The contribution of stressor intensity, duration, and context to the stress-induced facilitation of associative learning

Neurobiology of Learning and Memory

Volumn 68, Issue 1, 1997, Pages 92-96

  Shors, Tracey J ^a   Servatius, Richard J ^a  

^a PRINCETON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ANIMAL EXPERIMENT; ARTICLE; CONTROLLED STUDY; ELECTRIC SHOCK; FACILITATION; IMMOBILIZATION STRESS; MALE; MENTAL STRESS; NONHUMAN; RAT; STATE DEPENDENT LEARNING;

EID: 0031194046     PISSN: 10747427     EISSN: None     Source Type: Journal    
DOI: 10.1006/nlme.1997.3763     Document Type: Article

References (26)

1. Altenor A., Volpicelli J. R., Seligman M. E. Debilitated shock escape is produced by both short- and long-duration inescapable shock. Learned helplessness vs. learned inactivity. Bulletin of the Psychonomic Society. 14:1979;337-339.
2. Balsam P. D., Tomie A. Context and learning. 1985;Erlbaum, Hillsdale.
3. A. Beylin, T. J. Shors, 1997, Stress facilitates acquisition of hippocampal-dependent trace conditioning in the rat.
4. Davis M. Sensitization of acoustic startle reflex by footshock. Behavioral Neuroscience. 103:1989;495-503.
5. Glazer H. I., Weiss J. M. Long-term interference effect: An alternative to "learned helplessness" Journal of Experimental Psychology: Animal Behavior Processes. 2:1976;202-213.
6. Honey R. C., Good M. Selective hippocampal lesions abolish the contextual specificity of latent inhibition and conditioning. Behavioral Neuroscience. 107:1993;23-33.
7. Jackson R. L., Maier S. F., Rapaport P. M. Exposure to inescapable shock produces both activity and associative deficits in the rat. Learning and Motivation. 9:1978;69-98.
8. Kim J. J., Fanselow M. S. Modality-specific retrograde amnesia of fear. Science. 256:1992;675-677.
9. Lang P. J., Bradley M. M., Cuthbert B. N. Emotion, attention, and the startle reflex. Psychological Review. 97:1990;377-395.
10. Maier S. F., Seligman M. E. P. Learned helplessness: Theory and evidence. Journal of Experimental Psychology. 105:1976;3-46.
11. Maier S. F., Jackson R. L. Learned helplessness: all of us were right (and wrong): inescapable shock has multiple effects. Advances in learning and motivation. 1979;Academic Press, New York. p. 155-215.
12. Maier S. F. Role of fear in mediating shuttle escape learning deficit produced by inescapable shock. Journal of Experimental Psychology: Animal Behavior Processes. 16:1990;137-149.
13. W. R. McAlister, D. E. McAlister, 1962, Variables influencing the conditioning and the measurement of acquired fear, Classical conditioning: A symposium, W. F. Prokasy, 172, 191, Appleton-Century-Crofts, New York.
14. McCormick D. A., Thompson R. F. Cerebellum: Essential involvement in the classically conditioned eyelid response. Science. 223:1984;296-299.
15. Minor T. R., LoLordo V. Escape deficits following inescapable shock: The role of contextual odor. Journal of Experimental Psychology: Animal Behavior Processes. 10:1984;168-181.
16. Overmier J. B., Seligman M. E. P. Effects of inescapable shock on subsequent escape and avoidance learning. Journal of Comparative and Physiological Psychology. 63:1967;23-33.
17. Penick S., Solomon P. R. Hippocampus, context and conditioning. Behavioral Neuroscience. 105:1991;611-617.
18. Phillips R. G., LeDoux J. E. Differential contribution of amygdala and hippocampus to cued and contextual fear conditioning. Behavioral Neuroscience. 106:1992;274-285.
19. Rosellini R. Inescapable shock interferes with the acquisition of an appetitive operant. Animal Learning and Behavior. 6:1978;155-159.
20. Servatius R. J., Shors T. J. Exposure to inescapable stress persistently facilitates associative and nonassociative learning in rats. Behavioral Neuroscience. 108:1994;1101-1106.
21. Shors T. J., Dryver E. Stress impedes exploration and the acquisition of spatial information in the eight-arm radial maze. Psychobiology. 20:1992;247-253.
22. Shors T. J., Weiss C., Thompson R. F. Stress-induced facilitation of classical conditioning. Science. 257:1992;537-539.
23. Shors T. J., Servatius R. J. Stress-induced sensitization and facilitation of learning are dependent on NMDA-receptor activation. NeuroReport. 6:1995;677-680.
24. Shors T. J., Mark G., Selcher J., Servatius R. J. Stress-induced sensitization, but not facilitated learning is cholinergically-mediated. Society for Neuroscience Abstracts. 21. 1995.
25. 3H]PDBu, a marker for protein kinase C, in the amygdala, and reexposure to a stressful context reactivates the increase. Brain Research. 1996.
26. Winocur G., Rawlins J. N. P., Gray J. A. The hippocampus and conditioning to contextual cues. Behavioral Neuroscience. 101:1987;617-625.