Conditioned behavior of isolated and grouped cockroaches on a simple maze.

Gates, M. F.; Allee, W. C.

doi:10.1037/h0073695

Cited by 42 publications

(30 citation statements)

References 5 publications

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“…number performing the task has also been observed in such diverse forms as cockroaches tPeriplaneta americana) (Gates & Allee, 1933) and shell parakeets (Melopsittacus undulatus) (Allee & Masure, 1936). In both of these studies, the decrease in performance was attributed to the distractive influence of aggression as the number of individuals performing the task increased.…”

mentioning

confidence: 72%

Effect of group size on avoidance learning in zebra fish,Brachydanio rerio (Pisces: Cyprinidae)

Gleason

Weber

1977

Animal Learning & Behavior

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The purpose of this study was to investigate the effect of density of fish on the rate of avoidance learning in a schooling fish. Naive adult zebra fish (Brachydanio rerio) were trained in a two-way aquatic shuttlebox, in Isolation, in groups of two, or in groups of five. The number of trials to reach progressively more exacting levels of performance (I, 2, 3, ... ,9 consecutive correct avoidance responses on 2 successive days), was used to quantify the rate of learning for individuals in the three groups. Using this measure, individuals in groups of five reached any given level of performance in fewer trials than individuals tested alone, which in turn reached the progressive criteria in fewer trials than individuals tested in pairs. In addition, the mean latency of response to the conditioned stimulus for individuals in groups of five was significantly lower than for individuals tested alone or in groups of two by Day 3 of the experiment. The rate of learning in zebra fish schools at these densities may be due to either a balance between imitation learning and conflict-inhibition among the fish or the elicitation of different behavioral responses by shock, depending upon environmental stimuli.

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confidence: 72%

Effect of group size on avoidance learning in zebra fish,Brachydanio rerio (Pisces: Cyprinidae)

Gleason

Weber

1977

Animal Learning & Behavior

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“…The generalization which organizes these results is that the presence of others, as spectators or as coactors, enhances the emission of domi- 16 nant responses. We also know from extensive research literature that arousal, activation, or drive all have as a consequence the enhancement of dominant responses (22).…”

Section: The Presence Of Others As a Source Of Arousalmentioning

confidence: 85%

“…The latency period for ants in groups of two was only 28 minutes. The effects observed by Chen were limited to the immedi- 16 …”

Section: Perhaps the Most Dramatic Effect Of Co-action Is Reported Bymentioning

confidence: 99%

Social Facilitation

Zajonc

1965

Science

2,822

1,648

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ple phosphorylation to oxidation. The requirement for a phospholipid for this activity may represent an intermediate step between reactions mediated by soluble enzymes and those mediated by, and dependent on, highly organized structures like the mitochondrion. Further study with the "soluble system" may provide an understanding of the mechanism of oxidative phosphorylation and of the broader question of enzyme interaction in complex structures. . 74, 319 (1959); T. Yamanaka, ple phosphorylation to oxidation. The requirement for a phospholipid for this activity may represent an intermediate step between reactions mediated by soluble enzymes and those mediated by, and dependent on, highly organized structures like the mitochondrion. Further study with the "soluble system" may provide an understanding of the mechanism of oxidative phosphorylation and of the broader question of enzyme interaction in complex structures.

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“…Other studies have reported that speed of running or swimming decreases across trials (e.g., Drew, 1939;Hill & Spear, 1962;Jensen & Cotton, 1960;Muntz, 1963;Renner, 1963). Still others have reported that speed increases (e.g., Gates & Allee, 1933;Melgren, 1972;Morgan & Fields, 1938;Tsang, 1938). The number of errors has also been found to increase (e.g., Tsang, 1938) or decrease across trials (e.g., Gates & Allee, 1933).…”

Section: Maze and Alley Studiesmentioning

confidence: 97%

Responding Changes Systematically Within Sessions During Conditioning Procedures

McSweeney

Roll

1993

J Exper Analysis Behavior

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When the procedure is held constant within an experimental session, responding often changes systematically within that session. Many of these within-session changes in responding cannot be dismissed as learning curves or by-products of satiation. They have been observed in studies of positive reinforcement, avoidance, punishment, extinction, discrimination, delayed matching to sample, concept formation, maze and alley running, and laboratory analogues of foraging, as well as in the unconditioned substrates of conditioned behavior. When aversive stimuli are used, responding usually increases early in the session. When positive reinforcers are used, responding changes in a variety of ways, including increasing, decreasing, and bitonic functions. Both strong and minimal reinforcement procedures produce within-session decreases in positively reinforced behavior. Within-session changes in responding have substantial theoretical and methodological implications for research in conditioning.

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Conditioned behavior of isolated and grouped cockroaches on a simple maze.

Cited by 42 publications

References 5 publications

Effect of group size on avoidance learning in zebra fish,Brachydanio rerio (Pisces: Cyprinidae)

Effect of group size on avoidance learning in zebra fish,Brachydanio rerio (Pisces: Cyprinidae)

Social Facilitation

Responding Changes Systematically Within Sessions During Conditioning Procedures

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