Effects of electroshock convulsions upon the learning performance of monkeys: I. Object-quality discrimination learning.

Braun, Harry W.; Patton, R. A.; Barnes, Henry W.

doi:10.1037/h0061303

Cited by 25 publications

(23 citation statements)

References 15 publications

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“…In sharp contrast, intraproblem information, upon which solution of the current problem depends, was stored transiently with sizable retention loss occurring within 4 min. This result replicates those reported by Braun, Patton, and Barnes (1952) and Bessemer and Stollnitz (1971) for the rhesus monkey. This suggests that the response-strategy or conditional discrimination model, which emphasizes the importance of memory traces for previous trial events as discriminative stimuli, is consistent with the ODLS behavior of both species.…”

Section: Discussionsupporting

confidence: 93%

Learning-set behavior in the learning-set experienced blue jay (Cyanocitta cristata).

Kamil¹,

Lougee²,

Shulman³

1973

Journal of Comparative and Physiological Psychology

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Section: Discussionsupporting

confidence: 93%

Learning-set behavior in the learning-set experienced blue jay (Cyanocitta cristata).

Kamil¹,

Lougee²,

Shulman³

1973

Journal of Comparative and Physiological Psychology

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“…When ECS was administered 30 days following the last acquisition trial (70 days after the first trial), a deficit appeared temporarily on a subsequent retention test, but the deficit disappeared with further training. Braun, Patton, and Barnes (1952), using monkeys, gave 515 object-quality discrimination problems on the Wisconsin General Test Apparatus which took approximately 56 days to complete. By the end of this experience the subjects had developed a highly efficient learning set and could learn a new problem much quicker than they did at the beginning of training.…”

Section: The Learning-ecs Intervalmentioning

confidence: 99%

Neural consolidation and electroconvulsive shock.

Lewis¹,

Maher²

1965

Psychological Review

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It is believed by many that the neural engram undergoes a consolidated phase after a learning trial. During this phase the engram is particularly susceptible to disruption by traumatic incidents. A review of the literature on electroconvulsive shock (ECS) provides little, if any, support for this point of view. ECS does, however, result in retrograde amnesia (RA). If the RA is not due to disruption of a consolidation process, then what are its sources? The writers interpret the literature to mean the ECS produces an inhibition of the Pavlovian variety which follows the known laws of learning and becomes conditioned to stimuli of the ECS situation. This point of view is shown adequate to explain much of the data produced by ECS studies and is consistent with other interpretations of the effects of massive stimulus discharges.

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“…Both primates (see Braun et aL , 1952;Chow, "1954;Strong, 1959) and blue jays (see Kamil et aL, 1973) showed high percentages of correct responses on Trial 2 following breaks in training ranging from 7 to 30 weeks. It remains to be seen if rats can maintain performance on Trial 2 following a more extensive (30-week) break.…”

Section: Discussionmentioning

confidence: 99%

“…Investigations with rhesus monkeys have shown that primates are able to maintain high percentages of correct (> 80%) and better than chance performance on Trial 2 following breaks in testing ranging between 7 and 30 weeks (see Braun, Patton , & Barnes, 1952;Chow, 1954;Strong, 1959). Additionally, long-term retention of learning set (67% correct on Trial 2) has also been found in blue jays following a 5-month break in testing (Kamil, Lougee, & Shulman, 1973).…”

mentioning

confidence: 97%

Long-Term Retention of Olfactory Discrimination Learning Set in Rats

Bailey

2006

Psychol Rec

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Six male Sprague-Dawley rats were used to examine the long-term retention of an olfactory discrimination learning set. Rats were trained on 30 odor-unique, 5-trial discrimination problems, transferred to an olfactory discrimination reversal task, and then given a 6-week break in training. The rats demonstrated use of a learning set by performing significantly bettE3r than expected by chance on Trial 2 on both the olfactory discrimination problems and the olfactory discrimination reversal problems. Following the 6-week break in training, retention of learning set was tested using 20 new odor-unique discrimination problems. The rats again performed significantly better than expected by chance on Trial 2 in the retention test indicating they had retained the learning set.

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Effects of electroshock convulsions upon the learning performance of monkeys: I. Object-quality discrimination learning.

Cited by 25 publications

References 15 publications

Learning-set behavior in the learning-set experienced blue jay (Cyanocitta cristata).

Learning-set behavior in the learning-set experienced blue jay (Cyanocitta cristata).

Neural consolidation and electroconvulsive shock.

Long-Term Retention of Olfactory Discrimination Learning Set in Rats

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