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ROLE OF DRIVE (TIME STRESS) IN COMPLEX LEARNING - EMPHASIS ON PRELEARNING PHENOMENA
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RETENTION OF RESPONSES TO STIMULUS CLASSES AND TO SPECIFIC STIMULI
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CONDITIONING PERFORMANCE OF HIGH-ANXIOUS AND LOW-ANXIOUS SS IN THE ABSENCE OF A WARNING SIGNAL
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JOURNAL OF EXPERIMENTAL PSYCHOLOGY,
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EYELID CONDITIONING AS A FUNCTION OF INTENSITY OF CONDITIONED AND UNCONDITIONED STIMULI
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