Hurdle jumping from S+ following discrimination and reversal training: A frustration analysis of the ORE.

1972 ◽  
Vol 92 (3) ◽  
pp. 332-338 ◽  
Author(s):  
Helen B. Daly
Keyword(s):  
Reversal Training

A Comparative Analysis of Online Versus in-Person Opioid Overdose Awareness and Reversal Training for First-Year Medical Students

2021 ◽  
pp. 1-9
Author(s):  
Nathaniel C. Goss ◽  
Benjamin Haslund-Gourley ◽  
Dakota M. Meredith ◽  
Andrew V. Friedman ◽  
Vishnu K. Kumar ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Medical Students ◽  
First Year ◽  
Opioid Overdose ◽  
Reversal Training ◽  
First Year Medical Students

Styrene Impairs Serial Spatial Reversal Learning in Rats

1994 ◽  
Vol 13 (4) ◽  
pp. 279-300 ◽  
Author(s):  
Philip J. Bushnell
Keyword(s):  
Total Dose ◽  
Reversal Learning ◽  
Positive Response ◽  
Corn Oil ◽  
Behavioral Effect ◽  
Food Delivery ◽  
Reversal Training ◽  
Factors Affecting ◽  
Styrene Exposure ◽  
Serial Reversal

To evaluate the effects of styrene exposure on learning, adult male Long-Evans rats learned repeated reversals of a spatial discrimination task. Styrene monomer (50% vol/vol in corn oil) was administered by gavage to groups of eight rats at 500 mg/kg/day, 5 days/week, for 8 weeks in Experiments (Exps) I and II (total dose = 20.0 g/kg) or for 1,3,5, or 8 weeks in Exp III (total dose = 2.5, 7.5, 12.5, or 20.0 g/kg). Control rats received corn oil vehicle for 8 weeks. Reversal training began 8 (Exp I), 10 (Exp II), or 32 (Exp III) weeks after termination of dosing. In Exp I, an instrumental (IN) schedule was used, under which rats received food after each presentation of a “positive” response lever (S+ ) only if they had made at least one response during that presentation of S+. In Exps II and III, an automaintenance (AU) schedule was used, under which rats received food after every presentation of S+, regardless of responding. In all experiments, a second manipulandum (S°) was presented randomly in time with respect to S + and food delivery. A discrimination ratio (DR) was calculated as the proportion of total responses on S+ in each block of 10 trials. A reversal involved switching the reward values of S+ and S°. Serial reversal learning was quantified in terms of trials to criterion. Reversal learning improved similarly in control and treated rats trained under the IN schedule, whereas treated rats trained under the AU schedule failed to improve as much as controls. Reversal learning of some styrene-treated AU rats in Exp III continued to be impaired for > 1 year after treatment. Increased responding on S° featured prominently in the behavioral effect of styrene. An IN schedule requiring suppression of S° responses for food in Exp III revealed a clear deficit in rats exposed to styrene. Not all treated rats were affected by styrene; nevertheless, changes in the affected individuals were as large as those previously observed after trimethyltin-induced lesions of the CNS. The incidence of impairment was not related to the total dose of styrene given, suggesting the action of other, undetermined factors affecting individual sensitivity to styrene.

scholarly journals Effectiveness of behaviour therapy for children and adolescents with Tourette syndrome and chronic tic disorder in a real-world setting

2020 ◽  
Author(s):  
Per Andrén ◽  
Vera Wachtmeister ◽  
Julia Franzé ◽  
Caroline Speiner ◽  
Lorena Fernández de la Cruz ◽  
...  
Keyword(s):  
Young People ◽  
Tourette Syndrome ◽  
Real World ◽  
Post Treatment ◽  
Reversal Training ◽  
Behaviour Therapy ◽  
Tic Disorder ◽  
Chronic Tic Disorder ◽  
Habit Reversal Training ◽  
Tic Severity

Background: Treatment guidelines recommend behaviour therapy (BT) as the first-line intervention for patients with Tourette syndrome (TS) and chronic tic disorder (CTD). The efficacy of BT has been documented in randomised controlled trials (RCTs), but it is unclear to what extent these results are generalisable to real-world clinical settings, and whether the therapeutic gains are maintained long-term.Methods: In this naturalistic study, 74 young people with TS/CTD (aged 6 to 17) received BT (including psychoeducation, exposure with response prevention, habit reversal training or a combination of these treatments) at a specialist clinic in Stockholm, Sweden. Data were routinely collected at baseline, post-treatment, and at 3-, 6-, and 12-month follow-ups. Measures included the clinician-rated Yale Global Tic Severity Scale (YGTSS) and the Clinical Global Impression – Improvement scale (CGI-I), amongst others.Results: Tic severity and tic-related impairment (as measured by the YGTSS) improved significantly after treatment, with large within-group effect sizes (d=1.03 for the YGTSS Total Tic Severity Score, and d=1.37 for the YGTSS Impairment Score). At post-treatment, 57% of the participants were classified as treatment responders according to the CGI-I. Both tic severity and tic-related impairment continued to improve further through the follow-up, with 75% of the participants being rated as responders 12 months after the end of treatment. Significant improvements were also observed across a range of secondary measures.Conclusions: BT is an effective and durable treatment for young people with TS/CTD in a real-world clinical setting, with effects comparable to those reported in RCTs.

scholarly journals Portable model for vasectomy reversal training

2019 ◽  
Vol 45 (5) ◽  
pp. 1013-1019 ◽  
Author(s):  
Luis Otávio Amaral Duarte Pinto ◽  
Charles Alberto Villacorta de Barros ◽  
Anderson Bentes de Lima ◽  
Deivid Ramos dos Santos ◽  
Herick Pampolha Huet de Bacelar
Keyword(s):  
Reversal Training ◽  
Vasectomy Reversal

Preference for Signal-Shock vs Shock-Signal

1963 ◽  
Vol 13 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Charles C. Perkins ◽  
Donald J. Levis ◽  
Richard Seymann
Keyword(s):  
Classical Conditioning ◽  
The Other ◽  
Reverse Order ◽  
Reversal Training ◽  
Preparatory Response ◽  
Observing Responses ◽  
External Reinforcement ◽  
Reliable Preference

Sixteen rats were run in a tilt box for 11 hr. on each of three successive days, and then three more days with conditions reversed. On one side, Ss received 3 sec. light followed immediately by .5 sec. shock. On the other side, they received the same stimuli in reverse order. Six shocks were presented each half hour regardless of Ss' behavior. A reliable preference for signal-shock was acquired during pre-reversal training. There was some tendency for Ss to shift their preference to the new signal-shock side during reversal, but this did not differ reliably from chance at the end of the reversal training. The results are interpreted as supporting a preparatory response interpretation of classical conditioning and of the acquisition of observing responses in the absence of differential external reinforcement.

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