Preface |
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xi | |
Acknowledgements |
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xv | |
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Chapter 1 Introduction to the Research Process |
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1 | (14) |
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The Research Process: Scientific Aspects |
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1 | (6) |
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Adapting the approach to the stage of an investigation |
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2 | (2) |
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Mice, mice, and more mice |
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4 | (1) |
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Measuring instruments: Tests |
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4 | (1) |
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The formal research design |
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4 | (1) |
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4 | (1) |
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5 | (1) |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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6 | (1) |
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7 | (1) |
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7 | (1) |
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The Institutional Context of Research |
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7 | (8) |
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8 | (1) |
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9 | (2) |
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11 | (4) |
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15 | (24) |
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15 | (3) |
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Models of Human Functions |
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18 | (1) |
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Origins of Standard Mouse Strains |
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19 | (1) |
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Kinds of Breeding Schemes |
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20 | (4) |
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21 | (1) |
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21 | (1) |
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22 | (1) |
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22 | (1) |
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22 | (2) |
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The Process of Close Inbreeding |
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24 | (3) |
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Inbred Strains for Research |
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27 | (2) |
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Special Genotypes Derived from Inbred strains |
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29 | (5) |
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29 | (1) |
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30 | (2) |
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32 | (1) |
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32 | (1) |
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Recombinant inbred strains |
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33 | (1) |
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Designer Mice: Transgenic Methods and Targeted Mutations |
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34 | (5) |
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Chapter 3 Tests of Mouse Behavior |
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39 | (14) |
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39 | (2) |
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41 | (2) |
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43 | (1) |
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44 | (1) |
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44 | (1) |
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44 | (1) |
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44 | (1) |
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44 | (2) |
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45 | (1) |
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45 | (1) |
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Elevated zero and square mazes |
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46 | (1) |
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46 | (1) |
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46 | (1) |
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46 | (1) |
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46 | (1) |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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47 | (1) |
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47 | (1) |
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47 | (1) |
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47 | (4) |
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47 | (2) |
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49 | (1) |
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49 | (1) |
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50 | (1) |
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51 | (2) |
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53 | (22) |
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55 | (2) |
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57 | (1) |
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58 | (1) |
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58 | (1) |
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Single-Factor Study With More Than Two Groups (One-Way Design) |
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59 | (2) |
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61 | (2) |
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63 | (1) |
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64 | (5) |
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Reciprocal hybrid crosses |
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64 | (2) |
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Manipulations of the maternal environment |
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66 | (1) |
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Transgenerational influences |
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67 | (1) |
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Selective breeding with control for envionmental influences |
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67 | (2) |
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69 | (2) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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71 | (1) |
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71 | (4) |
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One-and two-factor studies |
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71 | (1) |
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Three-and higher factor studies |
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72 | (1) |
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73 | (2) |
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75 | (32) |
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Utilities to do the Calculations |
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76 | (1) |
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76 | (10) |
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77 | (1) |
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Specifying an entire population |
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77 | (2) |
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Random choice of a sample |
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79 | (4) |
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83 | (1) |
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84 | (2) |
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86 | (4) |
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86 | (1) |
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86 | (1) |
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Effect size for a study with two groups |
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87 | (1) |
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Effect size for more than two groups |
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88 | (1) |
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Finding effect size from published data |
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89 | (1) |
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Significance of an Effect |
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90 | (4) |
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93 | (1) |
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The More tests, the higher the risk of a false positive |
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94 | (1) |
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94 | (1) |
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Finding the Correct Sample Size |
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95 | (12) |
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95 | (1) |
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95 | (2) |
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97 | (1) |
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J groups, linear contrast |
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97 | (3) |
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100 | (1) |
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Designs with more than two factors |
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101 | (6) |
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Chapter 6 Ethics Approval |
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107 | (14) |
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Good Ethics and Good Science |
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107 | (2) |
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The Era Before Regulation |
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109 | (1) |
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The Era of Regulated Research With Animals |
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109 | (1) |
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Ethical Status of Mice and Rats |
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110 | (2) |
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The Fundamental Ethical Principle of Animal Research |
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112 | (1) |
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113 | (2) |
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113 | (1) |
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114 | (1) |
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114 | (1) |
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115 | (2) |
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115 | (1) |
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116 | (1) |
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Categories of Invasiveness and Severity |
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117 | (1) |
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Categories for Behavioral Tests Used with Mice |
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118 | (1) |
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119 | (2) |
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121 | (12) |
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121 | (2) |
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122 | (1) |
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Two-, three- and four-factor designs |
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122 | (1) |
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The Principle of Balancing and randomization |
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123 | (1) |
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The Total Sample Divided into Smaller Units |
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123 | (2) |
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125 | (1) |
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Partitioning the Work Day |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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127 | (1) |
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Randomization to the Rescue |
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128 | (1) |
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Shipments, Cages, Tail Marks, and Id Numbers |
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129 | (1) |
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130 | (1) |
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130 | (1) |
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130 | (1) |
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130 | (1) |
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131 | (2) |
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Chapter 8 Getting Ready for Testing |
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133 | (10) |
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133 | (1) |
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134 | (2) |
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136 | (1) |
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Marking for Individual Identification |
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136 | (1) |
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137 | (1) |
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Group versus individual housing |
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137 | (1) |
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138 | (1) |
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138 | (1) |
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Going to School: Test Day |
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138 | (5) |
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Chapter 9 Prelude to Data Analysis |
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143 | (14) |
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144 | (1) |
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Contents of One Row of Data |
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144 | (1) |
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144 | (1) |
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Order of Variables Across a Row |
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144 | (1) |
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145 | (1) |
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The Value of Using the Right Values |
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145 | (1) |
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The Plague Called Missing Data |
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146 | (1) |
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Importing the Spreadsheet into the Statistical Program |
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147 | (1) |
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Checking for Errors in the Data |
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148 | (1) |
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The Crucial Distinction Between Errors and Exceptions |
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149 | (2) |
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151 | (4) |
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Statistical Data Analysis as a Final Step in the Process |
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155 | (2) |
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Chapter 10 Domains and Test Batteries |
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157 | (20) |
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157 | (2) |
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Whole behavior versus criterion response |
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157 | (1) |
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Free expression versus highly constrained actions |
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158 | (1) |
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Microscopic analysis versus the whole picture |
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158 | (1) |
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Short duration versus full day observation |
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158 | (1) |
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159 | (4) |
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163 | (2) |
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165 | (2) |
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167 | (10) |
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Every test changes the mouse |
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167 | (1) |
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Advantages of using different mice for different tests |
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168 | (1) |
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Efficiency and economy of numbers comes at a price |
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168 | (1) |
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Current wisdom about test batteries |
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168 | (3) |
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Testing effects of batteries |
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171 | (2) |
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Effect size and importance of test order effects |
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173 | (1) |
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One solution: Standard test orders |
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173 | (1) |
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174 | (3) |
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Chapter 11 Motivating Mice |
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177 | (26) |
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Hunger and Food Deprivation |
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178 | (10) |
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Appetite without deprivation |
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178 | (1) |
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179 | (1) |
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Methods of food deprivation |
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180 | (3) |
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A refined method for daily deprivation |
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183 | (2) |
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Degree of hunger and eating |
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185 | (2) |
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187 | (1) |
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188 | (6) |
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Basic features of a shock source |
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189 | (2) |
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Variables that influence intensity |
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191 | (1) |
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Determining the correct level of shock |
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192 | (1) |
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192 | (1) |
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Threshold of overt reaction |
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192 | (1) |
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Kinds of responses and task requirements |
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193 | (1) |
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194 | (2) |
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194 | (1) |
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194 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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196 | (3) |
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196 | (2) |
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Determining optimal air flow rate |
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198 | (1) |
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199 | (1) |
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199 | (4) |
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Chapter 12 Qualities of Behavioral Tests |
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203 | (12) |
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Resolution, Accuracy, and Precision |
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203 | (3) |
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206 | (2) |
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208 | (2) |
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210 | (1) |
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211 | (4) |
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Chapter 13 Task Refinement and Standardization |
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215 | (20) |
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Flawed Tests and Missteps in the Research process |
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215 | (4) |
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216 | (1) |
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217 | (1) |
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218 | (1) |
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219 | (9) |
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The relatively simple open field |
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219 | (3) |
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The submerged platform water escape task |
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222 | (2) |
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Do task parameters matter? |
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224 | (1) |
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225 | (1) |
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Escape latencies and rate of learning |
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225 | (3) |
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228 | (4) |
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228 | (2) |
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The Submerged platform water escape task |
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230 | (1) |
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Prospects for refining other tests |
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230 | (2) |
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232 | (1) |
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Standardizing Lab Environment |
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233 | (2) |
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Chapter 14 Video Tracking |
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235 | (14) |
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236 | (3) |
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236 | (1) |
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Spectral sensitivity and filters |
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237 | (1) |
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238 | (1) |
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Hardware Modifications for Video Tracking |
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239 | (2) |
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Solid floors for uniform fields of view |
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239 | (1) |
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239 | (1) |
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Eliminating shadows and blind spots |
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239 | (1) |
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240 | (1) |
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Doubts about the Accuracy of Video Tracking |
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241 | (1) |
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Tracking in Edmonton and Portland |
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241 | (1) |
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VideoScan versus Any-maze |
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242 | (1) |
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Accuracy and Precision from a Mechanical Device |
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242 | (2) |
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The Solution: Ir Backlighting |
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244 | (1) |
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245 | (4) |
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Chapter 15 The Laboratory Environment |
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249 | (16) |
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Two Sources of Environmental Variance in Test Scores |
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249 | (1) |
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Environmental Effects on Test Scores: Early Studies |
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250 | (3) |
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Interactions with Lab Environment: Recent Studies |
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253 | (5) |
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Complexity of the Lab Environment |
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258 | (1) |
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Standardizing the Lab Environment |
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258 | (2) |
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Heterogenization of the Lab Environment |
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260 | (1) |
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Strategies for Standardizing the Lab Environment |
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261 | (4) |
Appendix |
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265 | (4) |
Reference List |
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269 | (16) |
Index |
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285 | |