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Addictive drugs as reinforcers: multiple partial actions on memory systems.

This review applies some new experimental findings and theoretical ideas about how reinforcers act on the neural mechanisms of learning and memory to the problem of how addictive drugs affect behaviour. A basic assumption of this analysis is that all changes in behaviour, including those involved in drug addiction and the initiation of drug self-administration, require the storage of new information in the nervous system. Animal studies suggest that such information is processed in several (this review deals with three) more or less independent learning and memory systems in the mammalian brain. Reinforcers can interact with these systems in three ways: they activate neural substrates of observable approach or escape responses, they produce unobservable internal states that can be perceived as rewarding or aversive, and they modulate or enhance the information stored in each of the memory systems. It is suggested that each addictive drug maintains its own self-administration by mimicking some subset of these actions. Evidence supporting the notion of multiple memory systems and data on the actions of several drugs (amphetamine, cocaine, nicotine, alcohol and morphine) on these systems are briefly reviewed. The utility of the concept of "reward" for understanding the effects of drugs on behaviour is discussed. Evidence demonstrating actions of drugs on multiple neural substrates of reinforcement suggests that no single factor is likely to explain either addictive behaviour in general or self-administration in particular. Some of the findings on the development and maintenance of self-administration by animals of the five exemplar drugs are discussed in the context of these ideas.

Amphetamines↗

Extinction of conditioned inhibition through nonreinforced presentation of the inhibitor.

In previous studies that have tried to extinguish conditioned inhibition through nonreinforced presentations of the inhibitor, researchers have repeatedly failed to find evidence for such extinction. The present study revealed that extinction can be achieved through nonreinforcement of the inhibitor, depending on properties of the reinforcer. In a human causal learning experiment, we found complete extinction in a scenario in which the reinforcer could take on negative values. Thereby, this scenario reflected the assumed symmetrical continuum on which associative strength can vary, according to the Rescorla-Wagner theory of associative learning. In contrast to this, the inhibitory cue retained its inhibitory potential in another condition, in which the scenario did not allow negative values of the reinforcer.

Attention↗

Can response force be shaped by reinforcement?

Frick in 1986, writing in this journal, suggested that experiments purporting to demonstrate the shaping of response force by reinforcement lacked critical controls. He argued instead that such procedures create a mental schema concerning the response topography which influences force indirectly. Although Frick's methodological criticisms are well taken, there is additional evidence suggesting that response force can be strengthened by reinforcement and that such learning generalizes across behaviors.

Animals↗

Temporal characteristics of slot machine play in recreational gamblers.

The present study examined the temporal characteristics of play exhibited by recreational slot machine players. 12 women (M = 24 yr., range 22-28) played a computerized version of a slot machine with probability of payoff, i.e., a winning spin, ranging from .2 to .6. Intertrial intervals or the time between the termination of one trial to the initiation of the next trial varied within subjects as a function of wins and losses. Winning trials were associated with larger intertrial intervals and losing trials with smaller intertrial intervals for 10 of the 12 women. No differences were found across probability levels between subjects. Results are discussed in terms of the post-reinforcement pause that occurs on specific schedules of reinforcement.

Adult↗

An evaluation of the concurrent discrimination task as a measure of habit learning: performance of amnesic subjects.

Habit learning has been defined as an association between a stimulus and a response that develops slowly and automatically through repeated reinforcement. Concurrent discrimination (CD) learning, in which subjects learn to choose the rewarded objects in a series of pairs, is believed to be an example of habit learning in monkeys. Studies of human amnesic subjects, however, have produced equivocal results, revealing impaired or absent learning on the same CD tasks that monkeys with medial temporal-lobe (MTL) lesions learn normally. One possible explanation for impaired performance in human amnesic subjects is that, unlike monkeys, human subjects use explicit memory to solve CD problems. To test this hypothesis, we administered a 10-object pair CD learning task to two amnesic subjects, HM and PN, and normal control subjects (NCS). Both amnesic subjects have severe anterograde amnesia with little ability to form explicit memories. On the CD task, they demonstrated little or no learning and acquired no explicit knowledge of the task procedures or reward contingencies. In contrast, NCS learned the task quickly and easily using explicit memory strategies. These results suggest that CD tasks cannot be learned by habit in human subjects, and emphasize the discrepancies between the human and monkey literature on habit learning.

Aged↗

PUNISHMENT BY SD ASSOCIATED WITH FIXED-RATIO REINFORCEMENT.

Two pigeons were trained with positive reinforcement on a multiple FR VI 2 schedule. The VI 2 component was held constant while the FR component was changed from ratios of 1 to 300. After responding had stabilized at each FR value, VI responses produced briefly either the fixed-ratio S(D) or a stimulus uncorrelated with either schedule component. Compared to the effects of the uncorrelated stimulus change, the fixed-ratio S(D) produced a decrease in VI responding proportional to the size of the FR requirement. It is concluded that stimuli associated with high FR schedules served as punishment for the ongoing behavior.

Animals↗

Is cholinergic activity of the striatum involved in the acquisition of positively-motivated behaviors?

Cholinergic activity of the caudate-putamen (CPU) is crucial for the acquisition of aversively-reinforced behaviors (active and passive avoidance). To determine whether this activity is also involved in the acquisition of a positively-rewarded behavior, in the present experimental series the effects of scopolamine applications to the antero-dorsal or postero-dorsal aspects of the striatum on auto-shaping were assessed. The auto-shaping procedure that was used allowed rats to learn to bar press at their own rate. It was found that scopolamine injection into either region of the CPU produced a marked retardation in the acquisition of the conditioned behavior. These results indicate that cholinergic activity of the striatum is critically involved in the early phases of positively-reinforced learning.

Animals↗

Too much reinforcement, too little behavior: assessing task interspersal procedures in conjunction with different reinforcement schedules with autistic children.

Task interspersal procedures have been quite effective in increasing autistic children's motivation to learn. These procedures have typically demonstrated that the inclusion of reinforced maintenance tasks (previously learned tasks) increases responding to new acquisition tasks because more reinforcers, in general, are available. However, studies have not specifically addressed the effects of various schedules of reinforcement, used in conjunction with task interspersal procedures, upon response acquisition. In the present study, a multiple baseline design across subjects was used to assess different reinforcement schedules. Five autistic children participated in learning sessions, during which trials of an acquisition task were interspersed with trials of three maintenance tasks. Correct responses to acquisition tasks were continuously reinforced throughout all conditions, while the reinforcement schedule for competent performance of maintenance tasks differed systematically. Results indicated that all children learned the new tasks when food reinforcers were presented only for acquisition tasks. Results are discussed in terms of behavioral contrast and improving the effectiveness of motivation-enhancing procedures for autistic children.

Attention↗

Late post-learning participation of entorhinal cortex in memory processes.

Mice of the BALB/c strain were bilaterally implanted with electrodes in the lateral entorhinal cortex (EC) in order to study the influence of post-trial EC stimulation on memory. The learning task was a food reinforced operant conditioning. At one of several time intervals after a first learning session, the experimental groups were stimulated for 80 s with subseizure current intensity. Testing was carried out 24 h later. In the first experiment, a continuous reinforcement schedule was used. EC stimulation had no effect when applied at the 30-s or 3-h intervals, but surprisingly a 30-min delayed stimulation greatly improved retention compared to performance of non-stimulated animals. In the second experiment, the same paradigm was used in a discriminative operant conditioning task. The same facilitation on retention was observed only with the 30-min delayed stimulation. Compared to previous data with hippocampal or hypothalamic stimulation, the present results reveal that EC is lately involved in memory processes.

Animals↗

CHEMLEARN: microcomputer-based training for CHEMLINE, an alternative to formal classroom training.

CHEMLINE (CHEMical Dictionary OnLINE), the National Library of Medicine's online chemical dictionary file, is primarily used by librarians and information scientists to enhance the retrieval of bibliographic information associated with chemical substances. This paper will discuss CHEMLEARN, a microcomputer-based training program designed to provide inexpensive, easily accessible self-instruction as an alternative to formal classroom training in the use of CHEMLINE. CHEMLEARN allows novice users to learn at their own pace and with considerable program feedback. In addition, it provides the skilled searcher with a way to reinforce or recall previously learned search techniques without incurring online charges. CHEMLEARN may be used in place of formal training or as a precursor to or a refresher following formal training.

Chemical Phenomena↗

Associative learning: the instructive function of biogenic amines.

Biogenic amines like dopamine or octopamine modify neural function at multiple levels, sensitizing or depressing behaviour. Recent studies in insects have now shown that, besides a role in motivational modulation, biogenic amines substitute the reinforcer function in associative learning, thus instructing the nervous system about the relevance of external events.

Animals↗

Extracellular level of basolateral amygdalar dopamine responding to reversal of appetitive-conditioned discrimination in young and old rats.

Young and old rats, aged 3 and 24 months old, respectively, were conditioned to press a lever under lamp-on conditions for reward acquisition and lamp-off for no reward using a variable interval reinforcement schedule that averaged 15 s; i.e., the minimal requirement was 4 responses/min. Over a 30-day period, young and old groups showed increased response to lamp-on from 22 to 35/min and from 10 to 23/min, respectively, and shortened response to lamp-off after initial training. Response to lamp-on as a percentage of total response to lamp-on and -off (the discrimination ratio) was over 80%. For the next 30 days, reversal learning was imposed to reinforce discrimination of the lamp-off state. Young rats showed a steadily increasing discrimination ratio from 40% to 70%, and old rats from 30% to 60%. In comparison with the initial training, young rats showed a total response increase from 50% to 60%, while old rats showed an approximately 5% decrease without loss of reward-obtaining efficiency. In vivo microdialysis during reversal revealed that young rats had higher dopamine transmission in the basolateral amygdala than old rats. The dopamine level was positively correlated with the number of responses to state of reward in young rats and negatively with the numbers of both NRF and RF responses to lamp-on and -off states in old rats. These results suggest that in reversal discrimination, basolateral amygdalar dopamine efflux correlates with the manner of age-related conditioned response rather than the ability to learn.

Age Factors↗

Signaled two-way avoidance learning using electrical stimulation of the inferior colliculus as negative reinforcement: effects of visual and auditory cues as warning stimuli.

The inferior colliculus is a primary relay for the processing of auditory information in the brainstem. The inferior colliculus is also part of the so-called brain aversion system as animals learn to switch off the electrical stimulation of this structure. The purpose of the present study was to determine whether associative learning occurs between aversion induced by electrical stimulation of the inferior colliculus and visual and auditory warning stimuli. Rats implanted with electrodes into the central nucleus of the inferior colliculus were placed inside an open-field and thresholds for the escape response to electrical stimulation of the inferior colliculus were determined. The rats were then placed inside a shuttle-box and submitted to a two-way avoidance paradigm. Electrical stimulation of the inferior colliculus at the escape threshold (98.12 +/- 6.15 (A, peak-to-peak) was used as negative reinforcement and light or tone as the warning stimulus. Each session consisted of 50 trials and was divided into two segments of 25 trials in order to determine the learning rate of the animals during the sessions. The rats learned to avoid the inferior colliculus stimulation when light was used as the warning stimulus (13.25 +/- 0.60 s and 8.63 +/- 0.93 s for latencies and 12.5 +/- 2.04 and 19.62 +/- 1.65 for frequencies in the first and second halves of the sessions, respectively, P < 0.01 in both cases). No significant changes in latencies (14.75 +/- 1.63 and 12.75 +/- 1.44 s) or frequencies of responses (8.75 +/- 1.20 and 11.25 +/- 1.13) were seen when tone was used as the warning stimulus (P > 0.05 in both cases). Taken together, the present results suggest that rats learn to avoid the inferior colliculus stimulation when light is used as the warning stimulus. However, this learning process does not occur when the neutral stimulus used is an acoustic one. Electrical stimulation of the inferior colliculus may disturb the signal transmission of the stimulus to be conditioned from the inferior colliculus to higher brain structures such as amygdala.

Acoustic Stimulation↗

Competing motivations: drug reinforcement vs non-drug reinforcement.

A behavioral pharmacological conceptualization of drug abuse is summarized, which views drug abuse as learned operant behavior that is reinforced by positive effects produced by drugs of abuse. In this view drug abuse may be better characterized as involving attraction rather than compulsion. Incentive-based treatments may be useful for overcoming and competing with the reinforcing effects of drugs of abuse. Illustrative examples of incentive-based treatments for drug abuse, and their results, are described. The efficacy of incentive-based treatments indicates that many substance abusers possess the necessary skills to achieve abstinence and suggests that motivational interventions alone may be sufficient in many cases. Areas for further research are discussed that relate to refining and developing incentive-based therapies and to improving their practical utility and public acceptability.

Behavior Therapy↗