Generalized fear after acute stress is caused by change in neuronal cotransmitter identity.

Overgeneralization of fear to harmless situations is a core feature of anxiety disorders resulting from acute stress, yet the mechanisms by which fear becomes generalized are poorly understood. In this study, we show that generalized fear in mice results from a transmitter switch from glutamate to γ-aminobutyric acid (GABA) in serotonergic neurons of the lateral wings of the dorsal raphe. Similar change in transmitter identity was found in the postmortem brains of individuals with posttraumatic stress disorder (PTSD). Overriding the transmitter switch in mice prevented the acquisition of generalized fear. Corticosterone release and activation of glucocorticoid receptors mediated the switch, and prompt antidepressant treatment blocked the cotransmitter switch and generalized fear. Our results provide important insight into the mechanisms involved in fear generalization.

Examining effects of training duration on humans' resurgence and variability using a novel touchscreen procedure.

Resurgence occurs when a previously reinforced and then extinguished target response increases due to reducing/eliminating an alternative source of reinforcement or punishing an alternative response. We evaluated whether duration of reinforcement history for a target response (1) affects the degree to which resurgence is observed in humans and (2) produces different gradients of response generalization around target responding during extinction testing. We arranged a novel touchscreen interface in which university students could swipe a 3D soccer ball to spin any direction. In Phase 1, the first direction swiped became the target and produced points exchangeable for money for 3 or 1 min across 2 groups. The first swipe was recorded but had no programmed consequence in a third group. In Phase 2, swipes 180-degrees from the target resulted in points for 3 min in all groups. Point deliveries ceased for 2 min to test for resurgence in Phase 3. Target responses resurged during testing to a relatively greater extent with longer Phase-1 training but gradients of response generalization did not differ among groups. These findings extend prior research on the role of training duration on resurgence. We discuss methodological and conceptual issues surrounding the assessment of response generalization in resurgence.

Don't know responding in young maltreated children: The effects of wh- questions type and enhanced interview instructions.

OBJECTIVE: Two studies examined 4-7-year-old maltreated children's "I don't know" (IDK) responses to wh- questions after receiving various interview instructions. HYPOTHESES: We predicted (H1) children would be less inclined to give IDK responses and more inclined to guess to color/number questions compared to other wh- questions; (H2) IDK instructions would increase children's IDK responding compared to no instructions, with an increase in accuracy; but (H3) instructions would be less effective in reducing guessing for color/number questions than other wh- questions. In Study 1, we predicted that (H4) verbalizing a commitment to answer IDK would be particularly effective. In Study 2, we predicted that (H5) IDK instructions would reduce children's accurate corrective responses, but that (H6) the negative effect of IDK instructions on corrective responses would be alleviated by a "correct the interviewer" instruction. METHOD: Across 2 studies, 301 four- to seven-year-old (M = 5.60, SD = 1.09) maltreated children viewed videos and answered wh- questions about true and false details. Both studies included a within-subjects manipulation of wh- types (color/number & wh- detail) and a between-subjects manipulation of instructions (Study 1: IDK practice, IDK practice/verbalize, control; Study 2: IDK, correct me, IDK + correct me, control). RESULTS: In both studies, (a) color/number questions elicited more guessing than wh- detail questions, (b) IDK instructions decreased inaccurate responses, but they also decreased accurate responses, including accurate corrective responses, and (c) IDK instructions had a larger effect on wh- detail questions, reducing accurate corrective responses. In Study 1, verbalization failed to enhance the effect of instructions. In Study 2, the negative effect of IDK instructions on accurate corrective responses was not alleviated by instructions to correct the interviewer. CONCLUSIONS: Among young maltreated children, color/number questions elicit higher rates of guessing than other wh- questions. IDK instructions reduced inaccurate responses, but also reduced accurate responses. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Converging neural and behavioral evidence for a rapid, generalized response to threat-related facial expressions in 3-year-old children.

Electrophysiological studies on adults suggest that humans are efficient at detecting threat from facial information and tend to grant these signals a priority in access to attention, awareness, and action. The developmental origins of this bias are poorly understood, partly because few studies have examined the emergence of a generalized neural and behavioral response to distinct categories of threat in early childhood. We used event-related potential (ERP) and eye-tracking measures to examine children's early visual responses and overt attentional biases towards multiple exemplars of angry and fearful vs. other (e.g., happy and neutral) faces. A large group of children was assessed longitudinally in infancy (5, 7, or 12 months) and at 3 years of age. The final ERP dataset included 148 infants and 132 3-year-old children; and the final eye-tracking dataset included 272 infants and 334 3-year-olds. We demonstrate that 1) neural and behavioral responses to facial expressions converge on an enhanced response to fearful and angry faces at 3 years of age, with no differentiation between or bias towards one or the other of these expressions, and 2) a support vector machine learning model using data on the early-stage neural responses to threat reliably predicts the duration of overt attentional dwell time for threat-related faces at 3 years. However, we found little within-subject correlation between threat-bias attention in infancy and at 3 years of age. These results provide unique evidence for the early development of a rapid, unified response to two distinct categories of facial expressions with different physical characteristics, but shared threat-related meaning.

Generalizing to generalize: Humans flexibly switch between compositional and conjunctive structures during reinforcement learning.

Humans routinely face novel environments in which they have to generalize in order to act adaptively. However, doing so involves the non-trivial challenge of deciding which aspects of a task domain to generalize. While it is sometimes appropriate to simply re-use a learned behavior, often adaptive generalization entails recombining distinct components of knowledge acquired across multiple contexts. Theoretical work has suggested a computational trade-off in which it can be more or less useful to learn and generalize aspects of task structure jointly or compositionally, depending on previous task statistics, but it is unknown whether humans modulate their generalization strategy accordingly. Here we develop a series of navigation tasks that separately manipulate the statistics of goal values ("what to do") and state transitions ("how to do it") across contexts and assess whether human subjects generalize these task components separately or conjunctively. We find that human generalization is sensitive to the statistics of the previously experienced task domain, favoring compositional or conjunctive generalization when the task statistics are indicative of such structures, and a mixture of the two when they are more ambiguous. These results support a normative "meta-generalization" account and suggests that people not only generalize previous task components but also generalize the statistical structure most likely to support generalization.

Honeybees generalize among pollen scents from plants flowering in the same seasonal period.

When honey bees (Apis mellifera) feed on flowers, they extend their proboscis to absorb the nectar, i.e. they perform the proboscis extension response (PER). The presence of pollen and/or nectar can be associated with odors, colors or visual patterns, which allows honey bees to recognize food sources in the environment. Honey bees can associate similar, though different, stimuli with the presence of food; i.e. honey bees discriminate and generalize among stimuli. Here, we evaluated generalization among pollen scents from six different plant species. Experiments were based on the PER conditioning protocol over two phases: (1) conditioning, in which honey bees associated the scent of each pollen type with sucrose, and (2) test, in which honey bees were presented with a novel scent, to evaluate generalization. Generalization was evinced by honey bees extending their proboscis to a novel scent. The level of PER increased over the course of the conditioning phase for all pollen scents. Honey bees generalized pollen from Pyracantha coccinea and from Hypochaeris radicata These two plants have different amounts of protein and are not taxonomically related. We observed that the flowering period influences the olfactory perceptual similarity and we suggest that both pollen types may share volatile compounds that play key roles in perception. Our results highlight the importance of analyzing the implications of the generalization between pollen types of different nutritional quality. Such studies could provide valuable information for beekeepers and agricultural producers, as the generalization of a higher quality pollen can benefit hive development, and increase pollination and honey production.

Enhancing skill transfer in tennis using representative learning design.

Representative Learning Design advocates that practice should simulate the demands of competition. The effectiveness of increased task representativeness to improve serving skill of junior tennis players was assessed after a six-week intervention. Thirty-three participants (15.4 ± 1.9 years of age) were assigned to one of the three groups; "serve only" (participants served to no opponent), "serve return" (participants served to an opponent and hit no extra shots) or "serve +3rd" (participants served to an opponent and hit one extra shot). Using the validated representative practice assessment tool (RPAT) tasks were considered to be low, moderate and high in task representativeness, respectively. Participants hit 56 serves, twice weekly for 6-weeks. Pre and post serving performances were assessed via a skill test and in-situ matchplay using SportsCode and HawkEye ball tracking, respectively. Serve speed, landing locations, serve angle and positional advantage was obtained for 1st and 2nd serves. The relationship between increasing representativeness and increased skill acquisition was not linear, rather different behaviours emerged. For example, when hitting 2nd serves in matchplay, the low and moderate representative groups prioritised speed over placement while the high representative group prioritised placement over speed. Coaches therefore need to carefully individualise representativeness to an athletes' specific needs.

Stimulus Unpredictability in Time, Magnitude, and Direction on Accommodation.

SIGNIFICANCE: The effect of predictability in changes of time, magnitude, and direction of the accommodation demand on the accommodation response latency and its magnitude are insignificant, which suggests that repetitive accommodative tasks such as the clinical accommodative facility test may not be influenced by potential anticipation effects. PURPOSE: The purpose of this study was to investigate the effect of stimulus' time, magnitude, and direction predictability, as well as their interactions, on accommodation latency and response magnitude. METHODS: Monocular accommodative response and latency were measured in 12 young subjects for nine different conditions where the stimulus accommodative demand changed several times in a steplike fashion for a period of 120 seconds. Each change in accommodative demand could have different time duration (i.e., 1, 2, or 3 seconds), magnitude (1, 2, or 3 diopters), and/or direction (i.e., accommodation or disaccommodation). All conditions were created permuting the factors of time, magnitude, and direction with two levels each: random and not random. The baseline condition was a step signal from 0 to 2 diopters persisting for 2 seconds in both accommodative demands. After each condition, subjects were asked to provide a score from 1 to 5 in their perceived predictability. RESULTS: Friedman test conducted on the perceived predictability of each condition resulted in statistically significant differences between the nine conditions (χ = 56.57, P < .01). However, repeated-measures analysis of variance applied to latency and accommodative response magnitude did not show significant differences (P > .05). In addition, no correlation was found between the perceived predictability scores and both latency and accommodative response magnitudes between the most predictable and the most unpredictable conditions. CONCLUSIONS: Subjects were able to perceptually notice whether the stimulus was predictable or not, although our results indicate no significant effect of stimuli predictability on either the accommodation latency or its magnitude.

The relationship of perceptual discrimination to neural mechanisms of fear generalization.

The generalization of conditioned fear responses has been shown to decrease as a function of perceptual similarity. However, generalization may also extend beyond the perceptual discrimination threshold, ostensibly due to contributions from processes other than perception. Currently the neural mechanisms that mediate perceptual and non-perceptual aspects of fear generalization are unclear. To investigate this question, we conducted a Pavlovian fear conditioning and generalization experiment, collecting functional magnetic resonance imaging (fMRI), skin conductance and explicit shock likelihood ratings, in 37 healthy subjects. Face stimuli were initially paired (CS+) or not paired (CS) with an electrical shock. During the generalization phase, responses were measured to the CS+, CS and a range of CS + -toCS morphs (generalization stimuli), selected for each participant based on that participant's discrimination ability. Across multiple measurements, we found that fear generalization responses were limited to stimuli that could not be distinguished from the CS + stimulus, thus following a gradient closely linked to perceptual discriminability. These measurements, which were correlated with one another, included skin conductance responses, behavioral ratings, and fMRI responses of anterior insula and superior frontal gyrus. In contrast, responses in areas of the default network, including the posterior cingulate gyrus, angular gyrus and hippocampus, showed a negative generalization function extending to stimuli that were more likely to be distinguished from the CS+. In addition, the generalization gradients of the anterior insula and the behavioral ratings showed some evidence for extension beyond perceptual limits. Taken together, these results suggest that distinct brain areas are involved in perceptual and non-perceptual components of fear generalization.

Assessing the generalizability of eye dominance across binocular rivalry, onset rivalry, and continuous flash suppression.

It is commonly assumed that one eye is dominant over the other eye. Eye dominance is most frequently determined by using the hole-in-the-card test. However, it is currently unclear whether eye dominance as determined by the hole-in-the-card test (so-called sighting eye dominance) generalizes to tasks involving interocular conflict (engaging sensory eye dominance). We therefore investigated whether sighting eye dominance is linked to sensory eye dominance in several frequently used paradigms that involve interocular conflict. Eye dominance was measured by the hole-in-the-card test, binocular rivalry, and breaking continuous flash suppression (b-CFS). Relationships between differences in eye dominance were assessed using Bayesian statistics. Strikingly, none of the three interocular conflict tasks yielded a difference in perceptual report between eyes when comparing the dominant eye with the nondominant eye as determined by the hole-in-the-card test. From this, we conclude that sighting eye dominance is different from sensory eye dominance. Interestingly, eye dominance of onset rivalry correlated with that of ongoing rivalry but not with that of b-CFS. Hence, we conclude that b-CFS reflects a different form of eye dominance than onset and ongoing rivalry. In sum, eye dominance seems to be a multifaceted phenomenon, which is differently expressed across interocular conflict paradigms. Finally, we highly discourage using tests measuring sighting eye dominance to determine the dominant eye in a subsequent experiment involving interocular conflict. Rather, we recommend that whenever experimental manipulations require a priori knowledge of eye dominance, eye dominance should be determined using pretrials of the same task that will be used in the main experiment.

Factors that encourage generalization from extinction to test reduce resurgence of an extinguished operant response.

Two experiments investigated methods that reduce the resurgence of an extinguished behavior (R1) that occurs when reinforcement for an alternative behavior (R2) is discontinued. In Experiment 1, R1 was first trained and then extinguished while R2 was reinforced during a 5- or 25-session treatment phase. For half the rats, sessions in which R2 was reinforced alternated with sessions in which R2 was extinguished. Controls received the same number of treatment sessions, but R2 was never extinguished. When reinforcement for R2 was discontinued, R1 resurged in the controls. However, the alternating groups showed reduced resurgence, and the magnitude of the resurgences observed during their R2 extinction sessions decreased systematically over Phase 2. In Experiment 2, R1 was first reinforced with one outcome (O1). The rats then had two types of double-alternating treatment sessions. In one type, R1 was extinguished and R2 produced O2. In the other, R1 was unavailable and R2 produced O3. R1 resurgence was weakened when O2, but not O3, was delivered freely during testing. Together, the results suggest that methods that encourage generalization between R1 extinction and resurgence testing weaken the resurgence effect. They are not consistent with an account of resurgence proposed by Shahan and Craig (2017).

Efficient coding explains the universal law of generalization in human perception.

Perceptual generalization and discrimination are fundamental cognitive abilities. For example, if a bird eats a poisonous butterfly, it will learn to avoid preying on that species again by generalizing its past experience to new perceptual stimuli. In cognitive science, the "universal law of generalization" seeks to explain this ability and states that generalization between stimuli will follow an exponential function of their distance in "psychological space." Here, I challenge existing theoretical explanations for the universal law and offer an alternative account based on the principle of efficient coding. I show that the universal law emerges inevitably from any information processing system (whether biological or artificial) that minimizes the cost of perceptual error subject to constraints on the ability to process or transmit information.

Early life stress in rats sex-dependently affects remote endocrine rather than behavioral consequences of adult exposure to contextual fear conditioning.

Exposure to electric foot-shocks can induce in rodents contextual fear conditioning, generalization of fear to other contexts and sensitization of the hypothalamic-pituitary-adrenal (HPA) axis to further stressors. All these aspects are relevant for the study of post-traumatic stress disorder. In the present work we evaluated in rats the sex differences and the role of early life stress (ELS) in fear memories, generalization and sensitization. During the first postnatal days subjects were exposed to restriction of nesting material along with exposure to a "substitute" mother. In the adulthood they were exposed to (i) a contextual fear conditioning to evaluate long-term memory and extinction and (ii) to a novel environment to study cognitive fear generalization and HPA axis heterotypic sensitization. ELS did not alter acquisition, expression or extinction of context fear conditioned behavior (freezing) in either sex, but reduced activity in novel environments only in males. Fear conditioning associated hypoactivity in novel environments (cognitive generalization) was greater in males than females but was not specifically affected by ELS. Although overall females showed greater basal and stress-induced levels of ACTH and corticosterone, an interaction between ELS, shock exposure and sex was found regarding HPA hormones. In males, ELS did not affect ACTH response in any situation, whereas in females, ELS reduced both shock-induced sensitization of ACTH and its conditioned response to the shock context. Also, shock-induced sensitization of corticosterone was only observed in males and ELS specifically reduced corticosterone response to stressors in males but not females. In conclusion, ELS seems to have only a minor impact on shock-induced behavioral conditioning, while affecting the unconditioned and conditioned responses of HPA hormones in a sex-dependent manner.

A demonstration of higher-order response class development in children.

We evaluated a procedure for teaching two children, one typically developing and one with autism, a higher-order generalized operant response class of unscrambling sight words. The procedures were efficacious in teaching the participants to unscramble words appearing in isolation and in the context of a sentence, with 98% of the presented discriminative stimuli novel to the participants.

Dentate granule cell recruitment of feedforward inhibition governs engram maintenance and remote memory generalization.

Memories become less precise and generalized over time as memory traces reorganize in hippocampal-cortical networks. Increased time-dependent loss of memory precision is characterized by an overgeneralization of fear in individuals with post-traumatic stress disorder (PTSD) or age-related cognitive impairments. In the hippocampal dentate gyrus (DG), memories are thought to be encoded by so-called 'engram-bearing' dentate granule cells (eDGCs). Here we show, using rodents, that contextual fear conditioning increases connectivity between eDGCs and inhibitory interneurons (INs) in the downstream hippocampal CA3 region. We identify actin-binding LIM protein 3 (ABLIM3) as a mossy-fiber-terminal-localized cytoskeletal factor whose levels decrease after learning. Downregulation of ABLIM3 expression in DGCs was sufficient to increase connectivity with CA3 stratum lucidum INs (SLINs), promote parvalbumin (PV)-expressing SLIN activation, enhance feedforward inhibition onto CA3 and maintain a fear memory engram in the DG over time. Furthermore, downregulation of ABLIM3 expression in DGCs conferred conditioned context-specific reactivation of memory traces in hippocampal-cortical and amygdalar networks and decreased fear memory generalization at remote (i.e., distal) time points. Consistent with the observation of age-related hyperactivity of CA3, learning failed to increase DGC-SLIN connectivity in 17-month-old mice, whereas downregulation of ABLIM3 expression was sufficient to restore DGC-SLIN connectivity, increase PV+ SLIN activation and improve the precision of remote memories. These studies exemplify a connectivity-based strategy that targets a molecular brake of feedforward inhibition in DG-CA3 and may be harnessed to decrease time-dependent memory generalization in individuals with PTSD and improve memory precision in aging individuals.

Reflexivity without identity matching training: A first demonstration.

Until now, the equivalence property of reflexivity-matching physically identical stimuli to themselves after training on a set of arbitrary matching relations-has not been demonstrated in any animal, human or nonhuman. Previous reports of reflexivity have either implicitly or explicitly involved reinforced training on other identity matching relations. Here we demonstrate reflexivity without prior identity matching training. Pigeons received concurrent successive matching training on three arbitrary matching tasks: AB (hue-form), BC (form-hue), and AC (hue-hue with different hues in the A and C sets). Afterwards, pigeons were tested for BB (form-form) reflexivity. Consistent with the predictions of Urcuioli's () theory, pigeons preferentially responded to B comparison stimuli that matched the preceding B sample stimuli in testing (i.e., BB reflexivity). A separate experiment showed that a slightly different set of arbitrary matching baseline relations yielded a theoretically predicted "anti-reflexivity" (or emergent oddity) effect in two of five pigeons. Finally, training on just two arbitrary successive matching tasks (AB and BC) did not yield any differential BB responding in testing for five of eight pigeons, with two others showing reflexivity and one showing antireflexivity. These data complement previous findings of symmetry and transitivity (the two other properties of equivalence) in pigeons.

Ongoing neurogenesis in the adult dentate gyrus mediates behavioral responses to ambiguous threat cues.

Fear learning is highly adaptive if utilized in appropriate situations but can lead to generalized anxiety if applied too widely. A role of predictive cues in inhibiting fear generalization has been suggested by stress and fear learning studies, but the effects of partially predictive cues (ambiguous cues) and the neuronal populations responsible for linking the predictive ability of cues and generalization of fear responses are unknown. Here, we show that inhibition of adult neurogenesis in the mouse dentate gyrus decreases hippocampal network activation and reduces defensive behavior to ambiguous threat cues but has neither of these effects if the same negative experience is reliably predicted. Additionally, we find that this ambiguity related to negative events determines their effect on fear generalization, that is, how the events affect future behavior under novel conditions. Both new neurons and glucocorticoid hormones are required for the enhancement of fear generalization following an unpredictably cued threat. Thus, adult neurogenesis plays a central role in the adaptive changes resulting from experience involving unpredictable or ambiguous threat cues, optimizing behavior in novel and uncertain situations.

Threat intensity widens fear generalization gradients.

Research in nonhuman animals reveals threat-sensitive generalization of defensive behavior that favors widespread generalization when threat intensity is high and limited generalization (i.e., specificity) when threat intensity is low. Here, we used Pavlovian fear conditioning to systematically investigate whether threat intensity widens behavioral generalization gradients to stimuli that decreasingly resemble a learned threat cue. Using a between-subjects design, volunteers underwent fear conditioning with a tone paired with either a high-intensity or low-intensity aversive stimulus prior to a test of fear generalization to novel tones. Results showed no effect of threat intensity on initial acquisition of conditioned fear. However, volunteers who underwent fear conditioning with a high-intensity aversive stimulus exhibited widespread generalization of autonomic arousal (skin conductance responses) as compared to volunteers who received a low-intensity aversive stimulus. These results show a transition from normal (selective) to overgeneralized fear as threat intensity increases, and have implications for understanding overgeneralization characteristic of trauma- and stress-related disorders. (PsycINFO Database Record

Improving the Reliability of Tinnitus Screening in Laboratory Animals.

Behavioral screening remains a contentious issue for animal studies of tinnitus. Most paradigms base a positive tinnitus test on an animal's natural tendency to respond to the "sound" of tinnitus as if it were an actual sound. As a result, animals with tinnitus are expected to display sound-conditioned behaviors when no sound is present or to miss gaps in background sounds because tinnitus "fills in the gap." Reliable confirmation of the behavioral indications of tinnitus can be problematic because the reinforcement contingencies of conventional discrimination tasks break down an animal's tendency to group tinnitus with sound. When responses in silence are rewarded, animals respond in silence regardless of their tinnitus status. When responses in silence are punished, animals stop responding. This study introduces stimulus classification as an alternative approach to tinnitus screening. Classification procedures train animals to respond to the common perceptual features that define a group of sounds (e.g., high pitch or narrow bandwidth). Our procedure trains animals to drink when they hear tinnitus and to suppress drinking when they hear other sounds. Animals with tinnitus are revealed by their tendency to drink in the presence of unreinforced probe sounds that share the perceptual features of the tinnitus classification. The advantages of this approach are illustrated by taking laboratory rats through a testing sequence that includes classification training, the experimental induction of tinnitus, and postinduction screening. Behavioral indications of tinnitus are interpreted and then verified by simulating a known tinnitus percept with objective sounds.

Motivation towards extracurricular activities and motivation at school: A test of the generalization effect hypothesis.

Participation in extracurricular activities is a promising avenue for enhancing students' school motivation. Using self-determination theory (Deci & Ryan, 2000), the goal of this study was to test a serial multiple mediator model. In this model, students' perceptions of autonomy support from their extracurricular activity leader predicted their activity-based intrinsic and identified regulations. In turn, these regulations predicted their school-based intrinsic and identified regulations during the same school year. Finally, these regulations predicted their school-based intrinsic and identified regulations one year later. A total of 276 youths (54% girls) from disadvantaged neighborhoods were surveyed over two waves of data collection. The proposed mediation model was supported for both types of regulation. These results highlight the generalization effects of motivation from the extracurricular activity context to the school context.