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Proposition 11: The volume of a cone (or cylinder) of the same height is proportional to the area of the base. [6] Proposition 12: The volume of a cone (or cylinder) that is similar to another is proportional to the cube of the ratio of the diameters of the bases. [7] Proposition 18: The volume of a sphere is proportional to the cube of its ...
Classical conditioning occurs when a conditioned stimulus (CS) is paired with an unconditioned stimulus (US). Usually, the conditioned stimulus is a neutral stimulus (e.g., the sound of a tuning fork), the unconditioned stimulus is biologically potent (e.g., the taste of food) and the unconditioned response (UR) to the unconditioned stimulus is an unlearned reflex response (e.g., salivation).
Classical examples of minimal surfaces include: the plane, which is a trivial case; catenoids: minimal surfaces made by rotating a catenary once around its directrix; helicoids: A surface swept out by a line rotating with uniform velocity around an axis perpendicular to the line and simultaneously moving along the axis with uniform velocity
The fourteenth problem of the Moscow Mathematical calculates the volume of a frustum. Problem 14 states that a pyramid has been truncated in such a way that the top area is a square of length 2 units, the bottom a square of length 4 units, and the height 6 units, as shown. The volume is found to be 56 cubic units, which is correct. [1]
The conditioned emotional response is usually measured through its effect in suppressing an ongoing response. For example, a rat first learns to press a lever through operant conditioning. Classical conditioning follows: in a series of trials the rat is exposed to a CS, often a light or a noise. Each CS is followed by the US, an electric shock.
Measurement of volume by displacement, (a) before and (b) after an object has been submerged; the amount by which the liquid rises in the cylinder (∆V) is equal to the volume of the object. The most widely known anecdote about Archimedes tells of how he invented a method for determining the volume of an object with an irregular shape.
Spontaneous recovery is associated with the learning process called classical conditioning, in which an organism learns to associate a neutral stimulus with a stimulus which produces an unconditioned response, such that the previously neutral stimulus comes to produce its own response, which is usually similar to that produced by the unconditioned stimulus.
Van Hamme and Wasserman have extended the original Rescorla–Wagner (RW) model and introduced a new factor in their revised RW model in 1994: [3] They suggested that not only conditioned stimuli physically present on a given trial can undergo changes in their associative strength, the associative value of a CS can also be altered by a within-compound-association with a CS present on that trial.