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Thymus and Neuro-Endocrine-Immune Regulation of Homeostasis
Published in Marek P. Dabrowski, Barbara K. Dabrowska-Bernstein, Immunoregulatory Role of Thymus, 2019
Marek P. Dabrowski, Barbara K. Dabrowska-Bernstein
Although physiologic mechanisms of the feed-forward regulation are still poorly understood, the most classic example of its practical application — the conditioning — has received considerable attention. In the simplest experimental design, like in classical Pavlov’s experiment, the methodology involves repeated presentation of two types of signals to an animal. Pairing of the signals, the conditioned stimulus, e.g., ringing of a bell, physiologically inert, with the unconditioned stimulus, e.g., food, results in subsequent “physiologic” response of the animal to the first signal given without the second one, e.g., the dog salivates when the bell rings. The effectiveness of the conditioning (learning) can be determined by measuring the response produced.
Gambling Disorder
Published in James MacKillop, George A. Kenna, Lorenzo Leggio, Lara A. Ray, Integrating Psychological and Pharmacological Treatments for Addictive Disorders, 2017
Jon E. Grant, Samuel R. Chamberlain
Cue exposure represents a well-validated form of CBT, which seeks to extinguish the feared or learned response. This is achieved through repeated exposure to a conditioned stimulus in the absence of the feared consequence. The first randomized study compared imaginal desensitization with traditional aversion therapy [26]. Superior improvements were observed in the imaginal desensitization group.
MRCPsych Paper A1 Mock Examination 4: Questions
Published in Melvyn WB Zhang, Cyrus SH Ho, Roger Ho, Ian H Treasaden, Basant K Puri, Get Through, 2016
Melvyn WB Zhang, Cyrus SH Ho, Roger CM Ho, Ian H Treasaden, Basant K Puri
Which of the following is true regarding higher-order conditioning? The onset of the conditioned stimulus precedes the unconditioned stimulus, and the conditioned stimulus continues until the response occurs.The onset of both stimuli is simultaneous, and the conditioned stimulus continues until the response occurs.The conditioned stimulus ends before the onset of the unconditioned stimulus, and the conditioning becomes less effective as the delay between the two increases.The presentation of the conditioned stimulus occurs only after that of the unconditioned stimulus.The conditioned stimulus is paired with a second conditioned stimulus, which, on presentation, by itself elicits the original conditioned response.
Cues associated with repeated ethanol exposure facilitate the corticosterone response to ethanol and immunological challenges in adult male Sprague Dawley rats: implications for neuroimmune regulation
Published in The American Journal of Drug and Alcohol Abuse, 2023
Jamie E. Mondello, Anny Gano, Andrew S. Vore, Terrence Deak
Pavlovian conditioning occurs when the presence of environmental cues (conditioned stimulus or CS) becomes paired with the physiological and psychological effects of the drug (unconditioned stimulus or US). Once paired, the presentation of the CS+ alone can elicit a new physiological reaction that may or may not parallel the unconditioned effects of the drug (7,8). Alcohol-associated cues can produce a host of responses, including increases in salivation (9), skin conductance (10), heart rate (11) blood pressure (12), behavioral distress, inflammation (13) and cortisol levels (12). Conditioning of environmental cues to drug effects may contribute to the difficulty of maintaining abstinence, as presentation of the drug-paired CS+ contributes to cravings and drug-seeking behavior (14). Importantly, drug conditioning does not occur exclusively in alcohol-dependent individuals (15,16). For instance, social drinkers exhibited greater levels of skin conductance and cravings in response to the CS+ following four pairings of low-dose alcohol to flavored tonic water (10).
CNS serotonin content mediating food deprivation-enhanced learning is regulated by hemolymph tryptophan concentration and autophagic flux in the pond snail
Published in Nutritional Neuroscience, 2023
Yuki Totani, Junko Nakai, Dai Hatakeyama, Varvara E. Dyakonova, Ken Lukowiak, Etsuro Ito
The pond snail Lymnaea stagnalis is a good model animal for studying changes in nutritional status. The snail can learn and form conditioned taste aversion (CTA) memory [12–14]. CTA is formed when an animal associates the taste of a specific food with a toxic substance, and is thought to be an adaptive survival mechanism to avoid toxic substances before they cause harm [15]. In the case of snails, CTA is established by associating an appetitive stimulus (e.g. sucrose solution) with an aversive stimulus (e.g. KCl solution or electric shock). The appetitive stimulus is a conditioned stimulus (CS), and the aversive stimulus is an unconditioned stimulus (US). Repeated presentation of the CS followed by the US leads to the formation of CTA memory and suppresses CS-induced feeding behavior (Figure 1(A)) [16].
Performance Feedback in Organizations: Understanding the Functions, Forms, and Important Features
Published in Journal of Organizational Behavior Management, 2023
Douglas A. Johnson, C. Merle Johnson, Priyanka Dave
One possible function feedback can serve as a respondent conditioned stimulus. When supervisors deliver feedback, it is likely they utilize emotionally laden words (e.g., impressive, great, excellent, failure, disappointed, substandard). Although humans do not have a genetic predisposition to have a positive or negative reaction to such words, common cultural contingencies mean such words are likely to be paired with other stimuli that elicit emotional reactions from most members of a social community (Choi et al., 2018; Kuykendall & Keating, 1990; Staats & Staats, 1958). In other words, most verbally sophisticated individuals will have positive or negative reactions to such words (Critchfield & Doepke, 2018; Critchfield et al., 2017). Depending on the context, the resulting physiological reactions are tacted (i.e, labeled) differentially with terms such as nervous, pride, shame, satisfaction, anger, and more. As such, the emotional learning underlying feedback should not be neglected and has potential to impact other behaviors. For example, the stimuli resulting from physiological changes (e.g., anxiety) could generate tacts (accurate or otherwise) about self, world, and future (“I’m a walking disaster,” “everyone is against me,” “I’ll never succeed”) that then interfere with other behaviors (e.g., employees become inattentive to training because they are upset or they miss an important customer interaction because they are ruminating about a harsh evaluation).