Long-term and transitory interference effects.

Glazer, Howard I.; Weiss, Jay M.

doi:10.1037/0097-7403.2.3.191

Cited by 135 publications

(68 citation statements)

References 18 publications

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“…It hasbeen termed the leamed helplessness effect (Seligman, 1975) or the interference effect (Glazer & Weiss, 1976a, 1976b. The learned helplessness theory (Maier & Seligman, 1976;Seligman, 1975) explains that this effect arises from the leaming of uncontrollability-that outcomes are independent of responses.…”

mentioning

confidence: 99%

Loss of controllability in appetitive situations interferes with subsequent learning in aversive situations

Sonoda

Okayasu

Hirai

1991

Animal Learning & Behavior

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In two experiments, we examined whether or not a loss of control over food availability would interfere with subsequent two-way shuttle-escape learning. Rats that had experienced loss of control over food delivery were impaired in their acquisition of a shuttle-escape response, relative to the response-contingent and the continuous-reinforcement control rats (in Experiments 1 and 2) and to the lack-of-control and home cage control rats (in Experiment 2). Rats that had received noncontingent food delivery without a prior history of control over food exhibited poorer performance than did the home cage control rats. Moreover, loss of control resulted in a larger interference effect than did lack of control, supporting the view that the learning of response-outcome noncontingency is the main determinant of the interference effect.

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Loss of controllability in appetitive situations interferes with subsequent learning in aversive situations

Sonoda

Okayasu

Hirai

1991

Animal Learning & Behavior

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“…Passivity in the older group could be interpreted as learned helplessness because the situation was inescapable. Immobility may be an adaptive response if the animal learned to wait until the end of the trial to be taken away (Glazer & Weiss, 1976). Accordingly, the older group trained without platform tended to perform worse in the adult avoidance task when the difficulty was increased.…”

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Early learning failure impairs adult learning in rats

et al. 2005

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Early life experiences may affect adult learning ability. In two experiments we tested the effect of early learning failure on adult performance in Wistar rats. In the first experiment 17-day-old rats (PN17), but not 25-day-old rats (PN25), trained in a hidden platform water maze task showed deficits in tone-shock avoidance learning when they were 3-months-old. The second experiment, which included random-platform and non-platform control groups, confirmed the effect of early (PN18) spatial learning failure on adult avoidance learning. However, postweaning training (PN25) without platform also tended to induce adult learning deficits as long as the adult task difficulty was increased. The older non-platform group did not differ from the impaired group which received early training in a fixed hidden platform task. The results are discussed in terms of the relevance of early learning outcome and developmental stage on adult general learning deficits which may be related to the learned helplessness phenomenon and developmental neural plasticity. ß 2005 Wiley Periodicals, Inc. Dev Psychobiol 46: 340-349, 2005.

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“…Much research on behavioral deficits following exposure to aversive and uncontrollable experiences (learned helplessness) involves pretreatments that confound exposure to shock with restraint (e.g., Crowell & Anderson, 1981;Glazer & Weiss, 1976;Jackson, Alexander, & Maier, 1980;Ley & Crow, 1979). Such procedures have been accepted largely on the basis of arguments by Maier (see Maier & Seligman, 1976, pp.…”

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Effects of restraint on open-field activity, shock avoidance learning, and gastric lesions in the rat

Lanum¹,

Campbell²,

Blick³

et al. 1984

Animal Learning & Behavior

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Many rat studies of learned helplessness confound the stress of restraint with inescapable shock. In the present experiment, albino rats were held immobile for 0, 2, 8, 14, or 18 h. Behavioral deficits were observed in an open-field activity maze and in two-way shuttlebox avoidance acquisition. In the activity maze, a sex X restraint interaction was observed for latency to leave the center square, ambulation, and frequency of center square crossing. Males were slower to leave the center square, had fewer ambulations, and crossed the center square less frequently than females. These effects were potentiated by restraint. Males reared significantly less than females, and restrained animals reared significantly less than nonrestrained animals. Restraint also significantly increased the frequency of grooming. On the avoidance tasks, a significant restraint X trial block interaction indicated slower learning for restrained animals. The severity of the decrements increased with restraint duration. The presence of stomach lesions was positively correlated with stress duration and the severity of the behavioral decrement. The results indicate that restraint produces a variety of behavioral changes which may result in interpretive difficulties for helplessness studies that confound restraint and shock.

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Long-term and transitory interference effects.

Cited by 135 publications

References 18 publications

Loss of controllability in appetitive situations interferes with subsequent learning in aversive situations

Loss of controllability in appetitive situations interferes with subsequent learning in aversive situations

Early learning failure impairs adult learning in rats

Effects of restraint on open-field activity, shock avoidance learning, and gastric lesions in the rat

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