Classical conditioning of the rabbit's nictitating membrane response under fixed and mixed CS-US intervals

Millenson, J. R.; Kehoe, E. James; Gormezano, I.

doi:10.1016/0023-9690(77)90057-1

Cited by 127 publications

(102 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The responses are less stereotypical than those obtained with a single ISI, often consisting of long-duration blinks or multipeaked blinks that form response sequences (see Fig. 1B for illustrations), with temporal profiles adapted to the ISIs (15,16). Excitatory response patterns that match double-peaked blink responses have also been observed in the anterior interpositus nucleus, the downstream target of the blink controlling areas in the cerebellar cortex (17).…”

mentioning

confidence: 86%

“…In eyeblink conditioning, such training protocols are known to produce complex response sequences and long-duration responses (15,16).…”

Section: Discussionmentioning

confidence: 99%

“…If the difference between the two ISIs is too small, there is a risk, suggested by the behavioral literature (3,15,16,23) and our own pilot experiments, that two PcCRs may merge together, rather than form two distinct pauses. Using very different ISIs, in contrast, means the second has to be quite long.…”

Section: Significancementioning

confidence: 99%

See 2 more Smart Citations

Learned response sequences in cerebellar Purkinje cells

Jirenhed

Rasmussen

Johansson

et al. 2017

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

View full text Add to dashboard Cite

Associative learning in the cerebellum has previously focused on single movements. In eyeblink conditioning, for instance, a subject learns to blink at the right time in response to a conditional stimulus (CS), such as a tone that is repeatedly followed by an unconditional corneal stimulus (US). During conditioning, the CS and US are transmitted by mossy/parallel fibers and climbing fibers to cerebellar Purkinje cells that acquire a precisely timed pause response that drives the overt blink response. The timing of this conditional Purkinje cell response is determined by the CS-US interval and is independent of temporal patterns in the input signal. In addition to single movements, the cerebellum is also believed to be important for learning complex motor programs that require multiple precisely timed muscle contractions, such as, for example, playing the piano. In the present work, we studied Purkinje cells in decerebrate ferrets that were conditioned using electrical stimulation of mossy fiber and climbing fiber afferents as CS and US, while alternating between short and long interstimulus intervals. We found that Purkinje cells can learn double pause responses, separated by an intermediate excitation, where each pause corresponds to one interstimulus interval. The results show that individual cells can not only learn to time a single response but that they also learn an accurately timed sequential response pattern.cerebellum | Purkinje cells | learning | timing | classical conditioning P laying the piano, typing on your keyboard, and uttering a sentence are all typical examples of complex behaviors. Although they involve simple movements as building blocks, they need to be executed with great temporal precision and in a specific sequential order. Utter phonemes in the wrong order or with incorrect timing, and the result is incomprehensible.

show abstract

mentioning

confidence: 86%

“…In eyeblink conditioning, such training protocols are known to produce complex response sequences and long-duration responses (15,16).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Learned response sequences in cerebellar Purkinje cells

Jirenhed

Rasmussen

Johansson

et al. 2017

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

View full text Add to dashboard Cite

show abstract

“…This study showed that infusing picrotoxin in the interpositus nucleus does not abolish conditioned responses completely but disrupts their learned timing. Normally conditioned responses are appropriately delayed to peak near the time the US occurs (Millenson et al, 1977;Mauk and Ruiz, 1992). After disconnection of the cerebellar cortex with picrotoxin infusion in the nucleus, responses display a short and relatively fixed latency to onset.…”

Section: Prediction 1: Rate Of Acquisition Of Short-latency Responsesmentioning

confidence: 99%

A Mechanism for Savings in the Cerebellum

2001

View full text Add to dashboard Cite

The phenomenon of savings (the ability to relearn faster than the first time) is a familiar property of many learning systems. The utility of savings makes its underlying mechanisms of special interest. We used a combination of computer simulations and reversible lesions to investigate mechanisms of savings that operate in the cerebellum during eyelid conditioning, a well characterized form of motor learning. The results suggest that a site of plasticity outside the cerebellar cortex (possibly in the cerebellar nucleus) can be protected from the full consequences of extinction and that the residual plasticity that remains can later contribute to the savings seen during relearning.Key words: plasticity; learning; memory; eyelid conditioning; simulation; LTD; LTP; extinction Riding a bicycle, playing the piano, and typing are examples of motor skills that illustrate our capacity for relearning that is much more rapid than the original learning. In the laboratory, this rapid relearning is known as savings and has been frequently studied in the context of Pavlovian conditioning of motor responses. During conditioning of eyelid responses for example, paired presentations of a tone [the conditioned stimulus (CS)] and a reinforcing unconditioned stimulus (US), such as periorbital electrical stimulation, promote the acquisition of a conditioned motor response (closing the eyelid in response to the tone). These conditioned responses can be unlearned during extinction training in which the CS is not paired with the US (Schneiderman et al., 1962). During reacquisition training, savings is apparent because relearning occurs much faster than original learning (Frey and Ross, 1968;Napier et al., 1992). The existence of savings is among the evidence supporting the notion that extinction training leaves behind residual excitatory strength (Reberg, 1972;Schactman et al., 1985;Kehoe, 1988). Here we present evidence for this residual-plasticity hypothesis in eyelid conditioning and characterize basic mechanisms involved in the savings observed with this form of motor learning.A variety of evidence indicates that the cerebellum is a necessary component of the neural pathways that mediate eyelid conditioning (Thompson, 1986;Thompson and Krupa, 1994;Raymond et al., 1996;Kim and Thompson, 1997). This evidence, combined with the well characterized synaptic organization and physiology of the cerebellum (Eccles et al., 1967;Llinas, 1981;Ito, 1984;Voogd and Glickstein, 1998), makes it possible to build large-scale computer simulations of the cerebellum and to test their capacity to display eyelid conditioning. We have shown previously that, by incorporating the evidence for plasticity at two sites (one in the cerebellar cortex and one in the cerebellar interpositus nucleus), these simulations can emulate the acquisition and extinction of conditioned responses (Medina et al., 2000). Here we report that these same simulations also display savings, even after extensive extinction training. In the simulations, the rules for plasticity combine...

show abstract

“…Rats can simultaneously time at least three different intervals between events and upcoming reinforcers in both instrumental (Leak & Gibbon, 1995;Meek & Church, 1984) and classical (Desmond & Moore, 1991;Kehoe et al, 1989;Millenson, Kehoe, & Gormezano, 1977) procedures. Moreover, recent work by Miller and colleagues (cf.…”

Section: Control By Time Since An Eventmentioning

confidence: 99%

Stimulus and temporal cues in classical conditioning.

Kirkpatrick¹,

Church²

2000

Journal of Experimental Psychology: Animal Behavior Processes

View full text Add to dashboard Cite

In 2 experiments, separate groups of rats were given stimulus conditioning, temporal conditioning, untreated control and (in Experiment 2) learned irrelevance control procedures, followed by a compound with both stimulus and temporal cues. Stimulus conditioning consisted of a random 15-s duration conditioned stimulus (CS) followed by food; temporal conditioning consisted of food-food intervals of fixed 90 s (Experiment 1) or fixed 75 + random 15 s (Experiment 2). The stimulus group abruptly increased responding after CS onset, and the temporal group gradually increased responding over the food-food interval. When the food-food interval was fixed 90 s, the temporal cue exerted stronger control in the compound, whereas when the food-food interval was fixed 75 + random 15 s, the stimulus cue exerted stronger control. The strength of conditioning, temporal gradients of responding, and cue competition effects appear to reflect simultaneous timing of multiple intervals.A common view of classical conditioning is that an association is formed between the conditioned stimulus (CS) and the unconditioned stimulus (US). In associative theories of conditioning (e.g., Mackintosh, 1975;Pearce & Hall, 1980;Rescorla & Wagner, 1972), strength accrues to stimuli that are present at the time of US occurrence, and it accrues uniformly over the duration of a stimulus. Although associative theories can account for many of the phenomena of conditioning such as acquisition, extinction, blocking, and overshadowing, they do not assign any role of temporal content in conditioning, nor do they attempt to account for any changes in response strength over the duration of the stimulus.There are a number of well-established facts of conditioning that indicate that temporal variables are important contributors to the conditioning process; (a) CS-US interval, trace interval, and intertrial interval durations all affect the acquisition of conditioned responses; and (b) a fixed time between the CS onset and US occurrence produces response timing relative to CS onset (inhibition of delay), and a fixed time between successive USs produces response timing relative to the time of the occurrence of the last US (temporal conditioning). To accommodate these phenomena, theories of conditioning need to include a representation of time since an event, such as CS onset or the prior US delivery.Real-time models of conditioning (e.g., Blazis, Desmond, Moore, & Berthier, 1986;Sutton & Barto, 1981) have integrated a representation of time with an associative mechanism. In these models, the perception of the CS changes over its time-course so that it is possible to discriminate different times within the CS. As a result of the Kimberly Kirkpatrick and Russell M. Church, Department of Psychology, Brown University.Correspondence concerning this article should be addressed to Kimberly Kirkpatrick, Department of Psychology, Box 1853, Brown University, Providence, Rhode Island 02912. Electronic mail may be sent to Kim_Kirkpatrick@brown.edu. incorporation of a timing me...

show abstract

Classical conditioning of the rabbit's nictitating membrane response under fixed and mixed CS-US intervals

Cited by 127 publications

References 22 publications

Learned response sequences in cerebellar Purkinje cells

Learned response sequences in cerebellar Purkinje cells

A Mechanism for Savings in the Cerebellum

Stimulus and temporal cues in classical conditioning.

Contact Info

Product

Resources

About