Contextual conditioning in infants, but not older animals, is facilitated by CS conditioning.
Context conditioning in infant Sprague-Dawley rats (postnatal days [PD] 15, 17, and 19), juveniles (PD 25), adolescents (PD 35), and adults (PD 71-89) was compared when CS conditioning did or did not occur in the context. Degree of CS conditioning within that context was equated across age, and separate groups at each age were given unpaired presentations of the CS and US within that context. Infants conditioned more effectively to context when CS-US pairings occurred in that context than when they did not, juveniles conditioned to context about equally with and without CS-US pairings in the context, and adolescents and adults conditioned less effectively to context when CS and US were paired than when unpaired. Adolescents had significant context conditioning despite CS-US pairings in the context but adults did not, and overall, context conditioning was strongest for adolescents. Supplementary experiments indicated that with more extensive conditioning experience, the infants' pattern of context conditioning became more similar to that of older animals, and with less conditioning experience the pattern of context conditioning by adults became more similar to that of younger animals, but infants never attained the adult pattern of context conditioning nor did adults attain the infant pattern. The potentiation of context conditioning by CS conditioning observed in infants is consistent with previous evidence derived from compound conditioning. Alternative explanations place common emphasis on infant-specific amodal processing. One views potentiation as a result of the greater perceived intensity of the stimulus compound (CS and context, in this case) during conditioning and the lesser generalization decrement in infants than adults when tested with a single element after conditioning with a compound. The other explanation emphasizes consequences of the redundancy inherent in intersensory compounds, within the theory of Bahrick and Lickliter.
Brasser
Susan M
SM
Center for Developmental Psychobiology, Department of Psychology, Binghamton University, Binghamton, NY 13902, USA. sbrasser@utmem.edu
Spear
Norman E
NE
D000375:Aging / Q000523:psychology*; D000818:Animals; D001245:Association Learning; D001307:Auditory Perception; D001362:Avoidance Learning; D003214:Conditioning, Classical; D005239:Fear; D005260:Female; D008297:Male; D011939:Mental Recall; D009043:Motor Activity; D051381:Rats; D011930:Reaction Time; D012153:Retention, Psychology; D012903:Smell; D014796:Visual Perception