scholarly journals Measuring unconditional stimulus expectancy during evaluative conditioning strengthens explicit conditional stimulus valence

2020 ◽  
Vol 34 (6) ◽  
pp. 1210-1225
Author(s):  
Camilla C. Luck ◽  
Ottmar V. Lipp
2014 ◽  
Vol 29 (4) ◽  
pp. 654-667 ◽  
Author(s):  
Tomislav D. Zbozinek ◽  
Dirk Hermans ◽  
Jason M. Prenoveau ◽  
Betty Liao ◽  
Michelle G. Craske

1973 ◽  
Vol 33 (1) ◽  
pp. 143-146 ◽  
Author(s):  
William J. Hoyer

20 larval leopard frogs ( Rana pipiens) were given 40 trials per day for 5 consecutive days in a discriminated-avoidance situation. Light was used as the conditional stimulus (CS), and the unconditional stimulus (US) consisted of scrambled electric current. Ss were matched for size and assigned to 4 cells of a 2 by 2 factorial design. The factors were US intensity (0.4 ma vs 0.8 ma) and type of US (discontinuous vs continuous). Over sessions there was an increase in the number of avoidance responses ( p < .005) and a corresponding decrease in the number of no-response trials ( p < .05). Discontinuous shock, which facilitates discriminated-avoidance learning in tats, did not affect the level of avoidance responding in tadpoles but did significantly reduce the number of no-response trials ( p < .01). This finding suggested that the role of the discontinuous shock in discriminated-avoidance learning may be adventitiously to eliminate responses (e.g., freezing) which are incompatible with the avoidance response.


2020 ◽  
Vol 287 (1938) ◽  
pp. 20201234
Author(s):  
Matthias Durrieu ◽  
Antoine Wystrach ◽  
Patrick Arrufat ◽  
Martin Giurfa ◽  
Guillaume Isabel

Associative learning allows animals to establish links between stimuli based on their concomitance. In the case of Pavlovian conditioning, a single stimulus A (the conditional stimulus, CS) is reinforced unambiguously with an unconditional stimulus (US) eliciting an innate response. This conditioning constitutes an ‘elemental’ association to elicit a learnt response from A + without US presentation after learning. However, associative learning may involve a ‘complex’ CS composed of several components. In that case, the compound may predict a different outcome than the components taken separately, leading to ambiguity and requiring the animal to perform so-called non-elemental discrimination. Here, we focus on such a non-elemental task, the negative patterning (NP) problem, and provide the first evidence of NP solving in Drosophila . We show that Drosophila learn to discriminate a simple component (A or B) associated with electric shocks (+) from an odour mixture composed either partly (called ‘feature-negative discrimination’ A + versus AB − ) or entirely (called ‘NP’ A + B + versus AB − ) of the shock-associated components. Furthermore, we show that conditioning repetition results in a transition from an elemental to a configural representation of the mixture required to solve the NP task, highlighting the cognitive flexibility of Drosophila .


2003 ◽  
Vol 17 (2) ◽  
pp. 61-68 ◽  
Author(s):  
Michal Kuniecki ◽  
Robert Barry ◽  
Jan Kaiser

Abstract The effect of stimulus valence was examined in the evoked cardiac response (ECR) elicited by the exposition of neutral and negative slides as well as by an innocuous auditory stimulus presented on the affective foregrounds generated by the slides. The exposition of the aversive slide produced prolonged cardiac deceleration in comparison with the neutral slide. Similar prolonged deceleration accompanied exposition of the neutral auditory stimulus on the negative visual foreground in comparison with the neutral foreground. We interpret these results as an autonomic correlate of extended stimulus processing associated with the affective stimulus. The initial deceleration response, covering two or three slower heart beats, may be prolonged for several seconds before HR reaches the baseline level again. In such a case the evoked cardiac deceleration can be functionally divided into two parts: the reflexive bradycardia (ECR1) elicited by neutral stimuli and a late decelerative component (LDC). We can speculate that the latter is associated with an additional voluntary continuation of processing of the stimulus. This must involve some cognitive aspect different from the mental task performance which leads to the accelerative ECR2, and we suggest that processing of a stimulus with negative valence is involved in generating the LDC.


2018 ◽  
Vol 39 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Oulmann Zerhouni ◽  
Johan Lepage

Abstract. The present study is a first attempt to link self-reported difficulties in everyday emotion regulation (ER) with evaluative conditioning (EC). We conducted a within-subject study in which participants (n = 90) filled the Difficulties in Emotion Regulation Scale (DERS) and were exposed to neutral conditioned stimulus (CS) paired with mildly or highly arousing negative unconditioned stimuli (USs) and positive USs. Participants then filled a contingency awareness measure. Results showed (i) that CSs paired with highly arousing negative USs were more negatively evaluated, (ii) that the EC effect with highly and mildly arousing negative USs was stronger among participants with greater self-reported difficulties in everyday ER. Moreover, participants were more likely to be aware of the CS-US contingencies with highly (vs. mildly) arousing negative USs. Implications for the understanding of maladaptive behaviors and for future directions in EC research are discussed.


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