Long-delay backward taste-aversion conditioning with lithium

Domjan, Michael; Gregg, Barbara

doi:10.1016/0031-9384(77)90094-4

Cited by 56 publications

(13 citation statements)

References 14 publications

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“…The observation that Groups CS+ US and CS demonstrated stronger taste aversions than Groups US and CONTR must be interpreted with caution due to two factors: (1) Bottle stimuli, earlier shown to be the most salient contextual elements for rats in this situation, were present only during CS-periods (as is always the case in taste-aversion learning), (2) The relatively short-lasting, illness-inducing effects of the LiCl injections almost certainly dissipated within 4 h (cf. Boland, 1973;Domjan & Gregg, 1977 Fig. 2.…”

Section: Resultsmentioning

confidence: 99%

The importance of contextual elements in taste‐aversion learning

Archer

Sjödén

Nilsson

1984

Scandinavian J Psychology

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The effect of exteroceptive contextual cues, presented during the conditioned stimulus (CS) and unconditioned stimulus (US) intervals, upon the later development of conditioned saccharin aversions was studied in two experiments. It was found that the presence of the contextual cues during the CS + US and CS intervals resulted in a greater degree of saccharin aversion; the presence of these cues during the US interval was relatively less important. These findings are discussed in terms of conditioning models and retrieval models derived from animal learning and human information‐processing data.

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Section: Resultsmentioning

confidence: 99%

The importance of contextual elements in taste‐aversion learning

Archer

Sjödén

Nilsson

1984

Scandinavian J Psychology

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“…Specifically, sensitized responding was evident on the test day even though rats were given a pretreatment injection of cocaine (US) up to 6 h before placement in the novel activity chamber (the presumptive CS). That an association formed between cocaine and the novel activity chamber is unlikely, because backward conditioning typically requires that the US be presented at the termination of the CS (McNish et al, 1997; Romaniuk and Williams, 2000; but see Domjan and Gregg, 1977). Under these procedural constraints, both excitatory and inhibitory conditioning have been observed using multi-trial and one-trial backward conditioning procedures (Ayres et al, 1987; Miller et al, 1989; McNish et al, 1997; Romaniuk and Williams, 2000; Delamater et al, 2003; Urushihara, 2004).…”

Section: Discussionmentioning

confidence: 99%

Importance of associative learning processes for one-trial behavioral sensitization of preweanling rats

McDougall

Pothier

Der-Ghazarian

et al. 2011

Behavioural Pharmacology

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During adulthood, associative learning is necessary for the expression of one-trial behavioral sensitization; however, it is uncertain whether the same associative processes are operative during the preweanling period. Two strategies were used to assess the importance of associative learning for the one-trial behavioral sensitization of preweanling rats. In the initial experiments, we varied both the sequence and time interval between presentation of the conditioned stimulus (CS, novel environment) and unconditioned stimulus (US, cocaine). In the final experiment, we determined whether ECS-induced retrograde amnesia would disrupt one-trial behavioral sensitization. Results showed that robust sensitized responding was apparent regardless of the sequence in which cocaine and the novel environment (the presumptive CS) were presented. Varying the time between CS and US presentation (0, 3, or 6 h) was also without effect. Results from Experiment 3 showed that single or multiple ECS treatments did not alter the expression of the sensitized response. Therefore, these data indicated that the one-trial behavioral sensitization of preweanling rats was exclusively mediated by nonassociative mechanisms and that associative processes did not modulate sensitized responding. These findings are in contrast to what is observed during adulthood, because adult rats exhibit one-trial behavioral sensitization only when associative processes are operative.

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“…In the case of electroshock, the CS closely following the aversive US acts as a signal of relief-from-punishment and can result in added attraction to the CS (Khurana et al 2009;Tanimoto et al 2004). While in some cases like tasteaversion conditioning the coincidence window of learning can be much wider and result in backward conditioning (Domjan and Gregg 1977). To assess the nature of heat shock as a punishing reinforcement, we varied the time between the presentation of the odor and the heat shock ( Fig.…”

Section: Optimization Of Heat-shockmentioning

confidence: 99%

Olfactory Conditioning in the Third Instar Larvae of Drosophila melanogaster Using Heat Shock Reinforcement

et al. 2011

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Adult Drosophila melanogaster has long been a popular model for learning and memory studies. Now the larval stage of the fruit fly is also being used in an increasing number of classical conditioning studies. In this study, we employed heat shock as a novel negative reinforcement for larvae and obtained high learning scores following just one training trial. We demonstrated heat-shock conditioning in both reciprocal and non-reciprocal paradigms and observed that the time window of association for the odor and heat shock reinforcement is on the order of a few minutes. This is slightly wider than the time window for electroshock conditioning reported in previous studies, possibly due to lingering effects of the high temperature. To test the utility of this simplified assay for the identification of new mutations that disrupt learning, we examined flies carrying mutations in the dnc gene. While the sensitivity to heat shock, as tested by writhing, was similar for wild type and dnc homozygotes, dnc mutations strongly diminished learning. We confirmed that the learning defect in dnc flies was indeed due to mutation in the dnc gene using non-complementation analysis. Given that heat shock has not been employed as a reinforcement for larvae in the past, we explored learning as a function of heat shock intensity and found that optimal learning occurred around 41 °C, with higher and lower temperatures both resulting in lower learning scores. In summary, we have developed a very simple, robust paradigm of learning in fruit fly larvae using heat shock reinforcement.

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Long-delay backward taste-aversion conditioning with lithium

Cited by 56 publications

References 14 publications

The importance of contextual elements in taste‐aversion learning

The importance of contextual elements in taste‐aversion learning

Importance of associative learning processes for one-trial behavioral sensitization of preweanling rats

Olfactory Conditioning in the Third Instar Larvae of Drosophila melanogaster Using Heat Shock Reinforcement

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