Extinction and Recovery in Associative Learning

联想学习中的消退与恢复

• 批准号: 8415523
• 负责人: MARK E BOUTON
• 金额: $ 32.94万
• 依托单位: UNIVERSITY OF VERMONT & ST AGRIC COLLEGE
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-12-01 至 2017-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8415523
• 关键词: Address; Affect; Agonist; Behavior; Behavioral; Brain; Cigarette; Clinical; Clinical Treatment; Consumption; Cues; Cycloserine; Diet; Drug abuse; Drug user; Eating; Emotions; Exposure to; Extinction (Psychology); Failure; Food; Food deprivation (experimental); Gambling; Goals; Human; Hunger; Hyperphagia; Individual; Laboratories; Learning; Literature; Methods; N-Methyl-D-Aspartate Receptors; Operant Conditioning; Organism; Performance; Pharmaceutical Preparations; Play; Prevention; Problem behavior; Process; Psychological reinforcement; Rattus; Recovery; Relapse; Research; Role; Satiation; Signal Transduction; Smoker; Smoking; Source; Stimulus; Testing; Thinking; Work; behavior change; cigarette smoking; classical conditioning; conditioned fear; drug seeking behavior; food consumption; insight; learned behavior; learning extinction; prevent; receptor; reinforcer; research study; response; therapy design; tool

DESCRIPTION (provided by applicant): This project is concerned with understanding extinction, the loss of learned performance that occurs when a Pavlovian signal or an instrumental action is repeatedly presented without its reinforcer. Extinction is a naturally-occurring process of behavior change, as well as a tool used in clinical treatments designed to eliminate unwanted thoughts, emotions, and behaviors in humans. Although it is tempting to assume that extinction erases the original learning, extinguished performance readily recovers, and several recovery effects (e.g., renewal, reinstatement, rapid reacquisition, spontaneous recovery, and resurgence) indicate that the original learning may be largely intact. In addition, because these effects can be interpreted as effects of changing the background or "context," they suggest that extinction results from new inhibitory learning that is especially sensitive to the context in which it is learned. The goal of this project is to seek an integrated understanding of extinction as it is revealed in these and other response-recovery processes. It will focus especially on the extinction of instrumental (operant) learning, because principles of operant learning are crucial for understanding a range of behavior problems-such as smoking, drug abuse, and eating and overeating-in which voluntary contact with reinforces plays an essential role. The experiments will involve rats as subjects. One set will test new methods for reducing the "renewal effect" (in which extinguished behavior relapses when the context is changed after extinction) and "resurgence" (in which a behavior has been extinguished and replaced by a second behavior relapses when the replacement behavior is itself extinguished). Another set will examine ways to inhibit "rapid reacquisition" (in which an extinguished action rapidly spirals into relapse when action-reinforcer pairings are reintroduced) and test the effects of hunger as a contextual stimulus influencing relapse. A third set will analyze the extinction-enhancing effects of administering D-cycloserine (a partial agonist of a brain receptor that is thought to play a role in learning), as well as new hypotheses about how to enhance the generalization of extinction to new contexts. A fourth set will analyze the extinction of sequences or "chains" of behavior in which the subject must purchase (or procure) access to the reinforcer before she can consume (or "take") it. The results will increase our understanding of extinction, a fundamental behavioral and clinical phenomenon, and develop new ways to help promote extinction learning so as to minimize lapse and relapse.

描述（由申请人提供）：该项目涉及理解消失，即当巴甫洛夫信号或工具性动作在没有强化物的情况下反复呈现时发生的习得表现的丧失。灭绝是一种自然发生的行为改变过程，也是临床治疗中用来消除人类不想要的想法、情绪和行为的工具。虽然人们很容易认为，消失会抹去原始的学习，但消失的表现很容易恢复，并且几种恢复效应（例如，更新、恢复、快速重新获得、自发恢复和复苏）表明，原始学习可能在很大程度上是完整的。此外，由于这些影响可以被解释为改变背景或“环境”的影响，他们认为，消退是由新的抑制性学习产生的，这种学习对学习的环境特别敏感。该项目的目标是寻求对灭绝的综合理解，因为它揭示了这些和其他响应-恢复过程。它将特别关注工具性（操作性）学习的消失，因为操作性学习的原则对于理解一系列行为问题至关重要——比如吸烟、滥用药物、饮食和暴饮暴食——在这些问题中，与强化的自愿接触起着至关重要的作用。实验将以老鼠为实验对象。其中一组将测试减少“更新效应”（即当情境在消失后发生变化时，消失的行为会复发）和“复苏”（即当替代行为本身消失时，一种行为已经消失并被第二种行为所取代）的新方法。另一组将研究抑制“快速再习得”的方法（当重新引入动作强化物配对时，一个被熄灭的动作迅速上升到复发），并测试饥饿作为影响复发的情境刺激的效果。第三组将分析给予d -环丝氨酸（一种被认为在学习中起作用的大脑受体的部分激动剂）的灭绝增强效应，以及关于如何在新环境中增强灭绝普遍化的新假设。第四组将分析行为序列或“链”的消失，在这些序列或“链”中，受试者必须在消费（或“接受”）强化物之前购买（或获得）对强化物的访问。研究结果将增加我们对消退这一基本的行为和临床现象的理解，并开发新的方法来帮助促进消退学习，以减少消退和复发。