Learning and Motivation最新文献_第3页

Rosinidin attenuates scopolamine-induced memory impairment in rats via modulation of oxidative stress and BDNF/NF-κB/Nrf2/TLR4 signaling pathway 松香苷通过调节氧化应激和BDNF/NF-κB/Nrf2/TLR4信号通路减轻东莨菪碱诱导的大鼠记忆损伤

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102209

Md Sohrab Alam , Faisal Imam , Naif O. Al-Harbi , Emine Guven , Mohamamd Anas Ansari , Md Maaz Ahmad , Shoaeb Mohammad Syed , Meraj Khan , Nadeem Sayyed

Objectives

This research aimed to assess the potential outcome of rosinidin on Scopolamine (SCOP)-induced memory dysfunction in a rat model.

Methods

Adult Wistar rats were grouped (n = 6) as: Groups 1 (normal control) and 2 (SCOP control) received 0.5 percent SCMC (vehicle, 3 mL) orally; Groups 3 and 4 administered rosinidin (10 and 20 mg/k g) orally. Over 14 days of therapeutic intervention, Group 1 received normal saline one h after the above-mentioned oral treatments, and the remaining group of rats were given SCOP (1 mg/kg, i.p.). Rats were tested for spontaneous movement, learning, and memory capacities. The hippocampus of rats were collected and analyzed for oxidative stress markers [reduced glutathione (GSH), superoxide dismutase (SOD), catalase, and malondialdehyde (MDA)], pro-inflammatory markers [(Interleukin-1 beta (IL-1β), interleukin-6 (IL-6), tumor necrosis factor-alpha (TNF-α)], acetylcholinesterase (AChE), choline acetyltransferase activity (ChAT), brain-derived neurotrophic factor (BDNF), nuclear factor-kappa B (NF-κB), and nuclear factor erythroid 2-related factor 2 (Nrf2), and D] Toll-like Receptor 4 (TLR4).

Results

Rosinidin significantly improved spatial learning and memory in SCOP-treated rats, as shown by reduced escape latency in the Morris water maze (MWM) test and increased SAP% in the Y-maze test (P < 0.001). Additionally, SCOP caused memory loss in animals, decreased GSH, SOD, and catalase, altered AChE and ChAT activity, increased malondialdehyde (MDA), nitrate, TNF-α, NF-κB, IL-1β, IL-6, and TLR4, as well as decreased IL-6, BDNF, and Nrf2 (P < 0.001). Rosinidin administration at both doses (10 and 20 mg/kg) restored the SCOP-induced behavioral deficits and biochemical markers to normal (P < 0.001). These findings indicate its potential to reverse SCOP-induced cognitive deficits.

Conclusions

The findings suggest that rosinidin effectively ameliorates SCOP-induced memory deficits in rats. This improvement may be linked to restored cholinergic function, modulated oxidative stress, and suppressed neuroinflammation.

目的探讨松香苷对东莨菪碱（SCOP）诱导的大鼠记忆功能障碍的影响。方法将成年Wistar大鼠分为两组（n = 6只）：1组（正常对照组）和2组（SCOP对照组）口服0.5% SCMC（载药，3 mL）；第3组和第4组口服松香苷（10和20 mg/k g）。治疗干预14 d时，1组大鼠在上述口服治疗1 h后给予生理盐水，其余组大鼠给予SCOP（1 mg/kg, i.p.）。对大鼠进行了自发运动、学习和记忆能力的测试。收集大鼠海马，分析氧化应激标志物[还原性谷胱甘肽（GSH）、超氧化物歧化酶（SOD）、过氧化氢酶、丙二醛（MDA）]、促炎标志物[白细胞介素-1β (IL-1β)、白细胞介素-6 （IL-6）、肿瘤坏死因子-α (TNF-α)]、乙酰胆碱酯酶（AChE）、胆碱乙酰转移酶活性（ChAT）、脑源性神经营养因子（BDNF）、核因子κB （NF-κB）、核因子红细胞2相关因子2 (Nrf2)]；和D] toll样受体4 （TLR4）。结果罗西宁显著改善了scopd处理大鼠的空间学习和记忆能力，减少了Morris水迷宫（MWM）测试的逃避潜伏期，提高了y迷宫测试的SAP% （P <； 0.001）。此外，SCOP引起动物记忆丧失，GSH、SOD和过氧化氢酶降低，AChE和ChAT活性改变，丙二醛（MDA）、硝酸盐、TNF-α、NF-κB、IL-1β、IL-6和TLR4升高，IL-6、BDNF和Nrf2降低（P <； 0.001）。两种剂量的罗辛啶（10和20 mg/kg）均可使scopi诱导的行为缺陷和生化指标恢复正常（P <； 0.001）。这些发现表明它有可能逆转scopp诱导的认知缺陷。结论松香苷能有效改善scopo诱导的大鼠记忆缺陷。这种改善可能与恢复胆碱能功能、调节氧化应激和抑制神经炎症有关。

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引用次数: 0

“A sure sign”: Reinforcing effects of stimuli correlated with shock-frequency reduction “一个确定的信号”：刺激的强化效应与冲击频率降低相关

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102212

Juan Carlos Forigua-Vargas , Paulo S.D. Soares-Filho , Julián Cifuentes , Julian C. Velasquez , María Paula Alfonso Pedraza , Kelly Johana Pulido García , Paola Acuña Reyes , Camilo Hurtado-Parrado

The primary objective of this study is to determine whether there is a difference between the reinforcing effects of stimuli correlated with avoidance and extinction schedules in rats, with the aim of analyzing the role of these aversive contingencies in the acquisition of observing behavior. Five rats were exposed to a multiple-schedule procedure with two components —one of avoidance and another of extinction— each correlated with a discriminative and a delta stimulus, respectively. During avoidance, lever-presses reduced shock-frequency from 0.35 per 2 s to 0.10 per 2 s. During extinction, lever-presses were ineffective at reducing shock-frequency and extended the time of the extinction period. Once multiple-schedule performance was established, rats were exposed to an observing procedure. The same two components operated in a mixed-schedule, and activation of the correlated stimuli was contingent on responses on a separate lever (i.e., observing responses). Observing responses produced (a) both the discriminative and delta stimuli, (b) only the discriminative stimulus, or (c) only the delta stimulus. Subjects showed discrimination across components of the multiple-schedule. Although rats overall displayed low observing responses rates across all experimental conditions, they showed higher response rates when the discriminative stimulus was the only stimulus contingent on observing responses. The delta stimulus had a reinforcing effect on observing responses only in the phase in which it was produced together with the discriminative stimulus. These results were analyzed from the conditioned-reinforcement account and the notion of relative aversiveness.

本研究的主要目的是确定在大鼠中与回避和消失计划相关的刺激强化效应之间是否存在差异，目的是分析这些厌恶偶然事件在观察行为习得中的作用。五只大鼠被暴露在有两个组成部分的多时间表程序中——一个是逃避，另一个是灭绝——每一个都分别与一个判别刺激和一个delta刺激相关。在避震过程中，杠杆压将冲击频率从0.35 / 2 s降低到0.10 / 2 s。在消光过程中，杠杆压机在降低冲击频率和延长消光时间方面效果不显著。一旦建立了多时间表的表现，大鼠暴露于一个观察程序。相同的两个成分以混合时间表运作，相关刺激的激活取决于在单独杠杆上的反应（即观察反应）。观察反应产生(a)判别刺激和增量刺激，(b)仅判别刺激，或(c)仅增量刺激。受试者在多时间表的组成部分中表现出歧视。尽管大鼠在所有实验条件下都表现出较低的观察反应率，但当判别刺激是观察反应的唯一刺激物时，它们表现出较高的反应率。δ刺激只在与判别刺激同时产生的阶段对观察反应有强化作用。这些结果从条件强化解释和相对厌恶的概念进行了分析。

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引用次数: 0

How food reward value induces positive memories to alleviate anxiety-related behavior in mice 食物奖励值如何诱导积极记忆以减轻小鼠的焦虑相关行为

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102217

Rong Jiang, Nobuyuki Sakai

Anxiety and stress are emerging as major psychological problems in modern society, and treatments that strengthen positive memories/emotions offer promising new avenues. We investigated whether the palatability of food influences the formation of reward-associated memories that can alleviate anxiety-related behaviors in mice. Three experiments combined the elevated plus maze (EPM) and runway task. In the first experiment, mice were trained with standard food or given neutral training and later tested to determine whether food reward-induced memories enhance open-arm exploration, approach frequency, locomotor level, and latency of reaching the previously rewarded arm. Mice that had received food training subsequently showed stronger preference for the previously rewarded open arm and exhibited fewer anxiety-related behaviors than those without food rewards. The second experiment compared the motivational properties of highly palatable (reward value) food with standard food using a straight-runway test that captured running speed, pausing and reversing behavior. Mice facing for high reward value (HRV) food displayed more vigorous and direct approach behavior, confirming its greater incentive value. Building on these findings, the third experiment tested whether reward-associated memories formed with HRV food more effectively alleviate anxiety-related behavior than those formed with standard food. When later evaluated in the EPM without food present, mice trained with HRV food showed greater open-arm exploration and activity. These results indicate significant variations in the attractiveness of different food reward values to mice and that the reward-associated memories formed by these variations significantly influence anxiety behavior. This study contributes to understanding the interaction between food reward values and memory, which inform strategies for anxiety management.

焦虑和压力正在成为现代社会的主要心理问题，加强积极记忆/情绪的治疗提供了有希望的新途径。我们研究了食物的适口性是否会影响奖励相关记忆的形成，从而减轻小鼠的焦虑相关行为。三个实验将高架+迷宫（EPM）和跑道任务相结合。在第一个实验中，小鼠接受标准食物或中性训练，随后进行测试，以确定食物奖励诱导的记忆是否会增强张开手臂的探索、接近频率、运动水平和到达先前奖励的手臂的延迟。与没有食物奖励的老鼠相比，接受过食物训练的老鼠随后对先前奖励的张开手臂表现出更强的偏好，并表现出更少的焦虑相关行为。第二个实验比较了高美味（奖励价值）食物和标准食物的动机特性，采用直线跑道测试，捕捉奔跑速度、暂停和逆转行为。面对高奖励值（HRV）食物的小鼠表现出更强烈和直接的接近行为，证实了其更大的激励价值。在这些发现的基础上，第三个实验测试了HRV食物形成的奖励相关记忆是否比标准食物形成的奖励相关记忆更有效地缓解焦虑相关行为。当随后在没有食物的情况下进行EPM评估时，用HRV食物训练的小鼠表现出更大的张开臂探索和活动。这些结果表明，不同食物奖励值对小鼠的吸引力存在显著差异，这些差异形成的奖励相关记忆显著影响焦虑行为。本研究有助于理解食物奖励值与记忆之间的相互作用，为焦虑管理策略提供信息。

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引用次数: 0

The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory ai辅助同伴评议对学生ai反馈素养、动机和自尊的影响：整合体验学习和自我决定理论

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102215

Enas Mohammad Alwafi

The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.

本研究旨在通过整合体验式学习和自我决定理论，探讨人工智能辅助同伴评议对学生人工智能反馈素养、动机和自尊的影响。采用准实验设计，分为对照组和实验组。实验组学生通过体验式学习和自我决定理论（self- self Theory， SDT）的结合，利用人工智能进行同行评议活动，对照组学生在没有任何指导的情况下，使用人工智能进行自我评议。该研究使用基于完善量表的问卷调查来收集衡量人工智能反馈素养、动机和自尊的定量数据，同时使用访谈来收集定性数据。定量数据显示，实验组的学生比对照组的学生在更大程度上发展了人工智能反馈素养、动机和自尊。访谈数据显示，人工智能辅助的同行评议增强了学生对反馈的批判性参与，增强了对人工智能反馈质量和偏见的认识，培养了学生的自主性，提高了人工智能反馈能力，增强了他们对学习环境的归属感，增强了他们对自己能力的信念和自我价值感。本研究提供了人工智能在线学习活动的设计建议，以提高人工智能反馈素养和发展心理能力。

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引用次数: 0

Exploring L2 writing motivation in AI-mediated EFL contexts: The role of teacher affective support, AI literacy, and self-efficacy through the lens of self-determination theory 在人工智能介导的英语语境中探索二语写作动机：教师情感支持、人工智能素养和自我效能感的作用——基于自我决定理论

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102214

Ziwen Pan , Yi Zhang

Although artificial intelligence (AI) has become embedded in educational settings, research on L2 writing motivation in this context has largely examined individual influencing factors in isolation. There remains limited understanding of how different resources may shape learners’ motivation in AI-mediated writing environments. To address this gap, this study applies self-determination theory to develop and test a structural model that integrates social (TAS), cognitive (AI literacy), and psychological (self-efficacy) factors in influencing L2 writing motivation in the AI-mediated context. To this end, 627 Chinese university students completed validated questionnaires on the four constructs, the results of which were then analyzed with SPSS 26.0 and AMOS 26.0. The analysis revealed that both TAS and AI literacy positively predicted L2 writing motivation directly and indirectly through writing self-efficacy, although the path coefficients differed between the predictors. Specifically, the results indicated that AI literacy had a stronger indirect effect on motivation via self-efficacy than TAS, confirming the distinct pathways through which cognitive and social resources contribute to L2 writing motivation in AI-mediated contexts. In this way, the study extends the application of self-determination theory to AI-enhanced L2 writing contexts and offers pedagogical implications for fostering motivated writers in the digital age.

虽然人工智能（AI）已经嵌入到教育环境中，但在这一背景下，对第二语言写作动机的研究主要是孤立地考察个人影响因素。在人工智能介导的写作环境中，不同的资源如何塑造学习者的动机，人们的理解仍然有限。为了解决这一差距，本研究应用自决理论开发并测试了一个结构模型，该模型整合了人工智能介导情境下影响第二语言写作动机的社会（TAS）、认知（人工智能素养）和心理（自我效能）因素。为此，627名中国大学生完成了四个构式的有效问卷，并使用SPSS 26.0和AMOS 26.0对问卷结果进行分析。分析显示，TAS和AI读写能力均通过写作自我效能直接或间接地正向预测第二语言写作动机，尽管预测因子之间的路径系数存在差异。具体而言，研究结果表明，人工智能读写能力通过自我效能感对动机的间接影响比学习能力对动机的间接影响更强，这证实了认知和社会资源在人工智能介导的语境中促进第二语言写作动机的不同途径。通过这种方式，该研究将自我决定理论的应用扩展到人工智能增强的第二语言写作环境中，并为在数字时代培养有动力的作家提供了教学意义。

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引用次数: 0

The motivational pathway in EFL writing: How autonomy support and contingent praise enhance performance 英语写作的动机途径：自主支持和偶然表扬如何提高写作表现

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102206

Ke Liu

This study investigates how autonomy-supportive peer feedback and contingent praise shape EFL learners’ motivation and writing performance, drawing on Self-Determination Theory (SDT). A quasi-experimental design involving 303 Chinese undergraduates compared three peer feedback conditions: (a) autonomy support feedback with contingent praise, (b) autonomy support alone, and (c) neutral peer feedback without motivational features. Results from ANCOVA and mediation analysis revealed that both experimental groups outperformed the control group in intrinsic motivation and writing performance, with autonomy support exerting stronger effects than praise alone. Intrinsic motivation partially mediated the relationship between feedback perceptions and performance outcomes, accounting for approximately half of the total effect. These findings suggest that peer feedback can function not only as a textual scaffold but also as a motivational affordance that supports learners’ psychological needs. By extending SDT from teacher-led to peer-mediated writing contexts, and integrating principles from Applied Behavior Analysis (ABA), this study contributes to a more nuanced understanding of how feedback design fosters internalized motivation. The findings also offer practical implications for enhancing the motivational quality of peer feedback in L2 writing instruction.

本研究以自我决定理论为基础，探讨自主支持型同伴反馈和偶然表扬如何影响英语学习者的学习动机和写作表现。以303名中国大学生为研究对象，采用准实验设计，比较了3种同伴反馈条件：(A)有偶然表扬的自主支持反馈、(b)单独的自主支持反馈和(c)无动机特征的中立同伴反馈。ANCOVA和中介分析结果显示，两组学生的内在动机和写作表现均优于对照组，其中自主支持的效果强于单纯的表扬。内在动机部分地中介了反馈感知与绩效结果之间的关系，约占总效应的一半。这些发现表明同伴反馈不仅可以作为文本框架，还可以作为支持学习者心理需求的动机支持。通过将SDT从教师主导的写作环境扩展到同伴介导的写作环境，并整合应用行为分析（ABA）的原则，本研究有助于更细致地理解反馈设计如何促进内化动机。研究结果也为提高第二语言写作教学中同伴反馈的动机质量提供了实际意义。

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引用次数: 0

Neurobiological insights into PTSD: Impacts on spatial memory and neural circuits PTSD的神经生物学研究：对空间记忆和神经回路的影响

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102213

Yan Shi , Yiming Sun , Xiang Li , Chenchen Lu , Xuanyi Zhao , Zipeng Chen , Dongbo Liu

This study aimed to explore the implications of post-traumatic stress disorder (PTSD) on the action potential patterns and properties of neurons in the basolateral amygdala complex (BLA) and the ventral hippocampus (vHPC) among mice. The intent was to demystify the mechanisms driving the plasticity of neural networks within the BLA and vHPC, as well as the alterations in spatial contextual memory attributable to PTSD. A PTSD animal model was developed using the conventional foot shock (FS) paradigm. The investigation initially scrutinized spatial cognition and memory aptitudes through the Morris Water Maze (MWM) and later shed light on fluctuations in action potential encoding capacities of glutamatergic and GABAergic neurons within the BLA and vHPC, leveraging the patch clamp technique. The results unequivocally demonstrated that PTSD's core features - such as a surge in freezing percentages among mice - were both stable and enduring. PTSD discernibly extended the acquisition latency of mice, curtailed the duration required to locate the platform in the primary quadrant, and prolonged the time to identify the platform in the contralateral quadrant. The overall excitability and function of the BLA diminished, while that of the vHPC augmented. These discoveries propose that PTSD can obstruct the consolidation process of spatial contextual memory and impact the collective excitability of the BLA and vHPC. The properties of neurons within distinct brain sectors, in tandem with the disarray in the coordination mechanism between them, might be contributing to the compromised spatial contextual memory abilities seen with PTSD.

本研究旨在探讨创伤后应激障碍（PTSD）对小鼠基底外侧杏仁核复合体（BLA）和腹侧海马（vHPC）神经元动作电位模式和特性的影响。目的是揭开神经网络在BLA和vHPC中可塑性的驱动机制，以及创伤后应激障碍导致的空间情境记忆的改变。采用常规足部冲击（FS）模式建立创伤后应激障碍动物模型。该研究最初通过Morris水迷宫（MWM）考察了空间认知和记忆能力，后来利用膜片钳技术揭示了BLA和vHPC中谷氨酸能和gaba能神经元动作电位编码能力的波动。结果明确表明，创伤后应激障碍的核心特征——比如老鼠中冻结率的激增——既稳定又持久。PTSD明显延长了小鼠的获取潜伏期，缩短了定位主象限平台所需的时间，延长了识别对侧象限平台所需的时间。BLA的整体兴奋性和功能减弱，而vHPC的兴奋性和功能增强。这些发现表明，创伤后应激障碍可以阻碍空间情境记忆的巩固过程，影响BLA和vHPC的集体兴奋性。不同脑区神经元的特性，以及它们之间协调机制的混乱，可能是PTSD患者空间情境记忆能力受损的原因。

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引用次数: 0

Autonomy and familiarity in AI-mediated collaboration: A self-determination theory perspective on motivational interdependence in EFL learners 人工智能介导的协作中的自主性和熟悉性：英语学习者动机相互依赖的自我决定理论视角

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102219

Feifei Guo , Chaohai Lin , Shamim Akhter

AI-mediated collaborative learning offers significant potential for enhancing student engagement in English as a Foreign Language (EFL) contexts through adaptive scaffolding and real-time feedback, but it also presents challenges such as cognitive overload and diminished social presence. This mixed-methods experimental study, grounded in Self-Determination Theory (SDT), investigates the effects of autonomy support (high versus low) and peer familiarity (familiar versus unfamiliar) on university students’ basic psychological needs satisfaction (BPNS), collaborative motivation (CM), and persistence in AI-mediated collaborative tasks. The study employed a 2 × 2 factorial design with 80 Chinese EFL undergraduate students, who worked in dyads on collaborative writing tasks facilitated by AI platforms. Quantitative analysis revealed significant main and interaction effects of autonomy support and peer familiarity on BPNS, CM, and persistence. The condition combining high autonomy and familiar peers produced the highest levels of psychological need satisfaction and motivation, whereas low autonomy paired with unfamiliar peers resulted in the lowest outcomes. Cluster analysis identified distinct motivational profiles, demonstrating that shared perceptions of autonomy and social rapport interdependently influenced outcomes. Qualitative insights from dyadic interviews and reflective journals further elucidated co-regulated motivation and interpersonal dynamics, reinforcing the concept of motivational interdependence. These findings suggest that educators should prioritize pairing students with familiar peers and designing AI scaffolds that promote autonomy to optimize motivation and engagement in digital collaborative tasks, providing actionable strategies for enhancing AI-mediated learning environments. The results highlight the critical interplay of autonomy and relatedness in fostering effective collaborative processes in EFL education.

通过自适应脚手架和实时反馈，人工智能介导的协作学习为提高学生在英语作为外语（EFL）环境中的参与度提供了巨大的潜力，但它也带来了认知超载和社交存在减少等挑战。本研究以自我决定理论（SDT）为基础，研究了自主支持（高与低）和同伴熟悉度（熟悉与不熟悉）对大学生基本心理需求满意度（BPNS）、协作动机（CM）和人工智能介导的协作任务持久性的影响。该研究采用了2 × 2因子设计，对80名中国英语本科生进行了研究，他们在人工智能平台的帮助下完成了协作写作任务。定量分析显示自主支持和同伴熟悉度对BPNS、CM和持久性有显著的主作用和交互作用。高自主性与熟悉同伴相结合的情境产生了最高水平的心理需求满足和动机，而低自主性与不熟悉同伴相结合的情境产生了最低水平的心理需求满足和动机。聚类分析确定了不同的动机概况，表明自主和社会关系的共同看法相互依赖地影响结果。来自二元访谈和反思性期刊的定性见解进一步阐明了共同调节的动机和人际动力学，强化了动机相互依赖的概念。这些发现表明，教育工作者应优先考虑将学生与熟悉的同龄人配对，并设计促进自主性的人工智能支架，以优化数字协作任务的动机和参与度，为增强人工智能介导的学习环境提供可操作的策略。研究结果强调了自主性和关联性在促进英语教学中有效协作过程中的重要相互作用。

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引用次数: 0

Bidirectionality of the within-compound association in flavor-aversion conditioning 憎味条件作用中复合内联想的双向性

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102220

Vivian I. Schmidt, Matthew R. Mueller, Elana Mitchell, Samantha Boritzki, Emma Quail, W. Robert Batsell Jr.

In four experiments with rats, we investigated the nature of the within-compound association that forms between taste and odor cues (CSs A and X) during compound flavor-aversion conditioning. Specifically, we investigated its bidirectionality, seeking evidence of both A → X and X → A associations. After AX+ conditioning (Experiments 1a and 1b), extinguishing one cue consistently weakened the aversion to the other. We then examined A+ /AX+ conditioning, where a strong aversion to X (augmentation) indicated an A → X association, and subsequent mediated extinction confirmed the X → A association. When odor was A and taste was X (Experiments 1a and 3), augmentation and mediated extinction were both observed, providing evidence for both associations. Yet, in Experiment 1b, when taste was A and odor was X, only odor augmentation was obtained. Considering relative salience of the cues can affect their interaction in compound, we downgraded the more salient taste in Experiment 2. Using a 60-min CS—US interval to weaken taste preconditioning, extinction of the augmented odor successfully produced mediated extinction of the taste. In Experiment 3, strong odor preconditioning failed to protect it from being weakened by extinction of the associated taste. Together, our results show that taste and odor form a bidirectional within-compound association during both AX+ and A+ /AX+ conditioning. Importantly, the expression of that within-compound association is critically dependent on which cue gains dominant control over behavior—a state determined by both stimulus identity and associative history.

在四个大鼠实验中，我们研究了在复合味觉-厌恶条件作用中味觉和气味线索（CSs A和X）之间形成的复合内关联的性质。具体来说，我们研究了它的双向性，寻找A→X和X→A关联的证据。在AX+ 条件反射后（实验1a和1b），熄灭一个线索会持续减弱对另一个线索的厌恶。然后，我们检查了A+ /AX+ 条件反射，其中对X的强烈厌恶（增强）表明A→X关联，随后介导的灭绝证实了X→A关联。当气味为A，味觉为X时（实验1a和3），都观察到增强和介导的消失，为这两种关联提供了证据。而在实验1b中，当味觉为A，气味为X时，只得到气味增强。考虑到线索的相对显著性会影响它们在复合中的相互作用，我们在实验2中降低了更显著的味道。使用60分钟的CS-US间隔来减弱味觉预处理，增强气味的消失成功地产生了介导的味觉消失。在实验3中，强烈的气味预处理未能保护其不因相关味道的消失而减弱。总之，我们的研究结果表明，味觉和气味在AX+ 和a + /AX+ 调节过程中形成了双向的复合内关联。重要的是，复合关联的表达严重依赖于哪个线索获得对行为的主导控制——这一状态由刺激身份和关联历史共同决定。

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引用次数: 0

Chronic nicotine facilitates sign tracking behavior and FosB/DFosB activity in the nucleus accumbens and the orbitofrontal cortex 慢性尼古丁促进伏隔核和眶额皮质的信号跟踪行为和FosB/DFosB活性

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102218

Estrella L. Campos , Marisol R. Lamprea , Karen P. Barrios , Carlos Novoa , Leonardo A. Ortega

Current research on the initiation and maintenance of nicotine dependence has highlighted the importance of individual differences in learning and motivational processes associated with drug dependence. Nicotine has been shown to have a primary reward role and can also amplify the incentive value of reward-related environmental cues, an effect that may be relevant to the development of tobacco dependence, especially in vulnerable people. Pavlovian autoshaping tasks are a common experimental procedure used to study the effects of drugs on reward incentive value. Interestingly, in such tasks two types of phenotypes tend to emerge: Sign trackers (ST) and goal trackers (GT). Although both acquire a conditioned-unconditioned stimulus (CS-US) association, the conditioned stimulus (CS) acquires incentive salience properties predominantly for ST. Previous research has shown an enhancer effect of nicotine on the incentive value of CS in autoshaping tasks, but none has studied the effect of nicotine in animals classified as ST, a phenotype considered more vulnerable to addiction. The present research evaluates the effects of chronic nicotine administration on Pavlovian autoshaping acquisition performance and the FosB/DFosB expression in the nucleus accumbens and orbitofrontal cortex in ST rats. Results showed that nicotine administration had a facilitatory effect on the acquisition of the sign-tracking response, also increasing FosB/DFosB expression in both selected brain regions, specifically in rats undergoing behavioral training. These findings suggest that nicotine facilitates the attribution of incentive salience to food-associated cues and may cause plastic changes mediated by the FosB/DFosB transcription factor in incentive salience-related areas.

目前关于尼古丁依赖的开始和维持的研究强调了与药物依赖相关的学习和动机过程中的个体差异的重要性。尼古丁已被证明具有主要的奖励作用，也可以放大与奖励相关的环境线索的激励价值，这一效应可能与烟草依赖的发展有关，特别是在弱势群体中。巴甫洛夫自动塑造任务是研究药物对奖励激励价值影响的常用实验程序。有趣的是，在这些任务中往往会出现两种类型的表型：符号追踪者（ST）和目标追踪者（GT）。虽然两者都获得条件-非条件刺激（CS- us）关联，但条件刺激（CS）主要获得ST的激励显著性，先前的研究表明尼古丁对自动成型任务中CS的激励价值有增强作用，但没有研究尼古丁对ST动物的影响，这是一种被认为更容易上瘾的表型。本研究旨在探讨慢性尼古丁对ST大鼠巴甫洛夫自成型习得行为及伏隔核和眶额叶皮层中FosB/DFosB表达的影响。结果表明，尼古丁给药对信号跟踪反应的获得具有促进作用，也增加了FosB/DFosB在两个选定的大脑区域的表达，特别是在接受行为训练的大鼠中。这些发现表明，尼古丁促进了奖励显著性对食物相关线索的归因，并可能导致奖励显著性相关区域中FosB/DFosB转录因子介导的可塑性变化。

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