Four experiments were performed to explore the role of context in operant extinction. In all experiments, leverpressing in rats was first reinforced with food pellets on a variable interval 30-s schedule, then extinguished, and finally tested in the same and a different physical context. The experiments demonstrated a clear ABA renewal effect, a recovery of extinguished responding when conditioning, extinction, and testing occurred in contexts A, B, and A, respectively. They also demonstrated ABC renewal (where conditioning extinction and testing occurred in contexts A, B, and C) and, for the first time in operant conditioning, AAB renewal (where conditioning, extinction, and testing occurred in contexts A, A, and B). The latter two phenomena indicate that tests outside the extinction context are sufficient to cause a recovery of extinguished operant behavior and, thus, that operant extinction, like Pavlovian extinction, is relatively specific to the context in which it is learned. AAB renewal was not weakened by tripling the amount of extinction training. ABA renewal was stronger than AAB, but not merely because of context A's direct association with the reinforcer.

It is widely recognized that extinction (the procedure in which a Pavlovian conditioned stimulus or an instrumental action is repeatedly presented without its reinforcer) weakens behavior without erasing the original learning. Most of the experiments that support this claim have focused on several “relapse” effects that occur after Pavlovian extinction, which collectively suggest that the original learning is saved through extinction. However, although such effects do occur after instrumental extinction, they have not been explored there in as much detail. This article reviews recent research in our laboratory that has investigated three relapse effects that occur after the extinction of instrumental (operant) learning. In renewal, responding returns after extinction when the behavior is tested in a different context; in resurgence, responding recovers when a second response that has been reinforced during extinction of the first is itself put on extinction; and in rapid reacquisition, extinguished responding returns rapidly when the response is reinforced again. The results provide new insights into extinction and relapse, and are consistent with principles that have been developed to explain extinction and relapse as they occur after Pavlovian conditioning. Extinction of instrumental learning, like Pavlovian learning, involves new learning that is relatively dependent on the context for expression.

Four experiments with rats examined renewal of extinguished instrumental behavior when the reinforcement histories of the contexts were equated by giving complementary training and extinction of a different response (lever press and chain pull) in each context. In Experiments 1–3, renewal occurred when the response was tested in the acquisition context (ABA) or outside the extinction context (AAB and ABC). Further, in Experiments 1–3, when both responses were simultaneously available there was a clear preference for the response that was not in its extinction context. In Experiment 4, renewal was not reduced when testing occurred in a context that had been associated with extinction of the other instrumental response. The experimental designs rule out differential context-reinforcer associations being the only contributing mechanism of renewal, and also raise questions about configural and occasion-setting accounts. The results are consistent with the idea that during extinction an inhibitory association is formed between the context and the response.

A topographic representation of local space is critical for navigation and spatial memory. In humans, topographic spatial learning relies upon the parahippocampal cortex, damage to which renders patients unable to navigate their surroundings or develop new spatial representations. Stable spatial signals have not yet been observed in its rat homolog, the postrhinal cortex. We recorded from single neurons in the rat postrhinal cortex whose firing reflects an animal’s egocentric relationship to the geometric center of the local environment, as well as the animal’s head direction in an allocentric reference frame. Combining these firing correlates revealed a population code for a stable topographic map of local space. This may form the basis for higher-order spatial maps such as those seen in the hippocampus and entorhinal cortex.

The purpose of this article is to review recent research that has investigated the effects of context change on instrumental (operant) learning. The first part of the article discusses instrumental extinction, in which the strength of a reinforced instrumental behavior declines when reinforcers are withdrawn. The results suggest that extinction of either simple or discriminated operant behavior is relatively specific to the context in which it is learned: As in prior studies of Pavlovian extinction, ABA, ABC, and AAB renewal effects can all be observed. Further analysis supports the idea that the organism learns to refrain from making a specific response in a specific context, or in more formal terms, an inhibitory context-response association. The second part of the article then discusses research suggesting that the context also controls instrumental behavior before it is extinguished. Several experiments demonstrate that a context switch after either simple or discriminated operant training causes a decrement in the strength of the response. Over a range of conditions, the animal appears to learn a direct association between the context and the response. Under some conditions, it can also learn a hierarchical representation of context and the response-reinforcer relation. Extinction is still more context-specific than conditioning, as indicated by ABC and AAB renewal. Overall, the results establish that the context can play a significant role in both the acquisition and extinction of operant behavior.