Experimentally induced convulsive reactions of laboratory rats. I. A comparative study of the immediate reactions.

Stainbrook, Edward

doi:10.1037/h0059946

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…in which to run into the safe side. Cerebral electroshock may produce a depression of general activity level and a lowered running speed in some animals (10,12). But the use of a 10 sec.…”

Section: Methodsmentioning

confidence: 99%

The retroactive effect of electroshock on learning.

Duncan¹

1949

Journal of Comparative and Physiological Psychology

405

174

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During the course of an experiment on the effect of a single cerebral electroshock on new and old habits in rats (2), it was observed that the time between termination of training on a habit and application of electroshock was important in determining the effect of shock. It was shown that if animals first were trained to go left on a T maze, then trained to go right, a single electroshock could often disorganize the recent right habit, allowing a return to the older left response. This was true, however, only if the shock was administered within two or three hours after termination of training on the right habit. If a longer period elapsed, later test trials showed no effect of the shock. In that maze study no very careful determinations were made of the effect of varying the time of interpolation of the shock. It is the purpose of the present experiment to investigate this variable more thoroughly.If cerebral electroshock acts as a retroactive inhibitor, it should produce a loss of retention as measured by a decrement in performance. However, when the learning task is a simple one for the animal, it is often difficult to demonstrate a retention loss due to shock when the shock is applied after learning has been completed. But if shock is applied after each trial during original learning of a task, perhaps a retention loss will appear. Thus, the present experiment attempts to determine the retroactive effect of shock when the shock is applied after each trial during original learning.The results from the maze study also indicated that the retention loss should be greater the shorter the interval between practice on a habit and application of shock. Thus, if shock is applied at a certain time interval after each learning trial, learning should be depressed, since there would be forgetting from trial to trial, and this depression of learning should be greater the shorter the interval between termination of each trial and application of shock. By varying the time between completion of each trial and interpolation of electroshock in different groups of subjects, a measure of the duration of the retroactive effect of shock should be obtained. Presumably, with a long enough interval between termination of the daily trial and shock application, the retroactive effect would not extend back to the time of day when the trial was run, and there would be no interference with learning.Since it was necessary to control fairly carefully the time between termination of a learning trial and administration of shock, the learning task had to be one

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“…in which to run into the safe side. Cerebral electroshock may produce a depression of general activity level and a lowered running speed in some animals (10,12). But the use of a 10 sec.…”

Section: Methodsmentioning

confidence: 99%

The retroactive effect of electroshock on learning.

Duncan¹

1949

Journal of Comparative and Physiological Psychology

405

174

View full text Add to dashboard Cite

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“…The more characteristic pattern, and of particular interest because of its similarity to the sound-induced seizure, includes a vigorous running phase after the initial "start," which may alternate with or be followed by tonic rigidity and/or clonic spasms before the coma begins. Golub and Morgan (48), Siegel and Lacey (150), and Stainbrook (155,157) describe this seizure as resembling the audiogenic convulsion closely, although the latter observer notes a greater resistance to handling and more promptly returning activity in the postseizure state. On the other hand, Page (125) believes that the running that is induced electrically appears less "forced" than that following auditory stimulation.…”

Section: The Convulsive Patternsmentioning

confidence: 98%

“…(For detailed descriptions of variations, cf, 7, 92, 99, 119, 153, 157.) Classifications have been suggested for certain combinations of symptoms (99,157), but the reality probably approaches a continuum (or several continua) of severity and duration. Any generalized description, such as follows, is thus misleadingly simple, although possessing the merit of facilitating comparison with the convulsions evoked by electricity, drugs, and dietary deficit.…”

Section: The Convulsive Patternsmentioning

confidence: 99%

Convulsive behavior in the rat.

Finger¹

1947

Psychological Bulletin

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confidence: 99%

“…In an effort to measure more precisely the behavioral changes effected by electroshock convulsion investigators have recently employed animals in the learning situation with some promise of rationalizing the empirics of electroconvulsive therapy (1, 2,4,10,11,15,17,18,22,23,24,25,27). Disruption of the learning function is generally reported with time scores suffering the greatest disturbance.…”

mentioning

confidence: 99%

The effect of electroconvulsive shock on the anticipatory gradient in the rat.

Siegel¹,

Siegel²

1949

Journal of Comparative and Physiological Psychology

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In an effort to measure more precisely the behavioral changes effected by electroshock convulsion investigators have recently employed animals in the learning situation with some promise of rationalizing the empirics of electroconvulsive therapy (1, 2,4,10,11,15,17,18,22,23,24,25,27). Disruption of the learning function is generally reported with time scores suffering the greatest disturbance.In the development of his goal gradient hypothesis, Hull (13, 14) reports that the rat develops a positively accelerated speed-of-locomotion gradient in approaching the goal box of a straight runway. With continued experience, however, the animal manifests an "anticipatory reaction." This is evidenced by a terminal retardation, i.e., the rat decelerates in the region contiguous to the goal. This behavior implies the operation of a symbolic process. It seems best identified as a fractional goal response, a kind of "expectancy" manifestation ( 12).The present paper examines the effect of electroconvulsive shock on the anticipatory gradient. It may be here noted that Epstein and Morgan (3) have shown that this reaction is destroyed by prefrontal lobectomy in the rat. Operated animals developed a marked goal gradient but failed, with prolonged training, to develop the anticipatory gradient.Significantly, McGinnies in his study on the effect of electroshock on maze performance, has briefly commented on the absence of "anticipatory turning" and the "tendency to 'cut corners' " that characteristically appears in the elevated maze (17, p. 35).

show abstract

Experimentally induced convulsive reactions of laboratory rats. I. A comparative study of the immediate reactions.

Cited by 7 publications

References 7 publications

The retroactive effect of electroshock on learning.

The retroactive effect of electroshock on learning.

Convulsive behavior in the rat.

The effect of electroconvulsive shock on the anticipatory gradient in the rat.

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