Publication Date
| In 2024 | 2 |
| Since 2023 | 4 |
| Since 2020 (last 5 years) | 5 |
| Since 2015 (last 10 years) | 16 |
| Since 2005 (last 20 years) | 143 |
Descriptor
| Classical Conditioning | 252 |
| Animals | 87 |
| Stimuli | 69 |
| Learning Processes | 57 |
| Responses | 50 |
| Memory | 40 |
| Reinforcement | 40 |
| Operant Conditioning | 38 |
| Fear | 36 |
| Associative Learning | 34 |
| Brain | 33 |
| More ▼ | |
Source
Author
| McNally, Gavan P. | 6 |
| Maren, Stephen | 5 |
| Baeyens, Frank | 4 |
| Eisenhardt, Dorothea | 4 |
| Hermans, Dirk | 4 |
| Miller, Ralph R. | 4 |
| Vansteenwegen, Debora | 4 |
| Baxter, Douglas A. | 3 |
| Beckers, Tom | 3 |
| Bouton, Mark E. | 3 |
| Byrne, John H. | 3 |
| More ▼ | |
Publication Type
Education Level
Audience
| Practitioners | 5 |
| Teachers | 3 |
| Researchers | 2 |
| Students | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Cognitive Assessment System | 1 |
| Wechsler Adult Intelligence… | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Beckers, Tom; Miller, Ralph R.; De Houwer, Jan; Urushihara, Kouji – Journal of Experimental Psychology: General, 2006
Forward blocking is one of the best-documented phenomena in Pavlovian animal conditioning. According to contemporary associative learning theories, forward blocking arises directly from the hardwired basic learning rules that govern the acquisition or expression of associations. Contrary to this view, here the authors demonstrate that blocking in…
Descriptors: Animals, Inferences, Cognitive Processes, Classical Conditioning
Aonuma, Hitoshi; Mizunami, Makoto; Matsumoto, Yukihisa; Unoki, Sae – Learning & Memory, 2006
Cyclic AMP pathway plays an essential role in formation of long-term memory (LTM). In some species, the nitric oxide (NO)-cyclic GMP pathway has been found to act in parallel and complementary to the cAMP pathway for LTM formation. Here we describe a new role of the NO-cGMP pathway, namely, stimulation of the cAMP pathway to induce LTM. We have…
Descriptors: Long Term Memory, Classical Conditioning, Entomology, Biochemistry
Kehoe, E. James – Learning & Memory, 2006
The rabbit nictitating membrane (NM) response underwent successive stages of acquisition and extinction training in both delay (Experiment 1) and trace (Experiment 2) classical conditioning. In both cases, successive acquisitions became progressively faster, although the largest, most reliable acceleration occurred between the first and second…
Descriptors: Classical Conditioning, Animals, Responses, Brain
Capaldi, E. J.; Martins, Ana; Miller, Ronald M. – Learning and Motivation, 2007
Rats in a Pavlovian situation were trained under three different reward schedules, at either a 30 s or a 90 s intertrial interval (ITI): Consistent reward (C), 50% irregular reward (I), and single alternation of reward and nonrewarded trials (SA). Activity was recorded to the conditioned stimulus (CS) and in all 10 s bins in each ITI except the…
Descriptors: Rewards, Intervals, Cues, Classical Conditioning
Kruglanski, Arie W.; Dechesne, Mark – Psychological Bulletin, 2006
The authors comment on B. Gawronski and G. V. Bodenhausen's (2006; see record 2006-10465-003) associative-propositional evaluation model of implicit and explicit attitudes by examining the claims that (a) truth value is attached to propositions but not to associations; (b) pattern activation is qualitatively different from syllogistic structure of…
Descriptors: Criticism, Attitudes, Evaluation, Classical Conditioning
Silva, Maria Teresa Araujo; Goncalves, Fabio Leyser; Garcia-Mijares, Miriam – Behavior Analyst, 2007
When neural events are analyzed as stimuli and responses, functional relations among them and among overt stimuli and responses can be unveiled. The integration of neuroscience and the experimental analysis of behavior is beginning to provide empirical evidence of involvement of neural events in the three-term contingency relating discriminative…
Descriptors: Stimuli, Stimulation, Neurology, Responses
Hoffman, Aaron B.; Murphy, Gregory L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2006
Three experiments compared the learning of lower-dimensional family resemblance categories (4 dimensions) with the learning of higher-dimensional ones (8 dimensions). Category-learning models incorporating error-driven learning, hypothesis testing, or limited capacity attention predict that additional dimensions should either increase learning…
Descriptors: Experiments, Classical Conditioning, Probability, Comparative Analysis
Harris, Justin A. – Psychological Review, 2006
This article reviews evidence and theories concerning the nature of stimulus representations in Pavlovian conditioning. It focuses on the elemental approach developed in stimulus sampling theory (R. C. Atkinson & W. K. Estes, 1963; R. R. Bush & F. Mosteller, 1951b) and extended by I. P. L. McLaren and N. J. Mackintosh (2000, 2002) and contrasts…
Descriptors: Stimuli, Associative Learning, Theories, Classical Conditioning
Amundson, Jeffrey C.; Miller, Ralph R. – Learning and Motivation, 2007
Two lick suppression studies were conducted with water-deprived rats to investigate the influence of spatial similarity in cue interaction. Experiment 1 assessed the influence of similarity of the spatial origin of competing cues in a blocking procedure. Greater blocking was observed in the condition in which the auditory blocking cue and the…
Descriptors: Inhibition, Spatial Ability, Cues, Competition
Garcia-Retamero, Rocio; Hoffrage, Ulrich; Dieckmann, Anja; Ramos, Manuel – Learning and Motivation, 2007
Three experiments investigated whether participants used Take The Best (TTB) Configural, a fast and frugal heuristic that processes configurations of cues when making inferences concerning which of two alternatives has a higher criterion value. Participants were presented with a compound cue that was nonlinearly separable from its elements. The…
Descriptors: Inferences, Cues, Causal Models, Heuristics
McKinney, Brandon C.; Murphy, Geoffrey G. – Learning & Memory, 2006
Using pharmacological techniques, it has been demonstrated that both consolidation and extinction of Pavlovian fear conditioning are dependent to some extent upon L-type voltage-gated calcium channels (LVGCCs). Although these studies have successfully implicated LVGCCs in Pavlovian fear conditioning, they do not provide information about the…
Descriptors: Classical Conditioning, Fear, Pharmacology, Genetics
Thompson, Laura; Wright, William G.; Hoover, Brian A.; Nguyen, Hoang – Learning & Memory, 2006
Much recent research on mechanisms of learning and memory focuses on the role of heterosynaptic neuromodulatory signaling. Such neuromodulation appears to stabilize Hebbian synaptic changes underlying associative learning, thereby extending memory. Previous comparisons of three related sea-hares (Mollusca, Opisthobranchia) uncovered interspecific…
Descriptors: Classical Conditioning, Memory, Associative Learning, Correlation
Troisi, Joseph R., II – Psychological Record, 2006
To date, only 1 study has evaluated the impact of a Pavlovian drug conditional stimulus (CS) on operant responding. A within-subject operant 1-lever go/no-go (across sessions) design was used to evaluate the impact of Pavlovian contingencies on the discriminative stimulus effects of nicotine (0.4 mg/kg) and ethanol (800 mg/kg) in male Sprague…
Descriptors: Training, Reinforcement, Classical Conditioning, Behavior Modification
Diegelmann, Soeren; Zars, Melissa; Zars, Troy – Learning & Memory, 2006
Memories can have different strengths, largely dependent on the intensity of reinforcers encountered. The relationship between reinforcement and memory strength is evident in asymptotic memory curves, with the level of the asymptote related to the intensity of the reinforcer. Although this is likely a fundamental property of memory formation,…
Descriptors: Reinforcement, Models, Memory, Memorization
Peer reviewedPapini, Mauricio R.; Bitterman, M. E. – Psychological Review, 1990
Early experiments suggesting that classical conditioning depends on the contingency between conditioned stimulus (CS) and the unconditioned stimulus (US) are reconsidered along with later evidence that shows conditioning of the CS and its context in random training. CS-US contingency is neither necessary nor sufficient for conditioning. (SLD)
Descriptors: Classical Conditioning, Responses, Stimuli, Training

Direct link
