單次操弄壓力源對場地制約偏好行為學習的影響效果

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(5) ~ 1J{)J¥,!f.'H1fMt~tthm[J*1fi~B'0IHH*. 355. 500 I. 400. C=:J non-paired. _. 1. paired. *. ,-...,. u. (I). 300. <Zl. '-" (I). 1. l. S. f=. 200. 100 -f. -. I~. J. ~I rIi. III.. 0-1---............... oMin (Control) i1- :. 10 Min. 30 Min. 60 Min. ",ijft-~~-JtJfi.;k ~ ~ JJLi] I..W,M] ~~#~ at M1hNti:.J~.i"tk.~1 ~91t ~ B9§,fttf. 8)' 301Hi (n = 8) lk.601HHJl o/B9!{ltatra'o *p<.05 ' t;fk~. (n =. (n =. 8)'. 0. #:~1 ~Jl (n. =. 7) , 101HUJl. A~H91!)JlHHBA-1f~1~Hm (non-paired) lk.~1~Hm (paired). 0. ~*JlFa'.:t~~5c~f~m~,f~§J~. ,. 36). 2.84, P = .051 '1M.J1NmiJmrJ*'g*§B~Fa'8'g.:t~;<~*&9:1L 11 m ~J{~*~ (p > .05) ~ji- ' ~H¥t 0 ' 10 ' 30 & 60 5t .~ • • h~~~m~gmmOOm~w~~~~~. F(3,. *.it. =. 0. ~fit~~~.'M*.~R~305t.m~~wm~ h~~~~~m~~~~~.~~~~-OO ~F@cttmrjf«']*§ , t(9) = - 2.35, p < .05 ' ./J~ill*Jl~llA. Wm••. m~~~~~~W~~*o~=~M*.~305t. ~~ h~~m~~~~~~~~f«']~Wfi~~~ Fa'~ll ~~~ =A.~.*~~.h~~~~~~ ~~~~~~~~B~~~~~~Wfi~~~.~ *o~~~~.m5tmM*.~m~'J1NOO~~m~ ~~.:t~~*&~~liWmk~*.it.~*~(p>. •• 0. ••. .it.~~.*~. ,. F(3,. 32) =. 3.13, p <. .05 & F(3,. 32). = 6. 69, p < .01 ; m~~mrW~W~FmrJ{f,\j@ctt*§8\jB~ra' IZ.:t~~:!Z*J'lrJ*.it.~~.*~. (p > .05). ~5tgIJ. 0. ~~m~~J1NOO~f«']~r:pW~~~~~.~ftt~~ ~.,gm~~fi~f«']~M~~~m~.*~ ?mt.ff~J1N*.Elm~~~~~ttf!*IJf«']ftlliiWfT;l0. - 2.60, p. ••h. ,. t(7). =. < .05 ; t(11) = - 4.16, P < .01 1Jl~8\1*~* .~~~f«']M~~~m~~ •• h~~~T~J1Nmm ~~~~t~ttf!*rJ~~Wfr~ *-~ • • -M.ff~m~~fi~f«']~AAW~ 0. 0. ~~f«']~~'~~~9~~~W~~OOo~~t~~. ~.~'.~M. •• h~~~~m~~~~f«']~W. m~r:pra'9~*§8\1B~ra,.~~~@cttmrJ{f,\1M. '. t(9). =. ~ttf=~JJl ~gU~J1N{J(Ij*rjf«']*§~rmmB~~'. .05 ; :tt~1::*.El~~.~.*it.~ * =~*-~~mnA'~AW~~*~ • • =~~. ~.~fit~~~.'B~R~~A~fi~~m~M f~~.*~i=l.h{mt8'g.I~~*.El ' ;!tf¥m~§~*rJ*'g*§r:p. mot~~~.~'R~~~~~~~~m~~ h*,gittIJ.~'i'1 ' tell) = - 2.26, p < .05 ; :tt~t,J.El. 2.53, p. mw~.*m.~o*-&~=~M~~.~*' .~*~~M.ff~~m~*~r:p~9~~&~m. .05). 0. ~ji-. '. 8'g~§-ra~ra'.~~ ~~-f~Ij~F*rj~*§, t(7). = -. < .05 ,.jf,ill*.El~~A~~t~ttf!mrJ~lt1liiW8\1~* 1i1~ ~~*.jf,R~~llA~~f«']Mm~~i=l.h~~~ T ' mJ;),~~:!z~~t~ttf!*rj*\11Rili~tfi~ 1i1~~W.=B.~.~M • • h~W~f«']~ 0. 0. - 2.57, P. <. 0. ••. -g~~f«']M~~M~~~5t~.Ao. -c+ g'J ~nu. ;U>.. ~~~ttfim~~~~f«']~Wfi~~~.~*o=~. ~~.m5tm~*.jf,m~~.:t~~*&~~liWm. *~~~m~W~~~A~~~~f«']~WW.~.

(6) ttfl3(#J. 356. ~fffil~. 500. n *. 400. ~. u. I c:=:::J __. 300. non-paired paired. I. <U. (/J. '-' <U. S. ~. 200. ~. ~. m. 100. o Min (Control). 10 Min. 30 Min. 60 Min. 11)..::.. : 't Mt-~* -A- Jf It ~ 1~L~;/J itfulg :f -l # tt at r~H't* ~.ft.;!~:lt!!. ~H9 H~ MJ fJ ~ ~~ ~HJl' 10 7}iUJl ' 30 7) ii}Jl&607}iUJl (~fo.JlJ1;n= 10)' A~~t91t;J1H~&A.?f~'HHa (non-paired) &~HHa (paired) '-fagJ~tat fIl'l *p < .05 ' t #t~ 0. 0. 0. 500. c:=:::J non-paired. _. paired. *. 400. 300. 200. 100. o ........----'---' Before. Control. After. 1I)~:TMt~A.-A-Jf~~~~;/J.~~#~~atfll'l~~aatfll'l~*~.ft..~~~H~~.~o~~. (Control) '~Hg.zIlHJl (Before) &~Hg.z1t~Jl (After) (~fo.Jl:l~ n = 8) • A~Hg1tjJ111t&A.?f~HHa (non paired) &~HHa (paired) '-fagJ~tatM *p<.05 ' t#t~ 0. 0.

(7) IM1J?Jm~~'I>i~:l~tilimrj*sil'~!¥J1HJ1*. 357. 500 c:=:J. **. 400 -I. ,-., () (l). 300. 00. '-'. *. ~. 1. ~-. (l). S. ~. 200. 100. o. Control. n. ~I. ~. Before. During. non-paired. 1_ paired. After. ~m:r.~B.~.k •• ~~~~~~~~*Mk~~*M~~.~~~~~ff4~ •• o~~. (Control;n=8)' ~1~..ziltfo.Jl (Before;n=8)' ~H!JM*fo.Jl (During;n= 12) a~1~..z1tfo.Jl (After;n=8)' 1±~1 ~!J1t)Jl'l1ffnA;Jf~HH~ (non-paired) a~HH~ (paired) tfa7;~t*r~, *p<.05 ' **p<.OI ' t¥t'Jt 0. 0. , =&~rj~~A~~~.~{)],(8'JWrj~~. .B~~~~~ffm~~~~~$mM~~~'.~. ~~Ta~F,,'{~~'§:~~. .W*~.~~~~~~~~M~W~~~~~~~ ~tt'~~~~*.~~~~B~~~~~ffm~~ .~*oM*Hm~.~~~~~~~~~$0'~ ~~M~~~~~Mm300.~~~~~~.B~. ~IiOO~~M~~~®.Moffi~~*~~~~~&. ~,m~~~B~~~~~~~ffmo~.~m~~. W~~~~~~~~tt$0'*~~~.~~.~~ ~~~~ ~~~A~~~~m~M'®.~~. .~t)],(1£@c~)trJ*'J*f1i~M~~)tiJ~rqrR~lll!i~ , mJ;J~. ••. ~B:0}~j;fufffrj~{~H1'Jm. ~~~.~t)],(. , ~~.~{)]'(mff~~I2§~~®m€iE~rqrf~. •• WF~~B~~~~~~~ftmo& ~,**~m~m~~~&~.~ •• ~~~*~iJ! ~$~f§m~ 519f-' Shors (2001) ~.~t:g, j:i ~300. 0. ~ifHI7j(~~g~m.~J!!~{t~*~~tll~~A~!~)trJ~3zg~. &iJ!~~~~.'M*HmB~M~=.g.~~W. mmw••~~~~$~m~ ••••. ,mm~~$. m.&~~m~~~.~~~.m~~~~~~~~. 0. *m~oom~~&~.~ •• ~~,~~tt~~. ~~~&iJ!~.,®.:g.~~Wm€~~*oW**. rqr.~~~~m~~~UCs~~~'~B~~~~. ~m~~~*&k~~~~~&iJ!~~.~*m~,. ~~~hm~~.o~.~~ffl.~M~M~&~~. I!n{~@J.B~{)]'(~~mijIHf§fJ;(~j:Jl!:!&Lf!. ~~~~tt~~~.W®~,~*gm~~~~ ••. WH~~~~Ii~.~~m~ffucs'~®WCS~ fi~W~~oOO~~~~.~m€ucsmm~M~. ~~~~~~~~~~~~~.~*ffiill,~m~~ ~.g.~~~~m~~hm~~m~~~~.~~. F '. ffifflo~®,~~*~~.mm~. fli'J1J J,"'J. ~j:ili~~;f§~. ••• w~.~~. ff~t±rTIiJtll~~a~. '. m{*~~. cs 'f'j1j:fl$jffi£Hlm'f,f!E~fffrJ. 1f1/.- .e;,. 0. , 1EI~*.>~¥wt~W~!'j'[~)trj*';JM~. *~ff9i:J;J Jf,~'.MO/)~{3trN~ B {¥f¥i~~{OO@ctllfffrJ~. 30 0.8'J~~ (tail-pinch) .~{)]'( , illLm€?E~)?~B :1.O~j;fu)trJ~{\jjj~1'Jm (Shen, Chen, & Liao, 2006) mt. m~M~m.~~~~'~~!E~~~~~~~~~ *~m~,l2§m~OO~Mm~~~k~~~m~~~ mli.~~m~Hffi,®m~~~*~~m~~oo~ ~m~~~~~~~=~~~w.~m$~~.~~ fio*m~$~*~ •• ~.w~ m~~~~~ .m~mw~m~~~~m~~~m.(~~~¥~. ~. *••. (fjRiJF,,'. ff '. 0. ¥W.W~~~=.~~~®~'.~~~~ (~O. :. 30 0.). liSl~~~fj~t11Ji!~:±~:rJ'i.. {E1.~~Atll.~{)]'(wrj~~~~iJ!. (adaptation). '1~'f'IIi])\. m~*~.M~.W~~*o.~~~~*~iJ!~'. ••.

(8) 358. ~r.-~~.A~~~~~~4~.'~.AtMr~.~*M (.%:#;+~~±. •••). p. i'SJ#~1J. ±. 277.73 ± 67.24. -1.93. .10. ±. 44.31. -1.81. .11. 230.22 ± 37.46. 316.28 ± 39.34. -2.24. .06. 267.06 ± 54.88. 257.18. ±. 64.82. 0.17. .86. o5:Hi. 121.43. 59.54. 105Hi. 180.64 ± 45.79. 222.57. 305-Hi 605Hi ~~@l~1J. 05Hi. 196.64. ±. 31.12. 294.30. ±. 33.44*. -2.57. .03. 105Hi. 123.30. ±. 30.74. 177.58. ±. 49.99. -1.78. .11. 305Hi. 133.78 ± 23.18. 168.27 ± 23.17. -1.64. .13. 605Hi. 272.98. ±. 241.30 ± 27.15. 1.30. .23. 28.59. *p < .05.. ~.;:.. r.;~.A~~~~~~4~.'~.AtMr~.~*M (.1!L : ;fjl ; +.t~{! .I§~*J.l5jJj. a~r,"9. f'llcf.t#1fJ~M. ± • • iol!:). -t -. -p-. f'llc!tt#1fJ*~1~. i'SJ#~1J. t~fM*J.l. 223.09. ±. 80.85. 381.68. ±. 75.89. -2.26. .06. f'llc!tt*IJ~~!W. 219.99. ±. 34.36. 258.93. ±. 65.58. -0.81. .44. ~c!t1#1rj*~;z1~. 180.94. ±. 43.26. 224.17. ±. 62.99. -0.92. .38. ~#1rj*J.l. 138.73. ±. 30.37. 170.52. ±. 23.48. -1.94. .09. ~c!ttftrJ~~ !W. 235.43. ±. 57.69. 233.39. ±. 42.89. 0.03. .97. f'llc!ttmfJi(:J [QJ a~. 107.43. ±. 14.18. 210.49. ± 43.62*. -2.26. .04. f'llc!l1*fJ*~;L 1~. 93.14 ± 28.15. 0.30. .77. ~~@l~1J. *p < .05.. 87.67 ± 34.62.

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(13) ~ 11{LnHi FM#M1Q*IWHi~1¥J 1m {if;. 363. The Effects of Acute Stress on Conditioned Place Preference Ying-Ling Shen 1and Ruey-Ming Liao 1,2. 1Department ofP:·;ych 0 logy, National Chengchi University. 2 Research Center for Mind, Brain, and Learning, National Chengchi University. Physiological and behavioral functions could be affected when the individual is under stress. Previous studies accumulate a more consistent evidence for the relationship between stress and physiological function. In contrast, the relationship between stress and behavioral function remains debatable due to inconsistent findings reported in the past. Presumably, multiple factors are involved in mediating behavioral functions altered by the stress. By the use of two types of stressors (elevated stand and restraint), the present study manipulated the intensi ties of stressor and the temporal sequences to pair the stressor with contextual environment on the acquisition of conditioned place preference. Experiment 1 manipulated different durations (10, 30, or 60 min) of stressor con ducted before the beginning of conditioning session. The results showed that the conditioned place preference was significantly formed by only the subjects received 30 min stressor treatment, and such effect was true for either ele vated stand or restraint stressor. Experiment 2 evaluated the effects of 30 min stressor presented immediately. before, during, or right after the conditioning session of the present task. As the results showed, the conditioned place preference was formed by the stressor (elevated stand or restraint) presented immediately before placing the subject into the association context, rather than con ducted afterward. Such effect was also true for the restrain stressor presented during the conditioning ses sion. Together, it was found that conditioned place prefer ence could be acquired by the optimal intensity of the stressor and at certain temporal sequences of stressor pre sented to the subject for pairing with the environmental context. These data indicate that the type and intensity of acute stressor as well as its temporal sequence of condi tioning can be critically important for the stressor to be an unconditioned stimulus (UeS) in the classical condition ing. Keywords: conditioned behavior, acquisition, elevated stand stressor, restrain stressor, stress intensity, temporal sequence ofconditioning.

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