Abstract
Dissociated Learning was demonstrated and disrupted in a modified T-maze escape learning task, using male hooded rats. The Dissociation group was trained each day to run in one direction while in the D state (Librium, 15mg/kg) and in the poposite direction when in the ND (sterile water) state. For the Transfer group, a 10 kHz tone was paired with foot shock during training in the D state, and 1 kHz tone was paired with foot shock in the ND state. Dissociated responding occurred in non-shock testing sessions for the Dissociation group. The tone-drug state pairings were reversed during testing for the Transfer group, and these Ss turned in the direction signalled by the tone as often as Dissociation Ss turned in the drug state direction (p<0.01). The tones acquired the aversive-motivational characteristics of foot shock and disrupted dissociated learning by mediating transfer between drug states.
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Connelly, J.F., Connelly, J.M. & Epps, J.O. Disruption of Dissociated Learning in a Discrimination paradigm by emotionally-important stimuli. Psychopharmacologia 30, 275–282 (1973). https://doi.org/10.1007/BF00422874
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DOI: https://doi.org/10.1007/BF00422874