Blocking in rats, humans and snails using a within-subjects design

Prados, José; Álvarez, Beatriz; Acebes, Félix; Loy, Ignacio; Sansa, Joan; Moreno-Fernández, María Manuela

doi:10.1016/j.beproc.2013.07.014

Cited by 18 publications

(16 citation statements)

References 33 publications

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“…Evaluation of this learning paradigm led to proposals of the prediction error theory 4 , attentional theory 5 , 6 and retrieval theory 7 . Blocking in aversive learning has also been reported in mollusks, in which odor, light or tactile stimulus was paired with bitter taste, electric shock or other aversive US 25 – 27 . Some researchers attempted to discriminate the prediction error theory with alternative theories to account for blocking in aversive conditioning, but convincing evidence to discriminate among different theories has not been reported 8 – 10 .…”

Section: Discussionmentioning

confidence: 84%

Roles of dopamine neurons in mediating the prediction error in aversive learning in insects

Terao

Mizunami

2017

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In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. The prediction error theory has been proposed to account for the finding of a blocking phenomenon, in which pairing of a stimulus X with an unconditioned stimulus (US) could block subsequent association of a second stimulus Y to the US when the two stimuli were paired in compound with the same US. Evidence for this theory, however, has been imperfect since blocking can also be accounted for by competitive theories. We recently reported blocking in classical conditioning of an odor with water reward in crickets. We also reported an “auto-blocking” phenomenon in appetitive learning, which supported the prediction error theory and rejected alternative theories. The presence of auto-blocking also suggested that octopamine neurons mediate reward prediction error signals. Here we show that blocking and auto-blocking occur in aversive learning to associate an odor with salt water (US) in crickets, and our results suggest that dopamine neurons mediate aversive prediction error signals. We conclude that the prediction error theory is applicable to both appetitive learning and aversive learning in insects.

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Section: Discussionmentioning

confidence: 84%

Roles of dopamine neurons in mediating the prediction error in aversive learning in insects

Terao

Mizunami

2017

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“…Suitable controls are needed to discriminate blocking from confounding factors, and there has been debate concerning the most appropriate control procedure to demonstrate blocking 23 28 . Considering the debate, we performed three different comparisons to demonstrate blocking, namely, we showed that (1) the blocking group exhibited no learning by comparing preferences for the CS before and after training, (2) preference for the CS after training in the blocking group was significantly less than that in the unpaired group, and (3) it was significantly less than that in the compound group.…”

Section: Discussionmentioning

confidence: 99%

“…Some researchers, on the other hand, prefer to use unpaired presentation of X and US (+) before XY+ training in order to equalize the amount of exposure to X and US between the control group and the blocking group 16 . Other researchers argue that the use of between-group comparison is problematic and prefer within-group comparison 28 . Regardless of such debate, our study unequivocally demonstrates blocking in crickets.…”

Section: Discussionmentioning

confidence: 99%

“…In insects, for example, earlier studies in honey bees showed a blocking-like effect in free-flight stimulus selection experiments 17 18 and in classical conditioning of proboscis extension responses 19 20 21 , but subsequent studies have failed to establish blocking as a robust learning phenomenon 22 23 24 . Another reason is that, even though blocking has been established in some invertebrates, especially mollusks 25 26 27 28 , experiments have not been performed to discriminate different theories of blocking in any invertebrate species.…”

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confidence: 99%

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Critical evidence for the prediction error theory in associative learning

Terao

Matsumoto

Mizunami

2015

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In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. Complete evidence for the prediction error theory, however, has not been obtained in any learning systems: Prediction error theory stems from the finding of a blocking phenomenon, but blocking can also be accounted for by other theories, such as the attentional theory. We demonstrated blocking in classical conditioning in crickets and obtained evidence to reject the attentional theory. To obtain further evidence supporting the prediction error theory and rejecting alternative theories, we constructed a neural model to match the prediction error theory, by modifying our previous model of learning in crickets, and we tested a prediction from the model: the model predicts that pharmacological intervention of octopaminergic transmission during appetitive conditioning impairs learning but not formation of reward prediction itself, and it thus predicts no learning in subsequent training. We observed such an “auto-blocking”, which could be accounted for by the prediction error theory but not by other competitive theories to account for blocking. This study unambiguously demonstrates validity of the prediction error theory in associative learning.

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“…Blocking has been demonstrated in numerous species and conditioning procedures (e.g., fear conditioning in rats, Kamin, 1969 ; autoshaping in pigeons, Leyland and Mackintosh, 1978 ; odour conditioning in snails, Prados et al, 2013 ; conditioning of the nictitating membrane response in rabbits, Solomon, 1977 ; electrodermal conditioning in humans, Hinchy et al, 1995 ). However, surprisingly, considering the widespread use of mice for assessing the neural basis of learning, there are few examples of blocking in mice ( Bonardi et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%