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Dissertations / Theses on the topic 'Conditioned response'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Burns, Melissa Leah. "Effects of conditioned, unconditioned, and contextual stimuli on the direction of conditioned responding /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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2

Smith, Shawn Michael. "Postconditioning manipulation of context associative strength on conditioned responding in conditioned taste aversion." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4566.

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Thesis (M.A.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 27, 2007) Includes bibliographical references.

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3

Everly, Jeffrey. "Sensitivity to molar contingencies of food presentation." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3797.

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4

Kettering, Tracy Lynne. "A comparison of procedures for unpairing conditioned reflexive establishing operations." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217944623.

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5

Teer, Kerry. "Emergent untaught behaviour : stimulus equivalence and transitive inference in learning disabled and normally able people." Thesis, University of St Andrews, 1997. http://hdl.handle.net/10023/15134.

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The explanation of the emergence of untaught behaviour has been a topic of considerable interest in behaviour analysis. The experiments in this thesis were designed to examine some of the processes underlying these emergent relations. In doing this, two different paradigms were examined - stimulus equivalence and transitive inference. The experiments leading to a formal definition of equivalence relations are reported, and the demonstration of cognitive abilities with both humans and non-humans described. The explanations proposed for the basis of stimulus equivalence are discussed. Data from five experiments are then presented. Experiment 1 considered the role of naming in stimulus equivalence and Experiment 2 contrasted this performance with the establishment of transitive inference, both experiments being carried out with adults with learning disabilities as subjects. The results from these experiments suggested that while naming behaviour may help to establish emergent relations, it may not be the basis of stimulus equivalence, and that it may be possible to account for performance on both stimulus equivalence and transitive inference tests in terms of reinforcement contingencies. While subjects who display stimulus equivalence are likely to also display transitive inferences, the reverse relation may not be true. Experiments 3 and 4 examined the effects of a disruption of the baseline relations on performance on transitive inference and stimulus equivalence tasks. These experiments were both carried out with normally able adults, adults with learning disabilities, and normally developing young children. Experiment 5 was a replication of Experiment 4 with a tighter methodology and a larger number of subjects with learning disabilities. It is suggested that the results obtained in Experiments 4 and 5 can be explained by the development of contextual control of the equivalence relations. The results from these experiments suggested that the transitive inference and stimulus equivalence paradigms may respectively be concrete and abstract examples of more general emergent relations. These paradigms may also prove to be very useful teaching tools for helping to establish emergent relations.

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6

Lieving, Gregory A. "Acquisition of observing responses with delayed conditioned reinforcement." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=307.

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Thesis (M.A.)--West Virginia University, 1998.
Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. Includes abstract. Includes bibliographical references (p. 49-52).

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7

Stull, Anne K. "Conditional discrimination acquisition in young children : are the facilitative of naming due to stimulus discrimination? /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-3/stulla/annestull.pdf.

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8

Bell, Matthew Clay. "Response strength and resistance to change /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9732717.

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9

Cammilleri, Anthony Peter. "Second-Order Conditional Control of Members of an Equivalence Class." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278035/.

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The conditional control of equivalence has received much attention in the analysis of verbal behavior. While previous research identified conditional control of relational responding and conditional control of equivalence class formation, this study investigated the possibility of conditional control of members of an equivalence class. Following baseline conditional discrimination training and equivalence testing, subjects were taught to select a particular member in the presence of a Green background screen and another member in the presence of a Red background screen.

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10

Woodall, Anna. "Evaluative ratings in counter-conditioning and extinction /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19213.pdf.

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11

Stilwell, C. Dean. "Initial performance expectations, strength of those expectations, and social interaction behavior of subordinates : their effect on the development process in leader-member exchange theory." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/30248.

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12

Vieitez, Doreen E. "The efficacy of N-stage testing versus intermediate testing in the formation of equivalence classes of chemical elements." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917823.

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A set of stimuli comprises an equivalence class if the three relations of reflexivity, symmetry, and transitivity are present (Sidman & Tailby, 1982). Although behaviorological researchers have suggested that the training and testing sequence may affect equivalence class formation, this has not been studied directly. The purpose of this study was to investigate the efficacy of two different arrangements of training and testing on the formation of classes of equivalent stimuli. Five middle school students were taught eight conditional discriminations with four classes of stimuli, three stimuli per class (A1B1C1, A2B2C2, A3B3C3, and A4B4C4). A fifth class of stimuli, A5B5C5, was used as control stimuli. Experimental stimuli consisted of five chemical elements, with three attributes per element (name, symbol, and atomic number). The formation of three-member equivalence classes was evaluated by testing students for symmetrical and transitive conditional discriminations involved in the training relations. Two phase arrangements were used with each student. Phase Arrangement I (incorporating n-stage testing) was as follows: (a) AM; (b) B1C1; (c) A1B1 and B1C1 mixed together; (d) test (A1C1, C1A1, A5C5, and C5A5); (e) AM; (f) B2C2; (g) A2B2 and B2C2 mixed together; (h) test (A2C2, C2A2, A5C5, and C5A5); (i) AM, B1C1, AM, and B2C2 all mixed together; and (j) test (AlCl, C1A1, A2C2, C2A2, A5C5, and C5A5). Phase Arrangement II was similar, except that test phases (d) and (h) were eliminated. Stimulus classes A3B3C3 and A4B4C4 were arranged analogously to provide a counterbalanced design. One student performed equally well on equivalence tests with both phase arrangements. Two students performed slightly better on equivalence tests with intermediate testing. One student's performance on equivalence tests demonstrated no equivalence class formation with n-stage testing and much more accurate, although varied, responding with intermediate testing. A 5th student who did not meet the pretest requirements for the study was nevertheless allowed to complete the experimental tasks because his test results were unusual. His first test score was far below chance level, but scores improved with subsequent testing. The results suggest that an intermediate testing arrangement may decrease intersubject variability and, for some individuals, may improve equivalence test performance.
Department of Special Education

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13

Wirth, Oliver. "Symbolic behavior reorganizing and expanding stimulus classes through matching and naming /." Morgantown, W. Va. : [West Virginia University Libraries], 1998. http://etd.wvu.edu/templates/showETD.cfm?recnum=233.

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Thesis (Ph. D.)--West Virginia University, 1998.
Title from document title page. Document formatted into pages; contains ix, 122 p. : ill. Includes abstract. Includes bibliographical references (p. 112-117).

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14

Cusato, Brian Michael. "The role of species typical cues in sexual conditioning : analysis of potential adaptive specializations in learning /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3025210.

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15

Wade, Tammy R. "Effects of schedule segmentation on pausing and escape in the transitions between favorable and unfavorable schedules of reinforcement." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3383.

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Thesis (Ph. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains vii, 74 p. : ill. Includes abstract. Includes bibliographical references (p. 72-74).

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16

Myers, Todd M. "Limits of behavioral control by temporally extended response-reinforcer relations." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1354.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 85 p. : ill. Includes abstract. Includes bibliographical references (p. 80-85).

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17

Schafe, Glenn E. "Neuroanatomical substrates of conditioned taste aversion : forebrain-brainstem interactions /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9068.

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18

Long, Jessica B. "The behavioral functions of stimuli signaling transitions across rich and lean schedules of reinforcement." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4444.

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Thesis (M.S.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vi, 39 p. : ill. Includes abstract. Includes bibliographical references (p. 37-39).

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19

Cançado, Carlos Renato Xavier. "Resurgence of temporal patterns of responding." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11187.

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Thesis (M.S.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains vii, 67 p. : ill. Includes abstract. Includes bibliographical references (p. 59-64).

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20

Elcoro, Mirari. "Delayed disruption of temporally controlled behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5793.

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Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vi, 80 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 73-80).

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21

Aló, Raquel Moreira. "Effects of alternative-food sources on operant behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5810.

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Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains viii, 68 p. : ill. Includes abstract. Includes bibliographical references (p. 66-68).

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22

Hiroi, Noboru 1961. "A pharmacological and neuroanatomical investigation of the conditioned place preference produced by amphetamine /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74669.

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The present study investigated the neural mechanisms by which environmental stimuli guide conditioned behaviors in the amphetamine conditioned place preference (CPP) paradigm. Systemically injected D1 and D2 dopamine antagonists blocked both acquisition and expression of the CPP: the selective D1 antagonist more effectively blocked expression than the D2 antagonists. The site of action of the antagonists on expression was the nucleus accumbens. Systemically injected reserpine, but not intra-accumbens a-MPT microinjections, also blocked the expression of the amphetamine CPP. Pre-conditioning and post-conditioning electrolytic or excitotoxic lesions of the lateral amygdaloid nucleus impaired the CPP. It was concluded that the effect of conditioned incentive stimuli is mediated by a neural system which involves the reserpine-sensitive dopamine pool and the D1 dopamine receptor in the nucleus accumbens and the lateral amygdaloid nucleus.

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23

Cherryholmes, Lauren Ann Smith Richard G. "Immediate and subsequent effects of response-independent food delivery on problem behavior maintained by food." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6125.

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24

Jones, Dirk Andrew. "Functional neuroanatomy of blocking and inhibition of Pavlovian conditioning /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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25

Hayashi, Yusuke. "Conditioned reinforcing value of the sample stimulus and resistance to change of delayed matching-to-sample performance in pigeons." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10435.

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Thesis (Ph. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 80 p. : ill. Includes abstract. Includes bibliographical references (p. 73-80).

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26

Levine, Joshua A. Vaidya Manish. "An attempt to dissociate effects of response requirements and sample duration in conditional discrimination learning with pigeons." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10988.

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27

Slezak, Jonathan Michael. "Observing responses of chain-schedule stimuli and effects of [delta]-amphetamine and morphine." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/10860.

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Thesis (Ph. D.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains vi, 71 p. : ill. Includes abstract. Includes bibliographical references (p. 64-71).

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28

Holahan, Matthew R. "Memory modulation produced by post-training exposure to an aversive conditioned stimulus." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64370.pdf.

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29

Lieving, Gregory A. "Repeatability, recency, and response recovery an experimental analysis of resurgence /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1625.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 89 p. : ill. Includes abstract. Includes bibliographical references (p. 80-83).

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30

Weidemann, Gabrielle School Of Psychology UNSW. "Savings and recovery after extinction of a classically conditioned response in the rabbit." Awarded by:University of New South Wales. School Of Psychology, 2005. http://handle.unsw.edu.au/1959.4/20646.

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The experiments described in this thesis examined post-extinction recovery phenomena following classical conditioning in the rabbit. The first series of experiments examined the rate of reacquisition to the original conditioned stimulus (CS) and to a cross-modal CS following various amounts of extinction. In both the rabbit nictitating membrane (NM) preparation and rabbit heart rate (HR) conditioning, there was a graded reduction in the rate of reacquisition as a direct function of the number of extinction trials. In the rabbit NM preparation, there was also a graded reduction in the rate of acquisition to a cross-modal stimulus (CSB, e.g., light). However, concurrent recovery of responding to the original, extinguished stimulus (CSA, e.g., tone) during training with a novel, cross-modal stimulus (CSB, e.g., light), appeared uniformly robust even following extensive extinction. The second series of experiments examined the conditions necessary for concurrent recovery to occur in the rabbit NM preparation. The introduction of CSB-US pairings resulted in strong recovery of responding to CSA, while the reintroduction of the US alone failed to result in any discernable reinstatement of responding to CSA. Concurrent recovery was specific to the trained and extinguished CSA, with virtually no generalized responding to a novel cross-modal test stimulus (CSC). However, pretraining with CSB-US pairings significantly reduced the amount of recovery to CSA during subsequent CSB???US pairings. The third series of experiments revealed that concurrent recovery was specific to the extinguished stimulus (CSA) with only moderate generalization to other familiar but untrained stimuli in the same modality as CSA. Together these results indicate that concurrent recovery is not primarily the result of the unmasking of the original CSA-US association. Rather, concurrent recovery appears to be at least partially the result of learning-dependent generalization. However, in order for responding to CSB, to generalize to CSA, CSA must have been paired with the same US which is subsequently paired with CSB. Thus, the CSA-US association must be partially intact for concurrent recovery to occur. A layered network model with multiple hidden units is able to simulate rapid reacquisition, facilitated cross-modal acquisition and concurrent recovery.

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31

Lee, Jennifer Elizabeth. "Comparison of Auditory Thresholds Obtained with a Conditioned and an Unconditioned Response." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1325738685.

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32

Griffin, William C. "Prenatal stress alters fear-conditioned behaviors and the response to serotonergic drugs." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2171.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 150 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 131-150).

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33

Anderson, Richard L. "The Effects of Extinction on Human Performance Following Exposure to Fixed Ratio Schedules of Reinforcement." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2547/.

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This experiment examined the effects of extinction on rate of responding and several topographical and temporal measures in adult humans. Three college students were trained to type the sequence 1•5•3 on a numeric keypad on a computer. The subjects were exposed to different fixed-ratio schedules of reinforcement (FR1, FR 5, and FR10 respectively) and extinction. Subjects displayed typical schedule performances during the maintenance phase of the experiment. During extinction the performances were disrupted, they showed a "break and run" pattern and a general decrease in responding. Also, new topographical and temporal patterns emerged. These data are consistent with those reported for non-human species and special human populations.

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34

Farmer, Steven Marvin. "Strategies in upward influence : antecedents of upward influence styles and the impact of attributions for failure." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/29577.

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35

Walton, Jaima Elizabeth. "Reducing Implicit Racial Attitudes in Children: Evaluating the Effectiveness of an Evaluative Conditioning Procedure." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395308794.

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36

Lieving, Lori M. "Effects of intertrial interval and d-amphetamine on temporally organized behavior of pigeons." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2418.

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Thesis (M.A.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vii, 54 p. : ill. Includes abstract. Includes bibliographical references (p. 51-54).

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37

Duva, Christopher Adam. "The effect of partial hepatectomy on the strength of a conditioned taste aversion: A parametric study." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/465.

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38

Lieving, Lori M. "Temporal control and response strength in a free-operant psychophysical procedure." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3102.

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Thesis (Ph. D.)--West Virginia University, 2003.
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39

Da, Silva Stephanie P. "Say-do correspondence effects of reinforcer magnitude, response requirements, and prior experience on choices /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2882.

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Thesis (Ph. D.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vii, 98 p. : ill. Includes abstract. Includes bibliographical references (p. 88-98).

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40

Flesher, Mary Melissa. "Acetylcholine levels in the prefrontal cortex and hippocampus during trace and delay conditioning." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3370.

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41

Foreman, Anne M. "Negative reinforcement by timeout from avoidance the roles of shock-frequency reduction and response-effort reduction /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10343.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 32 p. : ill. Includes abstract. Includes bibliographical references (p. 30-32).

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42

Packer, Robert R. "The effect of d-amphetamine on habituation of schedule controlled operant behavior." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Summer2008/r_packer_070808.pdf.

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43

Adams, Susan Miller. "Performance feedback giving in formal learning situations : the effects of affective, cognitive, and situational influences." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28860.

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Wiediger, Roberta V. "The role of the hippocampus and matrix metaloproteinases on habituation of the head-shake response task/classical conditioning paradigm." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/r_wiediger_012209.pdf.

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Elliott, Emily M. "Developmental differences in the effects of distracting sounds on performance /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012965.

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46

Bruner, Natalie R. "Effects of prenatal stress on lever-press acquisition, delay discounting, and ethanol self-administration in rats." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/10882.

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Thesis (Ph. D.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains vi, 67 p. : ill. Includes abstract. Includes bibliographical references (p. 59-67).

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47

Martin, Tiffani L. Vaidya Manish. "Does stimulus complexity affect acquisition of conditional discriminations and the emergence of derived relations?" [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12160.

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48

Kluge, Silvia von. "The effect of locus of conditioning on the taste potentiation of non-gustatory food cues." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/223.

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49

Levine, Joshua. "An Attempt to Dissociate Effects of Response Requirements and Sample Duration in Conditional Discrimination Learning with Pigeons." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10988/.

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Attempts to control various aspects of response requirements and sample viewing durations of sample stimuli show that an increase in both facilitates acquisition of conditional discriminations. Despite these attempts, few empirical data exist that demonstrate the relative contributions of both response- and time-dependent schedules. In addition, viewing opportunities of sample stimuli are present outside of the researchers' control, allowing for 'unauthorized sample viewing.' This study employed a titrating delay matching-to-sample procedure to systematically control various aspects of response requirements and sample viewing durations to independently assess their relative contributions towards conditional discrimination performance. Four pigeons worked on a titrating delay matching-to-sample procedure in which the delay between sample offset and comparison onset continuously adjusted as a function of the accuracy of the pigeons' choices. Results show sample viewing durations contribute most toward conditional discrimination performance. The data show 'unauthorized sample viewing' improved acquisition of conditional discriminations and should be a consideration in design of future research.

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50

Pruitt, Douglas L. "The effects of dopamine D1 and D2 antagonists on cocaine-induced CPP in preweanling rats." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/920.

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The effects of dopamine D1 and D2 antagonists on conditioned place preference (CPP) and locomotor activity were assessed. A total of three experiments were conducted. In each experiment there were two conditioning days followed by a test day. The results indicate that DA D1 and D2 receptors have distictly different roles in the mediation of behavior.

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