Instrumental learning within the spinal cord: I. Behavioral properties
Instrumental learning within the spinal cord: I. Behavioral properties
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DOI：
10.1037/0735-7044.112.6.1366
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发表时间：
1998-12-01
影响因子：
1.9
通讯作者：
Joynes, RL
中科院分区：
文献类型：
--
作者：
Grau, JW;Barstow, DG;Joynes, RL
四个实验报告，探讨脊髓神经元是否可以支持工具性学习。在训练过程中，一组脊髓大鼠（主）接受腿部电击时，一个后肢是延长。另一组（轭）接受独立的腿部位置的腿部电击。主人，但不轭，大鼠学会了保持他们的腿在一个屈曲的位置，表现出越来越长的屈曲作为一个功能的训练（实验1）。然后通过对同一条腿施加可控电击来测试所有受试者（实验2）。主人大鼠更快地重新获得了仪器反应（正迁移），而轭大鼠未能学习（学习的成功效应）。通过延迟100 ms的休克发作和抵消来破坏反应-结果的连续性，消除了学习（实验3）。实验4表明，休克启动有助于学习比休克抵消。
Four experiments are reported that explore whether spinal neurons can support instrumental learning. During training, one group of spinal rats (master) received legshock whenever one hindlimb was extended. Another group (yoked) received legshock independent of leg position. Master, but not yoked, rats learned to maintain their leg in a flexed position, exhibiting progressively longer flexions as a function of training (Experiment 1). All subjects were then tested by applying controllable shock to the same leg (Experiment 2). Master rats reacquired the instrumental response more rapidly (positive transfer), whereas yoked rats failed to learn (a learned helplessness-like effect). Disrupting response-outcome contiguity by delaying the onset and offset of shock by 100 ms eliminated learning (Experiment 3). Experiment 4 showed that shock onset contributes more to learning than does shock offset.