Random presentations of key lights and food retarded acquisition and suppressed asymptotic rates of keypecking in autoshaping. Sequences of 10 sessions of random training alternated with 10 sessions of autoshaping resulted in poor performance (in terms of both the acquisition and asymptotic indices) relative to a group that received sequences of CS-only (rather than random) training alternating with autoshaping. When the birds that previously were trained with the random sequence were exposed to CS-alone extinction, retardation of acquisition was alleviated but the asymptotic suppression was not (Experiment 1). Pigeons with a history of autoshaping without prior random training showed no asymptotic suppression when exposed to the random procedure. These birds, when switched between two-session sequences of random training alternating with two-session sequences of autoshaping, were able to (1) surpass pigeons that received CS-only rather than random treatment in terms of asymptotic levels of responding in autoshaping, and (2) showed improvement in extinction performance with repeated randomlautoshaping sequences (Experiment 2). Detailed observations of pigeons in random training showed that stereotypic activity behaviors were acquired, and these generally persisted in autoshaping; the degree of change in these behaviors was related to asymptotic rates of keypecking in autoshaping (Experiment 3). The same kinds of behaviors were observed when pigeons initially were autoshaped, and these persisted in subsequent random and fixed-intervaI10-sec training. We suggest that the suppression effect is reflected in activity, conditioned in random training, which persists in autoshaping (especially if the activity is compatible with the kinds of behaviors elicited by the autoshaping contingency itself), and that the effect may be a deficit due to performance factors rather than to associative learning.If pigeons are exposed to random presentations of keylights (conditioned stimuli, CSs) and food (unconditioned stimuli, USs), subsequent keypeck acquisition is impaired relative to that of pigeons without such "random CS/US" exposure (Tomie, 1976a(Tomie, , 1976b(Tomie, , 1981. This "retardation" effect is very reliable and has provided support for several models of classical conditioning that focus on the acquisition either of associations (Mackintosh, 1975; Rescoda & Wagner, 1972) or of performance tendencies (Gibbon & Balsam, 1981) that interfere with the new conditioned response (CR). Typically, however, random CS/US training has another effect beyond that of slowing down the rate of acquisition of the CR. It also prevents responding from reaching asymptotic levels seen in animals without random pretraining (Balsam & Schwartz, 1981;Durlach, 1984; Gamzu & Williams, 1971, 1973 Randich & Lol.ordo, 1979; Tomie, 1976a Tomie, , 1976bTomie, , 1981 Tomie, Murphy, Fath, & Jackson, 1980). Some of the data from Experiment 1 were presented at the meeting of the American Psychological Association in Anaheim, August 1983, and some of...