Learned Preference for a Hedonically Negative Flavor Is Observed after Pairings with Positive Post-Ingestion Consequences Rather than with a Palatable Flavor

Autor/inn/en	Gonzalez, Felisa; Garcia-Burgos, David; de Brugada, Isabel; Gil, Marta
Titel	Learned Preference for a Hedonically Negative Flavor Is Observed after Pairings with Positive Post-Ingestion Consequences Rather than with a Palatable Flavor
Quelle	In: Learning and Motivation, 41 (2010) 2, S.141-149 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-9690
DOI	10.1016/j.lmot.2010.01.004
Schlagwörter	Experimental Groups; Control Groups; Animals; Evaluation Methods; Food; Conditioning; Training; Association (Psychology); Science Education; Laboratory Experiments + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; Lebensmittel; Ausbildung; Assoziation; Naturwissenschaftliche Bildung; Laboratory work; Laborarbeit
Abstract	In two experiments, thirsty rats consumed a compound of sucrose and a non-preferred flavor. In Experiment 1, a conditioned preference was observed in the experimental group when animals were tested both thirsty and hungry, but not when they were tested just thirsty. Animals in the control group, which experienced the flavor and the sucrose unpaired, never showed a preference. Experiment 2 replicated the absence of a preference in the experimental group when rats were tested thirsty, but provided evidence that a flavor-taste association had been formed during training. After conditioning, sucrose was paired with LiCl in group Dev whereas it was unpaired in group NonDev. The sucrose devaluation produced a decrease in CS preference in group Dev, and an increment in group NonDev. Taken together, these results show that preference for a non-preferred flavor can be readily observed after pairings with the positive consequences of the US (calories or absence of an expected illness) rather than with a palatable flavor. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10