Conditioned Stimulus-unconditioned Stimulus Pairings Research Articles

The effect of partial and continuous reinforcement on the generalization of conditioned fear in humans

The popular paradigm of Pavlovian conditioned fear has been used to study learning and memory processes that mediate anxiety disorder. Fear extinction studies have often paired the conditioned stimulus (CS) and the unconditioned stimulus (US) on a subset of acquisition trials (partial reinforcement) to prolong extinction. However, there have been few studies on the effect of partial reinforcement and continuous reinforcement on fear generalization. To better understand the influence of the CS–US pairing rate on fear generalization, the experimenters used CSs paired with US at 50% (CS50), 75% (CS75), and 100% (CS100) during fear conditioning. A total of 66 participants, who were assigned at random to the different reinforcement rates, underwent fear acquisition and generalization tests on expectancy ratings and skin conductance responses. The continuous reinforcement group (CS100) showed a flatter generalization gradient, while the partial reinforcement groups (CS50, CS75) showed increased generalization magnitudes. These results suggest that the partial reinforcement extinction effect is related to threat intensity, whereas continuous reinforcement produces threat-sensitivity fear generalization, which has been used to explain the overgeneralization of fear.

Phase-Synchronized Stimulus Presentation Augments Contingency Knowledge and Affective Evaluation in a Fear-Conditioning Task.

Memory often combines information from different sensory modalities. Animal studies show that synchronized neuronal activity in the theta band (4–8 Hz) binds multimodal associations. Studies with human participants have likewise established that theta-phase synchronization augments the formation of declarative video–tone pair memories. Another form of associative learning, classical fear conditioning, models nondeclarative, emotional memory with distinct neuronal mechanisms. Typical fear-conditioning tasks pair a conditioned stimulus (CS) in one modality with an aversive unconditioned stimulus (US) in another. The present study examines the effects of CS–US synchronization in the theta band on fear memory formation in humans. In a fear generalization procedure, we paired one of five visual gratings of varying orientation (CS) with an aversive auditory US. We modulated the luminance of the CS and the volume of the US at a rate of 4 Hz. To manipulate the synchrony between visual and auditory input during fear acquisition, one group (N = 20) received synchronous CS–US pairing, whereas the control group (N = 20) received the CS–US pairs out of phase. Phase synchronization improved CS–US contingency knowledge and facilitated CS discrimination in terms of rated valence and arousal, resulting in narrower generalization across the CS gratings compared with the out-of-phase group. In contrast, synchronization did not amplify conditioned responding in physiological arousal (skin conductance) and visuocortical engagement (steady-state visually evoked potentials) during acquisition, although both measures demonstrated tuning toward the CS+. Together, these data support a causal role of theta-phase synchronization in affective evaluation and contingency report during fear acquisition.

Activation of Gαq Signaling Enhances Memory Consolidation and Slows Cognitive Decline

Perhaps the most devastating decline with age is theloss of memory. Therefore, identifying mechanisms to restore memory function with age is critical. Using C.elegans associative learning and memory assays, we identified a gain-of-function Gαq signaling pathway mutant that forms a long-term (cAMP response element binding protein [CREB]-dependent) memory following one conditioned stimulus-unconditioned stimulus (CS-US) pairing, which usually requires seven CS-US pairings. Increased CREB activity in AIM interneurons reduces the threshold for memory consolidation through transcription of a set of previously identified "long-term memory" genes. Enhanced Gαq signaling in the AWC sensory neuron is both necessary and sufficient for improved memory and increased AIM CREB activity, and activation of Gαq specifically inaged animals rescues the ability to form memory. Activation of Gαq in AWC sensory neurons non-cell autonomously induces consolidation after one CS-US pairing, enabling both cognitive function maintenance with age and restoration of memory function in animals with impaired memory performance without decreased longevity.

Beyond Extinction: Prolonged Conditioning and Repeated Threat Exposure Abolish Contextual Renewal of Fear-Potentiated Startle Discrimination but Leave Expectancy Ratings Intact.

Extinction treatments decrease fear via repeated exposures to the conditioned stimulus (CS) and are associated with a return of fear. Alternatively, fear can be reduced via reductions in the perceived intensity of the unconditioned stimulus (US), e.g., through repeated exposures to the US. Promisingly, the few available studies show that repeated US exposures outperform standard extinction. US exposure treatments can decrease fear via two routes: (1) by weakening the CS–US association (extinction-like mechanism), and/or (2) by weakening the subjective US aversiveness (habituation-like mechanism). The current study further investigated the conditions under which US exposure treatment may reduce renewal, by adding a group in which CS–US pairings continued following fear acquisition. During acquisition, participants learned that one of two visual stimuli (CS+/CS−) predicted the occurrence of an aversive electrocutaneous stimulus (US). Next, the background context changed and participants received one of three interventions: repeated CS exposures, (2) repeated US exposures, or (3) continued CS–US pairings. Following repeated CS exposures, test presentations of the CSs in the original conditioning context revealed intact CS+/CS− differentiation in the fear-potentiated startle reflex, while the differentiation was abolished in the other two groups. Differential US expectancy ratings, on the other hand, were intact in all groups. Skin conductance data were inconclusive because standard context renewal following CS exposures did not occur. Unexpectedly, there was no evidence for a habituation-like process having taken place during US exposures or continued CS–US pairings. The results provide further evidence that US exposures outperform the standard extinction treatment and show that effects are similar when US exposures are part of CS–US pairings.

Updating of aversive memories after temporal error detection is differentially modulated by mTOR across development.

The updating of a memory is triggered whenever it is reactivated and a mismatch from what is expected (i.e., prediction error) is detected, a process that can be unraveled through the memory's sensitivity to protein synthesis inhibitors (i.e., reconsolidation). As noted in previous studies, in Pavlovian threat/aversive conditioning in adult rats, prediction error detection and its associated protein synthesis-dependent reconsolidation can be triggered by reactivating the memory with the conditioned stimulus (CS), but without the unconditioned stimulus (US), or by presenting a CS–US pairing with a different CS–US interval than during the initial learning. Whether similar mechanisms underlie memory updating in the young is not known. Using similar paradigms with rapamycin (an mTORC1 inhibitor), we show that preweaning rats (PN18–20) do form a long-term memory of the CS–US interval, and detect a 10-sec versus 30-sec temporal prediction error. However, the resulting updating/reconsolidation processes become adult-like after adolescence (PN30–40). Our results thus show that while temporal prediction error detection exists in preweaning rats, specific infant-type mechanisms are at play for associative learning and memory.

Propositional Versus Dual-Process Accounts of Evaluative Conditioning: I. The Effects of Co-Occurrence and Relational Information on Implicit and Explicit Evaluations.

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). According to propositional accounts, EC effects should be qualified by the relation between the CS and the US. Dual-process accounts suggest that relational information should qualify EC effects on explicit evaluations, whereas implicit evaluations should reflect the frequency of CS-US co-occurrences. Experiments 1 and 2 showed that, when relational information was provided before the encoding of CS-US pairings, it moderated EC effects on explicit, but not implicit, evaluations. In Experiment 3, relational information moderated EC effects on both explicit and implicit evaluations when it was provided simultaneously with CS-US pairings. Frequency of CS-US pairings had no effect on implicit evaluations. Although the results can be reconciled with both propositional and dual-process accounts, they are more parsimoniously explained by propositional accounts.

Fear expression and return of fear following threat instruction with or without direct contingency experience

Prior research showed that mere instructions about the contingency between a conditioned stimulus (CS) and an unconditioned stimulus (US) can generate fear reactions to the CS. Little is known, however, about the extent to which actual CS–US contingency experience adds anything beyond the effect of contingency instructions. Our results extend previous studies on this topic in that it included fear potentiated startle as an additional dependent variable and examined return of fear (ROF) following reinstatement. We observed that CS–US pairings can enhance fear reactions beyond the effect of contingency instructions. Moreover, for all measures of fear, instructions elicited immediate fear reactions that could not be completely overridden by subsequent situational safety information. Finally, ROF following reinstatement for instructed CS+s was unaffected by actual experience. In summary, our results demonstrate the power of contingency instructions and reveal the additional impact of actual experience of CS–US pairings.

Is evaluative conditioning really resistant to extinction? Evidence for changes in evaluative judgements without changes in evaluative representations

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a positive or negative unconditioned stimulus (US). Although several individual studies suggest that EC is unaffected by unreinforced presentations of the CS without the US, a recent meta-analysis indicates that EC effects are less pronounced for post-extinction measurements than post-acquisition measurements. The disparity in research findings suggests that extinction of EC may depend on yet unidentified conditions. In an attempt to uncover these conditions, three experiments (N = 784) investigated the influence of unreinforced post-acquisition CS presentations on EC effects resulting from simultaneous versus sequential pairings and pairings with single versus multiple USs. For all four types of CS–US pairings, EC effects on self-reported evaluations were reduced by unreinforced CS presentations, but only when the CSs had been rated after the initial presentation of CS–US pairings. EC effects on an evaluative priming measure remained unaffected by unreinforced CS presentations regardless of whether the CSs had been rated after acquisition. The results suggest that reduced EC effects resulting from unreinforced CS presentations are due to judgement-related processes during the verbal expression of CS evaluations rather than genuine changes in the underlying evaluative representations.

Simultaneous conditioning of valence and arousal

Evaluative conditioning (EC) refers to the change in the valence of a conditioned stimulus (CS) due to its pairing with a positive or negative unconditioned stimulus (US). To the extent that core affect can be characterised by the two dimensions of valence and arousal, EC has important implications for the origin of affective responses. However, the distinction between valence and arousal is rarely considered in research on EC or conditioned responses more generally. Measuring the subjective feelings elicited by a CS, the results from two experiments showed that (1) repeated pairings of a CS with a positive or negative US of either high or low arousal led to corresponding changes in both CS valence and CS arousal, (2) changes in CS arousal, but not changes in CS valence, were significantly related to recollective memory for CS–US pairings, (3) subsequent presentations of the CS without the US reduced the conditioned valence of the CS, with conditioned arousal being less susceptible to extinction and (4) EC effects were stronger for high arousal than low arousal USs. The results indicate that the conditioning of affective responses can occur simultaneously along two independent dimensions, supporting evidence in related areas that calls for a consideration of both valence and arousal. Implications for research on EC and the acquisition of emotional dispositions are discussed.

Focal uncaging of GABA reveals a temporally defined role for GABAergic inhibition during appetitive associative olfactory conditioning in honeybees

Throughout the animal kingdom, the inhibitory neurotransmitter γ-aminobutyric acid (GABA) is a key modulator of physiological processes including learning. With respect to associative learning, the exact time in which GABA interferes with the molecular events of learning has not yet been clearly defined. To address this issue, we used two different approaches to activate GABA receptors during appetitive olfactory conditioning in the honeybee. Injection of GABA-A receptor agonist muscimol 20 min before but not 20 min after associative conditioning affects memory performance. These memory deficits were attenuated by additional training sessions. Muscimol has no effect on sensory perception, odor generalization, and nonassociative learning, indicating a specific role of GABA during associative conditioning. We used photolytic uncaging of GABA to identify the GABA-sensitive time window during the short pairing of the conditioned stimulus (CS) and the unconditioned stimulus (US) that lasts only seconds. Either uncaging of GABA in the antennal lobes or the mushroom bodies during the CS presentation of the CS-US pairing impairs memory formation, while uncaging GABA during the US phase has no effect on memory. Uncaging GABA during the CS presentation in memory retrieval also has no effect. Thus, in honeybee appetitive olfactory learning GABA specifically interferes with the integration of CS and US during associative conditioning and exerts a modulatory role in memory formation depending on the training strength.

On the intentional control of conditioned evaluative responses

The evaluative conditioning (EC) effect is defined as a change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). The current research investigated the controllability of EC effects by asking participants to either promote or prevent the influence of CS–US pairings before they provided evaluative ratings of the CS. Experiment 1 showed that instructions to maximize or minimize the influence of CS–US pairings moderated EC effects in line with task instructions. However, this moderation was observed only when participants were able to recall the valence of the US that had been paired with a given CS. When participants failed to remember the valence of the US, significant EC effects emerged regardless of control instructions. Experiment 2 tested whether the influence of CS–US pairings on CS evaluations can be intentionally reversed. The results showed that reversal instructions led to a reverse EC effect when participants were able to recall the valence of the US that had been paired with a given CS, but not when they were unable to recall the valence of the US. Taken together, these results suggest that US valence memory is a necessary precondition for controlling the expression of a conditioned evaluative response, but it is not a necessary precondition for the emergence of EC effects per se.

What do memory data tell us about the role of contingency awareness in evaluative conditioning?

Evaluative conditioning (EC) refers to the effect that pairings of a conditioned stimulus (CS) with a valenced unconditioned stimulus (US) lead to changes in the evaluation of the CS. There have been recurring debates about whether EC requires awareness of the contingency between CSs and USs during learning. We argue that the memory performance data obtained in the standard paradigm remain ambiguous about the role of contingency awareness during the encoding of CS–US pairings. First, memory performance data are unable to distinguish between encoding-related versus retrieval-related effects. Second, the relation between memory performance and evaluation is correlational, which limits conclusions about causal relations between memory performance and EC effects. These ambiguities imply that any possible data pattern can be interpreted in at least two different ways. It is concluded that a resolution of the current debate requires alternative approaches in which contingency awareness is experimentally manipulated during the encoding of CS–US pairings.

Role of the basolateral amygdala in the reinstatement and extinction of fear responses to a previously extinguished conditioned stimulus

Four experiments used rats to study the role of the basolateral amygdala (BLA) in the reinstatement and extinction of fear responses (freezing) to a previously extinguished conditioned stimulus (CS). In Experiment 1, BLA inactivation before pairing the extinguished CS with the shock unconditioned stimulus (US) or before US-alone exposure impaired the restoration and the reinstatement of fear responses to the extinguished CS. In Experiment 2, BLA inactivation before extinction impaired long-term inhibition of fear responses, but its inactivation before extinction of fear responses restored by CS-US pairing did not impair long-term inhibition. In Experiment 3, BLA inactivation before extinction of fear responses or before the extinction of fear responses reinstated by US-alone exposure impaired long-term inhibition. In Experiment 4, BLA inactivation did not impair long-term inhibition of fear responses reinstated by US-alone exposure if the context where the US-alone exposure occurred had been previously extinguished. These results confirm that the BLA is critical for both learning fear and fear inhibition, but not for relearning this inhibition. The results are consistent with the view that reinstatement is due to the extinguished CS being tested in a dangerous context and are discussed in terms of a contemporary neural model of fear inhibition.

Effects of extinction on classical conditioning and conditioning-specific reflex modification of rabbit heart rate

Understanding the mechanisms of fear extinction has become increasingly important for treating a number of disorders, particularly post-traumatic stress disorder. Conditioning of rabbit heart rate (HR) is an established model for studying fear, yet little is known about procedures for extinguishing it other than repeated presentations of cue(s) associated with the fear-inducing event. The following study examined the effects of conditioned stimulus (CS) alone, unconditioned stimulus (US) alone, unpaired CS/US presentations, continued CS–US pairings, or no further stimulation on rabbit HR following HR conditioning. We have previously shown the rabbit HR response to the US can change as a function of learning when measured in the absence of the CS, a phenomenon referred to as conditioning-specific reflex modification (CRM). More specifically, the HR exhibits a deceleration in response to the US reminiscent of the conditioned bradycardia that develops to the CS. Consequently, the following study also examined the effects of extinction treatments on HR CRM. For HR conditioned responses (CRs), CS-alone and unpaired CS/US presentations were the most successful extinction treatments. For HR CRM, all conditions led to a reduction in CRM except for a subset of rabbits that maintained high levels following unpaired extinction, indicating a dissociation between extinction of HR CRs and CRM. The findings highlight the parameters of HR extinction, the transient nature of HR CRM, vagal involvement in both acquisition and extinction of HR CRM, and suggest that HR CRM cannot be fully explained as a CR that has generalized from the CS to the US.

Boosting cholinergic activity in gustatory cortex enhances the salience of a familiar conditioned stimulus in taste aversion learning.

The cholinergic system is important for learning, memory, and responses to novel stimuli. Exposure to novel, but not familiar, tastes increases extracellular acetylcholine (ACh) levels in insular cortex (IC). To further examine whether cholinergic activation is a critical signal of taste novelty, in these studies carbachol, a direct cholinergic agonist, was infused into IC before conditioned taste aversion (CTA) training with a familiar taste. By mimicking the cholinergic activation generated by novel taste exposure, it was hypothesized that a familiar taste would be treated as novel and therefore a salient target for aversion learning. As predicted, rats infused with the agonist were able to acquire CTAs to familiar saccharin. Effects of carbachol infusion on patterns of neuronal activation during conditioned stimulus-unconditioned stimulus pairing were assessed using Fos-like immunoreactivity (FLI). Familiar taste-illness pairing following carbachol, but not vehicle, induced significant elevations of FLI in amygdala, a region with reciprocal connections to IC that is also important for CTA learning. These results support the view that IC ACh activity provides a critical signal of taste novelty that facilitates CTA acquisition.

Interoceptive fear conditioning as a learning model of panic disorder: An experimental evaluation using 20% CO 2-enriched air in a non-clinical sample

Despite the role afforded interoceptive fear conditioning in etiologic accounts of panic disorder, there are no good experimental demonstrations of such learning in humans. The aim of the present study was to evaluate the interoceptive conditioning account using 20% carbon dioxide (CO 2)-enriched air as an interoceptive conditioned stimulus (CS) (i.e., physiologically inert 5-s exposures) and unconditioned stimulus (US) (i.e., physiologically prepotent 15-s exposures). Healthy participants ( N=42) were randomly assigned to one of three conditions: a CS-only, contingent CS–US pairings, or unpaired/non-contingent CS and US presentations. Electrodermal and self-report (e.g., distress, fear) served as indices of conditioned emotional responding. Results showed greater magnitude electrodermal and evaluative fear conditioning in the paired relative to the CS-only condition. The explicitly unpaired condition showed even greater electrodermal and evaluative responding during acquisition, and marked resistance to extinction. The latter results are consistent with the possibility that the unpaired procedure constituted a partial reinforcement procedure in which CO 2 onset was paired with more extended CO 2 exposure on 50% of the trials. Overall, the findings are consistent with contemporary learning theory accounts of panic.

Associative learning and latent inhibition in a conditioned suppression paradigm in humans

A paradigm based on conditioned suppression of ongoing motor activity, sensitive to latent inhibition (LI), was developed and tested in healthy volunteers. Subjects were trained to move disks from one peg to another with a high degree of regularity in the Tower of Toronto puzzle, a well-known cognitive skill learning task. Once this was achieved, they were submitted to a Pavlovian conditioning procedure. The conditioned stimulus (CS) was a pure tone and the unconditioned stimulus (US) a loud white noise. The resulting response suppression was assessed by a transient increase in latency of the hand movements. In control subjects, there was non-contingent CS and US presentation. The results evidenced conditioning after a single CS–US pairing. Following five preexposures to the to-be-conditioned CS, however, conditioning was abolished, seemingly expressing LI. Because a weak unconditioned response to the tone was observed after its first two presentations, an additional experiment was performed with two preexposures to the to-be-conditioned CS. With such procedure, conditioning was obtained, supporting the existence of LI in the preceding experiment. These results indicate that the present paradigm may be useful for the study of LI in human subjects, having the advantage of being similar to the experimental conditions used in the majority of LI studies in experimental animals.

Acquisition of fear conditioning in rats requires the synthesis of mRNA in the amygdala.

In this study, the role of mRNA synthesis in the amygdala was studied during the acquisition of conditional fear. Rats with cannulas placed in the basolateral region of the amygdala were trained with a series of noise-shock pairings in a distinctive observation chamber. One half of the rats were pretreated with the mRNA synthesis inhibitor actinomycin-D (act-D). Responding to the training context and the auditory stimulus in a novel context measured by defensive freezing was assessed. Pretreatment with act-D significantly attenuated fear responses to both stimuli. Animals receiving act-D injections exhibited normal reactions to the conditioned stimulus-unconditioned stimulus pairings in the initial training session and displayed normal learning when retrained 7 days after injections. These results indicate that the transcription of new mRNA and subsequent protein synthesis in the amygdala may be essential for neural plasticity during this form of associative learning.

Amount of training affects associatively-activated event representation

The effects of variations in the amount of training on behavioral plasticity were examined in three experiments that used appetitive Pavlovian conditioning procedures with rats. In experiments 1 and 2, an auditory conditioned stimulus (CS) substituted for a food unconditioned stimulus (US) in the acquisition of new learning about the food US after small numbers of CS–US pairings, but not after larger numbers of pairings. After limited exposure to the relation between the auditory CS and food, pairings of the CS with the toxin LiCl, in the absence of food, were sufficient to establish an aversion to the food US that was previously paired with that CS. This CS-mediated learning did not occur after more extensive exposure to the CS–food relation. In contrast, in experiment 3, mediated performance of previously-established conditioned responding was unaffected by the number of CS–US pairings used to establish that performance. Conditioned responding to the auditory CS remained sensitive to post-training devaluation of the food US regardless of the amount of initial CS–US training. Implications of these results for the investigations of cortical and other brain mechanisms of behavioral plasticity are discussed.

Differential Efficacy of Prior Cuing with CS, US, and Context in Enhancing Long-Term Retention of a Conditioned Emotional Response in Rats

This study investigates the relative efficacy of the conditioned stimulus (CS), the unconditioned stimulus (US), and a discrete feature of the experimental context to act as retrieval cues on long-term retention of a CS–US association in a conditioned suppression paradigm. Rats pretrained to press a lever for food reward were then given a single session of five trials of classical conditioning in a different chamber. A tone acted as CS and was paired with a footshock as an US. Control rats were given explicitly unpaired tones and footshocks. Conditioning and retention were tested (1 and 50 days later) by presenting the CS alone (extinction procedure) while animals were engaged in the food-motivated lever-pressing task. Long-term retention was measured after an interval of 50 days in independent groups of rats exposed to one of three prior-cuing treatments: the CS, the US, and a specific element of the conditioning context (the pattern of the walls). Noncued rats served as conditioned controls. Conditioned suppression to the CS in noncued rats showed that five CS–US pairings produced reliable conditioning, tested at 1 day, with almost no forgetting after 50 days. Noncued rats demonstrated rapid extinction with repeated presentation of the CS alone. Prior cuing with information related to the CS or the US were ineffective in mediating resistance to extinction, whereas pretest exposure to the context enhanced retention performance, as indicated by the slowing down of the rate of extinction during testing. These results suggest the prevalence of context over the CS and US in promoting retrieval from long-term memory in classical conditioning, even when contextual information is limited to a single discrete feature of the conditioning experience and when no performance deterioration is observed after a long retention interval. They suggest the context may gain control over the CS–US association after a long-term retention interval.