Facilitation of Pavlovian conditioned cardiodecelerations following preshock in immobilized rats☆

Wilson, Linda G. M.; Wilson, Joseph S.; DiCara, Leo V.

doi:10.1016/0031-9384(75)90115-8

Cited by 23 publications

(16 citation statements)

References 25 publications

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“…Studies in both humans and experimental animals have found that high endogenous baseline levels or exogenous administration of cortisol or stress prior to a memory task is associated with better immediate performance, implying beneficial effects on memory acquisition or encoding (Wilson et al 1975;Beckwith et al 1986;Shors et al 1992;Fehm-Wolfsdorf et al 1993;Bemelsmans et al 2002;Domes et al 2002;Lupien et al 2002a,b;Abercrombie et al 2003;Akirav et al 2004;Putman et al 2004;Maheu et al 2005b;Zorawski et al 2005). However, the issue is not unequivocal, and contradictory results have been reported (Wolkowitz et al 1990;Kirschbaum et al 1996;Lupien et al , 1999Wolf et al 2001a,b;Maheu et al 2004).…”

mentioning

confidence: 80%

Effects of stress and sex on acquisition and consolidation of human fear conditioning

Zorawski¹,

Blanding²,

Kuhn³

et al. 2006

Learn. Mem.

104

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We examined the relationship between stress hormone (cortisol) release and acquisition and consolidation of conditioned fear learning in healthy adults. Participants underwent acquisition of differential fear conditioning, and consolidation was assessed in a 24-h delayed extinction test. The acquisition phase was immediately followed by an 11-min psychosocial stress period (arithmetic test combined with a public speech). Salivary cortisol was sampled at various time points before and after acquisition and retention of fear conditioning. Results showed two effects of endogenous cortisol. Post-acquisition cortisol correlated with fear acquisition in male but not female participants. In addition, post-acquisition cortisol correlated with consolidation of fear but only in those participants with high cortisol levels. We conclude that in the short term, a robust and sexually dimorphic relationship exists between fear learning and stress hormone levels. For those participants whose fear learning is accompanied by high stress hormone levels, a long-term relationship exists between cortisol release and memory consolidation. These short-term and long-term effects may relate to the differential involvement of mineralocorticoid and glucocorticoid receptor subtypes, respectively. The findings have implications for understanding the role of stress, sex, and hormones in different stages of fear learning and memory.Fear conditioning constitutes an adaptive cognitive mechanism in most organisms, allowing them to effectively learn about danger-relevant relationships in the environment and thus enhancing their survival chances. In a typical fear conditioning procedure in the laboratory, a previously neutral conditioned stimulus (CS) predicts the occurrence of an aversive unconditioned stimulus (US) and, as a result, acquires emotional properties. Conditioning is established when the CS triggers a conditioned response in the form of arousal reactions. An increased release of adrenocortical stress hormones-glucocorticoids-through activation of the hypothalamic-pituitary-adrenal (HPA) axis represents an important physiologic component of such arousal responses to fearful stimuli. The principal glucocorticoid in humans is cortisol.Basal and stress levels of glucocorticoids vary across individuals (Piazza et al. 1991;Meaney et al. 1993;Cools and Gingras 1998;Kirschbaum et al. 1999;Kabbaj et al. 2000;Stone et al. 2001;Bartels et al. 2003;Rohleder et al. 2003;Steptoe et al. 2003) and play an important but complex role in learning and memory (McEwen and Sapolsky 1995;Roozendaal 2003;Wolf 2003). While cortisol may be detrimental to memory function under some circumstances-i.e., when levels are elevated chronically (Starkman et al. 1992;Luine et al. 1993Luine et al. , 1994Arbel et al. 1994;Bodnoff et al. 1995;Conrad et al. 1996;Newcomer et al. 1999;Park et al. 2001) or during memory retrieval (De Quervain et al. 1998Buss et al. 2004)-they also have acute facilitative effects, presumably constituting part of the underlying neurobiological m...

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confidence: 80%

Effects of stress and sex on acquisition and consolidation of human fear conditioning

Zorawski¹,

Blanding²,

Kuhn³

et al. 2006

Learn. Mem.

104

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“…response (Wilson et al 1975). Interestingly, we have not observed enhancing effects of this type of stressor on classical fear conditioning using a decrease in movement as the measure of performance (D.A.…”

Section: Stress and Classical Conditioningmentioning

confidence: 99%

Learning During Stressful Times

Shors¹

2004

Learn. Mem.

224

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Stressful life events can have profound effects on our cognitive and motor abilities, from those that could be construed as adaptive to those not so. In this review, I discuss the general notion that acute stressful experience necessarily impairs our abilities to learn and remember. The effects of stress on operant conditioning, that is, learned helplessness, as well as those on classical conditioning procedures are discussed in the context of performance and adaptation. Studies indicating sex differences in learning during stressful times are discussed, as are those attributing different responses to the existence of multiple memory systems and nonlinear relationships. The intent of this review is to highlight the apparent plasticity of the stress response, how it might have evolved to affect both performance and learning processes, and the potential problems with interpreting stress effects on learning as either good or bad. An appreciation for its plasticity may provide new avenues for investigating its underlying neuronal mechanisms.It must be that stress impairs learning-or does it? In this review, I describe some basic trends in studies that have demonstrated a relationship between stress and learning. Then I present exceptions, the numbers of which are significant. This is not an attempt to review the literature on stress and learning, which is immense, or to review the neurobiological substrates that may underlie them, which is nearly as immense. Rather, my intention is to use a few examples from the literature, primarily from our laboratory and those associated with "learned helplessness" phenomena, to illustrate the precarious nature of the relationship between stress and learning, and what that nature implies for identifying neurobiological substrates and mechanisms. More generally, the intention of this review is to pose alternatives to the simple idea that stress impairs memory processes, highlighting the evidence that stressful experience has multiple, and sometimes, even opposite effects on our abilities to learn and remember. Stress and Operant Conditioning (Learning Helplessness)The most well-known effect of stress on learning is learned helplessness. In the 1960s, a group of psychologists working at the University of Pennsylvania noticed that animals exposed to brief inescapable shocks were markedly impaired in their subsequent ability to learn a new task (Overmier and Seligman 1967;Seligman and Maier 1967). Those that were exposed to the same amount of shock, but had control over it, were not impaired. These experiments provided evidence that a psychological variable such as uncontrollability could later retard an animal's capacity to respond when control was possible. Performance was most often assessed during operant conditioning, a training situation in which animals elicit overt motor responses in order to be reinforced (Glazer and Weiss 1976;Maier and Jackson 1979;Minor et al. 1988Minor et al. , 1991Shors and Dryver 1992). Animals exposed to the inescapable stress expressed a number of ot...

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“…The acquisition of a conditioned response during aversive learning in rodents, for example, has been shown to be enhanced in males under stress (Wilson et al, 1975; Shors et al, 1992) and depressed in females under stress (e.g., Wood and Shors, 1998; Wood et al, 2001). This is highly context dependent, however, as factors such as stressor type (e.g., swim stress, noise or restraint; Shors, 2001) and the temporal proximity of the learning process to the experienced stress (see Joëls et al, 2006 for review) can affect the manner in which stress alters learning.…”

Section: Introductionmentioning

confidence: 99%

The effects of acute stress exposure on striatal activity during Pavlovian conditioning with monetary gains and losses

Lewis

Porcelli

Delgado

2014

Front. Behav. Neurosci.

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Pavlovian conditioning involves the association of an inherently neutral stimulus with an appetitive or aversive outcome, such that the neutral stimulus itself acquires reinforcing properties. Across species, this type of learning has been shown to involve subcortical brain regions such as the striatum and the amygdala. It is less clear, however, how the neural circuitry involved in the acquisition of Pavlovian contingencies in humans, particularly in the striatum, is affected by acute stress. In the current study, we investigate the effect of acute stress exposure on Pavlovian conditioning using monetary reinforcers. Participants underwent a partial reinforcement conditioning procedure in which neutral stimuli were paired with high and low magnitude monetary gains and losses. A between-subjects design was used, such that half of the participants were exposed to cold stress while the remaining participants were exposed to a no stress control procedure. Cortisol measurements and subjective ratings were used as measures of stress. We observed an interaction between stress, valence, and magnitude in the ventral striatum, with the peak in the putamen. More specifically, the stress group exhibited an increased sensitivity to magnitude in the gain domain. This effect was driven by those participants who experienced a larger increase in circulating cortisol levels in response to the stress manipulation. Taken together, these results suggest that acute stress can lead to individual differences in circulating cortisol levels which influence the striatum during Pavlovian conditioning with monetary reinforcers.

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Facilitation of Pavlovian conditioned cardiodecelerations following preshock in immobilized rats☆

Cited by 23 publications

References 25 publications

Effects of stress and sex on acquisition and consolidation of human fear conditioning

Effects of stress and sex on acquisition and consolidation of human fear conditioning

Learning During Stressful Times

The effects of acute stress exposure on striatal activity during Pavlovian conditioning with monetary gains and losses

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