Abstract
The nature of cortical plasticity in learning is one of the most intriguing questions of modern cognitive neuroscience. Classical conditioning (as a typical case of associative learning) and electroencephalography together provide a good framework for expanding our knowledge about fast learning-related cortical changes. In our experiment, we employed a novel paradigm in which classical conditioning was combined with passive oddball. Nineteen subjects participated in the first experiment (aversive conditioning with painful shock as unconditioned stimulus (US) and neutral tones as conditioned stimulus (CS)), and 22 subjects in the second experiment (with a subject's own name as US). We used event-related potentials (ERPs) and time-frequency analyses to explore the CS-US interaction. We found a learning-induced increment of P3a in the first experiment and the late positive potential (LPP) in both experiments. These effects may be related to increased attentional and emotional significance of conditioned stimuli. We showed that the LPP and P3a effects, earlier found only in visual paradigms, generalize to the auditory sensory system. We also observed suppression of the low beta activity to CS+ in aversive conditioning over the hemisphere contralateral to expected electrical shocks, presumably indicating preparation of the somatosensory system to the expected nociceptive US.
TY - JOUR
T1 - Classical conditioning in oddball paradigm: A comparison between aversive and name conditioning.
AU - Pavlov,Yuri G,
AU - Kotchoubey,Boris,
Y1 - 2019/03/25/
PY - 2018/06/12/received
PY - 2019/02/24/revised
PY - 2019/03/02/accepted
PY - 2019/3/26/pubmed
PY - 2020/4/28/medline
PY - 2019/3/26/entrez
KW - EEG
KW - P300
KW - anxiety
KW - fear conditioning
KW - late positive potential (LPP)
SP - e13370
EP - e13370
JF - Psychophysiology
JO - Psychophysiology
VL - 56
IS - 7
N2 - The nature of cortical plasticity in learning is one of the most intriguing questions of modern cognitive neuroscience. Classical conditioning (as a typical case of associative learning) and electroencephalography together provide a good framework for expanding our knowledge about fast learning-related cortical changes. In our experiment, we employed a novel paradigm in which classical conditioning was combined with passive oddball. Nineteen subjects participated in the first experiment (aversive conditioning with painful shock as unconditioned stimulus (US) and neutral tones as conditioned stimulus (CS)), and 22 subjects in the second experiment (with a subject's own name as US). We used event-related potentials (ERPs) and time-frequency analyses to explore the CS-US interaction. We found a learning-induced increment of P3a in the first experiment and the late positive potential (LPP) in both experiments. These effects may be related to increased attentional and emotional significance of conditioned stimuli. We showed that the LPP and P3a effects, earlier found only in visual paradigms, generalize to the auditory sensory system. We also observed suppression of the low beta activity to CS+ in aversive conditioning over the hemisphere contralateral to expected electrical shocks, presumably indicating preparation of the somatosensory system to the expected nociceptive US.
SN - 1540-5958
UR - https://www.unboundmedicine.com/medline/citation/30908691/Classical_conditioning_in_oddball_paradigm:_A_comparison_between_aversive_and_name_conditioning_
DB - PRIME
DP - Unbound Medicine
ER -
