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Published on: April 19, 2017
Contextual conditioning in infants, but not older animals, is facilitated by CS conditioning
Susan M Brasser1, Norman E Spear
1Center for Developmental Psychobiology, Department of Psychology, Binghamton University, Binghamton, NY 13902, USA. sbrasser@utmem.edu
Insights
Infant rats show enhanced context conditioning when a conditioned stimulus (CS) is paired with an unconditioned stimulus (US) in that context. Older rats show less context conditioning with CS-US pairings, suggesting developmental changes in learning.
Area of Science:
- Developmental psychology
- Neuroscience
- Animal behavior
Background:
- Context conditioning, the ability to associate a location with an event, develops throughout life.
- Understanding developmental differences in context conditioning is crucial for understanding learning and memory formation.
Purpose of the Study:
- To investigate age-related differences in context conditioning in Sprague-Dawley rats.
- To examine how the presence or absence of conditioned stimulus (CS) and unconditioned stimulus (US) pairings within a context influences context conditioning across development.
Main Methods:
- Rats of different ages (infants, juveniles, adolescents, adults) were exposed to contexts with or without CS-US pairings.
- The degree of context conditioning was measured by comparing groups with paired and unpaired CS-US presentations.
- Supplementary experiments manipulated conditioning experience to explore its effects on context conditioning patterns.
Main Results:
- Infants showed enhanced context conditioning when CS-US pairings occurred in the context.
- Adolescents exhibited the strongest context conditioning overall, even with CS-US pairings.
- Adults showed less context conditioning when CS-US pairings were present compared to unpaired presentations.
- Developmental patterns shifted with altered conditioning experience, but infant and adult patterns remained distinct.
Conclusions:
- Context conditioning undergoes significant developmental changes from infancy to adulthood in rats.
- The relationship between CS conditioning and context conditioning varies across age groups.
- Infant-specific processing mechanisms may underlie the potentiation of context conditioning observed in early development.
Abstract:
Context conditioning in infant Sprague-Dawley rats (postnatal days [PD] 15, 17, and 19), juveniles (PD 25), adolescents (PD 35), and adults (PD 71-89) was compared when CS conditioning did or did not occur in the context. Degree of CS conditioning within that context was equated across age, and separate groups at each age were given unpaired presentations of the CS and US within that context. Infants conditioned more effectively to context when CS-US pairings occurred in that context than when they did not, juveniles conditioned to context about equally with and without CS-US pairings in the context, and adolescents and adults conditioned less effectively to context when CS and US were paired than when unpaired. Adolescents had significant context conditioning despite CS-US pairings in the context but adults did not, and overall, context conditioning was strongest for adolescents. Supplementary experiments indicated that with more extensive conditioning experience, the infants' pattern of context conditioning became more similar to that of older animals, and with less conditioning experience the pattern of context conditioning by adults became more similar to that of younger animals, but infants never attained the adult pattern of context conditioning nor did adults attain the infant pattern. The potentiation of context conditioning by CS conditioning observed in infants is consistent with previous evidence derived from compound conditioning. Alternative explanations place common emphasis on infant-specific amodal processing. One views potentiation as a result of the greater perceived intensity of the stimulus compound (CS and context, in this case) during conditioning and the lesser generalization decrement in infants than adults when tested with a single element after conditioning with a compound. The other explanation emphasizes consequences of the redundancy inherent in intersensory compounds, within the theory of Bahrick and Lickliter.
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