Inhibition of a conditioned reflex evoked emotional response as an "instrument" of avoidance

A method has been elaborated of training the human subjects to avoid electric shocks by overcoming the "fear" caused by a warning signal. A previously elaborated differentiated conditioned skin-galvanic response (SGR) to a sound stimulus served as a criterion of the emotional reaction. The SGR was projected on an oscilloscope screen. The electric shock was automatically delivered at the moment when the amplitude of the conditioned SGR exceeded the level marked on the screen. The subject was instructed, by overcoming the "fear", to retain the SGR amplitude below the level. If the subject succeeded in overcoming the conditioned SGR to the signal, the shock was not delivered. Since, the suppression of the conditioned SGR served as a "instrument" of avoidance and became consolidated as a habit based on a positive reinforcement. The subjects developed a stable attraction to repetition of training sessions in which they learned to suppress the "anxiety" caused by a signal of "threat".     

The effects of the distribution of training on learning feedback-assisted cardiac acceleration

In order to test a hypothesis derived from a motor skills learning model of cardiac acceleration control, groups of subjects were given biofeedback training for four sessions to learn cardiac acceleration under four different training schedules: (1) all sessions in one day, (2) daily sessions, (3) sessions every other day, and (4) weekly sessions. Ability to accelerate heart rate both with and without feedback was determined at each session. Also ability to accelerate heart rate without feedback was determined 1 week after the last training session as a measure of retention. Although there was highly significant (p less than.0001) evidence of heart rate control both with and without feedback, there were no differences in degree of control attributable to distribution of training sessions. There was, however, a trend (p less than .10) for subjects trained under the most distributed training schedule (weekly) to show more retention than subjects trained under a less distributed schedule (daily).     

Breakfast in the nook and dinner in the dining room: time-of-day discrimination in rats

Four studies were conducted which demonstrate that most (63%) male Sprague-Dawley rats can attain criterion, nine correct choices over ten consecutive trials, on a time-of-day discrimination in an elevated T-maze, but that the task is relatively difficult. The discrimination required that the rats go to one goal arm during a morning session and the other in an afternoon session. The sessions always began at the same time and were at least 6 h apart. A larger proportion of rats attained criterion and required fewer trials when the discriminative cue was a maze insert providing visual and tactile stimulation (0.72), orientation and position of the maze in the room (0.88), or the rats were required to always make the same left or right turn (0.94). Also, once criterion was attained, rats trained on time-of-day discrimination only made about 70% correct choices with continued training. Housing the rats with continuous light, all laboratory noises masked with white noise, and a random feeding schedule did not prevent them from acquiring the time-place discrimination. Testing the rats with a random number of trials during morning and afternoon sessions and with added or omitted sessions revealed that the rats did not use response or session alternation strategies to perform the discrimination. Also, the particular experimenter administering the morning or afternoon sessions did not serve as a cue for the discrimination. The relative difficulty of the task suggests that time of day does not normally function as a discriminative stimulus for choices, but probably as a contextual stimulus. Further, performance of the task in the absence of time-of-day cues suggests that the discrimination is based on event memory combined with an internal timing mechanism.     

Short-lasting memory in lower nervous centers in Octopus

Octopuses with the supraesophageal lobes split and the subesophageal centers isolated by cutting the cerebrobrachial connective on one or both sides were trained by food and shock rewards to discriminate between rough and smooth balls. Because there is a greater tendency to take the rough ball, training was done with the smooth ball positive for half the animals, and the rough ball positive for the others. In the animals with the cerebrobrachial connective cut only on one side, the subesophageal lobes showed no capacity to use the information gained by their opposite, intact, half-brains, which learned well. In animals with isolated subesophageal lobes, there was a decrease during each training session in the tendency to take both types of ball; however, this decrease did not persist from day to day. During each training session there were signs of discrimination between the balls by animals with isolated subesophageal lobes, but these also did not survive from day to day. In a series of training sessions spread over seven weeks, there was no change in results in animals with isolated subesophageal lobes when the smooth ball was positive. When the rough was positive the discrimination in its favor was slightly increased at later sessions.     

Learning of leg position in the shore crab,carcinus maenas

Decerebrate crabs were trained to raise their legs to avoid electric shocks. Compared with yoked controls, experimental crabs received significantly fewer shocks after 6–7 minutes training and also during the first minute of a subsequent testing period when both experimental and control crabs were in a training situation. There was considerable variation in the performance of different crabs. Some learned quickly, some slowly, while others did not learn at all. In some, the raised leg position was maintained without further reinforcement. In others, periods when the animal was receiving few shocks were interrupted by periods when the leg was lowered and several shocks were received. A variety of leg movements were utilised by crabs to avoid shocks, the most common being flexion at the mero‐carpopodite joint.     

Training dogs with help of the shock collar: short and long term behavioural effects

Behavioural effects of the use of a shock collar during guard dog training of German shepherd dogs were studied. Direct reactions of 32 dogs to 107 shocks showed reactions (lowering of body posture, high pitched yelps, barks and squeals, avoidance, redirection aggression, tongue flicking) that suggest stress or fear and pain. Most of these immediate reactions lasted only a fraction of a second. The behaviour of 16 dogs that had received shocks in the recent past (S-dogs) was compared with the behaviour of 15 control dogs that had received similar training but never had received shocks (C-dogs) in order to investigate possible effects of a longer duration. Only training sessions were used in which no shocks were delivered and the behaviour of the dogs (position of body, tail and ears, and stress-, pain- and aggression-related behaviours) was recorded in a way that enabled comparison between the groups. During free walking on the training grounds S-dogs showed a lower ear posture and more stress-related behaviours than C-dogs. During obedience training and during manwork (i.e. excercises with a would-be criminal) the same differences were found. Even a comparison between the behaviour of C-dogs with that of S-dogs during free walking and obedience exercises in a park showed similar differences. Differences between the two groups of dogs existed in spite of the fact that C-dogs also were trained in a fairly harsh way. A comparison between the behaviour during free walking with that during obedience exercises and manwork, showed that during training more stress signals were shown and ear positions were lower. The conclusions, therefore are, that being trained is stressful, that receiving shocks is a painful experience to dogs, and that the S-dogs evidently have learned that the presence of their owner (or his commands) announces reception of shocks, even outside of the normal training context. This suggests that the welfare of these shocked dogs is at stake, at least in the presence of their owner.     

Naloxone enhancement of punishment in the rat

Rats were trained to lever press on a variable interval one minute schedule of reinforcement for food pellets. Subsequently in punishment sessions, lever presses also produced electric grid shocks on a fixed ratio 20 schedule. With punishment, lever pressing levels were reduced by about 15%. When naloxone was administered prior to punishment sessions, shocks reduced lever pressing levels by about 50% following the 3 mg/kg dose and by aboaut 80% following the 10 mg/kg dose. This naloxone-induced enhancement of the effect of punishment was probably mediated through an antagonism of naturally-occurring brain peptides with opiate-like activities.     

Resistance to change varies inversely with reinforcement context

We report two experiments which test whether resistance to prefeeding and satiation for a variable-interval (VI) schedule that delivers a constant rate of reinforcement varies inversely with the reinforcement rate for an alternative schedule. In Experiment 1, eight pigeons responded in a multiple schedule in which the red key was always associated with a VI 90-s schedule and the green key with either a richer (VI 18s) or leaner (VI 540s) schedule in different conditions. After baseline training in each condition, prefeeding test sessions were conducted in which 10g, 20g, 30g, 40g, and 50g food were provided one-hour prior to test. Additional baseline training was given between each test session. In Experiment 2, two groups of pigeons responded in a multiple schedule similar to Experiment 1. After baseline training, pigeons were exposed to a 5-h satiation test session in which the VI 90-s schedule was available continuously. Test sessions were conducted when pigeons were maintained at 85%, 95%, and 85% of their body weights in an ABA design. Results of both experiments showed that responding in the VI 90-s schedule that alternated with a leaner schedule during baseline was more resistant to prefeeding and satiation. These data rule out alternative explanations for results of previous studies, and confirm that resistance to change varies inversely with reinforcement context.     

Rats more readily acquire a time-of-day go no-go discrimination than a time-of-day choice discrimination

Male Sprague-Dawley rats were used to compare six time-place training procedures that differed with respect to housing or training conditions. All procedures involved training food-deprived rats to enter one choice arm of a T-maze during a morning test session and to enter the other choice arm during an afternoon session to obtain Cocoa Puffs(R). The task proved to be difficult. Only 39 of 49 rats attained a criterion of nine correct choices on ten consecutive trials within a total of 120 trials. Making one choice arm distinct, limiting consecutive same correct choices to two, giving one session during the light and one during the dark portion of the light cycle, extinguishing perseveration of the same choice responses, and housing the rats with a natural light cycle all failed to significantly decrease the errors or trials to a 90% correct choice criterion. In contrast, all responding rats (n=7) showed significantly better than chance performance within 48 trials when the task was a go no-go discrimination based on time of day. Learning to make a response during a session when a choice to either choice arm is reinforced and to withhold responding during a session when a choice to neither choice arm is reinforced was relatively easy for the rats to acquire. Continued high level performance after the light cycle was eliminated, a random feeding schedule was initiated, and other time-related cues were masked suggests that the rats used internal cues or an internal clock to make the correct go or no-go response. It was concluded that rats are prepared to use time of day as an occasion-setting stimulus, but have difficulty using time of day as a signal for a specific response.     

Training vervet monkeys to avoid electric wires: Is there evidence for social learning?

Before being released into a large park enclosed by an electric fence, a wild‐caught vervet group (Chlorocebus aethiops) had to learn to avoid electrified wires in a smaller cage. During this training, we observed the group continuously for 12 consecutive days to investigate if social learning was involved in the learning process. Results showed that all monkeys received an electric shock (average=2.5 shocks/individual). Most contacts with the wires occurred during the first few days of training and the vervets were never observed to come into contact with the electric fence in the 18 months after their release into the large park. This suggests that the vervets learned to avoid the electrified wires by trial‐and‐error learning. It is possible that local and stimulus enhancement may have played a role, but we could not carry out the necessary control experiments to quantify the role of these components. Observational conditioning of fear can be ruled out, however, because the vervets did not show fearful behavior toward the wires. Zoo Biol 24:145–151, 2005. © 2005 Wiley‐Liss, Inc.     

How rats process spatiotemporal information in the face of distraction

How rats process spatiotemporal information in the face of distraction was assessed. Rats were trained on a time-place learning task in which the location of food availability depended on the amount of time elapsed since the beginning of the training session. In each training session each of four levers provided food pellets for 5 min on an intermittent schedule. In probe sessions interspersed with the final training sessions, the rats were presented with a second highly preferred food source-a piece of cheese-at various times into the session. Rats choose the correct lever after the cheese distraction, but it appeared that their internal clock had stopped during the cheese consumption period. Thus rats' internal clock, like that of pigeons, displays the properties of 'stop', 'reset', and 'restart'. Rat-pigeon differences in timing processes may be restricted to circadian or time of day timing. Present results also suggest that rats process spatial and temporal information separately.     

Visual discrimination abilities in the gray bamboo shark (Chiloscyllium griseum)

This study assessed visual discrimination abilities in bamboo sharks (Chiloscyllium griseum). In a visual discrimination task using two-dimensional (2D) geometric stimuli, sharks learned to distinguish between a square, being the positive (rewarded) stimulus, and several negative stimuli, such as two differently sized triangles, a circle, a rhomboid and a cross. Although the amount of sessions to reach the learning criterion and the average trial time needed to solve each new task did not vary significantly, the number of correct choices per session increased significantly with on-going experiments. The results indicate that the sharks did not simply remember the positive stimulus throughout the different training phases. Instead, individuals also seemed to learn each negative symbol and possibly had to “relearn” at least some aspects of the positive stimulus during each training phase. The sharks were able to distinguish between the 2D stimulus pairs at a learning rate corresponding to that found in teleosts. As expected, it took the sharks longer to learn a reversal task (with the positive stimulus now being the negative one) than to discriminate between the other stimulus pairs. Nevertheless, the present results suggest that bamboo sharks can learn visual discrimination tasks, succeed in a reversal task and probably retain (some) information about a previously learned task when progressing to a new one.     

Learning the same motor task twice impairs its retention in a time- and dose-dependent manner

Anterograde interference emerges when two differing tasks are learned in close temporal proximity, an effect repeatedly attributed to a competition between differing task memories. However, recent development alternatively suggests that initial learning may trigger a refractory period that occludes neuroplasticity and impairs subsequent learning, consequently mediating interference independently of memory competition. Accordingly, this study tested the hypothesis that interference can emerge when the same motor task is being learned twice, that is when competition between memories is prevented. In a first experiment, the inter-session interval (ISI) between two identical motor learning sessions was manipulated to be 2 min, 1 h or 24 h. Results revealed that retention of the second session was impaired as compared to the first one when the ISI was 2 min but not when it was 1 h or 24 h, indicating a time-dependent process. Results from a second experiment replicated those of the first one and revealed that adding a third motor learning session with a 2 min ISI further impaired retention, indicating a dose-dependent process. Results from a third experiment revealed that the retention impairments did not take place when a learning session was preceded by simple rehearsal of the motor task without concurrent learning, thus ruling out fatigue and confirming that retention is impaired specifically when preceded by a learning session. Altogether, the present results suggest that competing memories is not the sole mechanism mediating anterograde interference and introduce the possibility that a time- and dose-dependent refractory period—independent of fatigue—also contributes to its emergence. One possibility is that learning transiently perturbs the homeostasis of learning-related neuronal substrates. Introducing additional learning when homeostasis is still perturbed may not only impair performance improvements, but also memory formation.     

Dynamics of acetylcholinesterase activity in the brain during elaboration and stabilization of defensive conditioned reflexes

Electro-defensive condtioned reflexes (CR) to light were elaborated in rats in Y-maze in one experimental session and their training was continued during subsequent 20 sessions. Immediately after CR elaboration or the 20th session of its training, AChE activity in the motor and visual cortex and the hippocampus decreased, increasing again in 24 hours. Animals used as active control which received non-paired photic and electric stimuli, exhibited opposite changes of AChE activity.     

Dilemmas concerning the training of individuals for task performance under stress

The relative effectiveness of five procedures for the training of individuals to perform tasks under stress was tested in a criterion situation, where subjects were requested to perform a visual search task under the threat of electric shocks. During training on the task, different groups of subjects received shocks of criterion-level intensity; milder than criterion-level intensity; gradually increasing intensity; randomly varying intensity. The last group received no shocks at all. The results pointed to three conditions for the enhancement of training effectiveness: minimal interference of exposure to stressors with task acquisition, familiarity with stressors characteristic of the criterion situation, and absence of unrealistic expectations about future stressors. However, none of the five training procedures meets all three conditions. Implications for the design of procedures whereby persons can be trained to perform proficiently under stress are discussed.     

Involvement of L1.1 in memory consolidation after active avoidance conditioning in zebrafish

To investigate the involvement of the cell adhesion molecules L1.1, L1.2, NCAM, and tenascin-C in memory formation, zebrafish (Brachydanio rerio) were trained in an active avoidance paradigm to cross a hurdle to avoid mild electric shocks after a light signal. Application of [(14)C]deoxyglucose prior to the training session revealed an increased energy demand in the optic tectum during acquisition of the active avoidance response compared with untrained fish and with fish not learning the task (nonlearners). In situ hybridization with digoxigenin-labeled cRNA probes directed against zebrafish L1.1, L1.2, NCAM, and tenascin-C revealed an enhanced expression of L1.1 and NCAM mRNA in the optic tectum of learners 3 h after acquisition of the task compared with untrained fish, nonlearners, overtrained fish, and learners decapitated 1 or 6 h after acquisition. Levels of L1.2 mRNA were not significantly increased in the tectum 3 h after learning. Tenascin-C was neither expressed in the optic tectum of untrained fish nor in the tectum of learners. To test for a possible involvement of L1.1 in memory consolidation, antibodies were injected intracerebroventricularly 1 h after the last training trial. Two days later, injected zebrafish were tested for recall and evaluated by a retention score (RS), ranging from 1.0 for immediate recall to 0.0 indicating no savings. The average retention score of L1.1 antibody-injected fish (RS = 0. 29) was different from that of tenascin-C antibody-injected (RS = 0. 71) or uninjected fish (RS = 0.78), indicating a pivotal function of L1.1 in long-term memory formation in zebrafish.     

Moderate prenatal carbon monoxide exposure produces persistent, and apparently permanent, memory deficits in rats

The effects of moderate (150 +/- 2 ppm) prenatal carbon monoxide (CO) exposure (maternal HbCO concentrations of 15.6 +/- 1.1%) on learning and memory were assessed in young and aged adult rats using a two-way active avoidance paradigm. In experiment 1, the prenatal CO-exposed rats at 120 days of age acquired a conditioned avoidance response equally well as control animals in a 100-trial session. However, following a 24-hr interval the CO-exposed rats failed to demonstrate significant retention of the task as indicated by the absence of significant improvement in performance over the indicated by the absence of significant improvement in performance over the previous day; control subjects did show significant retention. In experiment 2, in which 120-day-old animals received 50 training trials per day until a criterion of ten consecutive avoidance responses was met, the prenatal CO-exposed subjects again acquired the task as well as control animals. When tested for retention 28 days later, a significant memory impairment was again observed in terms of trials required to reattain the avoidance criterion as well as in total percent avoidance responding. In neither experiment did an analysis of initial or average latency to escape the footshock stimulus reveal any significant alterations. These latter results suggest that the observed performance impairment reflected a memory deficit and not a disruption of sensory, motor, or motivational factors. In experiment 3, prenatal CO-exposed rats approximately 1 year of age (300-360 days of age) showed impairment relative to air-exposed controls in both the original learning and retention of the two-way avoidance response. Again, however, there was no evidence for alterations in performance factors per se. Collectively these data indicate that while young adult rats prenatally exposed to 150 ppm CO demonstrate an associative deficit restricted to memory impairment, aged adults similarly exposed during the prenatal period display a more pronounced deficit similar to that recently reported for animals tested as juveniles. The importance of parametric manipulations in uncovering long-term toxicity is also discussed.     

The role of contextual cues in operant responding in rats

Following lever-press training on a variable-interval 60-second schedule of food presentation, groups of rats either remained in their home cages or were exposed to the operant chamber, from which lever and food had been removed, for five sessions. The lever was replaced in the chamber and rats from Group 1 (exposure to chamber) and Group 3 (home cage) were returned to the variable-interval schedule. Although response rates in test sessions were somewhat lower than at the end of training, there was no statistically significant difference in rates for either group. Rats in Group 2 (exposure to chamber) and Group 4 (home cage) received two test sessions of extinction. During the first session, Group 2 rates of lever pressing were significantly higher than Group 4 rates. These findings do not support the view that associations between contextual cues and the reinforcer serve to energize instrumental behavior (Pearce & Hall, 1979), and provide only minimal support for the view that contextual cues control responses that compete with the operant (Mills, 1980).     

Facial Expression Training Optimises Viewing Strategy in Children and Adults

This study investigated whether training-related improvements in facial expression categorization are facilitated by spontaneous changes in gaze behaviour in adults and nine-year old children. Four sessions of a self-paced, free-viewing training task required participants to categorize happy, sad and fear expressions with varying intensities. No instructions about eye movements were given. Eye-movements were recorded in the first and fourth training session. New faces were introduced in session four to establish transfer-effects of learning. Adults focused most on the eyes in all sessions and increased expression categorization accuracy after training coincided with a strengthening of this eye-bias in gaze allocation. In children, training-related behavioural improvements coincided with an overall shift in gaze-focus towards the eyes (resulting in more adult-like gaze-distributions) and towards the mouth for happy faces in the second fixation. Gaze-distributions were not influenced by the expression intensity or by the introduction of new faces. It was proposed that training enhanced the use of a uniform, predominantly eyes-biased, gaze strategy in children in order to optimise extraction of relevant cues for discrimination between subtle facial expressions.