Two roles of the context in Pavlovian fear conditioning.
At both empirical and theoretical levels, multiple functional roles of contextual information upon memory performance have been proposed without a clear dissociation of these roles. Some theories have assumed that contexts are functionally similar to cues, whereas other views emphasize the retrieval facilitating properties of contextual information. In Experiment 1, we observed that one critical parameter, the spacing of trials, could determine whether the context would function as a conditioned stimulus or as a retrieval cue for memories trained in different phases. Experiments 2 and 3 doubly dissociated these functions by selectively disrupting one role but not the other, and vice versa. Overall, these observations identify one determinant of different functions of contextual information and pose a major challenge to theories of learning that assume exclusively one or the other function of the context. Moreover, these data emphasize the importance of parametric variations on behavioral control, which has critical implications for studies designed to understand the role of the hippocampus in processing of contextual attributes.
Urcelay
Gonzalo P
GP
Department of Psychology, SUNY-Binghamton, Binghamton, NY 13902-6000, USA.
Miller
Ralph R
RR
D000704:Analysis of Variance; D000818:Animals; D001245:Association Learning; D003214:Conditioning, Classical / Q000502:physiology*; D003463:Cues; D005108:Extinction, Psychological; D005239:Fear; D005260:Female; D007266:Inhibition, Psychological; D008297:Male; D011939:Mental Recall / Q000502:physiology; D011897:Random Allocation; D051381:Rats; D017207:Rats, Sprague-Dawley; D011930:Reaction Time / Q000502:physiology; D013997:Time Factors
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