The Effects of Pretraining and Avoidance Training Shock Intensity on Learned Helplessness

1975 ◽  
Author(s):  
Paul A. Gade
1983 ◽  
Vol 108 (1) ◽  
pp. 97-101 ◽  
Author(s):  
Susan M. Nash ◽  
Sheena L. Martinez ◽  
Michael M. Dudeck ◽  
Stephen F. Davis

1964 ◽  
Vol 15 (3) ◽  
pp. 775-783 ◽  
Author(s):  
Walter B. Essman ◽  
Frederick N. Sudak

Two experiments were designed to investigate shock intensity (current level), and shock duration as variables in the conditioning of an avoidance response in rats with a single training trial. In Exp. 3, a fixed current and duration were used and the resistance of the established conditioned response to extinction was determined. A grid scrambled 3-ma., 1-sec. shock applied to the four paws as a reinforcement was found to be most efficient in producing a high incidence and magnitude of conditioned avoidance. Training-testing intervals of 1 and 24 hr. yielded comparable results. Increasing the duration of a 3-ma. shock reinforcement increased the resistance of the CR to extinction.


1978 ◽  
Vol 6 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Robert A. Rosellini ◽  
Martin E. P. Seligman

Author(s):  
Pieter Van Dessel ◽  
Jan De Houwer ◽  
Anne Gast ◽  
Colin Tucker Smith

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.


1975 ◽  
Author(s):  
Larry A. Engberg ◽  
Martin I. Golding ◽  
Joseph R. Volpicelli
Keyword(s):  

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