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Titolo:
Context-specific interference on reversal learning of a stimulus-response habit
Autore:
McDonald, RJ; King, AL; Hong, NS;
Indirizzi:
Univ Toronto, Dept Psychol, Toronto, ON M5S 3G3, Canada Univ Toronto Toronto ON Canada M5S 3G3 ychol, Toronto, ON M5S 3G3, Canada
Titolo Testata:
BEHAVIOURAL BRAIN RESEARCH
fascicolo: 1-2, volume: 121, anno: 2001,
pagine: 149 - 165
SICI:
0166-4328(200106)121:1-2<149:CIORLO>2.0.ZU;2-T
Fonte:
ISI
Lingua:
ENG
Soggetto:
MULTIPLE MEMORY-SYSTEMS; LATENT INHIBITION; VISUAL-DISCRIMINATION; HIPPOCAMPUS; RETRIEVAL; PERFORMANCE; AMYGDALA; LESIONS; RATS; ACQUISITION;
Keywords:
learning; stimulus-response; operant; radial maze; habit; context; context-specific; reversal learning; discrimination reversal; interference; renewal; competition; interaction;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Life Sciences
Citazioni:
53
Recensione:
Indirizzi per estratti:
Indirizzo: McDonald, RJ Univ Toronto, Dept Psychol, 100 St George St, Toronto, ON M5S3G3, Canada Univ Toronto 100 St George St Toronto ON Canada M5S 3G3 anada
Citazione:
R.J. McDonald et al., "Context-specific interference on reversal learning of a stimulus-response habit", BEH BRA RES, 121(1-2), 2001, pp. 149-165

Abstract

Learning occurs in a particular place and time. In most learning situations, information about the training context is encoded along with the task demands and solution, However, the extent to which context contributes to theacquisition and expression of a particular learned response is unclear. Inthe present paper we examined two fundamental issues underlying the importance of context information and its role in expression of discrimination learning and reversal learning. Rats were trained on a stimulus-response (S-R) habit task designed for the eight-arm radial maze and after reaching a set criterion different context manipulations were performed. Results from Section 2.2.1 revealed that although rats detected a change in context, the learning was not context specific. Results from Section 2.2.1 showed that S-R reversal learning was enhanced when animals were reversed in a context that was different from the one used during original training. Animals that were reversed in a different context showed a renewal effect to the initial S-R when brought back to the original training context. (C) 2001 Elsevier Science B.V. All rights reserved.

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Documento generato il 23/01/20 alle ore 12:24:21