Frustration and persistence: Resistance to discrimination following prior experience with the discriminanda.

Amsel, Abram; Ward, Joseph S.

doi:10.1037/h0093879

Cited by 81 publications

(83 citation statements)

References 44 publications

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“…The consequence of daily presentation of interrupted drinking opportunities is, however, of some interest. If the interrupted drinking effect is attributable to frustration-produced drive, consecutive daily sessions might be expected to diminish the intensity of the effect (Amsel & Ward, 1965) as the anticipatory frustration response interferes increasingly with drinking. Frustration theory thus might predict that consecutive interrupted sessions would produce drinking that declines in volume on each successive day and approaches baseline levels.…”

Section: Experiments 5 Consecutive Interrupted Drinking Sessionsmentioning

confidence: 99%

Modulation of taste-induced drinking: The effects of concentration shifts and drinking interruptions

Rabiner

Kling

Spraguer

1988

Animal Learning & Behavior

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The drinking of saccharin solutions by nondeprived rats was found to increase on initial exposure as a function of daily sessions and not as a function of previous state of deprivation or vigor of drinking. Large and persisting positive and negative successive contrast effects followed a single shift in concentration. Forcing the drinking to occur in short bouts by withdrawing the drinking tube elevated total intake above the level established by the positive and negative contrasts. The drinking returned to baseline when uninterrupted drinking was permitted. Maximum drinking occurred with 10-and 20-min interruptions of 2-min drinking periods. Consecutive daily interrupted drinking sessions did not produce further increases in drinking, as might have been predicted by opponent process theory or by a classical conditioning interpretation. It was suggested that the persistence of the positive and negative contrasts was dependent on the limited past experience of the animals with the saccharin taste, and that the enhancement of drinking by interruption may depend on the increased excitement produced by drinking tube withdrawal and the reduction of the excitement by reintroduction of the tube.

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Section: Experiments 5 Consecutive Interrupted Drinking Sessionsmentioning

confidence: 99%

Modulation of taste-induced drinking: The effects of concentration shifts and drinking interruptions

Rabiner

Kling

Spraguer

1988

Animal Learning & Behavior

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“…Amsel (1965) and Spence (1960) have extended the concepts of conditioning theory to include frustrative-nonreward premises by assuming that: (a) the occurrence of nonreward when reward is anticipated leads to an "emotional" response, primary frustration, accompanied by a generalized drive increment; and (b) anticipatory frustration develops through the association of primary frustration with stimuli precedingnonreward. Anticipatory frustration presumably functions as a secondary source of drive (Brown, 1961).…”

Section: Discussionmentioning

confidence: 99%

Children’s reactions to nonreward: Partial vs continuous reinforcement using a within-subjects design

Semler

Pederson

1968

Psychon Sci

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A within-Ss design was used in which each of 40 first grade children made 20 instrumental lever pulling responses to each of two stimuli (S100 and S50)' All responses associated with S100 and 50% of the responses associated with S50 were reinforced. Faster lever movement speeds were found on S50 relative to S100 trials. Implications of frustration theory for these results were contrasted with similar findings in studies using a between-Ss design.

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“…It is possible that a difference in frustration in discrimination reversal learning (Amsel & Ward, 1965) is a factor in the difference between dominant and submissive rats. The purpose of the second experiment was to investigate whether or not the poorer performance of the dominant Ss is related to differences in response to absence of reward (frustration).…”

Section: Experiments IImentioning

confidence: 99%

Reversal of visual discrimination problem and differential frustration effects in dominant and submissive rats

Costanzo

Henke

Bosley

1975

Animal Learning & Behavior

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Two experiments are reported comparing performance in dominant and submissive rats as determined by a food-competition procedure. Ss in Experiment I were either trained to criterion or overtrained before being reversed on a visual discrimination task. Although the two groups did not differ significantly in learning the initial task, the dominant Ss were significantly slower on reversal than the submissives. Experiment II, which utilized a tandem runway, showed that when the reinforcer which maintained the running response was not available in the first goalbox, submissive rats responded with a greater increase in running speed in the second runway than dominant rats. These findings were discussed as reflecting motivational differences between dominant and submissive rats.There is considerable evidence that there are factors related to an organism's social rank which influence how it will perform in learning' situations. Compared to subordinates, dominant rabbits (Brown, 1937) and pigeons (Collins & Cavanaugh, 1970) have been shown to respond more vigorously in conditioning experiments, while dominant monkeys (Levine & Gordon, 1968) and mice (Hudgens & MacNeil, 1970) have been shown to be poorer in avoidance learning. It has also been shown that dominant monkeys have lower rates of operant responding than submissives (Bartlett & Meier, 1971). And dominant crayfish have been shown to have habit-reversal learning deficits in comparison with lower-ranked conspecifics (Costanzo, Rudolph, & Cox, 1972). The bases for these various relationships are not clear, and no data of this kind are available for the laboratory rat. EXPERIMENT IThis experiment was performed to determine whether the factor of dominance and submissiveness in rats affects performance in a visual, discrimination reversal task. A habit-reversal procedure was employed, since many of the factors affecting it have been defined. Such a procedure permits the observation not only of simple acquisition but also of reversal, where status-related factors may be of greater importance. A variation of such a procedure with socially ranked crayfish revealed differences only during reversal learning (Costanzo et al, 1972). Method SubjectsForty-eight experimentally naive male Wistar rats were *Now at St. Francis Xavier University, Antigonish, Nova Scotia.tNow at The Ohio State University, Columbus, Ohio.randomly paired at the age of 50 days. Each pair was housed in a single Wahmann rodent cage, and a 12-h day-night cycle was provided.Apparatus and Procedure Dominance Testing. One month after Ss were paired, they were fed powdered lab chow in Wahmann LC-306 feeding cups mounted in each cage's front wall. The cups permitted only one animal to feed at any time. Following 1 week of experience with the feeding cups, all pairs were placed on 23-h food deprivation. This maintenance schedule was in effect for the next week, and sbusequently the pairs were tested during food competition for 5 consecutive days. Each pair was tested during the initial 10 min of food competitio...

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Frustration and persistence: Resistance to discrimination following prior experience with the discriminanda.

Cited by 81 publications

References 44 publications

Modulation of taste-induced drinking: The effects of concentration shifts and drinking interruptions

Modulation of taste-induced drinking: The effects of concentration shifts and drinking interruptions

Children’s reactions to nonreward: Partial vs continuous reinforcement using a within-subjects design

Reversal of visual discrimination problem and differential frustration effects in dominant and submissive rats

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