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Excessive avoidance has been suggested to contribute to anxiety disorders, leading psychologists and neuroscientists to study how avoidance behaviors are learned using rat or mouse models. [1] Avoidance learning is a type of operant conditioning (also known as instrumental conditioning).
In free-operant avoidance a subject periodically receives an aversive stimulus (often an electric shock) unless an operant response is made; the response delays the onset of the shock. In this situation, unlike discriminated avoidance, no prior stimulus signals the shock. Two crucial time intervals determine the rate of avoidance learning.
Overmier's research activities have encompassed diverse areas such as learning, memory, stress, and the underlying biological substrates. [31] His work involved a wide array of animal models and human clients with specific dysfunctions to explore cognitive and biological aspects of stress, conditioning, learning, and memory in both animals and ...
Each successful avoidance response delays the presentation of the aversive stimulus by resetting the timer to zero. This method is also referred to as free operant avoidance conditioning. [7] These experiments were pivotal in demonstrating the learning process in the absence of a warning signal before the aversive stimulus.
The 62-item Multidimensional Experiential Avoidance Questionnaire (MEAQ) [25] was developed to measure different aspects of EA. The Brief Experiential Avoidance Questionnaire (BEAQ) is a 15-item measure developed using MEAQ items, which has become the most widely used measure of experiential avoidance. [26]
Tryon et al 1941, "Studies in Individual Differences in Maze Ability, IX: Ratings of Hiding, Avoidance, Escape, and Vocalization Responses" Tryon 1941 , "Studies in Individual Differences in Maze Ability, X: Ratings and Other Measures of Initial Emotional Responses of Rats to Novel Inanimate Objects"
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Mowrer's primary achievements in learning theory followed from his work with aversive conditioning or avoidance learning. He formulated a two-factor learning theory, arguing that conditioning (sign learning) is distinct from habit formation (solution learning). This theory was initially described in a 1947 paper. [14]