scholarly journals Limitations of context conditioned effects in the perception of [b] and [w]

1985 ◽  
Vol 38 (5) ◽  
pp. 397-407 ◽  
Author(s):  
P. C. Shinn ◽  
S. E. Blumstein ◽  
A. Jongman
Keyword(s):  
Conditioned Effects

scholarly journals mGlu5 and adenosine A2A receptor interactions regulate the conditioned effects of cocaine

2011 ◽  
Vol 15 (07) ◽  
pp. 995-1001 ◽  
Author(s):  
Robyn M. Brown ◽  
Jhodie R. Duncan ◽  
Monique R. Stagnitti ◽  
Catherine Ledent ◽  
Andrew J. Lawrence
Keyword(s):  
Adenosine A2a Receptor ◽  
A2a Receptor ◽  
Receptor Interactions ◽  
Adenosine A2a ◽  
Conditioned Effects

Unconditioned and conditioned effects of intravenous insulin and glucose on heart rate variability in healthy men

2011 ◽  
Vol 103 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Ursula Stockhorst ◽  
Anja Huenig ◽  
Dan Ziegler ◽  
Werner A. Scherbaum
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Healthy Men ◽  
Intravenous Insulin ◽  
Conditioned Effects

Conditioned effects of caffeine on performance in humans

2010 ◽  
Vol 99 (3) ◽  
pp. 286-293 ◽  
Author(s):  
Angela Attwood ◽  
Philip Terry ◽  
Suzanne Higgs
Keyword(s):  
Conditioned Effects

scholarly journals From Biological Constraints to Flexible Behavior Systems:Extending Our Knowledge of Sexual Conditioning in Japanese Quail

2015 ◽  
Vol 28 ◽  
Author(s):  
Chana K. Akins ◽  
Brian Cusato
Keyword(s):  
Japanese Quail ◽  
Copulatory Behavior ◽  
Stimulus Dimension ◽  
Traditional Learning ◽  
Conceptions Of Learning ◽  
General Process ◽  
Universal Principles ◽  
Biological Constraints ◽  
Response Variation ◽  
Conditioned Effects

The traditional learning view involves the general process theory of learning that focuses on identifying universal principles that apply to all species capable of learning from experience, and that operate across a wide variety of situations. Examples of behavior that contradict general-process conceptions of learning have been in the past referred to as “biological constraints”. Traditional learning theorists choose to consider these examples as exceptions to otherwise universal principles of learning. On the contrary, the typical ethologist is more likely to be concerned with how specific behaviors may have evolved and in an animal’s species typical responses to stimuli they are likely to encounter in their natural environment. However, they also fail to embrace animal learning phenomena that occurs in the laboratory into their theoretical framework. Behavior systems represent an alternative to this view by providing a link between traditional views of learning and ethology. They conceptualize experiential learning not as a set of universal principles, butas species typical processes that reflect the specific demands of the ecological niche in which the species evolved. The current paper reviews and brings-to-date Domjan’s formulation of a sexual behavior system in male Japanese quail. The system includes a stimulus dimension consisting of species typical cues, local cues, and contextual cues, and a response dimension consisting of general search, focal search, and copulatory behavior. Domjan’sformulation includes two diagrams that include symbols that represent unconditioned and conditioned effects within the system. Our modification of the system focuses on additional and up-to-date conditioned effects. In general, adding conditioning to the system increases potential stimulus and response variation, thereby increasing the flexibility of the system as it has evolved as a result of continued observation and experimentation.

scholarly journals Highlight Article: Conditioning the neuroimmune response to ethanol using taste and environmental cues in adolescent and adult rats

2019 ◽  
Vol 244 (5) ◽  
pp. 362-371
Author(s):  
Anny Gano ◽  
Ricardo M Pautassi ◽  
Tamara L Doremus-Fitzwater ◽  
Thaddeus M Barney ◽  
Andrew S Vore ◽  
...  
Keyword(s):  
Young Adults ◽  
Alcohol Abuse ◽  
Drugs Of Abuse ◽  
Ethanol Exposure ◽  
Single Trial ◽  
Sprague Dawley ◽  
Adult Rats ◽  
Acute Ethanol ◽  
Conditioned Effects

Our work in adult Sprague-Dawley rats has shown elevation of the cytokine Interleukin (IL)-6 in the hippocampus and amygdala following acute and repeated binge-like doses of ethanol during intoxication. Previously, we have shown that in adults, the central IL-6 response to a sub-threshold dose of ethanol was sensitized by repeated pairings of ethanol as an unconditioned stimulus (US) with an odor conditioned stimulus (CS).In the present studies, acute ethanol exposure (4 g/kg intraperitoneal) was paired with a combined odor and taste cue using a single trial learning procedure, after which rats were tested for conditioned effects of the CS on neuroimmune gene expression. We found that IL-6 was significantly elevated in the amygdala based on exposure to the CS after just one CS–US pairing in young adolescent rats (age P32–40), an effect that was more modest in young adults (P72–80). These data indicate that, despite a normal disposition toward a blunted neuroimmune response to ethanol, adolescents were more sensitive than adults to forming learned associations between ethanol’s neuroimmune effects and conditioned stimuli. Given the emergent role of the immune system in alcoholism, such as regulating ethanol intake, these ethanol-induced conditioned effects on cytokine levels may contribute to our understanding of the unique attributes that make adolescence a time period of vulnerability in the development of later alcohol abuse behaviors. Impact statement A combined odor and taste cue was paired with a binge-like ethanol exposure (4 g/kg intraperitoneal) using a single-trial learning paradigm. Re-exposure to the CS alone was sufficient to evoke a conditioned Interleukin (IL)-6 elevation in the amygdala in adolescents, an effect that was not observed in young adults. This demonstrates a particular sensitivity of adolescents to alcohol-associated cues and neuroimmune learning, whereas prior work indicated that adults require multiple pairings of ethanol to the CS in order to achieve a conditioned amygdala IL-6 response. While the role of immune conditioning has been studied in other drugs of abuse, these findings highlight a previously unknown aspect of alcohol-related learning. Given the emergent importance of the neuroimmune system in alcohol abuse, these findings may be important for understanding cue-induced reinstatement of alcohol intake among problem drinkers.

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