加州海兔中的情境性美国学习。 （注：这段英文表述似乎不太准确或完整，正常逻辑下可能应该是“Contextual learning in Aplysia californica”，意为“加州海兔中的情境学习” ）
Context-US learning in Aplysia californica.
作者信息
Colwill R M, Absher R A, Roberts M L
机构信息
Howard Hughes Medical Institute, Columbia University, College of Physicians and Surgeons, New York, New York 10032.
出版信息
J Neurosci. 1988 Dec;8(12):4434-9. doi: 10.1523/JNEUROSCI.08-12-04434.1988.
Two experiments explored learning about the relation between an unconditioned stimulus (US) and the context in which that US was delivered in Aplysia californica. Subjects were exposed to 2 different contexts. They received a series of moderate electric shock USs in one context but not in the other. Experiment 1 revealed that the context-shock pairings were sufficient to establish an association between that context and the shock. That association was demonstrated by the ability of the reinforced context to enhance a defensive reflex and to reduce learning about a conditioned stimulus (CS) that was subsequently paired with the shock US. Experiment 2 provided evidence that the context-US association could be extinguished by simple nonreinforced exposure to the reinforced context. These results show that context conditioning is not unique to vertebrate learning. We argue that this learning is difficult to accommodate within current contiguity-based neuronal models of learning.
两项实验探究了在加州海兔中关于无条件刺激（US）与该无条件刺激所呈现的环境之间关系的学习。实验对象被置于两种不同的环境中。他们在一种环境中接受了一系列适度的电击无条件刺激，而在另一种环境中则没有。实验1表明，环境 - 电击配对足以在该环境与电击之间建立关联。这种关联通过强化环境增强防御性反射以及减少随后与电击无条件刺激配对的条件刺激（CS）的学习能力得以证明。实验2提供了证据，表明通过简单地非强化暴露于强化环境，环境 - 无条件刺激关联可以被消除。这些结果表明，环境条件作用并非脊椎动物学习所特有。我们认为这种学习难以纳入当前基于邻近性的神经元学习模型。
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