Extinction as New Learning versus Unlearning: Considerations from a Computer Simulation of the Cerebellum

Autor/inn/en	Mauk, Michael D.; Ohyama, Tatsuya
Titel	Extinction as New Learning versus Unlearning: Considerations from a Computer Simulation of the Cerebellum
Quelle	In: Learning & Memory, 11 (2004) 5, S.566-571 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0502
DOI	10.1101/lm.83504
Schlagwörter	Learning Processes; Neurological Impairments; Eye Movements; Behavioral Science Research; Experimental Psychology; Paired Associate Learning; Neurology; Classical Conditioning; Computer Simulation + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Neurodegenerative Erkrankung; Augenbewegung; Experimentelle Psychologie; Neurologie; Computergrafik; Computersimulation
Abstract	Like many forms of Pavlovian conditioning, eyelid conditioning displays robust extinction. We used a computer simulation of the cerebellum as a tool to consider the widely accepted view that extinction involves new, inhibitory learning rather than unlearning of acquisition. Previously, this simulation suggested basic mechanistic features of extinction and savings in eyelid conditioning, with predictions born out by experiments. We review previous work showing that the simulation reproduces behavioral phenomena and lesion effects generally taken as evidence that extinction does not reverse acquisition, even though its plasticity is bidirectional with no site dedicated to inhibitory learning per se. In contrast, we show that even though the sites of plasticity are, in general, affected in opposite directions by acquisition and extinction training, most synapses do not return to their naive state after acquisition followed by extinction. These results suggest caution in interpreting a range of observations as "necessarily" supporting extinction as unlearning or extinction as new inhibitory learning. We argue that the question "is extinction reversal of acquisition or new inhibitory learning?" is therefore not well posed because the answer may depend on factors such as the brain system in question or the level of analysis considered. (Contains 3 figures.) (Author).
Anmerkungen	Cold Spring Harbor Laboratory Press. 500 Sunnyside Boulevard, Woodbury, NY 11797-2924. Tel: 800-843-4388; 516-367-8800; Fax: 516-422-4097; e-mail: cshpres@cshl.edu; Web site: http://www.learnmem.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10