Results for ' T mazes'

954 found
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  1.  37
    T maze reversal learning after several different overtraining procedures.Winfred F. Hill, Norman E. Spear & Keith N. Clayton - 1962 - Journal of Experimental Psychology 64 (5):533.
  2.  59
    Spatial learning in the T-maze: the influence of direction, turn, and food location.Hugh C. Blodgett, Kenneth McCutchan & Ravenna Mathews - 1949 - Journal of Experimental Psychology 39 (6):800.
  3.  45
    Retention of T-maze learning after varying intervals following partial and continuous reinforcement.Winfred F. Hill, John W. Cotton, Norman E. Spear & Carl P. Duncan - 1969 - Journal of Experimental Psychology 79 (3p1):584.
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  4.  29
    The retention and recognition of patterns in maze learning.T. C. Scott - 1930 - Journal of Experimental Psychology 13 (2):164.
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  5.  20
    Discrimination learning in the T-maze based on the secondary reinforcing effects of shock termination.W. P. Bellingham, L. H. Storlien & R. J. Stebulis - 1975 - Bulletin of the Psychonomic Society 5 (4):327-328.
  6.  40
    T-maze reversal following differential endbox placement.James R. Ison & David Birch - 1961 - Journal of Experimental Psychology 62 (2):200.
  7.  69
    Studies in cross education. I. Mirror tracing the star-shaped maze.T. W. Cook - 1933 - Journal of Experimental Psychology 16 (1):144.
  8.  28
    The one-error-per-trial method of maze learning: how affected by instructions.T. C. Scott - 1938 - Journal of Experimental Psychology 23 (1):80.
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  9.  31
    Whole versus part learning the spider maze.T. W. Cook - 1937 - Journal of Experimental Psychology 20 (5):477.
  10. Spatial-learning in the pigeon-an operant analog of the radial-arm Maze.T. R. Zentall, J. N. Steirn & P. Jacksonsmith - 1987 - Bulletin of the Psychonomic Society 25 (5):341-341.
  11.  45
    Studies in cross education: II. Further experiments in mirror tracing the star-shaped maze.T. W. Cook - 1933 - Journal of Experimental Psychology 16 (5):679.
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  12.  30
    Repetitive pattern in whole and part learning the spider maze.T. W. Cook - 1939 - Journal of Experimental Psychology 24 (5):530.
  13.  59
    Place versus response learning in the simple T-maze.Hugh C. Blodgett & Kenneth McCutchan - 1947 - Journal of Experimental Psychology 37 (5):412.
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  14.  48
    The effect of differential non-reinforcement of the incorrect response on the learning of the correct response in the simple T-maze.M. Ray Denny & Morton D. Dunham - 1951 - Journal of Experimental Psychology 41 (5):382.
  15.  36
    Supplementary report: Alternation in a T maze with habit held constant.Merrell E. Thompson & Edward J. Martin - 1961 - Journal of Experimental Psychology 62 (6):629.
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  16.  33
    Replication report: Latent learning in a T maze after shock in one end box.Henry Gleitman & Magdalena M. Herman - 1962 - Journal of Experimental Psychology 64 (6):646.
  17.  19
    Probability learning in the correction T maze under noncontingent reinforcement schedules.Janet Robbins - 1969 - Journal of Experimental Psychology 82 (1p1):115.
  18.  46
    Effect of reward magnitude, percentage of reinforcement, and training method on acquisition and reversal in a T maze.Winfred F. Hill, John W. Cotton & Keith N. Clayton - 1962 - Journal of Experimental Psychology 64 (1):81.
  19.  44
    Successive acquisitions and extinctions in a T maze.John W. Cotton & Glen D. Jensen - 1963 - Journal of Experimental Psychology 65 (6):546.
  20.  24
    The effect of using differential end boxes in a simple T-maze learning situation.M. Ray Denny - 1948 - Journal of Experimental Psychology 38 (3):245.
  21.  82
    Percentage of reinforcement and reward magnitude effects in a T maze: Between and within subjects.Norman E. Spear & William B. Pavlik - 1966 - Journal of Experimental Psychology 71 (4):521.
  22.  36
    Whole and four part learning thirty-two unit spider mazes.T. W. Cook - 1938 - Journal of Experimental Psychology 22 (5):439.
  23.  23
    Pre in a t-Maze brightness discrimination within and between subjects.Norman E. Spear & Joseph H. Spitzner - 1967 - Journal of Experimental Psychology 73 (2):320.
  24.  53
    Magnitude of the doublet effect as a function of location in a verbal Maze.Richard T. Heine, R. Terry Pivik & Charles P. Thompson - 1966 - Journal of Experimental Psychology 72 (6):912.
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  25.  42
    Studies of the effect of change of drive: II. From hunger to different intensities of a thirst drive in a T-maze.Howard H. Kendler, Seymour Levine, Edward Altchek & Harold Peters - 1952 - Journal of Experimental Psychology 44 (1):1.
  26.  21
    A comparison of maze escape behaviors of two species of the shore crab.Lowell T. Crow - 1981 - Bulletin of the Psychonomic Society 17 (5):252-253.
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  27.  37
    A replication of overlearning and reversal in a T maze.Winfred F. Hill & Norman E. Spear - 1963 - Journal of Experimental Psychology 65 (3):317.
  28.  31
    Response evocation on satiated trials in the T-maze.Kenneth Teel & Wilse B. Webb - 1951 - Journal of Experimental Psychology 41 (2):148.
  29.  59
    Spontaneous recovery interval as a factor in reacquisition of T maze behavior.John W. Cotton, Glen D. Jensen & Donald J. Lewis - 1962 - Journal of Experimental Psychology 63 (6):555.
  30.  36
    Conditional response probability in a T maze.Robert S. Witte - 1961 - Journal of Experimental Psychology 62 (5):439.
  31.  23
    The effects of training and effortfulness on rats’ choice behavior in a modified T-maze.Lynn D. Larson & Robert D. Tarte - 1976 - Bulletin of the Psychonomic Society 7 (6):506-508.
  32.  32
    The effects of a pre-extinction procedure on the extinction of place and response performance in a T-maze.Donald P. Scharlock - 1954 - Journal of Experimental Psychology 48 (1):31.
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  33.  41
    Studies of the effect of change of drive: I. From hunger to thirst in a T-maze.H. H. Kendler & S. Levine - 1951 - Journal of Experimental Psychology 41 (6):429.
  34.  38
    The relation between length and difficulty in motor learning; a comparison with verbal learning.T. C. Scott & L. L. Henninger - 1933 - Journal of Experimental Psychology 16 (5):657.
  35.  38
    Factors in massed and distributed practice.T. W. Cook - 1944 - Journal of Experimental Psychology 34 (4):325.
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  36.  35
    Studies in cross education. III. Kinaesthetic learning of an irregular pattern.T. W. Cook - 1934 - Journal of Experimental Psychology 17 (5):749.
  37.  46
    Immediate vs. delayed shock in T-maze performance.Robert K. Knapp, Richard H. Kause & Charles C. Perkins - 1959 - Journal of Experimental Psychology 58 (5):357.
  38.  12
    Long delay learning in the T-maze: Effect of reward given in the home cage.Bow Tong Lett - 1977 - Bulletin of the Psychonomic Society 10 (3):211-214.
  39.  17
    Out of the Maze: Investigating Fluid Intelligence and Numeracy as Predictive Factors of Planning Skills Using Video Games.Gianluca Guglielmo, Elisabeth Huis in 'T. Veld, Michal Klincewicz & Pieter Spronck - 2022 - In Kristian Kiili, Koskinen Antti, Francesca de Rosa, Muhterem Dindar, Michael Kickmeier-Rust & Francesco Bellotti, Games and Learning Alliance. GALA 2022. Lecture Notes in Computer Science, vol 13647. Springer International Publishing. pp. 202--211.
    The aim of this study was to test whether an online video game can be used to investigate planning ability and whether fluid intelligence, objective numeracy, and subjective numeracy are predictive of game performance. Our results demonstrate that fluid intelligence is particularly important, which is in line with previous non-game-based studies that show a relationship between classical planning tests and fluid intelligence. Video games have been previously used for research into cognitive processes and taking them online facilitates data collection on (...)
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  40.  29
    Effect of turn preference upon development of discriminated T-maze training ability of infant mice.Z. Michael Nagy - 1973 - Bulletin of the Psychonomic Society 1 (6):441-442.
  41.  24
    The Restructuring of Social and Political Theory. [REVIEW]R. T. - 1977 - Review of Metaphysics 30 (3):521-522.
    Like his earlier Theory and Praxis, Bernstein’s Restructuring of Social and Political Theory is a useful guide to a large body of literature. The variety of alternative social and political theories gives Bernstein the chance to do what has become one of his specialties, to seek a rational track through a maze of disparate views—discovering common problems and assumptions and gathering insights and questions as he goes.
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  42.  16
    Studies in cross education. IV. Permanence of transfer.T. W. Cook - 1935 - Journal of Experimental Psychology 18 (2):255.
  43.  51
    Dialogue in the degenerate case?Patrick G. T. Healey - 2004 - Behavioral and Brain Sciences 27 (2):201-201.
    The interactive alignment model treats within- and between-individual co-ordination as essentially equivalent. It is argued that this leads to a conservative account of alignment that presupposes high levels of linguistic and conceptual co-ordination. Data from the maze task are used to argue that this approach is not sufficient to account for important co-ordination phenomena.
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  44. The Maze of Moral Relativism.Paul Boghossian - 2011 - New York Times.
    Relativism about morality has come to play an increasingly important role in contemporary culture. To many thoughtful people, and especially to those who are unwilling to derive their morality from a religion, it appears unavoidable. Where would absolute facts about right and wrong come from, they reason, if there is no supreme being to decree them? We should reject moral absolutes, even as we keep our moral convictions, allowing that there can be right and wrong relative to this or that (...)
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  45.  38
    ‘I don’t think there is any moral basis for taking money away from people’: using discursive psychology to explore the complexity of talk about tax.Philippa Carr, Simon Goodman & Adam Jowett - 2019 - Critical Discourse Studies 16 (1):84-95.
    ABSTRACTThe increasing recognition of the negative impact of income inequality has highlighted the importance of taxation which can function as a redistributive mechanism. Previous critical social psychological research found that talk about restricting the welfare state, that is funded through tax, is formed of ideology that supports the maintenance of income inequality. Therefore, this research explores how speakers use talk about tax to justify income inequality during a UK BBC radio discussion, ‘Moral Maze: The moral purpose of tax’ which involved (...)
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  46.  26
    Replication report: Alternation following exposure without choice.William N. Dember - 1960 - Journal of Experimental Psychology 60 (1):64.
  47.  28
    The role of irrelevant drive stimuli in learning.Seymour Levine - 1953 - Journal of Experimental Psychology 45 (6):410.
  48.  22
    Effects of non-rewarded forced responding on acquisition and reversal of a position discrimination.Charles N. Uhl - 1966 - Journal of Experimental Psychology 72 (1):113.
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  49.  40
    Selective association and the anticipatory goal response mechanism as explanatory concepts in learning theory.Abram Amsel - 1949 - Journal of Experimental Psychology 39 (6):785.
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  50.  32
    Studies in spatial learning. VI. Place orientation and direction orientation.Benbow F. Ritchie - 1948 - Journal of Experimental Psychology 38 (6):659.
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