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Neuroscience and Biobehavioral Reviews|April 7, 2019
Avoidance learning and classical eyeblink conditioning as model systems to explore a learning diathesis model of PTSDM T Allen, J D Handy, D P Miller, et al.Behavioural Brain Research|February 28, 2018
The distressed (Type D) personality factor of social inhibition, but not negative affectivity, enhances eyeblink conditioningM T Allen, J D Handy, M R Blankenship, et al.Behavioural Brain Research|February 14, 2016
Uncertainty of trial timing enhances acquisition of conditioned eyeblinks in anxiety vulnerable individualsM T Allen, C E Myers, R J ServatiusBehavioural Brain Research|October 22, 2017
US alone trials presented during acquisition do not disrupt classical eyeblink conditioning: Empirical and computational findingsM T Allen, C E Myers, D Williams, et al.Behavioural Brain Research|November 27, 2013
Behaviorally inhibited individuals demonstrate significantly enhanced conditioned response acquisition under non-optimal learning conditionsJ L Holloway, M T Allen, C E Myers, et al.Journal of Neuroscience Methods|September 23, 2000
Eyeblink conditioning in the freely moving rat: square-wave stimulation as the unconditioned stimulusR J ServatiusNeuroreport|March 7, 1995
Stress-induced sensitization and facilitated learning require NMDA receptor activationT J Shors, R J ServatiusNeurobiology of Learning and Memory|July 1, 1997
The contribution of stressor intensity, duration, and context to the stress-induced facilitation of associative learningT J Shors, R J ServatiusBehavioral Neuroscience|October 1, 1996
Early acquisition, but not retention, of the classically conditioned eyeblink response is N-methyl-D-aspartate (NMDA) receptor dependentR J Servatius, T J ShorsBehavioral Neuroscience|December 1, 1994
Exposure to inescapable stress persistently facilitates associative and nonassociative learning in ratsR J Servatius, T J ShorsPageof 26