Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Dawn M. McBride (chair), Alvin E. House, Karla J. Doepke, Robert Peterson. Includes bibliographical references (leaves 94-100) and abstract. Also available in print.

Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

Thesis (M.A.)--Carleton University, 2002. / Includes bibliographical references (p. 65-68). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Carleton University, 2004. / Includes bibliographical references (p. 187-212). Also available in electronic format on the Internet.

Thesis (M.A.)--Carleton University, 2004. / Includes bibliographical references (p. 56-60). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Colleen Kelley, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.

No description available.

The dual process theory proposes that evaluative conditioning is a form of learning distinct from Pavlovian conditioning and that it displays different functional characteristics such as not being subject to modulation. However, when assessed online as opposed to post-experimentally, modulation of evaluative conditioning by context change has been found in a contingency reversal procedure. Reversal of evaluative learning was found to be faster when trained in a different context rather than in the original training context. The present study addressed the question whether context change or instructions would affect the rate of reversal of evaluative learning and whether reversal learning would accelerate across repetitions. A picture-picture paradigm was used to expose participants to CS-US pairs and contingency was reversed three times during the experiment. Participants were required to provide online causal judgements and valence ratings after each set of 10 training trials. Context change, but not instructions, displayed a trend in affecting reversal of evaluative learning with participants displaying faster learning on trials immediately subsequent to contingency reversal. Instructions affected the reversal of contingency judgements. There was no evidence of acceleration across repetitions for either measure or manipulation.

In episodic recognition memory, differentiation is the assumption that a study item's pre-existing memory trace is updated when additional study for that item is provided. The differentiation models commonly suppose that episodic memory encoding conforms to this process. Although these models have received considerable support within the literature, results inconsistent with their predictions have also been found. The present paper examined conflicting findings that resulted from study list strength manipulations with rhyming word stimuli and semantically related stimuli. As part of the investigation into this discrepancy, 79 university students participated in a computer-based recognition memory task. In this task, word categories of varying length (short vs. long) and word type (rhyming vs. taxonomic) were presented either five times or once within a mixed study list. Following study, an old-new response paradigm was used to examine recognition memory performance. Results from both the rhyming and taxonomic category stimuli were largely consistent with the previous findings in the literature, indicating that word type does appear to influence recognition memory, even within a mixed study list. These findings are interpreted primarily in terms of word type similarity predictions made by one of the differentiation models. Other possible explanations are also discussed.