GENERALIZED EFFECTS OF EARLY EXPERIENCES

早期经历的普遍影响

• 批准号: 3486267
• 负责人: BYRON A CAMPBELL
• 金额: $ 9.57万
• 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/3486267
• 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; long term 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。(一)增加我们的 对发育中动物的情绪反应性的理解 到陌生的，令人恐惧的环境，到痛苦的 刺激。例如，幼年动物是否对 这些刺激？(2)如果一个物种的幼崽对 唤起情绪的条件，有自然产生的刺激吗？ 在使这些状态平静或减少的环境中？如果有，原因是什么 它们是否有效？它们起到镇静作用的速度有多快？ “安全”刺激？(3)了解高强度刺激的效果 感觉信息加工中的情绪反应(AS 通过定向反应来测量)以及学习和记忆。 在高唤醒阶段，幼年动物是更多还是 不太可能感知和编码新的传入信息？(4) 来确定年轻的肛门是否比 成人将展示后天习得的跨模式转移 信息?同样，更多的是遮蔽和促进 有可能发生在婴儿身上而不是成年人身上？(5)增加我们的 自主神经活动在糖尿病个体发育中的作用 长期记忆。例如，哪一项显示的损失最大 随着时间的推移：自主神经或躯体运动成分 条件性恐惧？在很长的保留间隔之后，这是 首先由条件性刺激引起：自主神经或 躯体运动反应？是不是有人触发了 另一种？(6)了解 修复过程中的躯体运动和自主神经反应 进程。是自主神经和躯体运动的组成部分 同时重新激活的记忆？或者以前有过这样的事情 另一个呢？如果是这样，情绪成分的重新激活 刺激躯体运动行为的重新激活？