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Biomedical subjects

A Montare

Publications and source records attributed to A Montare.

10 recordsLinked to original sources
PubMed1992

Conditioning reaction time: evidence for a process of conditioned automatization.

The classical conditioning of the standard, simple reaction time (RT) in 140 college men and women is described. Consequent to an anticipatory instructed conditioning procedure, two experimental and two control groups acquired voluntary, controlled US(light)-URTR (unconditioned reaction-time response) associations which then served as the foundation for subsequent classical conditioning when a novel CS (auditory click) was simultaneously paired with the US. Conditioned reaction-time responses (CRTRs) occurred significantly more often during test trials in the two experimental groups than in the two control groups. Statistical and introspective findings support the notion that observed CRTRs may be products of cognitively unconscious conditioned automatization whereby the conditioning of relatively slow, voluntary, and controlled US-URTR associations leads to the acquisition of relatively fast, involuntary, and automatic CS-CRTR associations.

Adult↗
PubMed1988

Further learning effects of knowledge of results upon time estimation.

College students of both sexes served as their own controls to test four hypotheses in each of three experiments designed to assess effects of knowledge of results (KR) as verbal information correct to the nearest .01 sec. on time estimations. Analysis indicated that (1) KR significantly increased the mean accuracy of time estimations obtained by the methods of production and estimation but not by the method of reproduction, (2) that KR significantly decreased the variance of the time estimations in all three experiments, (3) that in all three experiments after KR underestimators significantly increased their mean time estimates whereas overestimators significantly decreased their mean time estimations, and (4) that no significant sex differences were present. Notions of excitation and inhibition as intervening variables and of the Pavlovian first- and second-signalling systems were employed in tentative explanations.

Adult↗
PubMed1988

Classical conditioning of beginning reading responses.

The present study describes the first demonstration that laboratory-controlled experimental procedures can lead to the successful acquisition and subsequent retention of classically conditioned beginning reading responses (CCBRRs) in children of both sexes and mean age of 4 yr. Anticipatory instructions combined with higher-order classical conditioning temporally arranged into a trace conditioning paradigm presented for 10 trials for each response to be learned led to beginning reading responses being successfully acquired by 20 children during 95% of the 2,220 total acquisition learning trials and subsequently correctly recalled on 114 of the 222 retention test trials. Findings support the view that perhaps the relatively sudden and sustained acquisition learning curves for reading responses on the second-signalling-system level of behavior in the present study may be quite different from the relatively slow and incremental learning curves usually obtained in classical conditioning of the autonomic type which occur on the first-signalling-system level.

Age Factors↗
PubMed1985

Learning effects of knowledge of results upon time estimation.

College students of both sexes served as their own controls to test three hypotheses in each of two separate experiments designed to assess the learning effects of knowledge of results upon time estimation. The results indicated that (1) knowledge of results in the form of feedback to the nearest hundredth of a second significantly increased the mean accuracy of time estimations obtained by the method of production, (2) that knowledge of results significantly decreased the variance of the time estimations, and (3) that sex difference as a main effect was not significant in either experiment. A major conclusion of the present study was that variance represents an authentic and independent measure of learning.

Adolescent↗
PubMed1983

Temporal correlates of discrimination learning.

The relationship between human temporal behavior and learning was investigated by means of an experimental design which measured temporal behavior using the methods of reproduction and production as possible correlates for a complex-form of discrimination-reversal learning. The results indicated that the method of reproduction is a temporal correlate of original learning and that the method of production is a temporal correlate of reversal learning. The theoretical explanations proposed for these results employed the mechanisms of conditioning, extinction, and stimulus generalization, the intervening variables of excitation and inhibition and the Pavlovian levels of behavioral organization of the first and second signalling systems.

Adult↗
PubMed1980

Aggression and paternal absence: racial-ethnic differences among inner-city boys.

Aggression scores were obtained for 132 preadolescent inner-city males to test the hypothesis that paternal absence may differentially influence aggressive behavior. A statistically significant, two-way race by paternal absence interaction (p less than .01) indicated that, when compared to their racial-ethnic counterparts living with both parents, father-absent Puerto Ricans were equally as aggressive, father-absent blacks were less aggressive, and father-absent whites were more aggressive. Tentative interpretations of these findings were developed with a view to the demographic realities of an American inner-city.

Adolescent↗
PubMed1979

Aggression and family size.

The aggression displayed under controlled conditions by 56 inner-city Hispanic boys ages 7-8 was measured to test the hypothesis that S s from large families will display less antisocial aggression than S s from small families. The results indicate that aggression and family size were related in a linear manner: decreasing aggression was linked to increasing family size. These behavioral results may be, in part, the result of increased accelerated development of social skills within children living in large families.

Aggression↗
PubMedDate not supplied

Human temporal behavior and discrimination-reversal learning.

The present study demonstrates that a relationship exists between individual differences in temporal behavior and individual differences in human discrimination-reversal learning behavior. When the results of performance on a time-estimation task employing the method of reproduction are compared with the results of acquisition performance on a complex form of discrimination-reversal learning task is can be demonstrated that underestimation of time is associated with faster learning and overestimation of time is associated with slower learning of the discrimination task. The experimental design was based on the historical fact that the Sechenov-Pavlov and Spence-Hull formulations assigned a primary role in learning to excitation and inhibition as intervening variables between the input of stimulation and output of response. The present study also used the tasks of time estimation and discrimination learning as dependent variables; and the concept that underestimation of time is associated with and underlying predominance of excitatory processes as a hypothetical construct. The conclusion was reached that one of the many theoretical processes which may be used to explain discrimination learning is the concept that acquisition of the correct response may be viewed as a function of the individual rates at which excitatory processes come to be conditioned to a predominance over existing inhibitory processes.

Adult↗