Four experiments were performed to explore the role of context in operant extinction. In all experiments, leverpressing in rats was first reinforced with food pellets on a variable interval 30-s schedule, then extinguished, and finally tested in the same and a different physical context. The experiments demonstrated a clear ABA renewal effect, a recovery of extinguished responding when conditioning, extinction, and testing occurred in contexts A, B, and A, respectively. They also demonstrated ABC renewal (where conditioning extinction and testing occurred in contexts A, B, and C) and, for the first time in operant conditioning, AAB renewal (where conditioning, extinction, and testing occurred in contexts A, A, and B). The latter two phenomena indicate that tests outside the extinction context are sufficient to cause a recovery of extinguished operant behavior and, thus, that operant extinction, like Pavlovian extinction, is relatively specific to the context in which it is learned. AAB renewal was not weakened by tripling the amount of extinction training. ABA renewal was stronger than AAB, but not merely because of context A's direct association with the reinforcer.

Four experiments examined "resurgence" of an instrumental behavior after extinction. All experiments involved three phases in which rats were (1.) trained to press one lever for food reward, (2.) trained to press a second lever while the first leverpress was extinguished, and (3.) tested under conditions in which neither leverpress was rewarded. In each experiment, the first leverpress recovered (resurged) in Phase 3, when the second leverpress was extinguished. The results demonstrated that resurgence occurred when the schedules of reinforcement employed in Phases 1 and 2 yielded either an upshift, downshift, or no change in the rate of reward delivery between those phases. They also demonstrated that initial training on the first lever was required to observe a robust increase in pressing at test (resurgence is thus an associative effect). Resurgence was shown to occur over a wide variety of schedules of reinforcement in Phase 2 (including ratio, interval, and leverpress-independent schedules). Finally, the results do not support the view that resurgence occurs because response competition suppresses leverpressing of the first lever during extinction. Overall, they are consistent with the view that resurgence is a renewal effect in which extinction of an instrumental behavior is specific to the context provided by rewarded leverpressing during the extinction phase.

It is widely recognized that extinction (the procedure in which a Pavlovian conditioned stimulus or an instrumental action is repeatedly presented without its reinforcer) weakens behavior without erasing the original learning. Most of the experiments that support this claim have focused on several “relapse” effects that occur after Pavlovian extinction, which collectively suggest that the original learning is saved through extinction. However, although such effects do occur after instrumental extinction, they have not been explored there in as much detail. This article reviews recent research in our laboratory that has investigated three relapse effects that occur after the extinction of instrumental (operant) learning. In renewal, responding returns after extinction when the behavior is tested in a different context; in resurgence, responding recovers when a second response that has been reinforced during extinction of the first is itself put on extinction; and in rapid reacquisition, extinguished responding returns rapidly when the response is reinforced again. The results provide new insights into extinction and relapse, and are consistent with principles that have been developed to explain extinction and relapse as they occur after Pavlovian conditioning. Extinction of instrumental learning, like Pavlovian learning, involves new learning that is relatively dependent on the context for expression.

The current study investigated the contribution of the dorsomedial prefrontal cortex (dmPFC) to instrumental action selection. We found that cell body lesions of the dmPFC, centered on the medial agranular area, spared rats' ability to choose between actions based on either the value or the discriminative stimulus properties of an outcome. We next examined the effects of these lesions on action sequence learning using a concurrent bidirectional heterogeneous chain task in which the identity of the reward delivered was determined by the order in which the two lever press actions were performed. Although both lesioned rats and sham controls learned to perform the task, we found that they relied on different behavioral strategies to do so. In subsequent tests, rats in the sham group were able to withhold their performance of a sequence when either its associated outcome was devalued or the contingency between that sequence and its outcome was degraded by delivering the outcome noncontingently. Interestingly, lesioned rats failed to reorganize their performance at the action sequence level and, rather, were found to withhold their performance of the terminal response in the sequence that had earned the devalued outcome relative to the more distal response, suggesting that they represented the elements of the sequence as distinct behavioral units. These findings demonstrate that rats can use sequence-level representations, or action chunks, to organize their behavior in a goal-directed manner and indicate that the dmPFC plays a critical role in this process.

Four experiments with rat subjects examined the role of context during the extinction of instrumental (freeoperant) behavior. In all experiments, leverpressing was first reinforced on a variable-interval 30-s schedule and then extinguished before being tested in the extinction and renewal contexts. The results identified three important variables affecting the renewal effect after instrumental extinction. First, ABA and ABC forms of renewal were strengthened by increasing the amount of acquisition training. This suggests that the strength of the association learned during acquisition, or the final level of performance, influences the degree of renewal after extinction. The effect of the amount of training was modulated by the second factor, the degrees of generalization from the acquisition and extinction contexts to the test context. The third variable was acquisition training in multiple contexts, which was shown to strengthen ABC renewal. Methodological, theoretical, and practical implications are discussed.