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Related Concept Videos

Real-World Application of Classical Conditioning01:15

Real-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...
Principles of Classical Conditioning01:23

Principles 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...

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Trace Fear Conditioning in Mice
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Intertrial unconditioned stimuli preferentially interfere with delay conditioning.

Douglas A Williams1, Heather K MacKenzie, Kenneth W Johns

  • 1Department of Psychology, University of Winnipeg, Winnipeg, Manitoba, Canada, R3B 2E9. d.williams@uwinnipeg.ca

Journal of Experimental Psychology. Animal Behavior Processes
|April 14, 2010
PubMed
Summary
This summary is machine-generated.

Introducing unconditioned stimuli (US) between trials can reduce conditioned stimulus (CS) excitation. However, delay conditioning is more susceptible to intertrial USs than embedded conditioning, regardless of CS-US interval duration.

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Area of Science:

  • Behavioral neuroscience
  • Learning and memory
  • Animal behavior

Background:

  • Conditioned stimulus (CS) excitation can be minimized by intertrial unconditioned stimulus (US) presentations.
  • The timing and relationship between CS and US are critical factors in associative learning.

Purpose of the Study:

  • To investigate the impact of intertrial unconditioned stimulus (US) presentations on delay versus embedded conditioning.
  • To determine if the CS-US temporal relationship influences the detrimental effects of intertrial USs.

Main Methods:

  • Rats were exposed to different conditioning paradigms (delay and embedded) with varying intertrial US presentations.
  • Behavioral responses were measured to assess conditioned anticipation of the US.

Main Results:

  • Rats anticipated the US timing in delay conditioning even with frequent intertrial USs.
  • Delay conditioning was found to be more detrimentally affected by intertrial USs compared to embedded conditioning.
  • Random USs during the intertrial interval shifted control from temporal to contextual stimuli.

Conclusions:

  • Delay conditioning is particularly vulnerable to the disruptive effects of intertrial unconditioned stimulus (US) presentations.
  • The CS-US temporal relationship, specifically delay versus embedded, dictates the influence of intertrial USs on associative learning.