ABSTRACT
Two studies examined effects of sleep deprivation on free-operant avoidance by rats. In Experiment 1, a 5-s shock-shock (SS) interval and 20-s response-shock (RS) interval produced baseline performances, which were reestablished after each experimental manipulation. Once baselines were established, animals were exposed to 24, 48, or 96 hr of sleep deprivation and equivalent periods of home cage and food restriction as a control condition. Compared to baseline, sleep deprivation increased response rates by increasing the proportion of brief interresponse times (IRTs); response rates changed little in the control conditions. Percentage of shocks avoided did not systematically change across conditions. In Experiment 2, the RS interval was manipulated (10, 20, and 40 s), while the SS interval (5 s) and level of sleep deprivation (48 hr) were held constant. Across RS intervals, sleep deprivation increased response rates via a shift toward brief IRTs. In addition, sleep deprivation increased the percentage of shocks avoided as an inverse function of RS intervals.
Subject(s)
Avoidance Learning , Conditioning, Operant , Sleep Deprivation/psychology , Animals , Arousal , Electroshock , Fear , Male , Rats , Rats, Sprague-Dawley , Reinforcement, PsychologyABSTRACT
Peer models (classmates without disabilities) who were proficient in performing a task completed one response chain each day and described the steps they performed while their classmates with disabilities observed. Three students with disabilities participated, and their performance of the response chains was assessed immediately prior to and following the peer modeling each day. A multiple probe design across response chains, replicated across children with disabilities, was used. In addition, participation and social interactions of children with disabilities and their peer models were assessed in classroom activities after daily modeling sessions. The results indicate that the peer models performed the response chains accurately and quickly, and students with disabilities acquired the response chains. Across the study, participation in classroom activities was high, social interactions were low, and neither was affected by the peer modeling intervention.
