US inflation with trace and simultaneous fear conditioning

Two experiments with rat subjects in a conditioned punishment paradigm are reported. These experiments attempted to determine if the events entering into association with the CS following conditioning with informative (forward) and noninformative (simultaneous) CSs were comparable. In Experiment 1, exposure to intense shock alone following trace (ISI = 10 sec) conditioning with moderate shock enhanced the suppressive effects of a 2-sec CS. A similar manipulation following explicitly unpaired CS-US presentations (ISI = 2 min) had no effect. These data were taken as evidence that the CS and US were associated during trace conditioning. Experiment 2 showed that exposure to intense shock following simultaneous conditioning also enhanced suppression to the CS. These results suggested that simultaneous and forward conditioning procedures yield similar forms of associative learning.     

Personality structure,instructional outcomes,and instructional preferences

Four instructional treatments differing in structure and student responsibility were used with 60 abstractthinking and 60 concrete-thinking students. As predicted, abstract students preferred those treatments with less structure and more responsibility; however, abstract and concrete students showed similar achievement levels as a result, of each treatment. The differentiated outcomes hypothesis is offered to account for the findings.

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Résumé Quatre méthodes de traitement pédagogique de structure et de responsabilité des étudiants ont été employées avec 60 étudiants pensant abstraitement et 60 étudiants pensant de manière concrète. Ainsi que prévu, les étudiants pensant abstraitement préféraient les méthodes ayant moins de structure et plus de responsabilité. Les deux catégories d'étudiants ont toutefois obtenu des niveaux d'accomplissement pareils avec chaque méthode de traitement. L'hypothèse des aboutissements différenciés est offerte comme explication des conclusions.

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This study was based in part on the doctoral dissertation of the junior author. The authors would like to thank the students and staff of the County College of Morris, Morristown, N.J., for their cooperation.