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The hidden process of behavioral extinction: How our brains learn to forget?
Behavioral extinction is a phenomenon that can be observed in both operant conditioning and classical conditioning, in which non-reinforced conditioned responses gradually disappear over time. When the previously reinforced operant behavior no longer produces reinforcement, the behavior will gradually return to the level before learning, which may or may not be zero. In classical conditioning, when the conditioned stimulus appears on its own so that it no longer predicts the arrival of the unconditioned stimulus, the conditioned response also gradually ceases. For example, when Pavlov's dog began to drool after being trained to a certain sound many times, it would eventually stop drooling as soon as the sound was no longer combined with food. This process of learning and forgetting has prompted scientists to delve deeply into the workings of the brain.
The process of behavioral extinction reveals how humans continually adjust and adapt through experience, especially in the face of fear and anxiety.
Scientists' understanding of behavioral extinction is largely based on connectionist models, and different perspectives often emerge in this field. Scholars have devoted themselves to exploring whether behavioral extinction is simply the "forgetting" of the connection between the unconditioned stimulus and the conditioned stimulus, or whether it is accompanied by new learning of an inhibitory connection. For example, past research has pointed out that the connection between emotion and memory creates a complex neural network involving multiple structures in the brain, including the amygdala, hippocampus, and prefrontal cortex. In a recent study, scientists found that an inhibitory signal released from the prefrontal cortex is closely related to the extinction of fear responses and may provide a potential target for new treatments for anxiety disorders.
Scientists have found that the extinction of fear responses may be related to synaptic depression of neurons in the central amygdala that control freezing behavior.
In classical conditioning, the occurrence of behavioral extinction also relies on a process in which a neutral cue (or context) is paired with an unconditioned stimulus. If such a cue or environment is no longer combined with an unconditioned stimulus, the animal's conditioned response will gradually diminish. For example, when a rat was used in a fear conditioning experiment, a sound was paired with a mild electric shock. Eventually, when the rat heard the sound and no longer received the shock, its fear response decreased. .
In contrast, in operant conditioning, behavioral extinction occurs when the reinforcers that maintained the behavior are no longer provided. This is different from "forgetting," which is when a behavior weakens over time. For example, a child who makes noise in class because he wants attention may eventually fade away if he no longer gets any attention. B. F. Skinner mentioned in his autobiography that he accidentally discovered the extinction process of operant responses, which inspired him to further think about the principles of learning.
Skinner mentioned that his research shows that behaviors can be continued even if they are not reinforced.
To implement behavioral extinction effectively, the process needs to be conducted with infinite patience and consistency. Whenever a behavior no longer occurs in the presence of an extinction stimulus, this is considered a success. However, once the behavior reappears after extinction, this is called spontaneous recovery. The occurrence of this situation often reflects the complexity and challenge of the behavioral extinction process. In a classroom environment, the use of behavioral extinction techniques can significantly improve teaching effectiveness and reduce the interference of unauthorized behavior on learning.
A teacher's committed and consistent response is critical in the process of extinguishing inappropriate behavior in the classroom.
During the initial stages of behavioral extinction, there is often a so-called extinction burst phenomenon, in which a subject may experience a sudden increase in the frequency of the behavior but then subside it. This short-term increase may be a reflection of their maladaptation and readjustment process to the reinforcement of their original behavior. This process can promote the eventual disappearance of the extinguished behavior, but for some individuals some affective or aggressive responses may persist. As in the natural environment, continuing to try may not lead to immediate rewards, but may lead to more opportunities and rewards later, which further emphasizes the survival advantage of persistence.
Research on behavioral extinction reveals that the fine line between forgetting and learning reflects how we respond to past experiences to better adapt to present and future challenges. In life, how should we view and reflect on the memories and behaviors that need to disappear?
