[The dependence of learning an active avoidance reaction on overcoming a problem-solving situation in a shuttle box].

The two-way avoidance procedure dramatically differs from the one-way procedure in rate of learning. The present study was conducted to prove that retardation of the two-way avoidance acquisition resulted from development of the behavioral conflict tendency not to reenter the previous shock compartment. Cluster analysis of avoidance response indices divided rats into three distinctive classes. The occurrence of avoidance, escape, and freezing responses in the first session was analyzed in these three groups. Freezing during the shock action reflected the conflict tendency and showed a negative correlation with avoidance response indices. Only the rats which overcame the conflict and performed at least one avoidance reaction toward the end of the first session significantly improved their avoidance score in the following session. Discriminant analysis of indices of the three reaction types in the first session revealed sufficiency of these indices for prediction of the success in avoidance learning in subsequent sessions. Our results proved the hypothesis formulated previously that the conflict situation inherent to the two-way shuttle box procedure retarded the active avoidance acquisition. A number of trials have to be reserved in the first session for solving the conflict situation (direct effect on the rate of learning). The conflict intensity which directly effects the avoidance performance in the first session, presumably, influences learning in subsequent sessions (secondary effect on learning).