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?
Different brain circuits mediate the acquisition of skills and habits (via operant learning) and the acquisition of facts (via classical learning). Most learning situations comprise interactions of skill and fact-learning (composite learning). So far these interactions have escaped thorough scrutiny. Drosophila at the torque meter provides one of the very few systems where the relationship of operant and classical predictors can be studied with sufficient rigor. Experiments with mutant and transgenic flies show that there is an interaction between predictive stimuli (classical component) and goal-directed actions (operant component) which makes composite conditioning more effective than the operant and classical components alone. Rutabaga (rut) mutants are impaired in learning about the (classical) stimuli but show intact (operant) behavior learning. This is the first evidence that operant and classical conditioning differ also at the molecular level. The interaction between operant and classical components is hierarchical such that an impaired classical component (in rut flies) suppresses retrieval and an intact classical component suppresses acquisition of the operant component. Experiments with transgenic flies demonstrate that this suppression of operant acquisition is mediated by the mushroom-bodies and serves to ensure that the classical memories can be generalized for access by other behaviors. Extended training can overcome this suppression and transforms goal-directed actions into habitual responses. In conclusion rut-dependent fact-learning is facilitated by goal-directed actions during composite conditioning. Acquisition of this rut-independent operant component is suppressed by the mushroom-bodies which prevents premature habit formation and thereby keeps the classical component flexible. Habit formation after extended training reveals the gate-keeping role of the mushroom-bodies allowing only well-rehearsed behaviors to consolidate into habits.
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