Associative Learning of Visual and Vestibular Stimuli inLymnaea
Associative Learning of Visual and Vestibular Stimuli inLymnaea
复制标题
林内视觉和前庭刺激的联想学习
DOI：
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发表时间：
1998
影响因子：
2.7
通讯作者：
T. Horikoshi
中科院分区：
文献类型：
--
作者：
M. Sakakibara;Ryo Kawai;Suguru Kobayashi;T. Horikoshi
池塘蜗牛的条件性戒断反应具有特征。实验动物以光为条件性刺激，以高速眼眶旋转为非条件性刺激，每天进行30次成对的光和眼眶旋转训练，训练时间为3d。训练后，所有实验动物对光的反应都是一种戒断反应，即条件性反应。对照组动物暴露在相同数量的显式不成对的光和轨道旋转呈现下，单独的光或没有刺激的动物对光没有反应。连续两天每天30次的配对陈述不能获得最佳的条件性戒断反应。连续2天每天45次配对陈述或1天90次配对陈述都没有导致完全获得条件性戒断反应。无论训练天数多少，每天30次配对陈述后观察到的条件性戒断反应持续到第10天。作为一种节约的衡量标准，研究了灭绝后条件反应的重新获得。在条件性戒断反应消失后，对于大多数动物来说，只需要2到5次配对的光和眼眶旋转就可以重新获得条件反应。本研究进一步建立了Lymneea作为基础联想学习的动物模型。
A conditioned withdrawal response was characterized in the pond snail Lymnaea stagnalis. Using light as the conditioned stimulus and high-speed orbital rotation as the unconditioned stimulus, experimental animals were trained with 30 paired presentations of light and orbital rotation per day for 3 days. After training, all experimental animals responded to light with a withdrawal response, the conditioned response. Control animals exposed to the same number of explicitly unpaired presentations of light and orbital rotation, light alone, or no stimulation did not respond to light. Thirty paired presentations per day for 2 days produced less than optimal acquisition of the conditioned withdrawal response. Neither 45 paired presentations per day for 2 days nor 90 paired presentations for 1 day resulted in complete acquisition of the conditioned withdrawal response. The conditioned withdrawal response observed following 30 paired presentations per day for 3 to 5 days persisted to Day 10, regardless of the number of training days. As a measure of savings, reacquisition of the conditioned response after extinction was investigated. After the conditioned withdrawal response was extinguished, only 2 to 5 paired presentations of light and orbital rotation were required for reacquisition of the conditioned response for most animals. This study further establishes Lymnaea as an animal model of basic associative learning.
影响因子：
56.9
作者：
CAREW, TJ;WALTERS, ET;KANDEL, ER
通讯作者：
KANDEL, ER