Department of Psychology
Department of Psychology

Michael P Domjan


ProfessorPh.D., McMaster University

Michael P Domjan

Contact

Interests


Basic behavioral mechanisms of learning, Pavlovian conditioning, evolutionary constraints on learning, and learning and other psychological processes in music

Biography


MICHAEL DOMJAN is Professor of Psychology at the University of Texas at Austin, where he has taught learning to undergraduate and graduate students since 1973. He served as Department Chair from 1999–2005 and was the Founding Director of the Imaging Research Center from 2005–2008. Professor Domjan is noted for his functional approach to classical conditioning, which he has pursued in studies of sexual conditioning and taste aversion learning. Domjan is the 2014 recipient of the D. O. Hebb Distinguished Scientific Contributions Award from Division 6 of the American Psychological Association. His research, supported by grants from NSF and NIH for 30 years, was previously selected for a MERIT Award by the National Institutes of Mental Health and a Golden Fleece Award by United States Senator William Proxmire. Domjan served as Editor of the Journal of Experimental Psychology: Animal Behavior Processes for six years and continues to serve on the Board of Consulting Editors for various journals in the United States, Colombia, and Mexico. His textbook, Principles of Learning and Behavior (Cengage) is available in both English and Spanish and has been used on five continents for more than a quarter century. Domjan is a past President of the Pavlovian Society and also served as President of the Division of Behavioral Neuroscience and Comparative Psychology of the American Psychological Association. His former Ph.D. students hold faculty positions at various major colleges and universities in the United States, Colombia, and Turkey. Domjan also enjoys playing the viola and teaches a freshman Signature Course on Music and Psychology. He recently initiated the Tertis/Pavlov Project which consists of a series of educational videos exploring connections between music and psychology.

 

Courses


PSY 194Q • Ethical Issues In Psychology

43345 • Fall 2016
Meets M 9:00AM-10:00AM SEA 1.332

Seminars in Clinical Psychology. One or three lecture hours a wekk for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 391N • Learning And Memory

42465 • Fall 2015
Meets TTH 11:00AM-12:30PM SEA 1.332

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 391N • Learning And Memory

43885 • Fall 2014
Meets TTH 9:30AM-11:00AM SEA 1.332

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 194Q • Ethical Issues In Psychology

43905 • Fall 2014
Meets M 11:00AM-12:00PM SEA 1.332

Seminars in Clinical Psychology. One or three lecture hours a wekk for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 194Q • Ethical Issues In Psychology

44270 • Spring 2014
Meets M 11:00AM-12:00PM SEA 1.332

Seminars in Clinical Psychology. One or three lecture hours a wekk for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 391N • Learning And Memory

43915 • Fall 2013
Meets TTH 9:30AM-11:00AM SEA 1.332

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 341K • Contemp Issues/Ethics In Psych

43405 • Spring 2013
Meets TTH 2:00PM-3:30PM SEA 4.242

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 194Q • Ethical Issues In Psychology

43595 • Spring 2013
Meets F 1:00PM-2:00PM SEA 4.242

Seminars in Clinical Psychology. One or three lecture hours a wekk for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 391N • Learning And Memory

43450 • Fall 2012
Meets TTH 9:30AM-11:00AM SEA 4.242
(also listed as NEU 391N)

Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms.

PSY 326K • Prins Of Condition & Learning

43200 • Spring 2012
Meets TTH 9:30AM-11:00AM NOA 1.126

The course has three major aims. The first is for students to gain mastery of the basic concepts, technical vocabulary, and research methods of the field of conditioning and learning. The second is for students to become adept in recognizing the relevance of conditioning and learning in their personal lives, the world around them, and in other areas of psychology. The third aim is to encourage students to become more objective in how they view behavior and more critical in how they think about explanations of behavior.

PSY 194Q • Ethical Issues In Psychology

43455 • Spring 2012
Meets F 11:00AM-12:00PM SEA 4.242

Seminars in Clinical Psychology. One or three lecture hours a wekk for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 391N • Learning And Memory

43330 • Fall 2011
Meets TTH 9:30AM-11:00AM SEA 4.242

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 326K • Prins Of Condition & Learning

43705 • Spring 2011
Meets TTH 9:30AM-11:00AM NOA 1.126

Content

The course deals with basic forms of learning that are involved in learning emotional and motor movements and relationships between events. The emphasis will be on implicit and procedural learning rather than episodic or declarative learning. The learning principles include habituation, Pavlovian and instrumental conditioning, discrimination learning, memory mechanisms, and categorization. The course has a strong behavioral and experimental emphasis. It covers both theory and experimental methodology, with a critical eye to the evidence available to justify particular theoretical interpretations. The basic principles of learning will be illustrated by examples from common experience and from applications in educational and clinical situations. However, many of the principles were initially identified in research with laboratory animals.

Grading Policy

The course will consist of a series of lectures, but students are encouraged to ask questions and offer comments. The information presented in class will follow the textbook on some occasions and expand on the text at other times. Test questions will be based on both the assigned readings and the material covered in class. Two mid-term examinations and a comprehensive final examination will be administered. In addition, students will be required to submit 10 reaction papers out of a maximum of 12 possible.

Text

Principles of Learning and Behavior, 6th edition, by M. Domjan, Wadsworth/Cengage, 2010

PSY 391N • Learning And Memory

43290 • Fall 2010
Meets TTH 9:30AM-11:00AM SEA 4.242

Presentation and analysis of recent and current theoretical developments in learning and motivation. Three lecture hours a week for one semester. A core course option. Prerequisite: Graduate standing.

PSY 326K • Prins Of Condition & Learning

43105 • Spring 2009
Meets TTH 11:00AM-12:30PM NOA 1.124

Laws of animal and human learning, and the underlying mechanisms. Three lecture hours a week for one semester. Prerequisites: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Governement 350K, Mathematics 316, Psychology 317, Sociology 317L, Social Work 318, Statistics 309.

PSY 391N • Learning And Memory

44370 • Fall 2008
Meets TTH 9:30AM-11:00AM SEA 2.224

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 391N • Learning And Memory

45245 • Fall 2007
Meets TTH 9:30AM-11:00AM SEA 2.224

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 394P • Foundations Of Mri Research

45258 • Fall 2007
Meets TTH 3:30PM-5:00PM SEA 2.122

Current Topics in Behavioral Neuroscience. Brain-behavior relationships, particularly recent research in behavioral neuroscience, including the anatomical and neurochemical mechanisms of behavioral events, and behavioral influences on the brain. Offered on the credit/no credit basis only. Neuroscience 394P (Topic 1: Current Topics in Behavioral Neuroscience) and Psychology 394P (Topic 1) may not both be counted.

PSY 394P • Foundations Of Mri Research

43887 • Spring 2007
Meets TTH 3:30PM-5:00PM SEA 2.108

Current Topics in Behavioral Neuroscience. Brain-behavior relationships, particularly recent research in behavioral neuroscience, including the anatomical and neurochemical mechanisms of behavioral events, and behavioral influences on the brain. Offered on the credit/no credit basis only. Neuroscience 394P (Topic 1: Current Topics in Behavioral Neuroscience) and Psychology 394P (Topic 1) may not both be counted.

PSY 391N • Learning And Memory

44995 • Fall 2006
Meets TTH 9:30AM-11:00AM SEA 2.224

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 394P • Foundations Of Mri Research

43200 • Spring 2006
Meets T 4:00PM-6:00PM SEA 5.106

Current Topics in Behavioral Neuroscience. Brain-behavior relationships, particularly recent research in behavioral neuroscience, including the anatomical and neurochemical mechanisms of behavioral events, and behavioral influences on the brain. Offered on the credit/no credit basis only. Neuroscience 394P (Topic 1: Current Topics in Behavioral Neuroscience) and Psychology 394P (Topic 1) may not both be counted.

PSY 391N • Learning And Memory

42740 • Fall 2004
Meets TTH 9:30AM-11:00AM SEA 2.224

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 391N • Learning And Memory

41290 • Fall 2003
Meets TTH 9:30AM-11:00AM SEA 2.224

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 391N • Learning And Memory

41090 • Fall 2002
Meets TTH 9:30AM-11:00AM SEA 3.250

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 391N • Learning And Memory

41295 • Fall 2001
Meets TTH 11:00AM-12:30PM MEZ 402

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

PSY 391N • Learning And Memory

41035 • Fall 2000
Meets TTH 11:00AM-12:30PM MEZ 402

Same as Neuroscience 391N. Presentation of contemporary approaches to the study of conditioning and learning at the behavioral level. Focuses on empirical data and theoretical analysis of acquisition and performance in Pavlovian and instrumental conditioning. Includes discussion of habituation, sensitization, stimulus control, and other paradigms for studying cognitive processes in nonverbal organisms. Three lecture hours a week for one semester. Prerequisite: Graduate standing.

Videos


Music & Neuroscience 

Watch video here. 

Music & Neuroscience

In this segment of the Tertis/Pavlov Project, Dr. Domjan discusses research on how the brains of musicians differ from those of non musicians and how musical practice might be altering the anatomy and functioning of the brain.

 


What I learned from Walter Trampler

What video here.

What I learned from Walter Trampler

In this video Dr. Domjan discusses three principles of performance that he learned from Walter Trampler, one of the premier violists and viola teachers of the twentieth century.


Talent or Practice in Musical Expertise

Watch video here.

Talent or Practice in Musical Expertise

In this segment of the Tertis/Pavlov Project Dr. Domjan discusses recent research on the relative contributions of talent and practice to the development of musical expertise.


Teaching Aids that Interfere with Learning

Watch video here. 

Teaching Aids that Interfere with Learning

In this segment of the Tertis/Pavlov Project Dr. Domjan discusses teaching aids that interfere with learning. These teaching aids activate overshadowing and blocking processes, which are well documented to interfere with learning in the Pavlovian conditioning research literature.


Resonance and the genius of J.S. Bach

Watch video here.

Resonance & the genius of J S Bach

In this video Dr. Domjan introduces the concept of resonance generally. He then discusses resonance in relation to string instruments and how composers such as J. S. Bach take advantage of the resonance properties of the instruments they are composing for to enhance the musical composition.


What is the Tertis/Pavlov Project?

Watch video here.

What is the Tertis/Pavlov Project?

This video provides an introduction to the Tertis/Pavlov Project, which explores the relationship between music and psychology through commentary and performances by Dr. Michael Domjan, who received his musical training at the Juilliard School of Music before embarking on a career in experimental psychology that has spanned more than four decades.


How is Psychology Relevant to Music?

Watch video here.

How is Psychology Relevant to Music?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan explains why music could not exist without psychology. He describes how many aspects of psychology are relevant to musical experience and musical performance.


Why is it Harder to Teach Playing the Violin than Playing Baseball?

Watch video here.

Why is it Harder to Teach Playing the Violin than Playing Baseball?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan discusses the psychological principles that are responsible for the fact that it is much harder to teach playing the violin than playing baseball.


How would B. F. Skinner Teach a Music Master Class?

Watch video here.

How would B. F. Skinner Teach a Music Master Class?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan discusses how the principles of learning established by B. F. Skinner and other learning psychologists are relevant to how a music master class is conducted.


Why is it Important to Practice a Musical Instrument?

Watch video here.

Why is it Important to Practice a Musical Instrument?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan describes and illustrates the psychological principles that make extensive practice critical for playing a musical instrument such as the viola.


How is Pavlovian Conditioning Relevant to Music?

Watch video here.

How is Pavlovian Conditioning Relevant to Music?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan discusses the relationship between Pavlovian conditioning and music.


What I learned in a Music Conservatory that Made Me a Better Scientist

Watch video here.

What I learned in a Music Conservatory that Made Me a Better Scientist

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan discusses the relationship between Pavlovian conditioning and music.

What is the Role of the Performer in Musical Interpretation?

Watch video here.

What is the Role of the Performer in Musical Interpretation?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan discusses what psychology has to say about how a performer interprets a piece of music.


What is a Tertis Viola?

Watch video here.

What is a Tertis Viola?

In this segment of the Tertis/Pavlov Project, Dr. Michael Domjan describes and illustrates the special features of a Tertis viola, playing one of the original Tertis violas made by Arthur Richardson.

Conversatorio Michael Domjan - Fundación Universitaria Konrad Lorenz 2014

Watch video here.

Conversatorio Michael Domjan - Fundación Universitaria Konrad Lorenz 2014

El reconocido profesor de Psicología en la University of Texas at Austin, intérprete de viola y uno de los académicos más importantes de la psicología en la actualidad, Michael Domjan Ph.D, estuvo en la Konrad Lorenz, presentando su conversatorio “El Proyecto Tertis - Pavlov, la relevancia del condicionamiento Pavloviano para la música" el pasado 8 de septiembre de 2014, ante más de 300 estudiantes, docentes e invitados especiales.


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Tertis/Pavlov Project


 

Ever wonder how B. F. Skinner might have taught a music master class or what psychological principles make children more enthusiastic about playing baseball than playing the violin? The Tertis-Pavlov Project addresses such questions in a series of educational videos that explore connections between music and psychology. The project is named after Lionel Tertis, a highly influential viola player, and Ivan Pavlov, one of the pioneers of the study of associative learning. Although Tertis and Pavlov lived around the same time, they probably never met or heard of one another. Michael Domjan became familiar with both of them through his studies of music and psychology.

Each video starts with a discussion of a topic in music and psychology, followed by a brief musical selection. Musical selections include “Meditation” by Thaïs, the Csárdás by Monti, Paganini’s “Perpetual Motion,” and various movements from the cello suites by J. S. Bach, all played on a Tertis viola.

Collaborators


Chana Akins, University of Kentucky
https://psychology.as.uky.edu/users/ckakin1

Abram Amsel, University of Texas at Austin
http://www.utexas.edu/faculty/council/2006-2007/memorials/amsel/amsel.html

Michael Best, Southern Methodist University

Elizabeth Blesbois, Institut National de la Recherche Agronomique, France
http://www.inra.fr/en/Scientists-Students

Barbara Burkhard, Child and Family Psychological Services, Suffolk County, NY  http://childandfamilypsychservices.com/4494.html

Adem Can, Notre Dame of Maryland University
http://catalog.ndm.edu/ccg/school-of-arts-and-sciences-undergraduate-catalog/psychology-undergraduate-catalog-2

R. Nicolle Matthews Carr, Ph.D., BCBA-D, Oklahoma
https://www.linkedin.com/in/nicollecarr

Hakan Çetinkaya, Izmir University of Economics, Turkey
http://people.ieu.edu.tr/en/hakancetinkaya

Larry Crawford, University of Texas

David Crews, University of Texas at Austin
http://www.utexas.edu/cola/psychology/faculty/crewsdp

Melissa Burns Cusato, Centre College, Kentucky
https://www.centre.edu/academics/majors-minors/behavioral-neuroscience/behavioral-neuroscience-faculty/

Brian Cusato, Centre College, Kentucky
https://www.centre.edu/academics/majors-minors/behavioral-neuroscience/behavioral-neuroscience-faculty/

Yvon Delville, University of Texas at Austin
http://www.utexas.edu/cola/psychology/faculty/yvon

Jean-Michel Faure, Institut National de la Recherche Agronomique, France
http://www.inra.fr/en/Scientists-Students

Bennet G. Galef, Jr., McMaster University
http://www.sociallearning.info/

Emily Gean, Senior Research Assistant, Johns Hopkins University  https://www.linkedin.com/pub/emily-gean-ph-d/6a/a26/162

Gail Gemberling, University of Texas at Austin
https://www.mccombs.utexas.edu/directory/profiles/gemberling-gail

Douglas Gillan, North Carolina State Universtiy
http://faculty.chass.ncsu.edu/djgillan

James Grau, Texas A & M University
http://psychology.tamu.edu/html/bio--j-grau.html

Germán Gutiérrez, National University of Colombia, Bogotá
https://unal-co.academia.edu/GermanGutierrez/Following

Stewart Hall, 
http://hs.umt.edu/psychology/faculty/default.php?s=Hall

Stewart Hilliard, Flight Chief, US Air Force
http://dfw.cbslocal.com/2013/02/27/military-dogs-trained-treated-for-ptsd-in-texas/

Karen Hollis, Mount Holyoke College
https://www.mtholyoke.edu/acad/facultyprofiles/karen_hollis

Kevin Holloway, Vassar College
http://psychology.vassar.edu/bios/keholloway.html

Falih Köksal, Bogaziçi University, Istanbul, Turkey
http://www.psychology.boun.edu.tr/FalihKoksal

Mark Krause, Southern Oregon University
http://www.sou.edu/psychology/faculty/krause.html

Michael Mahometa, University of Texas at Austin
https://stat.utexas.edu/people/consultants

Andrew Mills, Institut National de la Recherche Agronomique, France
http://www.inra.fr/en/Scientists-Students

Jesse Purdy, Southwestern University
http://www.southwestern.edu/live/news/8932-purdy-challenge

Mary Ramsey, University of Texas at Austin http://www.bio.utexas.edu/research/cummingslab/post-doc-projects.html

Shepard Siegel, McMaster University
https://www.science.mcmaster.ca/pnb/people/86-people-sp-716/202-dr-shepard-siegel.html

Susan Nash Spooner, McLennan Community College http://www.mclennan.edu/curriculum-vitae/1614700392/susan-spooner

Van Miller, Universitiy of Texas at Austin
http://bbs.utdallas.edu/people/detail.php5?i=371

Ronald Villarreal, University of Texas

John Williams, Institut National de la Recherche Agronomique, France
http://www.inra.fr/en/Scientists-Students


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Publications



 

Biological Constraints on Learning and Theoretical Papers


Domjan, M., & Galef, B. G. Jr. (1983). Biological constraints on instrumental and classical conditioning: Retrospect and prospect.  Animal Learning & Behavior, 11, 151-161. 

Domjan, M.  (1983).  Biological constraints and the pursuit of general theories of learning. In R. L. Mellgren (Ed.), Animal cognition and behavior. Amsterdam:  North Holland.

Domjan, M.  (1985).  Evolution of biological thinking in learning. Review of biological factors in learning. M. D. Zeiler and P. Harzem (Eds.), Contemporary Psychology, 30, 107-109.

Domjan, M., & Hollis, K. L.  (1988).  Reproductive behavior: A potential model system for adaptive specializations in learning. In R. C. Bolles and M. D. Beecher (Eds.), Evolution and Learning. (pp. 213-238) Hillsdale, NJ:  Erlbaum.

Domjan, M.  (1987) . Comparative psychology and the study of animal learning. Invited paper in celebration of 100 years of the Journal of Comparative Psychology, 101, 237-241. 

Domjan, M.  (1987).  Animal learning comes of age.  American Psychologist, 42, 556-564.

Domjan, M.  (1992).  Animal learning and mate choice:  Possibilities and experimental evidence.  American Zoologist, 32, 48-61.

Domjan, M. (1994).  Formulation of a behavior system for sexual conditioning.  Psychonomic Bulletin & Review, 1, 421-428. 

Domjan, M., & Purdy, J. E. (1995). Animal research in psychology. American Psychologist, 50, 496-503. [Reprinted in B. M. Jubilan (Ed.), (1997). Annual Editions: Biopsychology, Guilford, CN: Dushkin/McGraw Hill; also Psy Chi Newsletter, 1996, 22, 8-13.]

Mills, A. D., Crawford, L. L., Domjan, M., & Faure, J. M. (1997). The behavior of the Japanese or domestic quail, Coturnix japonica.  Neuroscience and Biobehavioral Reviews, 21, 261-281.

Domjan, M. (1997). Behavior systems and the demise of equipotentiality: Historical antecedents and evidence from sexual conditioning. In M. E. Bouton and M. S. Fanselow (Eds.) Learning, motivation, and cognition. (pp. 31-51). Washington, D.C.: American Psychological Association.

Purdy, J. E., & Domjan, M. (1998). Tactics in theory of mind research. Behavioral and Brain Sciences, 21, 129-130.

Domjan, M. (1998). Going wild in the laboratory: Learning about species typical cues. In D. L. Medin (Ed.), The Psychology of Learning and Motivation, 38, 155-186. San Diego: Academic Press.

Domjan, M., Cusato, B., & Villarreal, R. (2000). Pavlovian Feed-Forward Mechanisms in the Control of Social Behavior. Behavioral and Brain Sciences,23,235-249. (Target Article). 

Domjan, M., Cusato, B., & Villarreal, R. (2000). Extensions, elaborations, and explanations of the role of evolution and learning in the control of social behavior. Behavioral and Brain Sciences,23,269-282. (Reply to commentaries).

Domjan, M. (2000). Animal learning and behavior: Theoretical issues. In A. E. Kazdin (Ed.), Encyclopedia of Psychology, Vol. 1 (pp. 179-182). Washington, D.C./New York: American Psychological Association and Oxford University Press.

Domjan, M. (2000). General process learning theory: Challenges from response and stimulus factors. International Journal of Comparative Psychology, 13, 101-118.

Domjan, M., Cusato, B., & Krause, M. (2004). Learning with arbitrary versus ecological conditioned stimuli: Evidence from sexual conditioning. Psychonomic Bulletin & Review, 11, 232-246.

Domjan, M. (2005). Pavlovian conditioning: A functional perspective. Annual Review of Psychology,56, 179-206.

Domjan, M., & Can, A. (2006). Sexual conditioning methods: Theoretical and practical considerations. In M. J. Anderson (Ed.), Tasks and techniques: A sampling of the methodologies for the investigation of animal learning, behavior, and cognition. (pp. 145-162).  New York: Nova Science.

Domjan, M. (2006). Ecological and functional perspectives on Pavlovian conditioning. In Q. Jing, M. R. Rosenzweig, G. d’Ydewalle,  H. Zhang, H.-C. Chen, and K. Zhang (Eds.) Psychological science around the world. Vol. 1: Neural, cognitive, and developmental issues. (pp. 73-93). (Proceedings of the 18th International Congress of Psychology, Beijing). Hove and New York: Psychology Press. 

Domjan, M. (2008). Adaptive specializations and generality of the laws of classical and instrumental conditioning. In J. Byrne (Ed.) Learning and Memory: A comprehensive reference. (Vol. 1, Learning and Behavior Theory, R. Menzel, Ed.,pp. 327-340.)Oxford: Elsevier.

Domjan, M., & Akins, C. K. (2011). Applications of  Pavlovian conditioning to sexual behavior and reproduction. In T. R. Schachtman and S. Reilly (Eds.), Associative learning and conditioning theory: Human and non-human applications. (pp. 507-531). New York: Oxford University Press. 

Matthews, R. N., & Domjan, M. (2011). Selecciónsexual: competencia de esperma, sistemas de apareamiento y aprendizaje. In G. Gutiérrez and M. R. Papini (Eds.) Darwin: y las Ciencias del Comportamiento. (pp. 115-136). Bogotá D.C.: Universidad Nacional de Colombia. 

Domjan, M. (2012). Biological and evolutionary constraints on learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. (pp. 461-463).New York: Springer.

Domjan, M. (2012). Learning and instinct. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. (pp. 1790-1793). New York: Springer.

Domjan, M. (2014). Biological constraints on learning. In H. L. Miller (Ed.), Encyclopedia of theory in psychology. Sage Publications.

Krause, M., & Domjan, M. (2015). Ethological and Evolutionary Perspectives on Pavlovian Conditioning. In J. Call (Ed.), Handbook of Comparative Psychology. Washington, D.C.: American Psychological Association.


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Sexual Conditioning


Domjan, M., & Hall, S.  (1986).  Determinants of social proximity in Japanese quail (Coturnix coturnix japonica):  Male behavior. Journal of Comparative  Psychology, 100, 59-67.

Domjan, M., & Hall, S.  (1986).  Sexual dimorphism in the social proximity behavior of Japanese quail (Coturnix coturnix japonica).  Journal of Comparative Psychology, 100, 68-71.

Domjan, M., & Kurth, S.  (1986).  Effects of novelty on the reproductive behavior of male Japanese quail (Coturnix coturnix japonica).  Journal of Comparative Psychology, 100, 203-207.

Domjan, M., Lyons, R., North, N. C., & Bruell, J.  (1986).  Sexual Pavlovian conditioned approach behavior in male Japanese quail (Coturnix coturnix japonica). Journal of Comparative Psychology, 100, 413-421.

Domjan, M.  (1987).  Photoperiodic and endocrine control of social proximity behavior in male Japanese quail(Coturnix coturnix japonica). Behavioral Neuroscience, 101, 385-392.

Domjan, M., & Nash, S.  (1988).  Stimulus control of social behavior in male Japanese quail (Coturnix coturnix japonica). Animal Behaviour, 36, 1006-1015.

Domjan, M., O'Vary, D., & Greene, P.  (1988).  Conditioning of appetitive and consummatory sexual behavior in male Japanese quail. Journal of the  Experimental Analysis of Behavior, 50, 505-519.

Domjan, M., Greene, P., & North, N. C.  (1989).  Contextual conditioning and the control of copulatory behavior by species-specific sign stimuli in male Japanese quail. Journal of Experimental Psychology: Animal Behavior Processes, 15, 147-153.

Domjan, M., & Nash, S.  (1989).  Conditioning of sexual and reproductive behavior: Extending the hegemony to the propagation of species.  Behavioral and Brain Sciences, 12, 138-139. 

Nash, S., Domjan, M., & Askins, M.  (1989).  Sexual discrimination learning in male Japanese quail (Coturnix coturnix japonica).  Journal of Comparative  Psychology, 103, 347-358.

Domjan, M. (1990).  Modification of sexual behavior through conditioning: An avian model. In J. R. Feierman (Ed.), Pedophilia:  Biosocial dimensions., pp. 242-273.  New York:  Springer-Verlag.

Domjan, M., & Ravert, R. D.  (1991).  Discriminating the sex of conspecifics by male Japanese quail (Coturnix coturnix japonica).  Journal of Comparative Psychology, 105, 157-164.

Nash, S., & Domjan, M.  (1991).  Learning to discriminate the sex of conspecifics in male Japanese quail (Coturnix coturnix japonica):  Tests of "biological constraints".  Journal of Experimental Psychology:  Animal Behavior Processes, 17, 342-353.

Domjan, M.  (1992).  Animal learning and mate choice:  Possibilities and experimental evidence.  American Zoologist, 32, 48-61. 

Domjan, M., Huber-McDonald, M., & Holloway, K. S.  (1992).  Conditioning copulatory behavior to an artificial object:  Efficacy of stimulus fading.  Animal Learning & Behavior, 20, 350-362.

Domjan, M., Akins, C., & Vandergriff, D. H.  (1992).  Increased responding to female stimuli as a result of sexual experience:  Tests of mechanisms of learning.  Quarterly Journal of Experimental Psychology, 45B, 139-157.

Crawford, L. L., & Domjan, M.  (1993).  Sexual approach conditioning:  Omission contingency tests.  Animal Learning & Behavior, 21, 42-50.

Holloway, K. S., & Domjan, M.  (1993).  Sexual approach conditioning:  Unconditioned stimulus factors.  Journal of Experimental Psychology:  Animal Behavior Processes, 19, 38-46. 

Holloway, K. S. & Domjan, M.  (1993).  Sexual approach conditioning:  Tests of unconditioned stimulus devaluation using hormone manipulations.  Journal of Experimental Psychology:  Animal Behavior Processes, 19, 47-55.

Crawford, L. L., Holloway, K. S., & Domjan, M. (1993).  The nature of sexual reinforcement.  Journal of the Experimental Analysis of Behavior, 60, 55-66.

Crawford, L. L., Akins, C. K., & Domjan, M. (1994).  Stimulus control of  copulatory behavior in sexually naive male Japanese quail (Coturnix japonica): Effects of test context and stimulus movement. Journal of Comparative Psychology, 108, 252-261.

Köksal, F., Domjan, M., & Weisman, G. (1994).  Blocking of the sexual conditioning of differentially effective conditioned stimulus objects.  Animal Learning & Behavior, 22, 103-111.

Akins, C.K.,  Domjan, M., & Gutiérrez, G.  (1994).  Topography of sexually conditioned behavior in male Japanese quail (Coturnix japonica) depends on the CS-US interval.   Journal of Experimental Psychology:  Animal Behavior Processes, 20, 199-209.

Domjan, M. (1994).  Formulation of a behavior system for sexual conditioning.  Psychonomic Bulletin & Review, 1, 421-428.

Hilliard, S., & Domjan, M. (1995).  Effects of sexual conditioning of devaluing the US through satiation.  Quarterly Journal of Experimental Psychology, 48B, 84-92.

Crawford, L. L., & Domjan, M. (1995). Second-order sexual conditioning in male Japanese quail (Coturnix japonica). Animal Learning & Behavior, 23, 327-334.

Crawford, L. L., & Domjan, M. (1996). Conditioned inhibition of social approach in male Japanese quail (Coturnix japonica) using visual exposure to a female. Behavioural Processes, 36, 163-169.

Gutiérrez, G., & Domjan, M. (1996). Learning and male-male sexual competition in Japanese quail (Coturnix japonica). Journal of Comparative Psychology, 110, 170-175.

Burns, M., & Domjan, M. (1996). Sign tracking versus goal tracking in the sexual conditioning of male Japanese quail (Coturnix japonica). Journal of Experimental Psychology: Animal Behavior Processes, 22, 297-306.

Domjan, M., & Purdy, J. E. (1996). Teaching about animal research in psychology. American Psychologist, 51, 979-980.

Akins, C. K., & Domjan, M. (1996). The topography of sexually conditioned behaviour: Effects of a Trace Interval. Quarterly Journal of Experimental Psychology, 49B, 346-356. 

Hilliard, S., Nguyen, M., & Domjan, M. (1997). One-trial appetitive conditioning in the sexual behavior system. Psychonomic Bulletin & Review, 4, 237-241.

Gutiérrez, G., & Domjan, M. (1997). Differences in the sexual conditioned behavior of male and female Japanese quail (Coturnix japonica). Journal of Comparative Psychology, 111, 135-142.

Villarreal, R., & Domjan, M. (1998). Pavlovian conditioning of social–affiliative behavior in the Mongolian gerbil (Meriones unguiculatus). Journal of Comparative Psychology, 112, 26-35.

Domjan, M. (1998). Going wild in the laboratory: Learning about species typical cues. In D. L. Medin (Ed.), The Psychology of Learning and Motivation, 38, 155-186. San Diego: Academic Press.

Domjan, M., & Holloway, K. S.  (1998). Sexual learning. In G. Greenberg and M. M. Haraway (Eds.), Comparative psychology: A handbook. (pp. 602-613). New York: Garland.

Cusato, B., & Domjan, M. (1998). Special efficacy of sexual conditioned stimuli that include species typical cues: Tests with a CS preexposure design. Learning and Motivation, 29, 152-167. 

Hilliard, S., Domjan, M., Nguyen, M., & Cusato, B. (1998). Dissociation of conditioned appetitive and consummatory sexual behavior: Satiation and extinction tests. Animal Learning & Behavior, 26, 20-33.

Domjan, M., & Crawford, L. L. (1998). Condicionamiento sexual de la conducta instrumental. (Sexual conditioning of instrumental behavior.) In R. Ardila, W. L. López, M. Pérez-Acosta, R. Quiñones, and F. D. Reyes (Eds.), Manual de análisis experimental del comportanmiento (pp. 401-419). Madrid: Biblioteca Nueva.

Domjan, M., Blesbois, E., & Williams, J. (1998). The adaptive significance of sexual conditioning: Pavlovian control of sperm release. Psychological Science, 9, 411-415.

Burns, M., Domjan, M., & Mills, A. D. (1998). Effects of genetic selection for fearfulness or social reinstatement behavior on adult social and sexual behavior in domestic quail (Coturnix japonica). Psychobiology, 26, 249-257.

Köksal, F., & Domjan, M. (1998). Observational conditioning of sexual behavior in the domesticated quail. Animal Learning & Behavior, 26, 427-432.

Çetinkaya, H., & Domjan, M. (1998). An automated technique for the study of cyclic fluctuations in sexual motivation in an avian species. Behavioral Research Methods, Instrumentation, & Computers, 30, 667-673.

Burns, M., & Domjan, M. (2000). Sign tracking in domesticated quail with one trial a day. Generality across CS and US parameters. Animal Learning & Behavior, 28, 109-119. 

Domjan, M. (2000). Sexual conditioning. In A. E. Kazdin (Ed.), Encyclopedia of Psychology, Vol. 7 (pp.241-242). Washington, D.C./New York: American Psychological Association and Oxford University Press. 

Cusato, B., & Domjan, M. (2000). Facilitation of appetitive conditioning with naturalistic conditioned stimuli: CS and US factors. Animal Learning and Behavior, 28, 247-256. 

Burns, M., & Domjan, M. (2001). Topography of spatially directed conditioned responding: Effects of context and trial duration. Journal of Experimental Psychology: Animal Behavior Processes, 27, 269-278.

Domjan, M. (2002). Cognitive modulation of sexual behavior. In M. Bekoff & C. Allen (Eds.) The cognitive animal. (pp. 89-95). Cambridge, MA: MIT Press.

Krause, M. A., Cusato, B.,& Domjan, M. (2003). Extinction of conditioned sexual responses in male Japanese quail (Coturnix japonica): Role of species typical cues. Journal of Comparative Psychology, 117, 76-86.

Domjan, M. (2003). Stepping out of the box in considering the C/T ratio. Behavioural Processes, 62, 103-114. 

Domjan, M., Mahometa, M., & Mills, A. D. (2003). Relative contributions of the male and female to sexual behavior and reproductive success in the Japanese quail (Coturnix japonica). Journal of Comparative Psychology, 117, 391-399. 

Köksal, F., Domjan, M., Kurt, A., Sertel, Ö., Sabiha, Ö., Bowers, R., & Kumru, G. (2004). An animal model of fetishism. Behavioural Research and Therapy, 42, 1421-1434. 

Domjan, M., Cusato, B., & Krause, M. (2004). Learning with arbitrary versus ecological conditioned stimuli: Evidence from sexual conditioning. Psychonomic Bulletin & Review, 11, 232-246.

Mahometa, M. J., & Domjan, M. (2005). Classical conditioning increases reproductive success in Japanese quail, Coturnix japonica. Animal Behaviour, 69, 983-989.  

Domjan, M., & Can, A. (2006). Sexual conditioning methods: Theoretical and practical considerations. In M. J. Anderson (Ed.), Tasks and techniques: A sampling of the methodologies for the investigation of animal learning, behavior, and cognition. (pp. 145-162).  New York: Nova Science.

Çetinkaya, H., & Domjan, M. (2006). Sexual fetishism in a quail (Coturnix japonica) model system: Test of reproductive success. Journal of Comparative Psychology, 120, 427-432.

Matthews, R. N., Domjan, M., Ramsey, M., & Crews, D. (2007). Learning effects on sperm competition and reproductive fitness. Psychological Science, 18, 758-762. 

Can, A., Delille, Y., & Domjan, M. (2007). Sexual experience modulates neuronal activity in male Japanese quail. Hormones and Behavior, 52, 590-599.

Domjan, M., & Akins, C. K. (2011). Applications of  Pavlovian conditioning to sexual behavior and reproduction. In T. R. Schachtman and S. Reilly (Eds.), Associative learning and conditioning theory: Human and non-human applications. (pp. 507-531). New York: Oxford University Press.

Matthews, R. N., & Domjan, M. (2011). Selecciónsexual: competencia de esperma, sistemas de apareamiento y aprendizaje. In G. Gutiérrez and M. R. Papini (Eds.) Darwin: y las Ciencias del Comportamiento. (pp. 115-136). Bogotá D.C.: Universidad Nacional de Colombia.

Gutiérrez, G., & Domjan, M. (2011). Conditioning of sexual proceptivity in female quail: Measures of conditioned place preference. Behavioural Processes, 87,  268-273.

Domjan, M. (2012). Erotic/sexual learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. (pp. 1171-1174). New York: Springer. 

Domjan, M., Mahometa, M. J., & Matthews, R. N. (2012). Learning in intimate connections: Conditioned fertility and its role in sexual competition. Socioaffective Neuroscience & Psychology, vol. 2, pages 1-10.  DOI: 10.3402/snp.v2i0.17333.  (Open source)

Cusato, B., & Domjan, M. (2012). Naturalistic  conditioned stimuli facilitate sexual conditioning because of their similarity with the unconditioned stimulus. International Journal of Comparative Psychology. 25, 166-179.


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Conditioned Taste Avesion Learning


Domjan, M., & Wilson, N. E. (1972).  Specificity of cue to consequency in aversion learning in the rat.  Psychonomic Science, 26, 143-145.

Domjan, M., & Wilson, N. E.  (1972) . Contribution of ingestive behaviors to taste-aversion learning in the rat. Journal of Comparative and  Physiological Psychology, 80, 403-412.

Domjan, M.  (1972).  CS preexposure in taste-aversion learning: Effects of deprivation and preexposure duration.  Learning and Motivation, 3, 389-402. 

Domjan, M.  (1973).  Role of ingestion in odor-toxicosis learning in the rat.  Journal of Comparative and Physiological Psychology, 84, 507-521. 

Siegel, S., & Domjan, M.  (1974). The inhibitory effect of backward conditioning as a function of the number of backward pairings. Bulletin of the Psychonomic Society, 4, 122-124.

Domjan, M., & Bowman, T. G.  (1974).  Learned safety and the CS-US delay gradient in taste-aversion learning.  Learning and Motivation, 5, 409-423.

Domjan, M.  (1975).  Indeterminacy of preparedness. Review of “Biological Boundaries of Learning,” M. E. P. Seligman & J. L. Hager, Eds.,Contemporary Psychology, 20, 366-367.

Domjan, M.  (1975).  Poison-induced neophobia in rats: Role of stimulus generalization of conditioned taste aversions. Animal Learning & Behavior, 3, 205-211.

Domjan, M.  (1975).  The nature of the thirst stimulus: A factor in conditioned taste-aversion behavior.  Physiology & Behavior, 14, 809-813.

Domjan, M.  (1976).  Determinants of the enhancement of flavored-water intake by prior exposure.  Journal of Experimental Psychology: Animal Behavior Processes, 2, 17-27.

Domjan, M., & Gillan, D.  (1976.).  Role of novelty in the aversion for increasingly concentrated saccharin solutions.  Physiology  & Behavior, 16, 537-542.

Domjan, M., Gillan, D., & Trent, J. M.  (1976).  Reinforcing properties of novel and familiar solutions of saccharin for rats. Bulletin of the Psychonomic Society, 7, 151-153.

Domjan, M.  (1977).  Selective suppression of drinking during a limited period following aversive drug treatment in rats.  Journal of Experimental Psychology: Animal Behavior Processes, 3, 66-76.

Domjan, M., & Levy, C. J.  (1977).  Taste aversions conditioned by the aversiveness of insulin and formalin: Role of CS specificity.  Journal of Experimental Psychology: Animal Behavior Processes, 3, 119-131.

Domjan, M., & Gregg, B.  (1977).  Long-delay backward taste-aversion conditioning with lithium.  Physiology & Behavior, 18, 59-62.

Domjan, M.  (1977).  Attenuation and enhancement of neophobia for edible substances.  In L.M. Barker, M. Best, and M. Domjan (Eds.), Learning mechanisms in food selection.   Waco, Texas:  Baylor University Press.

Gillan, D. J., & Domjan, M.  (1977).  Taste-aversion conditioning with expected versus unexpected drug treatment. Journal of Experimental  Psychology: Animal Behavior Processes, 3, 297-309.

Domjan, M., & Best, M. R.  (1977). Paradoxical effects of unconditioned stimulus preexposure:  Interference with and conditioning of a taste aversion. Journal of Experimental Psychology: Animal Behavior Processes, 3, 310-321.

Domjan, M., & Gillan, D. J.  (1977).  After-effects of lithium-conditioned stimuli on consummatory behavior.  Journal of Experimental Psychology: Animal Behavior Processes, 3, 322-334.

Domjan, M., Schorr, R., & Best, M. R.  (1977).  Early environmental influences on conditioned and unconditioned ingestional and locomotor behaviors. Developmental Psychobiology, 6, 499-506.

Best, M. R., Domjan, M., & Haskins, W. L.  (1978).  Long-term retention of flavor familiarization:  Effects of number and amount of prior exposures. Behavioral Biology, 23, 95-99.

Domjan, M.  (1978).  Effects of proximal unconditioned stimulus preexposure on ingestional aversions learned as a result of taste presentation following drug treatment.  Animal Learning & Behavior, 6, 133-142.

Gregg, B., Kittrell, E. M., Domjan, M., & Amsel, A.  (1978).  Ingestional aversion learning in preweanling rats.  Journal of Comparative and Physiological Psychology, 92, 785-795.

Domjan, M., Foster, K., & Gillan, D. J.  (1979).  Effects of distribution of the drug unconditioned stimulus on taste-aversion learning.  Physiology  & Behavior, 23, 931-938.

Best, M. R., & Domjan, M.  (1979).  Characteristics of the lithium-mediated proximal US preexposure effect on flavor-aversion conditioning. Animal Learning  & Behavior, 7, 433-440. 

Domjan, M., Gillan, D. J., & Gemberling, G. A.  (1980).  Aftereffects of lithium-conditioned stimuli on consummatory behavior in the presence and absence of the drug. Journal of Experimental Psychology: Animal Behavior Processes, 6, 49-64. 

Domjan, M.  (1980).  Ingestional aversion learning: Unique and general processes. In J. S. Rosenblatt, R. A. Hinde, C. Beer, and M. Busnel (Eds.), Advances in the study of behavior, 11, 275-336. New York:  Academic Press.

Domjan, M., & Gemberling, G. A.  (1980).  Effects of expected versus unexpected proximal US preexposure on taste-aversion learning.  Animal Learning & Behavior, 8, 204-210.

Gemberling, G. A., Domjan, M., & Amsel, A.  (1980).  Aversion learning in 5-day-old rats: Taste-toxicosis and texture-shock associations.  Journal of Comparative and Physiological Psychology, 94, 734-745.

Domjan, M., Gemberling, G. A., & Gillan, D. J. 1980. Increased drinking stimulated by exposure to lithium-conditioned taste cues: Effects of conditioning trials and drug dose.  Pharmacology Biochemistry & Behavior, 12, 789-795.

Domjan, M.  (1980).  Effects of the intertrial interval on taste-aversion learning in rats.  Physiology & Behavior, 25, 117-125.

Domjan, M., & Best, M. R.  (1980).  Interference with ingestional aversion learning produced by preexposure to the unconditioned stimulus: Associative and nonassociative aspects.  Learning and Motivation, 11, 522-537.

Miller, V., & Domjan, M.  (1981).  Selective sensitization induced by lithium malaise and footshock in rats.  Behavioral and Neural Biology, 31, 42-55.

Miller, V., & Domjan, M.  (1981).  Specificity of cue to consequence in aversion learning in the rat:  Control for US-induced differential orientations.  Animal Learning & Behavior, 9, 339-345. 

Gemberling, G. A., & Domjan, M.  (1982).  Selective associations in one-day-old rats: Taste-toxicosis and texture-shock aversion learning.  Journal of Comparative and Physiological Psychology, 96, 105-113.

Domjan, M., Miller, V., & Gemberling, G. A. (1982).  Note on aversion learning to the shape of food by monkeys.  Journal of the Experimental Analysis of Behavior, 38, 87-91.

Domjan, M., & Hanlon, M. J. (1982).  Poison-avoidance learning to food-related tactile stimuli:  Avoidance of texture cues by rats. Animal Learning & Behavior, 10, 293-300.

Domjan, M.  (1982). Selective associations in aversion learning.  In M. L. Commons, R. J. Herrnstein, and A. R. Wagner (Eds.) Quantitative analyses of behavior Vol.3, Cambridge, MA:  Ballinger.

Domjan, M., & Siegel, S. (1983). Attenuation of the aversive and analgesic effects of morphine by repeated administration:  Different mechanisms.  Physiological Psychology, 11, 155-158.

Domjan, M.  (1985). Cue-consequence specificity and long-delay learning revisited. Annals of the New York Academy of Sciences, 443, 54-66.

Domjan, M. (2015). The Garcia-Koelling selective association effect: A historical and personal perspective. International Journal of Comparative Psychology, volume 28. Permalink: http://escholarship.org/uc/item/5sx993rm


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Books


 

Principles of Learning and Behavior: 7th Edition

Principles of Learning and Behavior: 6th Edition

Principles of Learning and Behavior: Active learning edition

The Essentials of Conditioning and Learning: 3rd Edition

Principles of Learning and Behavior: 5th Edition

Principles of learning and behavior: 4th Edition

Principles of learning and behavior: 3rd Edition

Learning Mechanisms in Food Selection

Learning Mechanisms in Food Selection

Michael Domjan, Lewis Barker, and Michael R. Best

Learning Mechanisms in Food Selection
1977
Waco: Baylor Press University

 


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  • Department of Psychology

    The University of Texas at Austin
    SEA 4.208
    108 E. Dean Keeton Stop A8000
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