Anxiety and strength of the UCS as determiners of the amount of eyelid conditioning.

Spence, Kenneth W.; Taylor, Janet A.

doi:10.1037/h0061580

Cited by 291 publications

(218 citation statements)

References 7 publications

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“…However, about 50 years ago, Spence and colleagues conducted a series of studies in which they manipulated anxiety or took advantage of endogenous differences and measured performance during eyelid conditioning. In general, they found that greater degrees of anxiety were associated with increases in performance and that emotionally responsive subjects emitted more learned responses (Spence & Beecroft 1954, Spence & Goldstein 1961, Spence & Taylor 1951. Thus, if anything, arousing and stressful situations seem to enhance performance during classical conditioning.…”

Section: The Effects Of Acute Social Stress On Learning and Memory Inmentioning

confidence: 99%

Stressful Experience and Learning Across the Lifespan

Shors

2006

Annu. Rev. Psychol.

202

124

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It is usually assumed that stressful life events interfere with our ability to acquire new information. However, many studies suggest that stressful experience can enhance processes involved in learning. The types of learning that are enhanced after stressful experiences include classical fear and eyeblink conditioning, as well as processes related to learning about threatening stimuli. Stressful life experiences do seem to interfere with processes involved in memory, often expressed as deficits in the retention or retrieval of information that was acquired prior to and was unrelated to the stressful experience. The trends are limited, as are their implications, because most studies examine adult males, yet the effects of stress on learning processes are influenced by age and sex differences. With respect to mechanisms and anatomical substrates, the effects of stress on learning are usually dependent on the action of stress hormones in combination with neuronal activities within the hippocampus, amygdala, the bed nucleus of the stria terminalis, and the prefrontal cortex.

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Section: The Effects Of Acute Social Stress On Learning and Memory Inmentioning

confidence: 99%

Stressful Experience and Learning Across the Lifespan

Shors

2006

Annu. Rev. Psychol.

202

124

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“…One reason that the criteria could be important is that it has been recognized that true CRs can be difficult to distinguish from voluntary eye closures (Coleman & Webster, 1988). Voluntary eye closures have been described as short-latency responses involving complete eye closures that are maintained until the onset of the US (Spence & Ross, 1959;Spence & Taylor, 1951). We have tried to identify and exclude putative voluntary eye closures by excluding responses that begin earlier than 500 msec before the US and that persist until the US (see Method; also see Clark & Squire, 1998, 1999.…”

Section: Discussionmentioning

confidence: 99%

Single-cue delay eyeblink conditioning is unrelated to awareness

Manns

Clark

Squire

2001

Cognitive, Affective, & Behavioral Neuroscience

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We examined the importance of awareness for eyeblink conditioning by directly comparing singlecue delay eyeblink conditioning and single-cue trace eyeblink conditioning. During single-cue delay conditioning, participants who became aware of the stimulus contingencies early in the conditioning session conditioned no better than those who became aware later in the session or did not become aware. Thus, the level of awareness was unrelated to the overall level of conditioning across the session. In contrast, awareness of the stimulus contingencies early in the session predicted the success of single-cue trace conditioning. These data, together with earlier findings, show that awareness is irrelevant to single-cue delay eyeblink conditioning but is critical for single-cue trace eyeblink conditioning. The findings from the present study are related to previous findings for differential (CS + and CS 2 ) eyeblink conditioning and awareness.

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“…The role awareness plays in acquisition of conditioned responses (CRs) has been debated for more than half a century (e.g., Grant, 1973;Kimble, 1962;Spence & Taylor, 1951). In the present study, a dual-task paradigm was used as an alternative means to address this issue.…”

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confidence: 99%

Eyeblink Classical Conditioning and Awareness Revisited

1997

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Dual-task performance was assessed in 140 adults during eyeblink classical conditioning (EBCC) and one of several secondary tasks (timed-interval tapping, recognition memory choice reaction time, video viewing) Four groups received paired-EBCC stimulus presentation and three groups received explicitly unpaired EBCC stimuli Although the subjects were not told about the conditioning task, they acquired conditioned responses (CRs) at normal levels Postsession interviews probed participants' awareness of EBCC stimulus contingencies and production of CRs Reported awareness of paired-EBCC stimulus contingencies and CR production was not related to actual EBCC performance Twenty-seven percent of the participants receiving explicitly unpaired stimuli reported a stimulus contingency when none existed The dissociation between awareness and performance provides additional support for the categorization of simple EBCC as a form of nondeclarative learning

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Anxiety and strength of the UCS as determiners of the amount of eyelid conditioning.

Cited by 291 publications

References 7 publications

Stressful Experience and Learning Across the Lifespan

Stressful Experience and Learning Across the Lifespan

Single-cue delay eyeblink conditioning is unrelated to awareness

Eyeblink Classical Conditioning and Awareness Revisited

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