Sensory Preconditioning
Sensory Preconditioning - Related Videos
16:27
Strategies for Study of Neuroprotection from Cold-preconditioning
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Cited by 17 •
2010
We seek to define the neural immune signaling responsible for cold-preconditioning as means to identify novel targets for therapeutics development to protect brain before injury onset. We present strategies for such work that require biological systems, experimental manipulations plus technical capacities that are highly reproducible and sensitive.
01:31
What is a Sensory System?
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2019
Sensory systems detect stimuli—such as light and sound waves—and transduce them into neural signals that can be interpreted by the nervous system. In addition to external stimuli detected by the senses, some sensory systems detect internal stimuli—such as the proprioceptors in muscles and tendons that send feedback about limb position. Sensory systems include the visual, auditory, gustatory (taste), olfactory (smell), somatosensory (touch, pain, temperature, and proprioception), and vestibular...
02:52
Neuronal Adaptation to Repetitive Hypoxic Preconditioning in Mice
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2025
Source: Poinsatte, K., et al., Quantification of Neurovascular Protection Following Repetitive Hypoxic Preconditioning and Transient Middle Cerebral Artery Occlusion in Mice. J. Vis. Exp. (2015)This video demonstrates the method of repetitive hypoxic preconditioning (RHP) by exposing a mouse to controlled hypoxia cycles before inducing an ischemic stroke. The experiment evaluates its effects on blood-brain barrier stability, neuronal adaptation, and inflammation.
13:11
Sensory Exam
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2023
Source:Tracey A. Milligan, MD; Tamara B. Kaplan, MD; Neurology, Brigham and Women's/Massachusetts General Hospital, Boston, Massachusetts, USA A complete sensory examination consists of testing primary sensory modalities as well as cortical sensory function. Primary sensory modalities include pain, temperature, light touch, vibration, and joint position sense. Sensation of the face is discussed in the videos Cranial Nerves Exam I and II, as are the special senses of smell, vision, taste, and...
12:55
P50 Sensory Gating in Infants
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Cited by 5 •
2013
Methods to record auditory P50 sensory gating, a physiological marker of cerebral inhibition which reflects early stages of attention, are described.
FAQs
Its critical feature is the two-stage learning sequence. The organism first acquires a relationship between two neutral stimuli, then learns that one of them predicts a reward or aversive event. A response to the other stimulus afterward indicates that the earlier stimulus relationship remains behaviorally meaningful, allowing later learning about one stimulus to influence responses to the other.
The order separates learning about the stimulus pair from learning about the outcome. First, repeated pairing establishes the stimulus 1-stimulus 2 relationship without a meaningful consequence. Only afterward is stimulus 2 connected with reward or an aversive event. This sequence makes it possible to examine how later outcome learning changes the significance of an earlier neutral association.
A simple stimulus-response account would emphasize a direct link between a particular stimulus and an outcome. Sensory preconditioning instead shows that behavior can depend on an acquired representation of a relationship between stimuli. Because stimulus 1 was not directly paired with the reward or aversive event, its later influence reflects indirect learning through stimulus 2.
The paradigm provides a way to study memory, expectation, and decision-making through learned relationships. A response to stimulus 1 after outcome learning about stimulus 2 suggests that the organism retains information about the earlier pairing and uses it when interpreting later events. This makes the procedure relevant to questions about cognitive mechanisms underlying indirect learning.
A typical sequence begins by repeatedly pairing stimulus 1 with stimulus 2 while both are initially neutral. Researchers then pair stimulus 2 with a reward or aversive event. Finally, they assess the response to stimulus 1. The final test examines whether outcome information acquired through stimulus 2 has transferred indirectly through the previously learned stimulus relationship.
It indicates that the organism may have retained more than a direct outcome association. If stimulus 1 elicits a related response after stimulus 2 acquires predictive significance, the result supports the existence of a connected representation involving the two stimuli. In behavioral research, this outcome helps distinguish indirect associative learning from learning based only on direct pairing.
The method allows researchers to examine how organisms use prior knowledge when new events acquire meaning. By separating initial stimulus learning from later outcome learning, it helps clarify how memory and expectations guide behavior. Its applications include studying decision-making and the cognitive basis of responses that arise without direct exposure to the relevant reward or aversive event.