Page 62 - Demo

42More and more undergraduate students enroll in online courses each year, though prior literature showed that satisfaction is often rated lower in online courses than in-person courses. We administered a survey to gain students' perspectives of online and in-person learning formats. The majority of respondents rated in-person learning superior in terms of learning, engagement, and overall satisfaction. We recommend educators increase engagement strategies when teaching online to maximize student satisfaction and learning in online formats.POSTER 8EVIDENCE FOR OUTCOME-SELECTIVE BEHAVIOR IN AN INSTRUMENTAL SUMMATION TASKTHIJS BON (BROOKLYN COLLEGE CUNY), ANDREW DELAMATER (BROOKLYN COLLEGE CUNY) Rats summate their conditioned responding to stimuli with desired outcomes when multiple conditioned stimuli are presented in compound. Historically, experiments have found inconsistent differences in responding when compounds predict the same reward, or two different rewards. In this experiment, we examine this behavior with an instrumental paradigm and find an outcome-selective result favoring compounds predicting the same rewards over those predicting different rewards, or individual stimulus elements.POSTER 9HOW REINFORCER DEVALUATION INFLUENCES ETHANOL SEEKING IN SPONTANEOUS RECOVERY AND REACQUISITION TESTSD. CODY BROOKS (DENISON UNIVERSITY), ELIJAH VENOS (DENISON UNIVERSITY) Rats trained to administer ethanol received extinction with an extinction cue and were then tested for spontaneous recovery and reacquisition. After extinction, additional cues in the extinction-to-test interval resulted in an increase, rather than an expected decrease, in test responding. Ethanol devaluation with LiCl strongly diminished reacquisition performance, in contrast with most prior PIT drugreinforcer experiments (e.g., Holland, 2004). Findings are discussed relative to Pavlovian experiments and with regard to location of devaluation procedures.POSTER 10LIMITATIONS OF THE TRIAL-SPACING EFFECTDAVE JIANG (BINGHAMTON UNIVERSITY STATE UNIVERSITY OF NEW YORK), DENIS POGOSYAN (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON), RAFI ARNOB (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON), JIM WITNAUER (STATE UNIVERSITY OF NEW YORK AT BROCKPORT), ROBIN A. MURPHY (UNIVERSITY OF OXFORD), RALPH MILLER (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON) The trial-spacing effect between spaced and massed conditions was studied in four experiments observing free-recall of word lists. The experiments differed in content of the lists, duration of the retention-interval task, length of the trials, and whether the design was within- or between-subjects. A trial-spacing effect was achieved only with highly specific parameters. These failures to obtain an appreciable trial-spacing effect are contrary to the literature which presents the effect as ubiquitous.POSTER 11NEGATIVE CONTINGENCY RATINGS ON EXCITATORY TESTS TRANSFER TO PAVLOVIAN INHIBITION RETARDATION TESTS.EDWARD COOK (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON), EDELINE KALISHEVICH (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON), JAMES WITNAUER (STATE UNIVERSITY OF NEW YORK AT BROCKPORT), ROBIN MURPHY (UNIVERSITY OF OXFORD), RALPH MILLER (STATE UNIVERSITY OF NEW YORK AT BINGHAMTON) Using a contingency-learning procedure designed to produce a conditioned inhibitor, we manipulated Devent (no cue-no outcome) frequency and duration. Experiment1 used excitatory testing, finding negative ratings growing more negative with increasing D frequency and duration. Experiment2 followed inhibitory training with varying numbers of reinforced trials. Experiment3 used that data to create a controlled retardation test for Pavlovian conditioned inhibition. Retardation testing mirrored the negative excitation test results (Experiment1) with respect to frequency but not duration.POSTER 12NEGATIVE CONTINGENCY RATINGS ON EXCITATORY TESTS TRANSFER TO PAVLOVIAN INHIBITION SUMMATION TESTSEDELINE KALISHEVICH (BINGHAMTON UNIVERSITY), EDWARD COOK (BINGHAMTON UNIVERSITY), JAMES WAITNAUEUR (STATE UNIVERSITY OF NEW YORK AT BROCKPORT), ROBIN MURPHY (UNIVERSITY OF OXFORD), RALPH MILLER (BINGHAMTON UNIVERSITY) Experiment1: Negative ratings of a target cue on a bivalent Likert scale were observed after training a negative target cue-outcome contingency and a positive transfer cue-outcome contingency. Target cue ratings became more negative with increasing D-trial42