Michael Perone
Biographic Data
| ID | 5747731 |
|---|---|
| NAME | Michael Perone |
| GIVEN NAMES | Michael |
| FAMILY NAME | Perone |
| SIGNATURE | PERONE M |
| AFFILIATIONS | West Virginia University Morgantown WV USA |
| ORCID | 0000-0003-3936-0962 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Contributions of delay, duration, and intensity of shock on rats' choices involving conflicting‐valence consequences
Problems related to “self‐control” can occur in situations in which a single choice produces both reinforcing and aversive consequences. We exposed rats to choice situations in which a press on one lever produced only food and a press on a second lever produced food and delayed shock. Within and across conditions of four experiments, adjusting‐delay procedures were used to identify indifference points—delays at which the consequences produced by …
Using must‐have and can‐have features to improve conceptual learning
Concepts can be taught by presenting examples and nonexamples and giving the learner feedback on whether they accurately identify the examples, but it is not clear how to select examples and nonexamples. Specifically, the degree to which examples and nonexamples should differ is unknown. Six experiments were conducted to compare conceptual learning for four stimulus sets (three sets of arbitrary stimuli and one set of biological stimuli) across u…
Reduced age differences in omission errors after prolonged exposure to response pacing contingencies
Using must‐have and can‐have features to improve conceptual learning
Concepts can be taught by presenting examples and nonexamples and giving the learner feedback on whether they accurately identify the examples, but it is not clear how to select examples and nonexamples. Specifically, the degree to which examples and nonexamples should differ is unknown. Six experiments were conducted to compare conceptual learning for four stimulus sets (three sets of arbitrary stimuli and one set of biological stimuli) across u…
Reduced age differences in omission errors after prolonged exposure to response pacing contingencies
Reduced age differences in omission errors after prolonged exposure to response pacing contingencies
Contributions of delay, duration, and intensity of shock on rats' choices involving conflicting‐valence consequences
Problems related to “self‐control” can occur in situations in which a single choice produces both reinforcing and aversive consequences. We exposed rats to choice situations in which a press on one lever produced only food and a press on a second lever produced food and delayed shock. Within and across conditions of four experiments, adjusting‐delay procedures were used to identify indifference points—delays at which the consequences produced by …
Using must‐have and can‐have features to improve conceptual learning
Concepts can be taught by presenting examples and nonexamples and giving the learner feedback on whether they accurately identify the examples, but it is not clear how to select examples and nonexamples. Specifically, the degree to which examples and nonexamples should differ is unknown. Six experiments were conducted to compare conceptual learning for four stimulus sets (three sets of arbitrary stimuli and one set of biological stimuli) across u…
Psychology (3 works) · Behavioral and Psychological Studies (2 works) · Developmental psychology (2 works) · Affect (linguistics) (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Audiology (1 work) · Behavioral Health and Interventions (1 work) · Cardiac pacing and defibrillation studies (1 work) · Chemistry (1 work)