Department of Psychology, Delaware State University, United States.
Department of Psychological and Brain Sciences, Texas A&M University, United States.
Neuroscience. 2022 Aug 10;497:157-170. doi: 10.1016/j.neuroscience.2022.06.001. Epub 2022 Jun 6.
The present paper provides a comprehensive review of latent extinction. In maze learning situations, latent extinction involves confining an animal to a previously reinforced goal location without food. When returned to the starting position after latent extinction, the animal typically shows a response decrement. Such findings have suggested that latent extinction is sufficient to invoke extinction learning, despite the animal having been prevented from making the original response. The majority of research on latent extinction was conducted between 19491980 and focused on what is being learned during the latent placements. Stimulus-response (S-R) theorists attempted to explain latent extinction via novel S-R mechanisms, namely, the fractional anticipatory response (rG). However, research did not support the role of rG in latent extinction. Cognitive expectancy theorists provided a simpler, more adequate explanation for latent extinction, more consistent with the data. Specifically, latent extinction might instill a change in expectation (i.e., animals learn to expect absence of reinforcement). Evidence also suggests that latent extinction involves place learning mechanisms and is sensitive to modulation via certain experimental factors. More recent work has uncovered some of the neural mechanisms of latent extinction. The hippocampus is critically involved in latent extinction, whereas other brain regions typically implicated in regular "response extinction" in the maze, such as the dorsolateral striatum, are not required for latent extinction. Similar to other kinds of learning, latent extinction requires NMDA receptor activity, suggesting the involvement of synaptic plasticity. Consistent with a multiple memory systems perspective, research on latent extinction supports the hypothesis that extinction learning is not a unitary process but rather there are different kinds of extinction learning mediated by distinct neural systems.
本文对潜在性消退进行了全面综述。在迷宫学习情境中，潜在性消退是指将动物限制在先前强化的目标位置而不给食物。当动物从潜伏消退后回到起始位置时，通常会表现出反应减少。这些发现表明，尽管动物无法进行原始反应，但潜在性消退足以引发消退学习。大多数关于潜在性消退的研究是在 1949 年至 1980 年之间进行的，主要集中在潜伏放置期间学习的内容。刺激-反应（S-R）理论家试图通过新颖的 S-R 机制，即分数预期反应（rG）来解释潜在性消退。然而，研究并未支持 rG 在潜在性消退中的作用。认知期望理论家提供了一个更简单、更充分的解释，更符合数据。具体来说，潜在性消退可能会导致期望的改变（即动物学会期待缺乏强化）。证据还表明，潜在性消退涉及位置学习机制，并对某些实验因素的调制敏感。最近的研究揭示了潜在性消退的一些神经机制。海马体在潜在性消退中起着关键作用，而在迷宫中通常与常规“反应消退”有关的其他大脑区域，如背外侧纹状体，则不需要用于潜在性消退。与其他类型的学习一样，潜在性消退需要 NMDA 受体活性，表明涉及突触可塑性。与多重记忆系统观点一致，关于潜在性消退的研究支持了这样一种假设，即消退学习不是一个单一的过程，而是由不同的神经系统介导的不同类型的消退学习。
