, A and B, presented in adjacent regions on a television screen. Conditioning with each stimulus was therefore accompanied by stimulation that was displaced from the screen whenever the other stimulus was presented. Test trials with AB revealed stronger responding if this displaced stimulation was similar to, rather than different from, A and B. For a further experiment the training just described included trials with A and B accompanied by an additional, similar, stimulus. Responding during test trials with AB was stronger if the additional trials signaled the presence rather than the absence of food. The results are explained with a configural theory of conditioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of acetylcholine in negative patterning in turtles (Chrysemys picta).

Turtles were run on a negative patterning task involving 2 positive elements, a key with white stripes on a black background, and a solid red key, and a compound stimulus combining the 2 elements, white stripes on a red background. Injections of scopolamine, methylscopolamine, or saline were started at the same time that the compound stimulus was introduced, after the animals had been autoshaped to press the key for each of the elements. Scopolamine disrupted the learning of negative patterning, but methylscopolamine had no effect. In contrast, learning of a simple discrimination between the elements was not affected by scopolamine. These results show that muscarinic cholinergic receptors are involved in the learning of negative patterning in turtles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of the anterior cingulate cortex in the control over behavior by Pavlovian conditioned stimuli in rats.

To investigate the contribution of the anterior cingulate cortex (ACC) to stimulus-reward learning, rats with lesions of peri- and postgenual ACC were tested on a variety of Pavlovian conditioning tasks. Lesioned rats learned to approach a food alcove during a stimulus predicting food, and responded normally for conditioned reinforcement. They also exhibited normal conditioned freezing and Pavlovian-instrumental transfer, yet were impaired at autoshaping. To resolve this apparent discrepancy, a further task was developed in which approach to the food alcove was under the control of 2 stimuli, only 1 of which was followed by reward. Lesioned rats were impaired, approaching during both stimuli. It is suggested that the ACC is not critical for stimulus-reward learning per se, but is required to discriminate multiple stimuli on the basis of their association with reward. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Marking effects in Pavlovian trace conditioning": Correction to Thomas, Robertson, and Lieberman.

Reports an error in "Marking effects in Pavlovian trace conditioning" by Glyn V. Thomas, Derek Robertson and David A. Lieberman (Journal of Experimental Psychology: Animal Behavior Processes, 1987[Apr], Vol 13[2], 126-135). The last sentence in the second paragraph of the Discussion on page 128 should read as follows: "A second possibility is that in the marked ITI group, the marking of irrelevant events in the middle of the intertrial interval promoted associations between those events and food, which then interfered with the learning of an association between SI and food." (The following abstract of the original article appeared in record 1987-24113-001.) In four experiments we investigated pigeons' acquisition of a successive discrimination with a trace autoshaping procedure. The conditioned stimuli were 5-s presentations of colored key lights, one of which was followed by food after a 5-s delay. In Experiment 1, which used spatially defined cues, we found that acquisition of differential responding to the reinforced cue was facilitated when a brief flash of light immediately followed both reinforced and nonreinforced cues. Experiment 2 found a similar enhancement by the added light flash in a purely visual discrimination. Experiment 3 found that the flash facilitated learning only when presented immediately after the discriminative cues, and not when it occurred immediately before the cues or at the time of reinforcement. A fourth experiment found this facilitation effect only when the flash and reinforcement occurred on the same trial. These results are interpreted in terms of marking: The flash enhanced learning because it triggered a backward scan through recent memory to search for possible predictors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of selective excitotoxic lesions of the nucleus accumbens core, anterior cingulate cortex, and central nucleus of the amygdala on autoshaping performance in rats.

The nucleus accumbens core (AcbC), anterior cingulate cortex (ACC), and central nucleus of the amygdala (CeA) are required for normal acquisition of tasks based on stimulus-reward associations. However, it is not known whether they are involved purely in the learning process or are required for behavioral expression of a learned response. Rats were trained preoperatively on a Pavlovian autoshaping task in which pairing a visual conditioned stimulus (CS+) with food causes subjects to approach the CS+ while not approaching an impaired stimulus (CS-). Subjects then received lesions of the AcbC, ACC, or CeA before being retested. AcbC lesions severely impaired performance; lesioned subjects approached the CS + significantly less often than controls, failing to discriminate between the CS + and CS-. ACC lesions also impaired performance but did not abolish discrimination entirely. CeA lesions had no effect on performance. Thus, the CeA is required for learning, but not expression, of a conditioned approach response, implying that it makes a specific contribution to the learning of stimulus-reward associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquisition and extinction in autoshaping.

C. R. Gallistel and J. Gibbon (2000) presented quantitative data on the speed with which animals acquire behavioral responses during autoshaping, together with a statistical model of learning intended to account for them. Although this model captures the form of the dependencies among critical variables, its detailed predictions are substantially at variance with the data. In the present article, further key data on the speed of acquisition are used to motivate an alternative model of learning, in which animals can be interpreted as paying different amounts of attention to stimuli according to estimates of their differential reliabilities as predictors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analysis of us-preexposure effects in appetitive conditioning.

In two experiments, rats received preexposure to one type of food followed by autoshaping in which presentation of one lever was associated with the preexposed food, and presentation of another lever with a novel type of food pellet. In both it was found that acquisition of the leverpress response occurred more readily on the lever associated with the novel food. This example of the US (unconditioned stimulus) preexposure effect is not to be explained in terms of the development of competing responses during preexposure. Explanations in terms of blocking by contextual cues and of habituation to the US are considered. (PsycINFO Database Record (c) 2011 APA, all rights reserved)