A comparison of the effects of ECS and anesthesia on acquisition of the maze habit.

Leukel, Francis

doi:10.1037/h0045700

Cited by 52 publications

(23 citation statements)

References 7 publications

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“…Thus, learning in rats is impaired by post-trial administration of noxious stimuli such as electroconvulsive and insulin shocks (Duncan, 1945;Duncan, 1949;Herman and Riess, 1942), hypoxia (Thomp soni and Pryer, 1956) and some depressant drugs (Leukel, 1957). Additional support is given by studies indicating that strychnine administered as long as 15 minutes after training trials facilitates learning, whereas injections 30 or 90 minutes after the trials is without effect (McGaugh et al, 1962).…”

Section: Discussionmentioning

confidence: 64%

Effects of Strychnine and Cannabis Sativa (Marihuana) on the Nucleic Acid Content in Brain of the Rat

Carlini¹,

Carlini²

1965

Pharmacology

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Section: Discussionmentioning

confidence: 64%

Effects of Strychnine and Cannabis Sativa (Marihuana) on the Nucleic Acid Content in Brain of the Rat

Carlini¹,

Carlini²

1965

Pharmacology

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“…Distributed practice is thought to be more effective than massed practice because it allows the perseverative activity to proceed uninterrupted toward maximal consolidation, whereas the temporally crowded massed practice learning trial tends to induce interference among the perseverating neural processes and so inhibit proper consolidation. Evidence that retention depends upon such perseverating processes has been derived from studies showing that interference in the form of electric shock or depressant drugs administered immediately or shortly after the learning trial causes loss of memory of the training trial, although similar treatment administered a longer time after the learning trial fails to affect learning (Leukel, 1957;Thomson, McGaugh, Smith, Hudspeth, & Westbrook, 1961;Pearlman, Sharpless, & Jarvik, 1961).…”

Section: Massed Us Distributed Practicementioning

confidence: 99%

ABILITY TO AUTOMATIZE AND AUTOMATIZATION COGNITIVE STYLE: A VALIDATION STUDY Monograph Supplement 2-V23

Broverman¹,

Broverman²,

Klaiber³

1966

Perceptual and Motor Skills

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An index of automatization ability was constructed by assuming that ( I ) the response rate to repeated common stimuli reflects, in part, the ability to benefit from past practice and ( 2 ) such response rates should be corrected for general abiliry level. The relat~onship of such an index to mastery of a novel task was examined. Fifty male Ss were first given distributed and then massed practice trials on a coded additions cask. A second sample of 30 Ss was given twice the number of distributed practice trials followed by massed practice. In both samples, the automatization index related to performances under massed bur not distributed practice. The results were discussed in the context of physiological differences previously found related to the automatization index.Automatized behaviors are behaviors which have been so well practiced and overlearned that a minimum of conscious effort is required for their successful, efficient execution. Such behaviors include the bulk of everyday activities, e.g., maintaining one's balance, walking, writing, reading, talking, maintaining perceptual constancies, etc.The phenomenon of automatization was reported by the introspectionists who while studying attention processes noticed that the act of performing a task tended to fade from consciousness as learning accrued with practice (Ach, 1905).The amounts of physical and mental effort as well as the amount of time required to perform tasks were also noted to diminish as non-essential parts of the task performance disappeared with practice (Solomons, 1899; Thorndike, 1898). The tendency of practice to induce behavioral parsimony has been variously termed the "law of least effort," or "least action" and the "principle of maxima and minima" ( Adams, 1931 ) .The inuospectioniscs also noted that as a task became automatized it interferred less with the simultaneous performance of other tasks (James, 1909;Solomons, 1899). Ford ( 1929) interpreted this phenomenon with the teleological proposition that the function of learning is to reduce the amount of attention required for the performance of a given task in order to make more attentional energies available for the acquisition of new tasks or behaviors.

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“…is evidence that electroconvulsive shock (ECS), in addition to its retroactive effects, is capable of proactively influencing such behavior as maze learning (Leukel, 1957), active (Adams & Lewis, 1962;Vanderwolf, 1963) and passive (Poschel, 1957;Delprato, 1966) avoidance conditioning. Performance changes following ECS have frequently been explained in terms of competing response hypotheses, e.g., conditioned inhibition (Lewis & Maher, 1965), locomotor disinhibition (Vanderwolf, 1963), increaseQ aversiveness (Aron, Glick, & Jarvik, 1969).…”

Section: Therementioning

confidence: 99%

Electroconvulsive shock, stress, and avoidance conditioning

Darbellay

Winocur

1971

Psychon Sci

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A comparison of the effects of ECS and anesthesia on acquisition of the maze habit.

Cited by 52 publications

References 7 publications

Effects of Strychnine and Cannabis Sativa (Marihuana) on the Nucleic Acid Content in Brain of the Rat

Effects of Strychnine and Cannabis Sativa (Marihuana) on the Nucleic Acid Content in Brain of the Rat

ABILITY TO AUTOMATIZE AND AUTOMATIZATION COGNITIVE STYLE: A VALIDATION STUDY Monograph Supplement 2-V23

Electroconvulsive shock, stress, and avoidance conditioning

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