The influence of CS-US interval on several different indices of learning in appetitive conditioning
The influence of CS-US interval on several different indices of learning in appetitive conditioning
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DOI：
10.1037/0097-7403.34.2.202
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发表时间：
2008-04-01
期刊：
影响因子：
--
通讯作者：
Holland, Peter C.
中科院分区：
文献类型：
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作者：
Delamater, Andrew R.;Holland, Peter C.
四个实验研究了不同条件刺激-非条件刺激（CS-US）间隔（和US密度）对大鼠在食欲杂志接近任务中学习的影响。学习进行了评估与条件反应（CR）的措施，以及措施的感官特异性刺激结果协会（巴甫洛夫工具转移，强化喂养，和美国贬值）。这些研究的结果表明，CS-US间期和杂志方法CR之间存在反比关系，但在相对较长而非较短的CS-US间期范围内建立了感觉特异性刺激-结果关联。这些数据表明，简单的CR措施提供了不同的信息比具体的刺激结果协会的措施学到了什么，时间是一个更关键的变量，前者比后者的学习组成部分。
Four experiments examined the effects of varying the conditioned stimulus-unconditioned stimulus (CS-US) interval (and US density) on learning in an appetitive magazine approach task with rats. Learning was assessed with conditioned response (CR) measures, as well as measures of sensory-specific stimulus-outcome associations (Pavlovian-instrumental transfer, potentiated feeding, and US devaluation). The results from these studies indicate that there exists an inverse relation between CS-US interval and magazine approach CRs, but that sensory-specific stimulus-outcome associations are established over a wide range of relatively long, but not short, CS-US intervals. These data suggest that simple CR measures provide different information about what is learned than measures of the specific stimulus-outcome association, and that time is a more critical variable for the former than latter component of learning.