The effects of single-component extinction of a three-component serial CS on resistance to extinction of the conditioned avoidance response

Central to a fear interpretation of how avoidance responses are maintained in the absence of further CS-UCS pairings is the underlying assumption of an existing gradient of fear across the CS-UCS interval. Extrapolations based on this gradient lead to a number of differential predictions concerning the topography of avoidance responding during extinction. The present research was concerned with the differential effects of extinguishing separate components of the CS complex upon responding to the complete CS complex during extinction. In Phase 1 of the study, rats were classically conditioned to a three-component serial CS (S₁/S₂/S₃) followed by shock. Each subject was then given avoidance training in a one-way apparatus to a criterion of one successful avoidance. In Phase 2, subjects were divided into four groups, with three of the groups receiving nonreinforced exposure for 25 trials to one of the components of the serial CS (S₁, S₂, or S₃). The fourth group (S₀) was exposed for the same period of time to the apparatus cues. In Phase 3, the total stimulus complex was reintroduced in its original order, and animals were tested until extinction of the instrumental response was reached. The results are consistent with the hypothesis that a fear gradient exists in extinction and decreases in magnitude as the distance from the point of UCS onset increases.     

Escape conditioning and goal punishment: Effects of acquisition trials,initial punishment trials,and CS extent

In the first of three experiments in which albino rats were given spaced shockescape trials in a straight runway, groups of 6 animals were given 6 or 24 trials followed by extinction, with or without goal-box punishment. Punishment facilitated behavior after 24 trials but did not significantly affect it after 6. Both punishment and 24 trials led to more “abrupt” extinction. In the second experiment, 6 groups of 6 animals received 6, 12, or 24 trials followed by 54 extinction trials with or without goal punishment on the first 18. All punished groups ran self-punitively, and acquisition trials effects were apparent during and after punishment. In the third experiment, buzzer extent, or duration, was manipulated, and longer extents produced stronger self-punitive effects. The results of all three experiments were interpreted in the context of presumed directive effects of aversive and conditioned aversive stimuli.     

Alleviation of forgetting of discrimination learning

Reactivation treatments intended to alleviate forgetting in rats were tested in two discrimination tasks—instrumental learning with brightness or with spatial location as the discriminanda. For memories acquired 28 days earlier, forgetting was alleviated with both tasks when testing was preceded by certain reactivation treatments. Therefore, the generality of the effectiveness of reactivation treatments for alleviating forgetting is extended to include discrimination learning and response measures other than go, no-go behavior.     

Alleviating forgetting of active shock-avoidance by apparently unrelated food presentations

A series of four experiments investigated why forgetting of an active shock-avoidance response was reduced when an apparently unrelated appetitive experience occurred both prior to avoidance training and during the retention interval between training and testing. Experiments 1 and 2 demonstrated the reliability of the phenomenon and found that a sufficient condition for the effect was the presentation of food from a pellet dispenser (not an operant response per se). Experiment 3 demonstrated that the effect was not the result of enhanced activity. Experiment 4 showed that forgetting was still reduced when the appetitive experience occurred only prior to active avoidance or only during the retention interval. The results are discussed in regard to the reinstatement of the reinforcer representation.     

Reactivation-induced interference in a short-term retention paradigm

In Experiment 1 it was demonstrated that interference with a rat's retention of a target spatial cue decreases as the interval between prior conflicting cues and the target increases. Experiment 2 showed that interference can occur even when the interstimulus interval is long, if the memory of a conflicting cue is reactivated just prior to exposing an animal to the target cue. A third experiment suggested that these findings could not be easily interpreted in terms of a stimulus satiation effect. The implications of these findings for a trace decay model of short-term retention were discussed.     

Avoidance extinction in goldfish

Independent groups of goldfish trained to avoid shock in a shuttlebox situation were presented with several extinction procedures in which the relationships between the conditioned stimulus and shock were altered and/or response contingencies removed. Random shock presentations, equivalent to the number of shocks received during avoidance acquisition, resulted in response decrements similar to those obtained when the conditioned stimulus was presented alone. Pairing the conditioned stimulus with shock on every trial, however, served to maintain response levels. When response-contingent punishment was superimposed upon these Pavlovian pairings, performance was facilitated slightly although punishment alone resulted in somewhat faster response reduction than that produced by exposure only to the conditioned stimulus. Extinction of avoidance responding produced by exposure to the conditioned stimulus alone was dependent on the total duration of exposure and independent of both number of stimulus onsets and response prevention. These experiments demonstrated that, in general, the procedures used to reduce avoidance responding in rats were equally effective for goldfish, with one exception: the introduction of a Pavlovian contingency following avoidance acquisition, making the previously avoidable shock unavoidable, maintained response probabilities near previously established levels.     

Forgetting of recently acquired or recently reactivated memories

Four experiments compared the rates of forgetting following acquisition of a conditioned aversion and following a reactivation treatment given long after conditioning had been completed. The “reactivation treatment” consisted of a single presentation of the unconditioned stimulus, a procedure known to reinstate, following substantial forgetting, the behavior seen immediately after conditioning. It was first determined that the decrement in performance 1, 3, or 7 days later tended to be more rapid just after original conditioning than following a reactivation treatment given 27 days after conditioning. Subsequent experiments confirmed that the forgetting seen 3 or 7 days after original conditioning was in fact greater than forgetting 3 or 7 days after the reactivation treatment that had followed conditioning by 27 days; also, tests permitted rejection of the hypothesis that this effect could be attributed to nonassociative (systemic) consequences of the conditioning situation. Finally, tests indicated that retention 24 hr after a reactivation treatment was significantly better if the reactivation treatment followed conditioning by 27 days than if it were given just 3 min or 24 hr after conditioning. The central observation emerging from this study, that forgetting is more rapid following original learning than following a temporally remote reactivation treatment, was discussed in terms of potential interactions between the age (or accessibility) of a memory and processes that might be instigated by a reactivation treatment.     

Effects of sexual versus fear arousal on alcohol consumption in college males

To compare the effects of pleasant and aversive arousal on alcohol consumption, 18 male undergraduates had three weekly sessions to separately view erotic, mutilation or neutral slides in a simulated memory experiment. Following exposure to the slides, they received access to alcoholic and nonalcoholic beverages, which were presented to half the subjects in a taste rating task, and to half as the result of engaging in an operant lever-press task. Subjects believed these tasks to be distractors during a purported retention interval. Self-report instruments and basal skin conductance confirmed the success of the affective manipulations. However, only the subjects using the taste task after viewing erotic slides significantly increased alcohol consumption. These results question a tension reduction model of drinking and qualify the contribution of autonomic arousal to motivation for drinking.     

Reminder-induced recovery from blocking as a function of the number of compound trials

Conditioned lick suppression in rats was employed to examine changes in the associative status of a blocked stimulus as a function of the number of compound stimulus conditioning trials. In each of two experiments, prior tone-footshock pairings produced similar blocking of conditioned responding to the light element of a tone-light compound when either two or six compound trials were used. In experiment 1, two exposures to the light alone in a dissimilar context during the retention interval, i.e., a reminder treatment, resulted in a restoration of responding to the light which was complete and similar for animals receiving two or six compound trials. This indicated that latent acquisition with respect to the blocked stimulus was largely complete after two compound trials. Because of a potential ceiling effect for reminder-induced recovery from blocking, Experiment 2 employed an attenuated reminder (one light exposure). This reminder reversed the blocking when six, but not when two, compound trials were used. These results suggest that, after latent acquisition to the blocked stimulus is complete, the blocked stimulus continues to be processed during additional compound stimulus conditioning trials, with a consequent latent facilitation of retrieval of associations to the blocked stimulus.     

Alcohol consumption by college women following exposure to unsolvable problems: Learned helplessness or stress induced drinking?

Three experiments were intended to examine the relationship between alcohol, depression and learned helplessness. In Study I, more female undergraduate heavy drinkers than light drinkers were found to have critically elevated scores on a depression index. A sex difference in the relationship between drinking and depression is suggested since male depressives were equally distributed among drinking categories. In Studies II and III, female undergraduates were given unsolvable problems in a learned helplessness paradigm. Relative to controls these subjects reported increased depressive and hostile affect and drank more beer in a taste rating task. However, we failed to find deficits in anagram solution with those subjects given the learned helplessness manipulation. Specific questions are raised regarding the boundary conditions of learned helplessness while implications bearing on stress-related alcohol consumption are discussed.     

Sufficient conditions for an ordered-ring isomorphism onto a positive subinterval: A lemma for polynomial measurement

This paper discusses a sufficient set of conditions for a structure to be ordered-ring isomorphic to a positive subinterval of the real numbers. It extends our previous results concerning bounded versions of Hölder's Theorem (Falmagne, 1971). The main result can serve as a basic lemma for establishing representation theorems in polynomial conjoint measurement when the empirical sets contain neither large elements nor ones close to the natural zero.     

Utilization of groups in training for school consultation

The purpose of the present paper is to describe the utilization of groups over the past six years in our two semester school consultation practicum course. In addition, problems and issues raised by the utilization of groups are considered. Three tensions resulting from the utilization of groups are described and it is concluded that regardless of the complexity of the issues or the instructor's fallibility, the three tensions represent issues around which instructors must make decisions.     

Cognitive consequences of self-awareness

Recent research stimulated by Duval and Wicklund's self-awareness theory has shown that self-focused attention influences a wide range of attitudes, attributions, and behavior. The cognitive processes that supposedly mediate these effects have not been carefully explored, however. In order to discover whether a manipulation of self-awareness actually activates self-relevant thoughts, two studies were conducted using the Stroop color-word measure of concept activation in memory. The first revealed a pattern of differences between means that was consistent with the hypothesis, although the expected interaction of word content and presence of mirror and camera to produce longer color-naming latencies did not appear. Also, self-relevant words were read faster than neutral words, even though they had been matched for length, frequency, and part of speech. In the second study (a refinement of the first), the expected interaction was significant. The results support one of the central claims of self-awareness theory and suggest an alternative interpretation of classic findings concerning anxiety and memory.     

Stimulus factors and listening strategies in auditory memory: A theoretical analysis

A theory for the temporal course of perceptual coding during auditory short-term memory tasks is described. A low-level “sensor” and a high-level “identifier” process item and order information from stimulus word-strings. Both word durations and interword pauses are needed for this processing, and if adequate processing time is unavailable, perceptual delays will lead to degraded recall performance. Stimulus parameters and subject strategies interact to determine the quality and the order in which stimulus items are coded. These hypotheses are supported both by experiments using grammatical sentences and those using lists of unrelated words.     

The development of communication: Attribute variation leads to contrast failure

Groups of 5-year-olds in two experiments described multidimensional triangles for a listener. The attribute differentiating referent triangles from nonreferent triangles in Experiment I was constant across trials for the simple condition group, while any one of three attributes was distinctive on a given trial for the complex condition group. One-adjective messages by subjects in the simple condition were virtually always informative; in the complex group, such messages were predominantly ambiguous. The boundaries of the variation effect were assessed in Experiment II. In addition to the simple-complex variation of the relevant attributes, the values of the irrelevant attributes either varied across trials in the diverse groups or remained constant in the constant groups. One-adjective messages were informative only in the simple-constant group; in the other groups, such messages were predominantly ambiguous. Thus, young children can base their communications on a comparative analysis of stimulus arrays, but performance deteriorates when there is any variation in relevant or irrelevant attributes. These results were discussed in relation to various theories of the development of meaning and communication: the cognitive overload theory, the broad context theory, and the perceptual saliency theory.     

Converging evidence for the functional significance of imagery in problem solving

Two kinds of explanations have been offered for the process by which three-term series problems are solved, one in terms of linguistic principles and the other in terms of visual-spatial imagery. Two experiments are reported in which three different classes of operations are brought to bear on the problem: (1) Manipulation of stimulus attributes (characteristics of problems), (2) manipulation of variables that selectively encourage or inhibit the use of imagery (facilitating instructions; the suppression of visualization by reading), and (3) measurement of relevant individual differences (spatial-reasoning ability). All of the results indicate that imagery plays a functional but not a necessary role in the solution of three-term series problems; it is suggested that imaginal representation is functional because it reduces the load on memory. An adequate explanation of problem-solving will have to address certain general issues, such as the diversity of forms of cognitive representation and differences within and between individuals in the choice of problem-solving strategies.     

Stimulus factors and listening strategies in auditory memory: An experimental demonstration

Three experiments are reported in which digits spoken at different rates were recalled and monitored. In Experiment I, digits to be recalled were embedded in varying levels of noise. In Experiment II noise was presented only during the inter-digit intervals, either to the same or to the opposite ear as the digits. In Experiment III Ss monitored these sequences for a specified digit and reported its successor. Stimulus rate and signal-to-noise ratio affected perceptual processing time, as evidenced by the frequency and relative proportion of item and order errors. These stimulus factors induce listening strategies that influence the shape of the serial position curve and that persist after stimulus conditions are changed. The data are consistent with a two-stage processing model for the temporal course of speech perception and the nature of listening strategies.