A comparison of taste aversions induced by radiation and lithium chloride in CS-US and US-CS paradigms.

Barker, Lewis M.; Smith, James C.

doi:10.1037/h0036962

Cited by 91 publications

(53 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In each study, the interval between lithium and subsequent taste exposure was 30 min. Previous research has shown that intraperitoneal injections of lithium suppress saccharin (Barker & Smith, 1974;Domjan, 1977) and sometimes water (Barker & Smith, 1974) consumption, starting less than 15 min after the drug treatment. These findings indicate that the malaise induced by lithium has a latency much shorter than.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, if a 30-mininjection-taste interval results in a forward pairing of taste with illness, all of the various tastes which are easily conditioned in forward conditioning paradigms also should be conditionable with backward injection-taste pairings. However, in contrast to their rapid associability with toxicosis in forward conditioning paradigms, weak concentrations of saccharin (e.g., .1% saccharin) do not become conditioned if they are presented more than 10 min after lithium injection (Barker & Smith, 1974;Dornjan & Gregg, 1977). Aversion conditioning to flavors presented longer periods after drug treatment appears to be limited to more concentrated taste solutions (Domjan & Gregg, 1977).…”

Section: Discussionmentioning

confidence: 99%

“…Initial efforts to condition flavor aversions with lithium injected before the flavor presentation met with little success (Barker & Smith, 1974). However, recent studies employing more concentrated taste solutions have reported significant aversions learned to .5% saccharin presented 30 min after lithium injection (Domjan, Schorr, & Best, 1977) and 1.0% saccharin presented 60 min after lithium treatment (Domjan & Gregg, 1977).…”

Section: University Of Texas At Austin Austin Texas 78712mentioning

confidence: 99%

“…Thus, both control and preexposed subjects received their conditioning presentation of the CS flavor 30 min after lithium treatment. Since lithium-induced suppressions of saccharin (Barker & Smith, 1974;Domjan, 1977) and water (Barker & Smith, 1974) intake have been observed within 15 min after drug injection, both Figure I. Mean saccharin intakes of independent groups which previously received two lithium injections at various intervals, followed 30 min later by exposure to saccharin.…”

Section: University Of Texas At Austin Austin Texas 78712mentioning

confidence: 99%

See 3 more Smart Citations

Effects of proximal unconditioned stimulus preexposure on ingestional aversions learned as a result of taste presentation following drug treatment

Domjan

1978

Animal Learning & Behavior

View full text Add to dashboard Cite

Taste aversions were conditioned by exposing subjects to a 1.0% saccharin solution 30 min after an injection of lithium chloride. The aversion learning was disrupted if subjects had also received an additional lithium injection some time earlier (Experiments 1-3). This interference effect of US preexposure was a decreasing function of the preexposure interval. beyond the optimal interval (l05 min) for observing the phenomenon (Experiment 1), and was directly related to the dose of the preexposure injection (Experiment 2). No interference with conditioning occurred at short (e.g.. 3D-min) preexposure intervals (Experiment 1), probably because under these circumstances the preexposure injection itself conditioned a strong aversion (Experiment 4). At moderate (105-min) but not at short (3D-min) preexposure intervals. the interference with aversions learned as a result of taste exposure following drug injection was comparable to the interference with learning in a more conventional forward conditioning procedure (Experiments 3 and 4). These findings are similar to previously documented effects of proximal CS-and US-preexposure and are consistent with recent stimulus rehearsal and opponent-process theories.The extent to which one stimulus becomes associated with another depends not only on the temporal sequence and schedule of their presentation, but also on the nature of the stimulus events. One stimulus characteristic that is important for the establishment of associations is novelty. Reductions in the novelty of conditioned (CS) and unconditioned (US) stimuli have been observed to reduce their associability in a variety of situations (e.g., Lubow, 1973; Siegel & Domjan, 1971). This interference effect of CS and US preexposure is especially evident in ingestional aversion learning. Numerous studies have shown that exposure to either the CS flavor or the US malaise before a conditioning trial attenuates aversion learning. These experiments usually have involved repeated preconditioning presentations of the CS or US event, with at least 24 h between successive preexposures and at least 24 h between the end of the preexposure phase and the subsequent conditioning trial (e.g., Cappell & Le Blanc, 1975;Domjan, 1972; Riley, Jacobs, & LoLordo, 1976;Vogel & Nathan, 1976). Since, typically, 24 h or more intervened between preexposure and conditioning, the resultant interference effects were produced by stim- 133 ulus preexposures which may be characterized as remote from the conditioning trial.In contrast to the experiments described above, recent research (Best & Gemberling, 1977; Domjan & Best, 1977) has shown that CS and US preexposures closer to the conditioning trial can also disrupt aversion learning. In one of these studies (Best & Gemberling, 1977), maximal interference with conditioning occurred when subjects were exposed to the CS flavor 4 h before the conditioning trial, with more remote CS preexposures having less of a deleterious effect. In the other experiment (Domjan & Best, 1977), US exposure 30 min bef...

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: University Of Texas At Austin Austin Texas 78712mentioning

confidence: 99%

Section: University Of Texas At Austin Austin Texas 78712mentioning

confidence: 99%

See 2 more Smart Citations

Effects of proximal unconditioned stimulus preexposure on ingestional aversions learned as a result of taste presentation following drug treatment

Domjan

1978

Animal Learning & Behavior

View full text Add to dashboard Cite

show abstract

“…Reversing presentation of the CS and US exposes subjects to identical stimuli, but while forward pairing of CS and US leads to associative learning, reversing the order of presentation (backward conditioning) greatly diminishes, or altogether abolishes, learning (11,19,20). Thus if convergence of CS and US information onto individual neurons characterizes the acquisition of an association, the number of cells displaying coincident activation should be significantly lower in backwardconditioned animals.…”

Section: Reversing the Order Of Cs And Us Presentation Diminishes Coimentioning

confidence: 99%

Visualizing stimulus convergence in amygdala neurons during associative learning

Barot

Kyono

Clark

et al. 2008

Proc. Natl. Acad. Sci. U.S.A.

View full text Add to dashboard Cite

A central feature of models of associative memory formation is the reliance on information convergence from pathways responsive to the conditioned stimulus (CS) and unconditioned stimulus (US). In particular, cells receiving coincident input are held to be critical for subsequent plasticity. Yet identification of neurons in the mammalian brain that respond to such coincident inputs during a learning event remains elusive. Here we use Arc cellular compartmental analysis of temporal gene transcription by fluorescence in situ hybridization (catFISH) to locate populations of neurons in the mammalian brain that respond to both the CS and US during training in a one-trial learning task, conditioned taste aversion (CTA). Individual neurons in the basolateral nucleus of the amygdala (BLA) responded to both the CS taste and US drug during conditioning. Coincident activation was not evident, however, when stimulus exposure was altered so as to be ineffective in promoting learning (backward conditioning, latent inhibition). Together, these data provide clear visualization of neurons in the mammalian brain receiving convergent information about the CS and US during acquisition of a learned association.Arc ͉ memory ͉ novelty ͉ plasticity ͉ taste aversion conditioning A central issue in behavioral neuroscience is how alterations in neural activity mediate the durable behavioral changes involved in learning. Current concepts of associative memory formation are based on the premise that plasticity relies on convergence of information from pathways responsive to the conditioned stimulus (CS) and the unconditioned stimulus (US) (1-3). Yet despite impressive progress in defining underlying neuronal circuitry and probable sites of association for several associative learning models (2, 4-6), identification of neuronal populations where convergent activation actually occurs during learning remains elusive. Electrophysiological studies have made inroads toward this goal, but are hampered by limited sampling ability, especially when the targets are convergent neurons, which are likely to be sparsely distributed during any single training trial. In those studies where convergent activation was recorded, animals were either anesthetized or had already reached asymptotic performance on a learning task (5-7).The imaging method known as cellular compartmental analysis of temporal gene transcription by fluorescence in situ hybridization (catFISH) can circumvent several of the technical limitations that have made it difficult to sample broad regions of the mammalian brain with high cellular and temporal resolution during a learning event (8). In particular, catFISH serves as a functional imager that allows investigators to distinguish neuronal populations activated by two distinct behavioral experiences. CatFISH utilizes Arc (or Arg 3.1), an immediate early gene (IEG) that is expressed in forebrain glutamatergic neurons after periods of enhanced activation (9, 10). The innovative features of catFISH rely on the time course of Arc mRNA locali...

show abstract

The Psychology and Ethology of Learning

Holland

Ball

2003

Handbook of Psychology

View full text Add to dashboard Cite

There are two major traditions in the study of learning in animals, a general process perspective within experimental psychology, and a view of learning as niche‐specific behavioral adaptation within ethology. Modern work in animal learning benefits from ideas that stem from each of these traditions. In this review, we develop some key ideas within each of these separate traditions, including the organization of species‐typical and how it might be modified by experience as well as a review of several influencial models in the study of animal learning such as the Rescorla‐Wagner model and more recent critiques of this model. We then discuss three case studies that show how more synthetic approaches can provide important insights into the nature of learning. We describe synthetic analyses of: (1) learning and memory processes in bird song, (2) rats, learning to anticipate food in standard laboratory conditioning tasks, and (3) sexual conditioning in Japanese quail. These analyses are characterized by concern with ethological questions of adaptive function and evolution, exploitation of analytic tools and theories developed within the general process tradition, and a unifying interest in neurobiological mechanism.

show abstract

A comparison of taste aversions induced by radiation and lithium chloride in CS-US and US-CS paradigms.

Cited by 91 publications

References 17 publications

Effects of proximal unconditioned stimulus preexposure on ingestional aversions learned as a result of taste presentation following drug treatment

Effects of proximal unconditioned stimulus preexposure on ingestional aversions learned as a result of taste presentation following drug treatment

Visualizing stimulus convergence in amygdala neurons during associative learning

The Psychology and Ethology of Learning

Contact Info

Product

Resources

About