Gewirtz J C, Davis M
University of Minnesota, Minneapolis, Minnesota 55455, USA.
Learn Mem. 2000 Sep-Oct;7(5):257-66. doi: 10.1101/lm.35200.
In first-order Pavlovian conditioning, learning is acquired by pairing a conditioned stimulus (CS) with an intrinsically motivating unconditioned stimulus (US; e.g., food or shock). In higher-order Pavlovian conditioning (sensory preconditioning and second-order conditioning), the CS is paired with a stimulus that has motivational value that is acquired rather than intrinsic. This review describes some of the ways higher-order conditioning paradigms can be used to elucidate substrates of learning and memory, primarily focusing on fear conditioning. First-order conditioning, second-order conditioning, and sensory preconditioning allow for the controlled demonstration of three distinct forms of memory, the neural substrates of which can thus be analyzed. Higher-order conditioning phenomena allow one to distinguish more precisely between processes involved in transmission of sensory or motor information and processes involved in the plasticity underlying learning. Finally, higher-order conditioning paradigms may also allow one to distinguish between processes involved in behavioral expression of memory retrieval versus processes involved in memory retrieval itself.
在一阶巴甫洛夫条件反射中，学习是通过将条件刺激（CS）与具有内在激励作用的无条件刺激（US，如食物或电击）配对来实现的。在高阶巴甫洛夫条件反射（感觉预条件反射和二阶条件反射）中，条件刺激与具有后天获得而非内在激励价值的刺激配对。本综述描述了高阶条件反射范式可用于阐明学习和记忆基础的一些方式，主要聚焦于恐惧条件反射。一阶条件反射、二阶条件反射和感觉预条件反射使得三种不同形式记忆的可控展示成为可能，进而可以对其神经基础进行分析。高阶条件反射现象使人们能够更精确地区分参与感觉或运动信息传递的过程与参与学习基础可塑性的过程。最后，高阶条件反射范式还可能使人们能够区分参与记忆检索行为表达的过程与参与记忆检索本身的过程。
