Abstract
Five major hypotheses have been advanced to explain the retrograde effect of ECS on learned responses. The earliest and most widely accepted hypothesis is that the ECS disrupts a temporally graded memory consolidation process which continues for an hour or more after learning. An alternative hypothesis is that the ECS is a highly aversive stimulus so that it acts as an unconditioned stimulus (UCS) in Pavlovian (classical) conditioning. A partial convulsion response, conditioned to situational cues as conditioned stimulus (CS) comes to complete with the learned response. A third alternative is that the effects of ECS given at post-learning intervals longer than a few seconds were on a non-discriminative conditioned emotional response (CER). Finally, it has been suggested that the retrograde effects of ECS were due to an increase in the strength of the avoidance response with time following an aversive simulus rather than due to the disruption of the memory process.
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Gibbs, M.E., Mark, R.F. (1973). Electroconvulsive Shock. In: Inhibition of Memory Formation. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2061-6_3
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