On unpredictability as a causal factor in “learned helplessness”

In two replications, two groups of dogs were exposed to a series of uncontrollable, electric shocks. For one group the shocks were preceded by a tone (i.e., Paired). For the other group the shocks were randomly related to the tones and hence unpredictable (i.e., Random). Each replication also included a third group; in the first it was exposed only to the series of tones (CS-only), while in the second, it was exposed only to a series of shocks (Shocks-only). Then, all dogs were required to learn a discriminative choice escape/avoidance task in which the required response was to lift the correct paw in the presence of each of two visual S^Ds to escape or avoid the shocks [($\text{S}{}_1{}^{\mathrm{D}}\text{?R}{}_1\text{)}\text{(S}{}_2{}^{\mathrm{D}}\text{?R}{}_2$)]. Dogs preexposed to random tones and shocks were least successful in learning the task relative to those groups which experienced either predicted shocks, only the tones, or only the shocks, which in turn did not differ from each other. These results permitted the inference that the proactive interference with choice behavior following random tone CSs and shocks was attributable to a learned irrelevance generalized with respect to CSs.     

Pavlovian conditioned stimulus effects upon instrumental choice behavior are reinforcer specific

In a transfer-of-control experiment with rats, Pavlovian CSs were tested for the specificity of their effects. The instrumental behavior consisted of a discriminative, conditional two-lever choice task in which qualitatively different appetitive reinforcers were contingent upon the two correct choices. In a Pavlovian phase, subjects experienced conditioning to establish either a CS⁺ or CS^? for one reinforcer or a CS⁺ or CS^? for the other reinforcer. Finally, in a test, these CSs were presented when there was the opportunity to make choice responses. The CS⁺s evoked choices of the lever which had eventuated in the reinforcer that had served as the Pavlovian US, while the CS^?s showed only a slight tendency to evoke the other choice responses. When the CSs were compounded with the original S^Ds, the CS⁺s had little effect upon the vigor of responding while the CS^?s reduced the vigor of responding to the S^D for the reinforcer that was the same as the US used in establishing the CS^?. The results are discussed in terms of associative mediational theory and the reinforcer specificity of Pavlovian conditioned excitation and inhibition.     

Pavlovian processes do mediate control of the “advance” response strategy

Two parallel experiments used pigeons in a transfer of control design to determine the basis of the transfer of the use of the “advance strategy” across successive discriminations (W. K. Honig & H. Lindsay, Learning and Motivation, 1975, 6, 157–178). Pigeons were first trained under instrumental contingencies to use an “advance” response to maximize their exposure to S^D and minimize their exposure to S^Δ. Then orthogonal stimuli (key lights in Experiment 1 and diffuse illuminations in Experiment 2) were independently established through separate discriminative Pavlovian procedures as CS+ and CS? or as CS^o's. Later in special tests, it was demonstrated that the associative values of the Pavlovian CS's were a major factor governing the use of the advance strategy: only pigeons exposed to $\text{CS+}\text{CS?}$ used the advance response to regulate their exposure to either CS. Although these experiments showed that the necessary and sufficient conditions for utilization of the advance strategy are the Pavlovian associative values of the discriminative stimuli, opportunity for differential “operant” responding during the discriminative stimuli seems to be a contributor to the optimal use of the advance response across successive discriminations.     

A study of language functioning in Alzheimer patients

Language functioning in Alzheimer's disease is reviewed and the performance of 25 Alzheimer patients on a standard battery is reported. All these hospitalized patients were aphasic to some degree. As a group, they differed from normals on all language variables, and from stroke patients in terms of higher fluency and lower comprehension. Spontaneous speech showed high incidence of circumlocutions and semantic jargon, but no phonemic paraphasias or target approximations. Syllabic perseverations, shouting, inappropriate laughter, and mutism were late-appearing features. Transcortical Sensory, and Wernicke's aphasias were frequent, but Broca's and Transcortical Motor aphasias notably absent. Extent of language impairment correlated with current length of hospitalization but not age. Reading, writing, and performance scores except praxis, were lower than oral language scores. Findings were discussed in relation to previous results, methodology, and language organization in the brain.     

Visual and verbal modes of information processing and their relation to the effectiveness of cognitively-based anxiety-reduction techniques

This study examined the interaction between preferred modes of information processing (visual and verbal) and two cognitively-based anxiety-reduction techniques. One technique was based on the use of images as a coping strategy while the other employed a self-instructional approach. Thirty-six subjects reporting high levels of dental fear were assigned to one of three groups (two types of treatment and a no-treatment control). One-half of the subjects in each group had been identified as preferring the visual mode of information processing while for the other half the verbal mode was preferred. After treatment, subjects viewed an anxiety-inducing videotape depicting a visit to the dentist. Results indicated that, while both treatments were significantly effective in reducing self-reports of discomfort while viewing the videotape, there was no significant interaction between the type of treatment and preferred cognitive mode. The results were interpreted as indicating that treatment may override individual cognitive styles. Furthermore, the data suggested that the normal individual has the ability to adapt to divergent and non-preferred forms of information processing.     

The effect of self-recording and social reinforcement components of parent training programs

This investigation attempted to assess the effectiveness of two components of parent training programs: (1) the effect of a self-behavior management project prior to intervention with deviant child behaviors, and (2) that of social reinforcement from peers and the consultant. Four groups of parents were exposed to a basic training program and were measured on their success in an intervention program in the inappropriate behavior of their children (ages 7–9 years). Two groups of parents were requested to do a self-modification program prior to the intervention with deviant child behavior; two groups did a child intervention program without a self-management project. One group in the self-management and one group without self-management received verbal social reinforcement from peers and the consultant during interventions. Results obtained indicate that the parent group whose training involved a self-behavior management project prior to intervention with their child's inappropriate behavior and verbal social reinforcement achieved a significantly greater reduction of these behaviors when compared to the groups where either self-management of social reinforcement was used.