Related Experiment Video
Updated: Aug 9, 2026
07:02
Trace Fear Conditioning in Mice
Published on: March 20, 2014
Amount of training and stimulus salience affect associability changes in serial conditioning
Peter Holland1, Meredith Bashaw, Jennifer Quinn
1Department of Psychological and Brain Sciences, Duke University Box 90086, 27708-0086, Durham, NC, USA
Behavioural Processes
|September 25, 2002
Summary
Extended training with serial stimuli (S1-->S2) impairs S1 learning, but this impairment can be reversed by occasionally omitting S2. Stimulus relations significantly impact learning and stimulus selection in conditioning.
Area of Science:
- Behavioral Neuroscience
- Learning and Memory
- Animal Cognition
Background:
- Previous research indicated that prolonged training with a serial compound of two conditioned stimuli (S1-->S2) diminishes the associability of the first stimulus (S1).
- This reduced associability, or the ability of S1 to form new associations, could be recovered by intermittently omitting the second stimulus (S2) during training.
Purpose of the Study:
- To investigate variables influencing performance in Pavlovian appetitive conditioning.
- To examine how the consistency and inconsistency of stimulus relations affect stimulus associability.
- To understand the role of intrinsic and extrinsic stimulus relations in stimulus selection.
Main Methods:
- Five Pavlovian appetitive conditioning experiments were conducted using rats.
- Experiment 1 assessed the effect of the number of training sessions with a consistent S1-S2 relation on S1 associability.
- Experiment 2 examined the recovery of S1 associability after inconsistent S1-S2 training (S2 omission).
- Experiments 3-5 investigated S1 conditioning after inconsistent training, varying the relative salience of S1 and S2.
Main Results:
- S1 associability decreased gradually with increased consistent S1-S2 training sessions.
- Even a single session of inconsistent S1-S2 training (S2 omission) restored S1 associability after extended consistent training.
- Test phase conditioning of S1 following inconsistent training varied (greater than, less than, or similar to) compared to consistent training, contingent on S1 and S2 salience.
Conclusions:
- The associability of a conditioned stimulus is dynamically affected by the consistency of its predictive relationship with subsequent stimuli.
- Intermittent omission of the second stimulus (S2) can rapidly restore the learning ability of the first stimulus (S1).
- Interpreting stimulus selection in conditioning requires consideration of both the inherent properties of stimuli (intrinsic) and their relationships within the experimental paradigm (extrinsic).
Related Concept Videos
01:27Associative Learning
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Classical conditioning, also known...
01:18Classical Conditioning
Associative learning, a core principle in behavioral psychology, involves forming connections between events and facilitating learned responses. This concept is vividly illustrated by classical conditioning, a process extensively studied by the Russian physiologist Ivan Pavlov. Pavlov's pioneering research on dogs' digestive systems led to the discovery that behaviors can be learned through association, laying the groundwork for classical conditioning.
Ivan Pavlov observed that dogs salivated...
Ivan Pavlov observed that dogs salivated...
01:23Principles of Classical Conditioning
Classical conditioning, as described by Ivan Pavlov, is a foundational concept in associative learning, where a neutral stimulus becomes capable of eliciting a conditioned response through association with an unconditioned stimulus. The process of acquisition, where this learning occurs, and the subsequent phenomena of contiguity, contingency, generalization, discrimination, extinction, and spontaneous recovery are crucial for a comprehensive understanding of classical conditioning.
During the...
During the...
01:15Real-World Application of Classical Conditioning
Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
01:17Classical Conditioning in Daily Life
Classical conditioning, a fundamental principle of associative learning, explains various phenomena observed in daily life, such as fear development, the placebo effect, taste aversion, and drug habituation. These applications demonstrate the profound impact of associative learning on human behavior and physiological responses.
John B. Watson and Rosalie Rayner famously demonstrated the development of fear through classical conditioning in their experiment with Little Albert. They paired the...
John B. Watson and Rosalie Rayner famously demonstrated the development of fear through classical conditioning in their experiment with Little Albert. They paired the...
01:24Generalization, Discrimination, and Extinction
Generalization, discrimination, and extinction are key concepts in operant conditioning that influence how behaviors are learned and maintained.
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...
Generalization occurs when a behavior reinforced in one context is performed in similar situations. For instance, a student who studies diligently for calculus and receives excellent grades might apply the same study habits to psychology and history, expecting similar results. Generalization shows how learning in one setting can influence behavior in...