Unpredicted food produces a mode of behavior that affects rats' subsequent reactions to a conditioned stimulus: A behavior-system approach to "context blocking"

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Abstract

The present experiments explored the relation between a mode of behavior produced by unpredicted presentations of an unconditioned stimulus (US) and subsequent interference with responding to a conditioned stimulus (CS) (the context-blocking effect). The US was food, the CS was a moving ball bearing, and the subjects were rats. The typical response to a moving bearing that predicts food is predatory interaction, and the behaviors that developed under unpredicted US presentations involved focused search and waiting oriented to the food tray. Experiment 1 manipulated the number of unpredicted food presentations and showed that the reduction in subsequent bearing contacts was more clearly related to the occurrence of initial food-tray behavior than to the number of prior food presentations. Experiments 2 and 3 manipulated the conditioning of food-tray behavior while holding constant the number of prior food presentations, and again showed a strong inverse relationship between initial food-tray behavior and ball-bearing contact. The latter experiments also indicated that the locus of interference with bearing-directed behavior was neither primarily central (associative or attentional) nor peripheral (motor interference), but resulted from the incompatibility of two modes of food-getting behavior, a more general predatory search mode versus a mode of focal search and waiting. A behavior-system account of these results does not preclude an associative basis for context-blocking effects, but it argues that such effects may occur at several levels and must function within appetitive structures underlying the animal's food-getting behavior. © 1986 Psychonomic Society, Inc.

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APA

Timberlake, W. (1986). Unpredicted food produces a mode of behavior that affects rats’ subsequent reactions to a conditioned stimulus: A behavior-system approach to “context blocking.” Animal Learning & Behavior, 14(3), 276–286. https://doi.org/10.3758/BF03200068

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