IIRC, the front of the car is to the right in this diagram, I'm not quite sure anymore. But yes, the numbers coincide with the cylinders, so there is a way in which you can align the diagram with your engine.
Anonymous on 23 Apr : 21:10
Hey Bjoern. I have a question about your wiring diagram on the MAF conversion. Is the diagram of the injector wiring from the top view of the engine? Because I'm guessing the injector numbers don't coinside with the cylinder numbers? Thanks
The auto tranny is a problem, because you have a very limited choice of computers. Unfortunately, I have no idea about auto trannies and can't help you there. Conversion to standard is a big deal and not for the faint of heart. I bought a book on Ford EFI which I found to be very helpful and I learned a lot from it. I think it was this one: [link]
hey bjoern, ive had your maf conversion in my favorites forever... i finally rebuilt the engine, but put in a lumpier cam, along with some other minor mods, so now basically, it runs, but with the old map sensor, not so good. thats alot of technical words, and all ive worked on up to this point is oldies with carbs and no EFI, but im learning alot and im loving it. i have one difference, but i dont think it bothers anything, i have an automatic transmission, so if i install the maf system out of a newer pickup it may want to read the e40d when i just have an aod... unless maybe i can find one with a standard transmission?? i dunno, im getting so confused with all this technology, i would like to do it step by step just as you did. can you help me somehow?
Program#/Poster#: 813.26/U5, SfN 2006. The relationship of operant and classical components in associative learning is subject to a long-standing debate. The duration of the debate can in part be explained by the fact that most learning situations comprise operant and classical components to some extent (composite conditioning): one or more initially neutral stimuli (conditioned stimulus, CS), the animal’s behavior (BH) and the reinforcer (unconditioned stimulus, US) being contingent on both. Fixed flying Drosophila melanogaster at the torque meter provide one of the very few systems where this issue can be studied with the necessary rigor. At the torque meter, flies modulate their yaw torque over a wide range attempting to turn right and left. A behavior (BH, one of two domains of yaw torque) and a stimulus (CS, one of two colors) are arranged to coincide with punishment (US, heat) in a differential operant conditioning paradigm. During training, one half of the fly’s yaw torque range is coupled with, say, green panorama illumination, while the other half is coupled with blue illumination. These yaw torque domains approximately correspond to left and right turns in free flight. A punishing heat-beam is associated with one of the colors/yaw torque domains, such that the animal learns, for instance, that turning left (BH) causes both blue illumination (CS) and heat (US), while turning right switches both the color to green and the heat off. Importantly, wildtype flies can also learn the classical color-heat (CS-US) component alone as well as the operant yaw torque-heat (BH-US) component alone. This composite BH+CS+US training is more effective than pure operant BH-US training in which only the yaw torque domain is coupled to heat without a color cue. Experiments with wildtype and rutabaga mutant flies suggest that there is a hierarchical interaction between stimuli and behavior which makes composite conditioning more effective than the operant and classical components alone. Moreover, the experiments show that the Rutabaga protein, a type 1 adenylyl cyclase that is necessary for most learning tasks flies have been subjected to, is not required for pure operant conditioning. This result shows that operant and classical conditioning can be separated not only at the behavioral and neural, but also at the molecular level. Our experiments suggest that classical or composite conditioning paradigms may not be sufficient for investigating the general neurobiological principles underlying learning and memory.
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