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Sign-Tracking Behavior Is Sensitive to Outcome Devaluation in a Devaluation Context-Dependent Manner: Implications for Analyzing Habitual Behavior
- Source :
-
Learning & Memory . Apr 2020 27(4):136-149. - Publication Year :
- 2020
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Abstract
- Motivationally attractive cues can draw in behavior in a phenomenon termed incentive salience. Incentive cue attraction is an important model for animal models of drug seeking and relapse. One question of interest is the extent to which the pursuit of motivationally attractive cues is related to the value of the paired outcome or can become unrelated and habitual. We studied this question using a sign-tracking (ST) paradigm in rats, in which a lever stimulus preceding food reward comes to elicit conditioned lever-interaction behavior. We asked whether reinforcer devaluation by means of conditioned taste aversion, a classic test of habitual behavior, can modify ST to incentive cues, and whether this depends upon the manner in which reinforcer devaluation takes place. In contrast to several recent reports, we conclude that ST is indeed sensitive to reinforcer devaluation. However, this effect depends critically upon the congruence between the context in which taste aversion is learned and the context in which it is tested. When the taste aversion successfully transfers to the testing context, outcome value strongly influences ST behavior, both when the outcome is withheld (in extinction) and when animals can learn from outcome feedback (reacquisition). When taste aversion does not transfer to the testing context, ST remains high. In total, the extent to which ST persists after outcome devaluation is closely related to the extent to which that outcome is truly devalued in the task context. We believe this effect of context on devaluation can reconcile contradictory findings about the flexibility/inflexibility of ST. We discuss this literature and relate our findings to the study of habits generally.
Details
- Language :
- English
- ISSN :
- 1072-0502
- Volume :
- 27
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Learning & Memory
- Publication Type :
- Academic Journal
- Accession number :
- EJ1252041
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1101/lm.051144.119