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Context-induced renewal of passive but not active coping behaviours in the shock-probe defensive burying task.

Authors :
Brown, Alexa
Martins, Melissa
Richard, Isabelle
Chaudhri, Nadia
Source :
Learning & Behavior. Dec2023, Vol. 51 Issue 4, p468-481. 14p.
Publication Year :
2023

Abstract

Renewal is the return of extinguished responding after removal from the extinction context. Renewal has been extensively studied using classical aversive conditioning procedures that measure a passive freezing response to an aversive conditioned stimulus. However, coping responses to aversive stimuli are complex and can be reflected in passive and active behaviours. Using the shock-probe defensive burying task, we investigated whether different coping responses are susceptible to renewal. During conditioning, male, Long-Evans rats were placed into a specific context (Context A) where an electrified shock-probe delivered a 3 mA shock upon contact. During extinction, the shock-probe was unarmed in either the same (Context A) or a different context (Context B). Renewal of conditioned responses was assessed in the conditioning context (ABA) or in a novel context (ABC or AAB). Renewal of passive coping responses, indicated by an increased latency and a decreased duration of shock-probe contacts, was observed in all groups. However, renewal of passive coping, measured by increased time spent on the side of the chamber opposite the shock-probe, was only found in the ABA group. Renewal of active coping responses linked to defensive burying was not observed in any group. The present findings highlight the presence of multiple psychological processes underlying even basic forms of aversive conditioning and demonstrate the importance of assessing a broader set of behaviours to tease apart these different underlying mechanisms. The current findings suggest that passive coping responses may be more reliable indicators for assessing renewal than active coping behaviours associated with defensive burying. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
15434494
Volume :
51
Issue :
4
Database :
Academic Search Index
Journal :
Learning & Behavior
Publication Type :
Academic Journal
Accession number :
174179880
Full Text :
https://doi.org/10.3758/s13420-023-00583-3