Verbal discrimination learning theory and differential eyelid conditioning to related words at three interstimulus intervals

Learning-dependent timing of Pavlovian eyelid responses: differential conditioning using multiple interstimulus intervals.

This study demonstrates that individual animals can concurrently acquire differently timed conditioned eyelid responses using a differential conditioning procedure in which distinctive conditioned stimuli (CSs) are individually paired with an unconditioned stimulus, with each using a different interstimulus interval (ISI). This promotes robust conditioning, and the timing of the conditioned res...

Discrimination learning in a verbal conditioning situation.

A developmental comparison of trace and delay eyeblink conditioning in rats using matching interstimulus intervals.

The effects of conditioning paradigm and interstimulus interval (ISI) were evaluated in this study of the development of associative learning in rats. The acquisition of classical eyeblink conditioning (EBC) was examined in two paradigms (trace vs. delay), with three different ISIs (short, medium, or long) at two ages (postnatal Days 21-23 or 29-31). These data provide the first parametric anal...

Interstimulus intervals for skin conductance response measurement.

This study examined, using the Concealed Information paradigm, whether interstimulus intervals (ISI) typically used for electrodermal measurement can be shortened. An ISI ranging from 16 s to 24 s (with a mean of 20 s) was compared with an ISI shortened by 50% using a within-participants design. It was demonstrated that this shortening had no effect on the differential skin conductance response...

Verbal learning and aging: combined effects of irrelevant speech, interstimulus interval, and education.

Older or lower educated individuals may be less able than younger or higher educated individuals to inhibit irrelevant speech when learning new visual information. In Experiment 1, we investigated the effects of age (four groups), educational attainment (low or high), and verbal noise (spoken words or silence) on word-learning performance in 230 individuals aged 24 to 76 years. Performance was ...