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1.
The wide generality of the feature-positive effect (FPE) has caused speculation that the FPE may represent innate biases in the stimulus control of discriminative responding. There is little experimental evidence to date ragarding this possibility. In the present study, 1- or 4-day-old chicks were trained on a feature-positive (FP) or feature-negative (FN) discrimination with heat reinforcement. After the acquisition phase, these subjects received extinction training followed by a reacquisition phase. The FP performance was superior to the FN performance in both age groups. Extinction resulted in improved discrimination performance in both the FP and FN conditions. Unmasking of FN learning by the extinction treatment suggests that the FPE represents a deficit in performance, rather than an inability to learn the FN task. These data demonstrate that adult-like performance on feature discriminations is evident as early as the first day post-hatch. 相似文献
2.
This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages. 相似文献
3.
In three experiments, 1- and 4-day-old chicks (N=96) were first trained to move from one compartment into another for heat reward, and then, following 1, 24, or 48 prepunishment trials, the chicks’ step-through responses were punished with aversive wing-shocks during 24 passive avoidance (PA) trials. The major finding of these experiments was that the age dependency of PA learning of the young chick depends upon both the number of prepunishment trials and the cue differences between the safe and shock compartments. The 1-day-old chick showed an improvement in PA learning as both prepunishment trials and cue differences were increased, but the 4-day-old chicks’ PA learning was retarded by increasing the number of prepunishment trials when either identical or distinct cues were in the two compartments. These PA results suggest that the 1-day-old chick, as compared with the 4-day-old chick, is deficient in learning, or detecting changes in, stimulus- and/or response-reinforcement contingencies. 相似文献
4.
Previous work has shown that when a delay of reward (DOR) is introduced into a well-learned discrimination, even gradually, discriminative performance deteriorates and, with moderately long DORs, does not recover with practice. The present experiment assessed whether the decrement in performance was due to an associative loss or to a decline in the incentive value of the reward object caused by the DOR. Cebus monkeys were trained on a simple visual discrimination and tested with either a DOR or an identical delay period which preceded the appearance of S+ and S? (“predelay” trials); reinforcement on predelay trials was immediate. On half of the daily trials, the animals were given the option of choosing either the DOR or the predelay trial. The duration of the delay was increased gradually until terminal delays of 32 to 128 sec were reached. All four animals maintained almost errorless performance on predelay trials; in contrast, their error rate reached 36% on DOR trials. Surprisingly, none of the animals learned to choose predelay over DOR trials. Both results were interpreted in terms of the incentive loss hypothesis. 相似文献
5.
Joseph J. Franchina Antoinette B. Dyer Stephen J. Zaccaro Allan H. Schulman 《Learning & behavior》1986,14(2):218-222
The drinking behavior of individual chicks (n = 168) was studied in two discrimination situations when the individual was alone or with an audience of merely present (not drinking) or coacting (drinking) conspecifics. In one discrimination task, a familiar and an unfamiliar drinking tube (FU) were presented simultaneously; in the other discrimination task, two unfamiliar tubes (UU) were presented. The coacting audience received a familiar and an unfamiliar tube; their familiar tube was always unfamiliar to the subject. Subjects drank more when conspecifics were present, intake being highest in the presence of coacting conspecifics. Intake was higher in the FU discrimination than in UU. However, in the UU discrimination, individuals that were tested with coactors drank most of their total intake from the tube that was similar to the coactors’ familiar tube. In the FU task, individual subjects drank mostly from their familiar tube in each social condition. However, this effect was smaller for those tested with coacting conspecifics than for those tested with merely present conspecifics. 相似文献
6.
Visual discrimination of letter-like forms and its relationship to achievement over time in children with learning disabilities 总被引：1，自引：0，他引：1
The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading. 相似文献
7.
Ros Somerville Kate Ayre Daniel Tunbridge Katy Cole Richard Stollery Mary Sanders 《Educational Psychology in Practice》2015,31(3):265-278
This study evaluates the efficacy of a mathematics intervention devised by Essex Educational Psychology Service (EPS), UK. The intervention was designed to develop understanding and skills across four key domains within arithmetical development, by applying the principles of errorless learning, distributed practice and teaching to mastery. A quasi-experimental design was used to investigate the success of the intervention in raising the level of arithmetical skills of lower achieving pupils up to National Curriculum Level 2. The results indicated that children engaging with the intervention made significantly more progress than children not engaging with the intervention, with ratio gains of 2.51 in arithmetical skills. In addition, gains were made in mathematical reasoning. 相似文献
8.
Steven J. Haggbloom 《Learning & behavior》1982,10(1):61-64
Three groups of 12 rats received 25 pretraining trials to each future discriminandum employed in a subsequent differential brightness conditioning problem. Groups NR and RN received partial reinforcement (PRF) pretraining either with or without, respectively, transitions from nonrewarded to rewarded trials (N-R transitions). Group CRF received consistent reinforcement during pretraining. A fourth group (n=12), Group NP, received no pretraining. During discrimination learning, one-half of the rats in each group received all their daily S+ trials preceding their daily S? trials (+? sequence); the remainder of the rats received an intermixed sequence of trials to S+ and S? (+?+ sequence). Discrimination learning was faster under the +? sequence than under the +?+ condition, and discrimination learning was retarded in Group NR relative to the other three groups, which did not differ from one another, under both the +? and +?+ discrimination sequence conditions. The results are discussed with Reference to previous experiments demonstrating N-R transition effects on discrimination learning, a theoretical extension of sequential theory to discrimination learning, and the effects of nondifferential reinforcement prior to discrimination learning on learned irrelevance. 相似文献
9.
Ben A. Williams 《Learning & behavior》1977,5(1):47-50
Pigeons were trained on a form discrimination that alternated across trials with an already-learned color discrimination, which was associated with different probabilities of reinforcement for different groups. The rate of acquisition of the form discrimination varied inversely with the rate of reinforcement for the color discrimination, thus demonstrating a “contrast effect” in simultaneous discrimination learning. 相似文献
10.
Carolyn Rovee-Collier Joann B. Capatides Jeffrey W. Fagen Val Negri 《Learning & behavior》1983,11(1):127-133
The selective nocturnal persistence of death feigning, an antipredator behavior, was assessed in four studies involving single daily trials. In Experiments 1 and 2, White Leghorn chicks exhibited a progressive decline in death feigning durations in both the light and the dark phases of their photoperiods over 8 days, but resistance to habituation was greater at night. When nocturnal death feigning was induced to a habituation criterion (Experiment 3), it was extremely persistent and was not completely abolished in some chicks, even after 25 consecutive test days. Because nocturnal response durations of chicks tested cross-sectionally increased over the same developmental period (Experiment 4), a shifting developmental baseline was excluded as the basis for the declining response durations observed in the first three studies. The differential plasticity of death feigning at two times of day is consistent with the argument that predatorprey synchrony confers a selective advantage, and suggests an additional biological constraint on learning. 相似文献
11.
12.
Steven J. Haggbloom 《Learning & behavior》1983,11(3):367-372
In two experiments, rats were trained on a successive go/no-go discrimination problem in the runway in which the positive (S+) and negative (S?) discriminanda were differentiated by the presence or absence of a distinctive feature. The feature in Experiment 1 was a series of flashing lights over the runway. In Experiment 2, the feature was a pretrial reinforcement (Phase 1), or pretrial reinforcement versus pretrial nonreinforcement (Phase 2). The feature signaled S+ trials in feature-positive (FP) groups and S? trials in feature-negative (FN) groups. The original discrimination was reversed in Phase 2 of both experiments. With the exception of the pretrial nonreinforcement groups in Experiment 2, there was an asymmetry in discrimination learning in both phases of both experiments favoring superior discrimination learning by FN subjects over FP subjects, a feature-negative effect. Implications of the results for an information processing account of asymmetries in learning feature discriminations are discussed. 相似文献
13.
We compared acquisition and performance accounts of human contingency learning. After solving a discrimination in Phase 1,
in which Cue A predicted the occurrence of the outcome and Cue B predicted its nonoccurrence (A+/B−), a new discrimination
(X+/Y−) was superimposed in Phase 2 (AX+/BY−). The participants were finally trained in Phase 3 with the added discrimination,
which either maintained the same contingencies as those in Phase 2 (X+/Y−; Experiment 1) or reversed the contingencies (X−/Y+;
Experiment 2). According to competitive-learning theories (e.g., Rescorla & Wagner, 1972), there should be no learning of
the added discrimination in Phase 2, so that no advantage or disadvantage for this discrimination should be observed in Phase
3. In contrast, performance theories, such as the comparator hypothesis (Miller & Matzel, 1988), contend that learning of
the added discrimination in Phase 2 should proceed normally; so, in Phase 3, an advantage for the added discrimination should
be observed in Experiment 1, but a disadvantage should be observed in Experiment 2. Our participants learned about the added
discrimination and generally showed the effects predicted by the comparator hypothesis. 相似文献
14.
Kristin R. Carlson 《Learning & behavior》1973,1(1):33-37
In a two-choice discrimination learning paradigm, a U-shaped function was found between trials to criterion and the number of sides comprising the random figure discriminanda. These data are consistent with results from human Ss and suggest similar information processing capabilities in the two species. Changing the orientation of the stimulus figures after the discrimination had been learned only partially disrupted subsequent discrimination performance. Any single difference in selected form attributes between the two figures comprising a problem was not a good predictor of learning speed, suggesting that monkeys use a combination of such factors. 相似文献
15.
E. J. Capaldi 《Learning & behavior》1979,7(1):63-68
In this investigation, which employed rats in a runway, discriminative responding consisted of faster running on the reinforced than on the nonreinforced trials of either the 4NR or R4N schedule, both schedules containing fixed, repeated sequences of nonreinforced and reinforced trials. Under the 4NR schedule, four nonreinforced trials preceded a reinforced trial each day, and under the R4N schedule, a reinforced trial was followed by four nonreinforced trials each day. The major finding obtained was that under the 4NR schedule, discriminative responding was improved very substantially by a shift to extinction. Rats maintained on the 4NR schedule did not show improved discriminative responding, nor did discriminative responding improve in extinction following training under either the R4N schedule or a schedule of consistent reinforcement. Latent discrimination learning was defined as discriminative responding which fails to reflect adequately the amount of discrimination learning accomplished. The present findings demonstrate latent discrimination learning for regular schedules of partial reinforcement, something already demonstrated for brightness differential conditioning and possibly DRL schedules, as well. 相似文献
16.
17.
Steven F. Flagg 《Learning & behavior》1974,2(3):181-184
Spiker’s modification of the Hull-Spence learning theory predicts that one particular type of conditional reaction problem is insoluble. However, a context-sensitive theory of discrimination learning developed by Medin predicts that this problem is soluble. Eight rhesus monkeys were trained on this previously uninvestigated problem for 36 days. Seven of the eight monkeys learned the problem, thus supporting the context-sensitive theory of discrimination learning. 相似文献
18.
Perception of gated, highly familiar spoken monosyllabic nouns by children with and without learning disabilities 总被引：1，自引：0，他引：1
L L Elliott M E Scholl J O Grant M A Hammer 《Journal of learning disabilities》1990,23(4):248-52, 259
A forward-gating procedure employing highly familiar monosyllabic words was used in auditory testing of age- and gender-matched children with learning disabilities and normally achieving children aged 8 to 11 years. The portion of the word presented, or "gate," was longer on each successive trial. Nondisabled children identified an average of one more word than the children with learning disabilities, but the mean duration required for word identification did not differ between groups. Better receptive vocabulary scores were associated with identification of words at shorter durations only among the children with learning disabilities. The two groups of children had similar numbers of different meaningful-word and different non-word incorrect responses. The children with learning disabilities exhibited poorer fine-grained auditory discrimination than a control group of nondisabled children. The study concluded that auditory closure skills for the gating task were as good among children with learning disabilities as among nondisabled children, but that sensory discrimination problems may contribute significantly to the learning difficulties of the former group. 相似文献
19.
Charles Lawrence 《Learning & behavior》1973,1(1):60-64
Two groups of four pigeons each were trained on a discrimination between two intensities of white noise. The low-intensity group had a 60-dB intensity as the negative discriminative stimulus (S?) and a 70-dB intensity as the positive discriminative stimulus (S+): the high-intensity group had a 95-dB intensity as S? and an 85-dB intensity as S+. Generalization stimuli were all of higher intensity than S+ for the former group and all of lower intensity than S+ for the latter group. The rate of acquisition of the discrimination was faster for the Ss in the high-intensity group. In both groups, the maximum of the generalization function was shifted toward the middle values of the set of test stimuli, away from the training stimuli. Responding showed a decline at the far end of the range of test stimuli. Responding to the positive training stimulus was initially as great as it had been on the preceding training sessions, but became markedly depressed relative to responding to the other stimuli as the test progressed. 相似文献
20.
Four groups of 16 rats were trained in a go-no go discrimination with symmetrical negative reinforcement (active-passive avoidance task). A 2 by 2 design was used with stimulus combinations as one factor [light-go, noise/light-no go, (L+ NL?) vs noise-go, light/noise-no go (N+ LN?)] and noise intensity as the other factor (90 dB, high, vs 70 dB, low). The two N+ LN? groups learned both active and passive avoidance responses much more rapidly than the L+ NL? groups. In later phases of training, high noise intensity facilitated passive avoidance in the L+ NL? condition and exerted a slight effect in the opposite direction in the other condition. While the differences in active avoidance learning were the same as in previous work on light and noise CSs, the interactions between stimuli of different modalities appeared to be more important than stimulus modality or stimulus intensity per se in determining rate of passive avoidance learning. 相似文献