Context-specific interference on reversal learning of a stimulus-response habit.
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 the acquisition and expression of a particular learned response is unclear. In the 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 2.2.2 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.
McDonald
R J
RJ
Department of Psychology, University of Toronto, 100 St. George Street, Toronto, ON, Canada M5S-3G3. mcdonald@psych.utoronto
King
A L
AL
Hong
N S
NS
D000818:Animals; D001245:Association Learning; D001288:Attention; D003216:Conditioning, Operant; D004193:Discrimination Learning; D006185:Habituation, Psychophysiologic; D018782:Maze Learning; D011939:Mental Recall; D009949:Orientation; D051381:Rats; D020318:Rats, Long-Evans; D012193:Reversal Learning; D012931:Social Environment