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Changes In Eeg, Temperature, And Behavior As A Function Of Prolonged Sleep Deprivation, G. Vernon Pegram Jr

Psychology ETDs

An experiment using 6 Macaca mulatta monkeys was conducted to determine the physiological and behavioral changes concomitant with 176 hours of sleep deprivation. The physiological changes were observed by recording EEG and cortical brain temperature continuously throughout 5 days of baseline, 8 days of deprivation and 8 days of recovery. Primarily behavioral changes were observed by performance on a delayed matched-to-sample task during which the Ss worked for food pellets. The rhesus has a definite stage 4 and PS recovery which was apparently critical in counteracting the stress of sleep deprivation. Further a stage 2 recovery was observed that had …

The Interaction Of External And Mediating Cues As A Function Of Type Of Stimulus Pretraining And Intralist Stimulus Similarity, David M. Del Castillo

Psychology ETDs

This experiment was design0d to test two implications derived from the hypotheses of acquired distinctiveness and equivalence of cues, and to determine the way in which similarity among external stimuli and distinctive vs. common mediating cues, interact to affect the learned distinctiveness or equivalence of cues. It was predicted from the acquired distinctiveness hypotheses that relative]y greater positive transfer would result when distinctive mediating responses were attached to highly similar stimuli than when these same responses were attached to stimuli that were initially low in similarity. A parallel prediction, derived from the acquired equivalence hypothesis, was that negative transfer would …

Input And Output Speed Components Of Learning-To-Learn, Jon G. Rogers

Psychology ETDs

Input and output speed were investigated to determine if they were components of learning-to-learn. The major criterion used to distinguish learning-to-learn from warm-up has generally (e.g. Hamilton, 1950) been the temporal persistence of learning-to-learn phenomena.

Sixteen paired-associate practice lists consisting of high frequency words were presented for two trials to four acquisition groups in two sessions a day apart. Each acquisition group received input at either a fast (2 sec.) or slow (5 sec.) rate. Input speed (i.e., study interval) was the time the stimulus-response unit appeared. Subjects were required to respond to a light occurring at either a fast …

The Effect Of Associative Factors On Generalization Gradients In Shape Recognition, Robert L. Feuge

Psychology ETDs

It is generally observed that positive transfer will ensue from an A-B, A-C paradigm, provided the responses, B and C, are sufficiently different so as to minimize interlist confusion (Arnoult, 1957; Ellis, 1965). This paradigm, known as the "stimulus predifferentiation paradigm", produces positive transfer presumably because pretraining on relevant stimuli (A) differentiates the stimuli, making them less "confusing" or more "distinctive". This enhanced distinctiveness increases the ease with which new responses may be attached to the stimuli.