Behavioral effects of neurotoxic lesions of the ascending monoamine pathways in the rat brain

Intracranial microinjections of 6-hydroxydopamine or 5,6-dihydroxytryptamine into six ascending monoamine pathways produced the expected patterns of depletion of telencephalic serotonin, dopamine, and norepinephrine. Serotonin level was specifically lowered after dorsal or median raphe lesions but not after mesolimbic or nigrostriatal system lesions which lowered both norepinephrine and dopamine. Lesions in the locus coeruleus or ventral nor-adrenergic bundle lowered only norepinephrine, and locus coeruleus lesions elevated serotonin level. Behavior was examined in an open field, one-way active avoidance, and two passive avoidance tasks, and measures were taken of water consumption and body weight. Dorsal raphe lesions had no effect on any of the measures; the other five lesion groups exhibited deficient acquisition of the one-way active avoidance task. In the appetitive passive avoidance task, only the substantia nigra lesion group exhibited a deficiency. In the step-through passive avoidance task, both the substantia nigra and the median raphe groups exhibited a deficit, with the median raphe group exhibiting hyperactivity in the start box during testing. Water consumption was decreased by lesions in the ventral noradrenergic bundle during the first postoperative week and was increased in the median raphe group by the fourth postoperative week. Lastly, lesions in the locus coeruleus dramatically decreased activity in the open field. The results are discussed in regard to the search for specificity of behavioral functions of the distinct ascending monoamine pathways.     

Stimulus generalization following extradimensional and intradimensional training in educable retarded children

Five related experiments investigating stimulus generalization following go/no-go discrimination training of educable retarded children are reported. Experiment 1 employed an Extradimensional paradigm in which generalization testing was on the hue dimension following training on an independent (orientation) dimension. Following True discrimination training only 25% of children showed a decremental stimulus generalization gradient on the hue dimension, though all children exhibited flat gradients in Pseudodiscrimination and S+ only control groups. An increase in difficulty of the orientation discrimination in Experiment 2 did not increase the number of decremental gradients. In Experiment 3, children who exhibited decremental gradients in Experiments 1 and 2 underwent further generalization testing with modified stimuli to establish a symmetrical gradient peaked at a hue S+ to be employed in Experiments 4 and 5. In these experiments an Intradimensional paradigm was employed with S+ and S? stimuli drawn from the hue dimension. Excitatory control by S+ and inhibitory control by S? were demonstrated, as were inhibitory consequences of S? such as peak and area shift.     

Role of activation and sensory stimuli in recovery from lateral hypothalamic damage in the cat

The early stages of recovery from lateral hypothalamic lesions were analyzed in 30 adult cats. In addition to aphagia and adipsia, neurological examination revealed deficits suggestive of deficient endogenous arousal, including somnolence, catalepsy, akinesia, and sensory neglect. Manipulations (tail pinch and injection of amphetamine) that counteracted these deficits also restored feeding. During recovery from aphagia, feeding gradually became activated by sensory stimuli (sight, feel, and smell) associated with food. These data suggest that activation is an important component in the control of normal feeding.     

The effect of serving as a model of self-control on subsequent resistance to deviation in children

The effect of having a child serve as a rule-following model for other children on the model's own subsequent rule-following was investigated in a resistance to deviation situation. First- and second-grade boys (age range 73 to 94 months) who were told they would serve as self-controlling models for others and who actually served in this capacity touched prohibited toys less than did boys who were not told they would serve as models. Boys told they were to serve as models but who were prevented from performing deviated at a level between the models and boys given no responsibility. Having children serve as rule-following models for others is suggested as an effective, non-punitive technique to increase their self-control.     

Attitudinal qualities relating to the strength of the attitude-behavior relationship

A study was conducted to examine the relation between each of several attitudinal qualities and attitude-behavior consistency. Subjects' attitudes toward volunterring to participate in psychological research were assessed. The number of experiments in which each subject volunteered to participate was employed as the measure of behavior. Attitude-behavior consistency was significantly related to (1) the amount of direct experience upon which the subject's attitude was based (specifically, the number of experiments in which the subject had previously participated), (2) the degree of certainty with which the attitude was held, and (3) how well-defined the subject's attitude was, as measured by the width of his latitude of rejection. These three attitudinal qualities were significantly intercorrelated, suggesting that direct experience with an attitude object may produce an attitude that is both better defined and more confidently held than an attitude formed through more indirect means.     

Temporal control of behavior: schedule interactions

In Experiment I the response that terminated the postreinforcement pauses occurring under a fixed-interval 60-second schedule was reinforced, if the pause duration exceeded 30 seconds. The percentage of such pauses, rather than increasing, decreased. There were complex effects on the discriminative control of the pause by the reinforcer terminating the previous fixed interval, depending on whether the fixed interval and the added reinforcer were the same or different. In Experiments II(a) and II(b), each reinforcement initiated an alternative fixed-interval interresponse-time-greater-than-t-sec schedule, the schedule values being systematically varied. When the response following a pause exceeding a given duration was reinforced, fewer such pauses occurred than when they were not reinforced, i.e., on the comparable simple fixed-interval schedule. There was no systematic relationship between mean interrinforcement interval and duration of the postreinforcement pause. The pause duration initiated by reinforcement was directly related to the dependency controlling the shortest pause at that time, regardless of changes in mean interreinforcement interval.     

Stability criteria

Three approaches to the determination of behavioral stability were examined. In the first, a learning curve was fit to acquisition data (from Cumming and Schoenfeld, 1960), and the “experiment” stopped when the data approached sufficiently close to the theoretical asymptote. In the second, the data were analyzed for variability and linear and quadratic trend. In the third, the experiment was stopped when the magnitude of the daily changes in the data fell below a criterion. Accuracy was measured as deviation between the average value of the dependent variable when the experiment was stopped, and the average value over the last 100 sessions. The first approach was most accurate, but at the cost of requiring the most sessions and being the most difficult to apply. Both the second and third approaches provided acceptable criteria with a reasonable cost-accuracy tradeoff. The second approach permits a continuous adjustment of the criteria to accommodate the variability intrinsic in the experimental paradigm. The third, nomothetic, approach also takes into account the decreasing marginal utility of extended training sessions.