Pavlovian Conditioning of Signal-Centered Action Patterns and Autonomic Behavior: A Biological Analysis of Function

Cognition and Its Shaping Effect on Sexual Conflict: Integrating Biology and Psychology

While genetic variation is of crucial importance for organisms to be able to adapt to their ever-changing environments over generations, cognitive processes can serve the same purpose by acting at shorter time scales. Cognition, and its resulting behaviour, allows animals to display flexible, fast and reversible responses that, without implying a genetic change, are crucial for adaptation and survival. In the research field on sexual conflict, where studies focus on male and female mating strategies that increase the individual's reproductive fitness while forcing a cost on the partner, the role that cognition may play in how such strategies can be optimised has been widely overlooked. However, a careful analysis of behavioural studies shows that animals can develop and change their responses depending on what they perceive as well as on what they can predict from their experience, which can be of prime importance for optimising their reproductive fitness. As will be reviewed here, largely psychological processes, such as perception, memory, learning and decision-making, can not only modulate sexual conflict, but can also have a big impact on the reproductive success of a given individual. This review highlights the need for a more integrative view of sexual conflict where cognitive processes are also considered as a fundamental part of an animal's adaptive mating response.

Ants and antlions: The impact of ecology, coevolution and learning on an insect predator-prey relationship

A behavioural ecological approach to the relationship between pit-digging larval antlions and their common prey, ants, provides yet another example of how the specific ecological niche that species inhabit imposes selection pressures leading to unique behavioural adaptations. Antlions rely on multiple strategies to capture prey with a minimal expenditure of energy and extraordinary efficiency while ants employ several different strategies for avoiding capture, including rescue of trapped nestmates. Importantly, both ants and antlions rely heavily on their capacity for learning, a tool that sometimes is overlooked in predator-prey relationships, leading to the implicit assumption that behavioural adaptations are the result of fixed, hard-wired responses. Nonetheless, like hard-wired responses, learned behaviour, too, is uniquely adapted to the ecological niche, a reminder that the expression of associative learning is species-specific. Beyond the study of ants and antlions, per se, this particular predator-prey relationship reveals the important role that the capacity to learn plays in coevolutionary arms races.

The Adaptive Significance of Sexual Conditioning: Pavlovian Control of Sperm Release

Male quail received Pavlovian conditioning trials that consisted of placement in a distinctive experimental chamber (the conditioned stimulus) paired with the opportunity to copulate with a female (the unconditioned stimulus). For control subjects, exposures to the conditioned and unconditioned stimuli were unpaired. After four and six trials, each subject was placed in the experimental chamber with a probe stimulus that included some of the visual cues of a female's head and neck. Pavlovian conditioning increased how much time subjects spent near the probe stimulus. Conditioned subjects also released greater volumes of semen and greater numbers of spermatozoa than the control subjects. Significant differences were not obtained in serum testosterone levels or in other measures of sperm quality. These results demonstrate that sexual Pavlovian conditioning can affect reflexes involved in sperm release and thereby modulate reproductive fitness.

The ecology of human fear: survival optimization and the nervous system

We propose a Survival Optimization System (SOS) to account for the strategies that humans and other animals use to defend against recurring and novel threats. The SOS attempts to merge ecological models that define a repertoire of contextually relevant threat induced survival behaviors with contemporary approaches to human affective science. We first propose that the goal of the nervous system is to reduce surprise and optimize actions by (i) predicting the sensory landscape by simulating possible encounters with threat and selecting the appropriate pre-encounter action and (ii) prevention strategies in which the organism manufactures safe environments. When a potential threat is encountered the (iii) threat orienting system is engaged to determine whether the organism ignores the stimulus or switches into a process of (iv) threat assessment, where the organism monitors the stimulus, weighs the threat value, predicts the actions of the threat, searches for safety, and guides behavioral actions crucial to directed escape. When under imminent attack, (v) defensive systems evoke fast reflexive indirect escape behaviors (i.e., fight or flight). This cascade of responses to threat of increasing magnitude are underwritten by an interconnected neural architecture that extends from cortical and hippocampal circuits, to attention, action and threat systems including the amygdala, striatum, and hard-wired defensive systems in the midbrain. The SOS also includes a modulatory feature consisting of cognitive appraisal systems that flexibly guide perception, risk and action. Moreover, personal and vicarious threat encounters fine-tune avoidance behaviors via model-based learning, with higher organisms bridging data to reduce face-to-face encounters with predators. Our model attempts to unify the divergent field of human affective science, proposing a highly integrated nervous system that has evolved to increase the organism's chances of survival.

Specialized learning in antlions (Neuroptera: Myrmeleontidae), pit-digging predators, shortens vulnerable larval stage

Unique in the insect world for their extremely sedentary predatory behavior, pit-dwelling larval antlions dig pits, and then sit at the bottom and wait, sometimes for months, for prey to fall inside. This sedentary predation strategy, combined with their seemingly innate ability to detect approaching prey, make antlions unlikely candidates for learning. That is, although scientists have demonstrated that many species of insects possess the capacity to learn, each of these species, which together represent multiple families from every major insect order, utilizes this ability as a means of navigating the environment, using learned cues to guide an active search for food and hosts, or to avoid noxious events. Nonetheless, we demonstrate not only that sedentary antlions can learn, but also, more importantly, that learning provides an important fitness benefit, namely decreasing the time to pupate, a benefit not yet demonstrated in any other species. Compared to a control group in which an environmental cue was presented randomly vis-à-vis daily prey arrival, antlions given the opportunity to associate the cue with prey were able to make more efficient use of prey and pupate significantly sooner, thus shortening their long, highly vulnerable larval stage. Whereas "median survival time," the point at which half of the animals in each group had pupated, was 46 days for antlions receiving the Learning treatment, that point never was reached in antlions receiving the Random treatment, even by the end of the experiment on Day 70. In addition, we demonstrate a novel manifestation of antlions' learned response to cues predicting prey arrival, behavior that does not match the typical "learning curve" but which is well-adapted to their sedentary predation strategy. Finally, we suggest that what has long appeared to be instinctive predatory behavior is likely to be highly modified and shaped by learning.

Learning in a sedentary insect predator: antlions (Neuroptera: Myrmeleontidae) anticipate a long wait

Pit-building antlions, the larvae of a winged adult insect, capture food by digging funnel-shaped pits in sand and then lying in wait, buried at the vertex, for prey to fall inside. The sedentary nature of this sit-and-wait predatory behaviour and, especially, antlions' innate ability to detect prey arrival, do not fit the typical profile of insects that possess learning capabilities. However, we show, for the first time, that learning can play an important role in this unique form of predation. In three separate experiments, individual antlions received, once per training day, either a vibrational cue presented immediately before the arrival of food or that same cue presented independently of food arrival. Signalling of food not only produced a learned anticipatory behavioural response (Experiment 1), but also conferred a fitness advantage: Associative learning enabled antlions to dig better pits (Experiments 2 and 3), extract food more efficiently (Experiments 2 and 3), and, in turn, moult sooner (Experiment 3) than antlions not receiving the associative learning treatment.

The phylogeny and ontogeny of behavior

Responses are strengthened by consequences having to do with the survival of individuals and species. With respect to the provenance of behavior, we know more about ontogenic than phylogenic contingencies. The contingencies responsible for unlearned behavior acted long ago. This remoteness affects our scientific methods, both experimental and conceptual. Until we have identified he variables responsible for an event, we tend to invent causes. Explanatory entities such as “instincts,” “drives,” and “traits” still survive. Unable to show how organisms can behave effectively under complex circumstances, we endow them with special abilities permitting them to do so.

Behavior exhibited by most members of a species is often accepted as inherited if all members were not likely to have been exposed to relevant ontogenic contingencies. When contingencies are not obvious, it is perhaps unwise to call any behavior either inherited or acquired, as the examples of churring in honey guides and following in imprinted ducklings show. Nor can the relative importance of phylogenic and ontogenic contingencies be argued from instances in which unlearned or learned behavior intrudes or dominates. Intrusions occur in both directions.

Behavior influenced by its consequences seems directed toward the future, but only past effects are relevant. The mere fact that behavior is adaptive does not indicate whether phylogenic or ontogenic processes have been responsible for it. Examples include the several possible provenances of imitation, aggression, and communication. The generality of such concepts limits their usefulness. A more specific analysis is needed if we are to deal effectively with the two kinds of contingencies and their products.

Classical conditioning: The new hegemony

Converging data from different disciplines are showing the role of classical conditioning processes in the elaboration of human and animal behavior to be larger than previously supposed. Restricted views of classically conditioned responses as merely secretory, reflexive, or emotional are giving way to a broader conception that includes problem-solving, and other rule-governed behavior thought to be the exclusive province of either operant conditiońing or cognitive psychology. These new views have been accompanied by changes in the way conditioning is conducted and evaluated. Data from a number of seemingly unrelated phenomena such as relapse to drug abuse by postaddicts, the placebo effect, and the immune response appear to involve classical conditioning processes. Classical conditioning, moreover, has been found to occur in simpler and simpler organisms and recently even demonstrated in brain slices and in utero. This target article will integrate the several research areas that have used the classical conditioning process as an explanatory model; it will challenge teleological interpretations of the classically conditioned CR and offer some basic principles for testing conditioning in diverse areas.

Sign- and goal-tracking in Atlantic cod (Gadus morhua)

When animals associate a stimulus with food, they may either direct their response towards the stimulus (sign-tracking) or towards the food (goal-tracking). The direction of the conditioned response of cod was investigated to elucidate how cod read cue signals. Groups of cod were conditioned to associate a blinking light (conditioned stimulus, CS) with a food reward (unconditioned stimulus, US), with the CS and the US located at opposite sides of the tank. Two groups were trained in a delay conditioning procedure (CS = 60 s, interstimulus interval = 30 s) and two groups were trained in a trace conditioning procedure (CS = 12 s, trace interval = 20 s). The response pattern was similar for the delay- and trace-conditioned groups. The initial main response at the onset of the CS was approaching the blinking lights, i.e. sign-tracking. In the early trials, the fish did not gather in the feeding area before the arrival of food. In the later trials, the fish first approached the blinking lights, but then moved across the tank and gathered below the feeder before the food arrived, i.e. sign-tracking followed by goal-tracking within each trial. These two responses are interpreted as reflecting two learning systems, i.e. one rapid, reflexive response directed at the signal (sign-tracking) and one slower, more flexible response based on expectations about time and place for arrival of the food (goal-tracking). The ecological significance of these two learning systems in cod is discussed.

Pavlovian Conditioning: A Functional Perspective

From a functional perspective, Pavlovian conditioning involves learning about conditioned stimuli (CSs) that have a pre-existing relation to an unconditioned stimulus (US) rather than learning about arbitrary or neutral CSs. In addition, the most important product of learning involves changes in how the organism responds to the US, not in how it responds to the CS, because the US is the more biologically relevant stimulus. These concepts are illustrated using examples from a variety of behavioral and physiological situations including caloric intake and digestion, breast feeding, poison-avoidance learning, eyeblink conditioning, sexual conditioning, fear conditioning, aggression, and drug tolerance and sensitization.

A role for affect in context-dependent sensitization to amphetamine

Repeated exposure to stimulant drugs, such as amphetamine, induces sensitization to their behavioral activating effects. It is commonly assumed that behavioral sensitization is expressed in the environment explicitly paired with the drug but not in a different environment explicitly unpaired with the drug. The experiments reported here show that this assumption is incorrect. It was found that sensitization was expressed in an environment explicitly unpaired with amphetamine, but imbued with positive affective valence by its association with a natural reward, oral sucrose. These results suggest that the affective valence of the environment in which the drug is administered plays a decisive role in the expression of drug effects, regardless of any previous association of that environment with the drug.

Behavioural and cardiovascular responses during latent inhibition of conditioned fear: measurement by telemetry and conditioned freezing

This study assessed freezing behaviour and cardiovascular responses during the expression of latent inhibition of conditioned fear. Animals that were either repeatedly preexposed (PE) to a tone conditioned stimulus (CS) or naive to the tone (non-preexposed; NPE) subsequently experienced three presentations of the tone paired with footshock. Animals were tested 24 h later in the context of the footshock chamber, and on the following day, in the presence of the tone CS. Changes in heart rate and blood pressure were recorded by radio-telemetry. The PE rats spent more time freezing to the conditioned contextual cues and exhibited higher blood pressures during the last half of the context test session than did the NPE animals. During the tone test, the PE rats exhibited less conditioned freezing to the tone CS compared with the NPE animals, i.e. expression of the latent inhibition. This behavioural effect was associated with a significant increase in heart rate, but not blood pressure, in the PE but not the NPE animals. Our results suggest that the increased blood pressures of the PE rats during the context test directly reflect their greater fear of the conditioning context. In contrast, the increased heart rate response but decreased freezing shown by PE rats in response to the tone CS may be due to the fact that lower stress levels (e.g. PE condition) elicit sympathetically-mediated increases in heart rate, whereas higher stress levels (e.g. NPE condition) activate both sympathetic and parasympathetic systems, thus eliminating any CS-induced increase in heart rate in the NPE rats.

Learning with arbitrary versus ecological conditioned stimuli: Evidence from sexual conditioning

Laboratory investigations of Pavlovian conditioning typically involve the association of an arbitrary conditioned stimulus (CS) with an unconditioned stimulus (US) that has no inherent relation to the CS. However, arbitrary CSs are unlikely to become conditioned outside the laboratory, because they do not occur often enough with the US to result in an association. Learning under natural circumstances is likely only if the CS has a preexisting relation to the US. Recent studies of sexual conditioning have shown that in contrast to an arbitrary CS, an ecologically relevant CS is resistant to blocking, extinction, and increases in the CS-US interval and results in sensitized responding and stronger second-order conditioning. Although the mechanisms of these effects are not fully understood, these findings have shown that signature learning phenomena are significantly altered when the kinds of stimuli that are likely to become conditioned under natural circumstances are used. The implications of these findings for an ecological approach to the study of learning are discussed.