Classical conditioning in rabbits using pontine nucleus stimulation as a conditioned stimulus and inferior olive stimulation as an unconditioned stimulus

Synapse ◽  
1989 ◽  
Vol 3 (3) ◽  
pp. 225-233 ◽  
Author(s):  
Joseph E. Steinmetz ◽  
David G. Lavond ◽  
Richard F. Thompson
Keyword(s):  
Conditioned Stimulus ◽  
Classical Conditioning ◽  
Unconditioned Stimulus ◽  
Inferior Olive ◽  
Pontine Nucleus

An Effective Paradigm for Conditioning Visual Perception in Human Subjects

Perception ◽  
1982 ◽  
Vol 11 (6) ◽  
pp. 663-669 ◽  
Author(s):  
Peter Davies ◽  
Geoffrey L Davies ◽  
Spencer Bennett
Keyword(s):  
Visual Perception ◽  
Conditioned Stimulus ◽  
Classical Conditioning ◽  
Unconditioned Stimulus ◽  
Experimental Evidence ◽  
Human Subjects ◽  
Image Sequences ◽  
Mental Process ◽  
Visual Responses

Repeated pairing of an auditory conditioned stimulus with a weak visual unconditioned stimulus produced extended image sequences and visual responses conditioned to the tone alone. The experiment is set into the context of Pavlov's view of Helmholtz's “unconscious inference” thus providing experimental evidence linking the higher mental process of perception with classical conditioning.

Unilateral inferior olive NMDA lesion leads to unilateral deficit in acquisition and retention of eyelid classical conditioning

1994 ◽  
Vol 61 (3) ◽  
pp. 218-224 ◽  
Author(s):  
M. Mintz ◽  
D.G. Lavond ◽  
A.A. Zhang ◽  
Y. Yun ◽  
R.F. Thompson
Keyword(s):  
Classical Conditioning ◽  
Inferior Olive

scholarly journals No Evaluative Conditioning Effects with Briefly Presented Stimuli

2018 ◽  
Author(s):  
Tobias Heycke ◽  
Christoph Stahl
Keyword(s):  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Visual Stimuli ◽  
Neutral Stimulus ◽  
Evaluative Conditioning ◽  
Visual Modality ◽  
Contingency Awareness ◽  
The Us

Evaluative Conditioning (EC) changes the preference towards a formerly neutral stimulus (Conditioned Stimulus; CS), by pairing it with a valent stimulus (Unconditioned Stimulus; US), in the direction of the valence of the US. When the CS is presented subliminally (i.e., too briefly to be consciously perceived), contingency awareness between CS and US can be ruled out. Hence, EC effects with subliminal CSs would support theories claiming that contingency awareness is not necessary for EC effects to occur. Recent studies reported the absence of EC with briefly presented CSs when both CS and US were presented in the visual modality, even though the CSs were identified at above-chance levels. Challenging this finding, Heycke and colleagues (2017) found some evidence for an EC effect with briefly presented visual stimuli in a cross-modal paradigm with auditory USs, but that study did not assess CS visibility. The present study attempted to replicate this EC effect with different stimuli and a CS visibility check. Overall EC for briefly presented stimuli was absent, and results from the visibility check show that an EC effect with briefly presented CSs was only found, when the CSs were identified at above-chance levels.

A Classical Conditioning Procedure for the Hearing Assessment of Multiply Handicapped Persons

1989 ◽  
Vol 54 (1) ◽  
pp. 88-93 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Frans Coninx ◽  
Paul M. Smeets
Keyword(s):  
Classical Conditioning ◽  
Unconditioned Stimulus ◽  
Children And Adolescents ◽  
Operant Conditioning ◽  
Conditioning Procedure ◽  
Handicapped Children ◽  
Visual Reinforcement ◽  
Classical Procedure ◽  
Hearing Assessment ◽  
Classical Conditioning Procedure

The present study evaluated the viability of a classical conditioning procedure with an air puff as unconditioned stimulus for the hearing assessment of multiply handicapped children and adolescents. All subjects were also exposed to operant conditioning, which consisted of a modified visual reinforcement audiometry (VRA) procedure or involved edible reinforcement contingent on a reaching response (for blind subjects). The findings indicate that the classical conditioning procedure was successful with 21 of the 23 subjects, whereas operant conditioning succeeded with 15 of the subjects. Thresholds obtained with classical conditioning were mostly equal to or within 10 dB of those obtained with operant conditioning and also matched previously available hearing estimates. These findings seem to suggest that the classical procedure can be a useful behavioral alternative for audiological assessment.

Exploring the Contextual Renewal of Conditioned Attitudes After Counterconditioning

2020 ◽  
Vol 38 (4) ◽  
pp. 287-323
Author(s):  
Bertram Gawronski ◽  
Skylar M. Brannon ◽  
Katarina Blask ◽  
Eva Walther
Keyword(s):  
Conditioned Stimulus ◽  
Boundary Conditions ◽  
Unconditioned Stimulus ◽  
Attitude Change ◽  
Evaluative Conditioning ◽  
Verbal Information

Research on contextualized attitude change suggests that, even when coun-terattitudinal information effectively influences evaluations in the context in which this information was learned, previously formed attitudes sometimes continue to determine evaluations in any other context (contextual renewal). Expanding on evidence for contextual renewal in attitude change based on verbal information, five experiments tested the emergence of contextual renewal in evaluative conditioning, involving pairings of a conditioned stimulus with a valenced unconditioned stimulus. Counter to the notion of contextual renewal, counterconditioning changed initially conditioned attitudes to the same extent irrespective of the context. Verbal information presented with the same procedural parameters produced contextual renewal effects only when evaluations were not measured between the formation of initial attitudes and the learning of counterattitudinal information. The results suggest two previously unidentified boundary conditions of contextualized attitude change that need to be reconciled with extant theories of evaluative learning.

Effects of Pentobarbital and Isoflurane on Conditioned Learning after Transient Global Cerebral Ischemia in Rabbits

2000 ◽  
Vol 92 (1) ◽  
pp. 171-171 ◽  
Author(s):  
Jae Young Kwon ◽  
Andreas Bacher ◽  
Donald J. Deyo ◽  
John F. Disterhoft ◽  
Tatsuo Uchida ◽  
...  
Keyword(s):  
Cerebral Ischemia ◽  
Conditioned Stimulus ◽  
Unconditioned Stimulus ◽  
Conditioned Response ◽  
Global Cerebral Ischemia ◽  
Eyeblink Response ◽  
Trace Interval ◽  
Transient Global Cerebral Ischemia ◽  
Isoflurane Group ◽  
Conditioned Responses

Background The acquisition of a conditioned eyeblink response has been used extensively to study the neurologic substrates of learning and memory. We examined the effects of the anesthetics isoflurane and pentobarbital, or hypothermia (30 degrees C), on the ability of rabbits to acquire an eyeblink conditioned response after 6.5 min of cerebral ischemia. Methods New Zealand white rabbits (n = 48) were randomly assigned to sham, normothermic, hypothermic, isoflurane, or pentobarbital groups. In the normothermic, hypothermic, isoflurane, and pentobarbital groups, 6.5 min of global cerebral ischemia was produced. In animals randomized to the isoflurane and pentobarbital groups, a pattern of burst suppression was achieved on the electroencephalogram before the start of the ischemic episode. Animals in the hypothermia group were cooled to 30 degrees C before ischemia. Seven days after ischemia, eyeblink training was started using an audible tone presented for 100 ms as the conditioned stimulus. The unconditioned stimulus was an air puff directed at the cornea. The delay between the end of conditioned stimulus and the start of the unconditioned stimulus (the trace interval) was 300 ms in duration. A conditioned response was defined as an eyeblink that was initiated during the trace interval. Eighty trials per day and 15 days of training were delivered. Results Neurologic deficits were greatest in the normothermia group, and these animals also had fewer conditioned responses than those in the sham, hypothermia, or pentobarbital groups. Animals in the isoflurane group had an intermediate number of conditioned responses that was not significantly different from the normothermia group. Conclusions This study demonstrates that a brief episode of cerebral ischemia results in the impairment of associative learning. Hypothermia and burst-suppressive doses of pentobarbital were able to improve neurobehavioral outcome as measured by ability to acquire a trace conditioned response.

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