Instrumental learning within the spinal cord: IV. Induction and retention of the behavioral deficit observed after noncontingent shock
Instrumental learning within the spinal cord: IV. Induction and retention of the behavioral deficit observed after noncontingent shock
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DOI：
10.1037//0735-7044.116.6.1032
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发表时间：
2002-12-01
影响因子：
1.9
通讯作者：
Grau, JW
中科院分区：
文献类型：
--
作者：
Crown, ED;Ferguson, AR;Grau, JW
每当我的后腿伸展时，脊髓大鼠都会受到电击，学会将那条腿保持在弯曲的位置，这是一种简单的工具学习形式。与腿部位置无关的电击大鼠不会表现出屈曲时间的增加。实验1表明，间歇性腿部休克6分钟可以产生这种缺陷。间歇性尾部冲击波破坏学习(实验2-3)，这种影响至少持续2天(实验4)。持续电击并没有引起缺陷(实验5)，但确实产生了抗伤害感觉(实验6)。间歇性休克不能产生抗伤害性感觉(实验6)。实验7解决了对结果的另一种解释，实验8表明，在应用间歇性腿部休克的同时呈现连续的尾部休克可以防止缺陷。
Spinalized rats given shock whenever I hind leg is extended learn to maintain that leg in a flexed position, a simple form of instrumental learning. Rats given shock independent of leg position do not exhibit an increase in flexion duration. Experiment 1 showed that 6 min of intermittent legshock can produce this deficit. Intermittent tailshock undermines learning (Experiments 2-3), and this effect lasts at least 2 days (Experiment 4). Exposure to continuous shock did not induce a deficit (Experiment 5) but did induce antinociception (Experiment 6). Intermittent shock did not induce antinociception (Experiment 6). Experiment 7 addressed an alternative interpretation of the results, and Experiment 8 showed that presenting a continuous tailshock while intermittent legshock is applied can prevent the deficit.