GENERALIZED EFFECTS OF EARLY EXPERIENCES

早期经历的普遍影响

• 批准号: 3486265
• 负责人: BYRON A CAMPBELL
• 金额: $ 9.04万
• 依托单位: PRINCETON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1974
• 资助国家: 美国
• 起止时间: 1974-11-01 至 1992-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3486265
• 关键词: animal age group; animal developmental psychology; anxiety; arousal; auditory stimulus; avoidance behavior; behavioral habituation /sensitization; discrimination learning; early experience; electrodes; emotions; growth /development; heart rate; laboratory rat; learning; learning transfer; memory; motivation; neural information processing; neurogenesis; newborn animals; olfactory stimulus; operant conditionings; psychobiology; psychological reinforcement; psychological stressor; reflex; sensory mechanism; short term memory; stimulus /response; stimulus generalization; visual stimulus

The goals of this project are as follows. (1) to increase our understanding of the emotional reactivity of developing animals to unfamiliar, fear-arousing environments and to painful stimulation. Is the young animal for example, hyper-reactive to those stimuli? (2) If the young of a species are hyper-reactive to emotion-arousing conditions, are there naturally-occurring stimuli in the environment that calm or reduce those states? If so, how effective are they and how quickly do they act as "calming" or "safety" stimuli? (3) To understand the effects of heightened emotional reactivity on sensory information processing (as measured by the orienting response) and on learning and memory. During the period of hyper-arousal is the young animal more or less likely to perceive and encode new incoming information? (4) To determine whether the young aninal is more likely than an adult to show cross-modal transfer of acquired information? Similarly, is overshadowing and facilitation more likely to occur in infants than adults? (5) To increase our understanding of the role of autonomic activity in the ontogeny of long-term memory. For example, which shows the greatest loss over time: the autonomic or somato-motor components of conditioned fear? After a long retention interval, which is elicited first by the conditioned stimulus: the autonomic or somato-motor responses? Does one trigger the reappearance of the other? (6) To understand the interrelationships between the somato-motor and autonomic responses in the reinstatement process. Are both the autonomic and somato-motor components of memory reactivated simultaneously? Or does one occur before the other? If so, does reactivation of the emotional component stimulate reactivation on the somato-motor behavior?

该项目的目标如下。 (1)增加我们 了解动物在发育过程中的情感反应 到陌生的、令人恐惧的环境， 刺激. 例如，年轻的动物， 这些刺激？ (2)如果一个物种的幼仔对 情绪激发条件，是否有自然发生的刺激 在平静或减少这些状态的环境中？ 如果是这样， 它们是否有效，以及它们如何快速地起到“镇静”或 “安全”刺激？ (3)为了了解高血压的影响 感觉信息处理的情绪反应（如 通过定向反应测量）以及学习和记忆。 在过度兴奋的时期， 不太可能感知和编码新的传入信息？ （四） 为了确定年轻的动物是否比 成人表现出获得性跨模态转移 信息？ 同样，是遮蔽和促进更多 更容易发生在婴儿身上 (5)增加我们 了解自主活动在个体发育中的作用， 长期记忆 例如，哪一个显示了最大的损失 随着时间的推移：自主或躯体运动成分的 条件性恐惧 经过长时间的保留间隔后， 首先由条件刺激引起：自主神经或 躯体运动反应 是否会触发 另一个呢 (6)为了了解这些因素之间的相互关系， 恢复期的躯体运动和自主神经反应 过程 是自主神经和躯体运动的组成部分 同时激活的记忆吗 还是说一个发生在 另一个呢 如果是的话，情绪成分的重新激活 刺激躯体运动行为的重新激活