Threat conditioning, extinction, and second-order threat conditioning studied in animal models provide insight into the brain-based mechanisms of fear- and anxiety-related disorders and their treatment. Much attention has been paid to the role of the basolateral amygdala (BLA) in such processes, an overview of which is presented in this review. More recent evidence suggests that the BLA serves as the core of a greater network of structures in these forms of learning, including associative and sensory cortices. The BLA is importantly regulated by hippocampal and prefrontal inputs, as well as by the catecholaminergic neuromodulators, norepinephrine and dopamine, that may provide important prediction-error or learning signals for these forms of learning. The sensory cortices may be required for the long-term storage of threat memories. As such, future research may further investigate the potential of the sensory cortices for the long-term storage of extinction and second-order conditioning memories.

The Basolateral Amygdala: The Core of a Network for Threat Conditioning, Extinction, and Second-Order Threat Conditioning

Correlation of Cognitive Reappraisal and the Microstructural Properties of the Forceps Minor: A Deductive Exploratory Diffusion Tensor Imaging Study

Emotional contagion, a fundamental aspect of empathy, is an automatic and unconscious process in which individuals mimic and synchronize with the emotions of others. Extensively studied in rodents, this phenomenon is mediated through a range of sensory pathways, each contributing distinct insights. The olfactory pathway, marked by two types of pheromones modulated by oxytocin, plays a crucial role in transmitting emotional states. The auditory pathway, involving both squeaks and specific ultrasonic vocalizations, correlates with various emotional states and is essential for expression and communication in rodents. The visual pathway, though less relied upon, encompasses observational motions and facial expressions. The tactile pathway, a more recent focus, underscores the significance of physical interactions such as allogrooming and socio-affective touch in modulating emotional states. This comprehensive review not only highlights plausible neural mechanisms but also poses key questions for future research. It underscores the complexity of multimodal integration in emotional contagion, offering valuable insights for human psychology, neuroscience, animal welfare, and the burgeoning field of animal-human-AI interactions, thereby contributing to the development of a more empathetic intelligent future. 

Emotional Contagion in Rodents: A Comprehensive Exploration of Mechanisms and Multimodal Perspectives

Helping behavior are actions aiming at assisting another individual in need or to relieve their distress. The occurrence of this behavior not only depends on automated physiological mechanisms, such as imitation or emotional contagion, that is, the individual’s emotion and physiological state matching with others, but also needs motivation to sustain. From a comparative and developmental perspective, we discover that the motivation for helping behavior has a deep foundation both phylogenetically and ontogenetically. For example, empathic concern for others, relieving personal distress and the desire for social contact are universal motivations across rodents, non-human primates and human early childhoods. Therefore, a circle-layered model integrating evidences for motivation for helping behavior from rodent to human early childhood research is proposed: the inner circle contains the emotional-behavioral system and the outer circle contains the affective-cognitive system. The application of this model has significance for both behavioral neuroscience research and cultivating prosocial behavior in human society.

/pdf/why-help-others-insights-from-rodent-to-human-early-2qves4m5.pdf

Why help others? Insights from rodent to human early childhood research

Addressing a need to prepare the next generation of scientists to e ﬀ ectively engage in adversarial science communication, the present study examines a group of undergraduate science students from a Canadian university who, after receiving expert instruction, participated in classroom debates about science controversies recently politicized in the Canadian social media (e.g. the ﬂ at Earth, genetically-modi ﬁ ed foods, and human overpopulation). Our research questions were: (1) What emotions were experienced and how were these managed by students while participating in classroom debates? (2) How did students ’ emotional management in ﬂ uence their debate performance? A video-based micro-ethnography revealed that more than half of the students (16/28) experienced feelings of stress and nervousness when engaging debaters with opposing/disagreeing views. Although some were able to manage these emotions, others were unable to feel relaxed, which negatively in ﬂ uenced their debate performance. These latter students ’ initial con ﬁ dence and preparation were undermined by their felt anxiety, leading to rhetorically weak and error-ﬁ lled performances that went against their expectations. Highlighting the complexity of pedagogically promoting student development of communicative competence in adversarial social contexts, our ﬁ ndings reveal a need for science communication instructors to ﬁ nd ways to e ﬀ ectively prepare science students to manage their own emotions.

Feeling the heat: undergraduate science students’ emotional management during classroom debates

Cognitive reappraisal is a widely utilized emotion regulation strategy that involves altering the personal meaning of an emotional event to enhance attention to emotional responses. Despite its common use, individual differences in cognitive reappraisal techniques and the spontaneous recovery, renewal, and reinstatement of negative responses across varying contexts may limit its effectiveness. Furthermore, detached reappraisal could cause distress for clients. According to Gross’s theory, cognitive reappraisal is an effortless process that can occur spontaneously. When guided language triggers cognitive reappraisal as an emotion regulation strategy in laboratory or counseling settings, clients experience improved emotional states, but this induced strategy may not necessarily guide them in regulating emotions in similar future situations. Therefore, effectively applying cognitive reappraisal techniques in clinical practice to help clients alleviate emotional distress in daily life remains a significant concern. Exploring the mechanism of cognitive reappraisal reveals that reconstructing stimulus meaning is akin to extinction learning, which entails fostering cognitive contingency that the original stimulus provoking negative emotions will no longer result in negative outcomes in the current context. However, extinction learning is a new learning process rather than an elimination process. The activation of new learning relies on the presentation of critical cues, with contextual cues often playing a vital role, such as a safe laboratory or consulting room environment. We propose a new understanding of cognitive reappraisal based on the schema theory and the dual-system theory, emphasizing the significance of environmental interaction and feedback in constructing new experiences and updating schemata. This approach ultimately enriches the schema during training and integrates the new schema into long-term memory. Bottom-up behavioral experiences as schema enrichment training provide the foundation for top-down regulation to function. This method can assist clients in activating more suitable schemata probabilistically when encountering stimuli in real life, forming stable emotions, and achieving transfer and application across diverse contexts.

/pdf/a-new-understanding-of-the-cognitive-reappraisal-technique-1mu0yhsl.pdf

A new understanding of the cognitive reappraisal technique: an extension based on the schema theory

Using rodent models to explore the motivation of helping behaviors has become a new trend in recent years. Empathy, the alleviation of personal distress, and desire for social contact have been considered motivations for rodents to engage in helping behaviors. We used 108 Sprague-Dawley rats as subjects and modified the two-chambered helping behavior experimental setup in Carvalheiro and colleagues’ study to explore the main motivations of helping behavior in rodents through three experiments. The findings suggest that (1) the desire for social contact and pursuit of an interesting environment are the primary motivations for helping behavior, regardless of the presence of a dark chamber, and (2) the alleviation of personal distress and prior experience of social contact rather than distress experience contribute to the onset and persistence of helping behavior.

/pdf/an-empirical-study-on-the-motivation-of-helping-behavior-in-vv0kf0vg.pdf

An Empirical Study on the Motivation of Helping Behavior in Rats

Background We had previously advanced the concept of “Integrative Learning”, that is, “under the role of ‘meta-learning self’, learners actively integrate learning materials to achieve rapid and in-depth understanding of knowledge”, and designed an animal behavioral model to compare the effects of “Integrative Learning” (IL) vs. “Progressive Learning” (PL) in young rats. It was found that IL is more advantageous than PL. Here, we aim to examine whether the same phenomenon persist in older rats. Methods Fifteen 12-month-old male Sprague-Dawley (SD) rats were selected as subjects and randomly divided into the IL group and the PL group, and a 14-unit integrative T-maze was constructed for the study. Training and testing procedures contained three stages: the learning stage, the memory retention test stage and the Gestalt transfer learning stage. Data on young rats (1-month-old) from the previous study were also drawn here for comparisons on learning performance. Results (1) The 12-session learning stage can be divided into three sub-stages as each sub-stage represented the new opening of one third of the whole path in the PL group. There were significant interactions in total errors made between groups and sessions: the PL group had significantly fewer errors during Sub-stage One due to a much shorter path to be learned, however, the IL group’s errors made sharply dropped as learning progressed into Sub-stage Two and Three, and were maintained at a significantly lower level than the PL group during Sub-stage Three. (2) When compared with young rats, age had a main effect on the number of errors made—the 1-month-old groups learned overall better and faster than the older groups, whereas the pattern of group differences between the IL and PL learning modes remained consistent across young and older groups. (3) Unlike young rats, during the memory retention test stage and the Gestalt transfer learning stage, the IL group did not perform better than the PL group in older rats. Conclusions (1) “Integrative Learning” promotes learning but not memory in older rats. (2) Higher-order cognitive abilities that support meta-cognition, long-term retention and knowledge transfer might be deteriorating in older rats.

“Integrative learning” promotes learning but not memory in older rats

The “two-system” framework of fear proposed by LeDoux and Pine (2016) sparked a discussion on the understanding of fear, prompting a reevaluation of rodent fear conditioning studies. We propose that 22kHz ultrasonic vocalizations (USV) may symbolize the subjective negative emotional states in rats. To evaluate this, we designed a series of fear conditioning experiments with varied parameters, comparing the expression of 22kHz USV and body freezing – a traditional fear index. These expressions were further assessed in fear generalization tests. Our findings suggest a distinct separation between body freezing and 22kHz vocalizations in fear conditioning under different conditions. The results indicate that 22kHz USV may more accurately signify the subjective state of fear, whereas body freezing may denote an automatic defensive response in rats. Consequently, we posit that the two-system fear framework may extend to rodent fear conditioning paradigms. Therefore, researchers should place greater emphasis on 22kHz vocalizations when investigating the subjective state of fear.

/pdf/22khz-ultrasonic-vocalizations-and-body-freezing-may-2958bd8f.pdf

22kHz Ultrasonic Vocalizations and Body Freezing May Represent Two Systems of Fear in Rodent Fear Conditioning Paradigms

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