共查询到20条相似文献，搜索用时 712 毫秒
1.
This research focused on the changes in stimulus control that influence an animal’s ability to master a behavioral skill. We assessed stimulus control by (a) predictive environmental cues (panel lights) and (b) practice cues resulting from the subject’s own behavior, as rats learned to complete a left–right lever-press sequence. Following a demonstration of overshadowing by Reid, Nill, and Getz (Behavioural Processes 84: 511–515, 2010), in which stimulus control by the panel lights overshadowed control by practice cues, four additional experiments replicated and assessed this overshadowing effect. In Experiment 1, we discovered a powerful asymmetry: Rats failed to adapt to a lights → reversed-lights transition, but adapted immediately to a reversed-lights → lights transition. Experiment 2 was designed to measure the interactions between these stimulus conditions and practice cues. In Experiment 3, we measured the effect of these stimulus conditions on acquisition rates. Finally, in Experiment 4 an ABA design was used to assess the effects of prior exposure to condition A on B → A transitions, and we found that prior exposure generally reversed the effects observed in B → A transitions presented first or in isolation. We discuss feature-positive bias and spatial S–R compatibility as potential explanations of the observed insensitivity to cues that should be, at face value, highly predictive of food during the acquisition of a behavioral skill. Perfectly predictive cues in behavior chains do not always guide behavior. 相似文献
2.
Alliston K. Reid Sara E. Futch Katherine M. Ball Aubrey G. Knight Martha Tucker 《Learning & behavior》2017,45(1):62-75
We examined the controlling factors that allow a prompted skill to become autonomous in a discrete-trials implementation of Touchette’s (1971) progressively delayed prompting procedure, but our subjects were rats rather than children with disabilities. Our prompted skill was a left-right lever-press sequence guided by two panel lights. We manipulated (a) the effectiveness of the guiding lights prompt and (b) the presence or absence of a progressively delayed prompt in four groups of rats. The less effective prompt yielded greater autonomy than the more effective prompt. The ability of the progressively delayed prompt procedure to produce behavioral autonomy depended upon characteristics of the obtained delay (trial duration) rather than on the pending prompt. Sequence accuracy was reliably higher in unprompted trials than in prompted trials, and this difference was maintained in the 2 groups that received no prompts but yielded equivalent trial durations. Overall sequence accuracy decreased systematically as trial duration increased. Shorter trials and their greater accuracy were correlated with higher overall reinforcement rates for faster responding. Waiting for delayed prompts (even if no actual prompt was provided) was associated with lower overall reinforcement rate by decreasing accuracy and by lengthening trials. These findings extend results from previous studies regarding the controlling factors in delayed prompting procedures applied to children with disabilities. 相似文献
3.
Angelo Santi 《Learning & behavior》1989,17(3):349-354
Pigeons were trained in a two-choice delayed matching-to-sample task with red and green hues. A brief postsample cue (a vertical or horizontal line) signaled whether the comparison stimuli would be presented or omitted on each trial. Comparison stimuli were always presented following the remember (R) cue, but never following the forget (F) cue or no-cue trials. One group of birds, the differential outcome (DO) group, received reinforcement with a probability of 1.0 for correct responses following one sample stimulus and a probability of 0.2 for correct responses following the other sample stimulus. The nondifferential outcome (NDO) group received reinforcement with a probability of 0.6 for correct responses to either stimulus. The effect of postsample cues was greater for the DO group than for the NDO group. Relative to the NDO group, the DO group displayed higher accuracy on R-cue trials and lower accuracy on F- and no-cue trials. Both tendencies contributed to the enhanced cue effectiveness obtained in the DO group. The results indicate that outcome expectancies are subject to maintenance rehearsal, which comes under the control of postsample R and F cues. They also suggest that maintenance rehearsal may be easier to sustain under DO conditions than under NDO conditions when a memory test is anticipated, but that it may be easier to terminate maintenance rehearsal under DO conditions when a memory test is not anticipated. The results are inconsistent with the assumption that the rehearsal of outcome expectancies is automatic. 相似文献
4.
The influence of cue type and cue configuration on radial-maze performance in rats was examined in two experiments. In the first experiment, it was found that rats provided with both salient intramaze and extramaze cues acquired the task faster than rats given only one set of cues. No difference in acquisition was found between a group trained with intramaze cues alone and a group trained with extramaze cues alone. In a cue-preference test, it was found that groups that had been trained with extramaze cues, intramaze cues, or both sets of cues relied on extra-maze cues to avoid visited arms when given both types of cues concurrently. When all groups were transferred to intramaze-cue-alone trials, only the group that had been originally trained with extramaze cues alone showed any disruption. Also, during the second half of the intramaze-cue-alone trials, the arrangement of these cues was randomly changed on each trial. This disruption in cue configuration did not deleteriously affect performance in any of the three groups; all remained above chance performance, although the performance of the group originally trained with extramaze cues alone was inferior to that of the other two groups. In Experiment 2, groups of rats were trained on daily alternating trials under intramaze-cue-alone and extramaze-cue-alone conditions. For one group, the configuration of intramaze cues was altered randomly on each trial; the other group had intramaze cues always presented in the same configuration over trials. It was found that acquisition was more rapid on intramaze trials in the group given static configurations. Also, acquisition of the extramaze task was faster than the intramaze task in the group given variable intramaze cue configurations. No difference was found between the intramaze and extramaze conditions in the group given static intramaze cue configurations. These data suggest that a static cue configuration may influence radial maze performance, but is not a necessary condition for such performance. 相似文献
5.
In the present study, we examined whether the presentation of postevent cues would bias recognition in a visual delayed matching-to-sample task with pigeons. Postevent cues were either consistent with the original target stimulus (i.e., they were the same as the correct choice option at recognition), inconsistent (i.e., they were the same as the incorrect recognition option), or neutral (i.e., they were different from both the correct and the incorrect recognition options). In Experiment 1, a single colored light served as the target stimulus. In Experiment 2, the target stimulus was one of three lights presented in a sequence. Both experiments demonstrated that recognition choices were biased toward the option corresponding to the postevent cue, but only if the cue occurred at the end of the delay interval. The present results mirror those found using the misinformation paradigm with human subjects. 相似文献
6.
The ability of pigeons to use event durations as remember (R) and forget (F) cues for temporal samples was examined. Pigeons were required to indicate whether a houselight sample stimulus was short (2 sec) or long (6 sec) by pecking a red or a green comparison stimulus. After training with a constant 10-sec delay interval, temporal cues (illumination of the center key) were presented 2 sec after the offset of the temporal samples. For one group, a short (2-sec) temporal cue served as the R cue and a long (6-3ec) temporal cue served as the F cue. This was reversed for a second group of birds. During training, comparison stimuli were always presented following the temporal R cue, but never following the temporal F cue. Tests for the effectiveness of the temporal R and F cues showed that F cues were equally effective in reducing matching accuracy in both groups of birds. It was concluded that pigeons used the duration of the cue to determine whether or not to rehearse the memory code for the temporal sample. 相似文献
7.
Previous research has demonstrated that discrete cues presented during extinction of a conditioned response (extinction cues) subsequently reduce spontaneous recovery and the renewal effect. In order to assess whether an extinction cue’s effect is due to conditioned inhibition, the effect of pairing an extinction cue with food on the cue’s capacity to modulate spontaneous recovery was investigated in an appetitive conditioning experiment with rats. Conditioned inhibitors paired with the unconditioned stimulus lose their potential to inhibit responding. The food-paired extinction cue did not lose its potential to reduce spontaneous recovery. In fact, it reduced spontaneous recovery more than did an extinction cue that was not paired with food. The results indicate that extinction cues attenuate postextinction recovery of conditioned responding through a mechanism other than conditioned inhibition. The cue’s action appears to be similar to that of serial negative occasion setters. Theories of spontaneous recovery and the relationship of extinction cues to other modulatory stimuli are discussed. 相似文献
8.
We trained 7 pigeons to discriminate visual displays of 16same items from displays of 16different items. The specific stimulus features of the items and the relations among the items could serve as discriminative stimuli.
Unlike in most studies of same-different discrimination behavior, we gave a small number of probe tests during each session
of acquisition to measure the time-course of control by the learning of specific stimulus features and relational cues. Both
the specific stimulus features and relational cues exerted reliable stimulus control, with the specific stimulus features
exerting more control during the final three fourths of same-different learning. These findings replicate research suggesting
that pigeons encode both the specific stimulus features and relational cues, and for the first time document the time-course
of control by each kind of cue. 相似文献
9.
Four experiments investigated the stimulus properties of female mice that influence ultrasound production by adult males. Female urine alone was less effective in evoking ultrasounds than was the female in male-female pairs. Visual cues were not necessary, since there was no difference in the incidence or latency of ultrasounds from male-female pairs when tested in light and dark conditions. A presently unspecified chemical cue produced by females, whose effectiveness is mediated by olfaction, was sufficient to evoke ultrasounds from male mice. The role of this chemical cue in a multimodal sequential communicative chain is discussed. 相似文献
10.
In delayed matching-to-sample with pigeons, brief postsample cues signaled different trial outcomes. The normal comparison stimuli followed the cue to remember (R cue). In the comparison-omission procedure, comparison stimuli and reinforcement were omitted following the cue to forget (F cue). In the comparison-substitution procedure, comparison stimuli were replaced by a single stimulus and reinforcement for a single response following the F cue. Infrequent probe trials revealed that F cues disrupted matching, with the amount of accuracy loss dependent on the length of the cue-comparison delay. These results, however, were found only with the comparison-omission procedure (Experiment 1). Replacing the comparison stimuli with another simultaneous (unconditional) discrimination revealed no accuracy loss in F-cue probes (Experiment 2), even though choice latencies were again lengthened by F cues. These results suggest that, while the F cue interferes with performance at the time of a retention test by slowing choices, it also interferes with sample retention. Alternative models of the cuing effect and its apparent dependence on end-of-trial reward are outlined. 相似文献
11.
The blocking phenomenon was investigated in the sexual response system of male Japanese quail. Access to a live female quail served as the unconditioned stimulus (US). The same audiovisual cue served as the pretrained stimulus in all of the experiments. Following asymptotic conditioning of the audiovisual cue, a second conditioned stimulus (CS2) was added. In Experiment 1, CS2 was a rectangular wood block that had little or no resemblance to a female quail and could not support copulatory behavior. In Experiment 2, CS2 was a terrycloth object that had no quail parts but could support copulatory behavior, and, in Experiment 3, CS2 was a terrycloth object that had a taxidermically prepared head of a female quail added. The terrycloth-only object supported more rapid conditioning than did the wood block, but the blocking effect was obtained with both kinds of stimuli. Approach responding to the terrycloth + head object required pairing it with copulatory opportunity, and the terrycloth + head object supported at least as rapid conditioning as did the terrycloth-only object. However, responding to the terrycloth + head object was not blocked by the pretrained audiovisual cue. These results indicate that the blocking effect occurs in sexual conditioning even with stimulus objects that can support copulation. However, the addition of species-typical head cues to an object makes that object such a powerful stimulus that conditioned approach responding to it cannot be blocked by a previously conditioned arbitrary audiovisual cue. 相似文献
12.
Young children compare durations correctly and explain their conclusions logically only when no interfering cues such as distance and speed are introduced. We investigated whether type of cue and additivity of interfering cues affect children's duration comparisons. 4- and 5-year-old children were asked to compare the burning times of pairs of partially synchronous lights differing in intensity, bulb size, or both. Those who erred tended to attribute longer duration to the brighter or larger bulb, brightness having a stronger interfering effect than size. Since brightness might qualify as "work" more than bulb size might, the finding that the former interferes more than the latter supports Piaget's basic claim of children's confusion of time with "work." The fact that bulb size interferes at all, which does not fit into Piaget's framework, may be explained in terms of children's inability to distinguish clearly between time-related and time-unrelated cues and their assumption of direct relations between dimensions. Additivity of interference did not emerge, indicating that the previous finding which suggested its existence--distance plus speed interfering with duration comparisons more than speed alone--should be reassessed in terms of type of interfering cues, that is, distance interferes more than speed with time. 相似文献
13.
Peter C. Holland 《Learning & behavior》1986,14(2):111-120
Three experiments examined the acquisition and transfer of Pavlovian feature-positive discriminations (XA+, A?) in rat subjects. To identify the nature of the associations formed in those discriminations, the form of the conditioned responses (CRs) was examined. If the feature,X, and common element, A, cues started and ended together onXA compoud trials, associations betweenX and the food unconditioned stimulus (US) were acquired. If the onsets and/or terminations ofX preceded those of A,X acquired the ability to set the occasion for responding to A, that is, A evoked CRs only onXA compound trials. The acquisition of occasion setting was favored when (1) the onset of X preceded that of A, (2) the interval betweenX and A and/or the US was relatively long, and (3) the termination ofX occurred prior to the onset of A. The occasion-setting power ofX was fairly specific to A:X did not modulate responding evoked by another cue that had been first trained and then extinguished or by a cue that had been paired with the US only a few times. However,X did enhance responding to a cue that had been a common element in another, identical feature-positive discrimination. That transfer was somewhat greater if theX and A terminated together than ifX terminated prior to the onset of A. Implications for theories of stimulus control in Pavlovian conditioning are discussed. 相似文献
14.
In four trace-conditioning experiments with rats, the influence on the blocking of differences between the blocking cue-unconditioned
stimulus (US) and the blocked cue-US trace intervals was explored. Experiment 1 demonstrated blocking despite the blocked
cue’s having a shorter trace interval than the blocking cue in both elemental (Phase 1) and compound (Phase 2) training. In
Experiment 2, blocking was attenuated when the blocked cue had a longer trace interval than did the blocking cue in both elemental
and compound training. In Experiments 3 and 4, the trace intervals of the two cues during compound training were matched (i.e.,
unlike in Experiments 1 and 2, neither had temporal priority). Blocking was attenuated when the blocking cue trace interval
in the elemental phase was shorter (Experiment 3) or longer (Experiment 4) than the compound cue trace during compound training.
The findings indicate that subjects encode interstimulus intervals, and they further suggest that cue competition is greatest
when the competing cues have the same temporal information as the US. 相似文献
15.
The ability of visual CSs previously paired with flavored substances to substitute for those substances as conditional discriminative cues was examined in two Pavlovian appetitive conditioning experiments using rat subjects. In Experiment 1, a visual stimulus was first paired with the delivery of a sucrose solution. Then the rats were trained in conditional discrimination tasks in which sucrose delivery alone served as a conditional cue signaling whether or not a subsequent tone would be reinforced with food pellets. Subjects rapidly acquired discriminative performance to the tones, especially in a feature-negative condition in which sucrose delivery signaled when the tone would not be reinforced. In a subsequent test in which neither food nor sucrose was delivered, presentation of the visual CS also controlled discriminative performance to subsequently presented tones. Experiment 2 showed the ability of a visual CS to substitute for a flavored substance as a conditional cue to be highly stimulus specific. Experiment 2 also showed that a flavored substance was less effective as a conditional cue when it was made to be expected by preceding it with a previously associated visual signal than when it was made to be surprising by preceding it with a visual stimulus signaling another flavored liquid. These results indicate that CS-evoked representations of events can substitute for those events themselves in the control of previously established conditional discrimination performance. 相似文献
16.
The experiment provides a direct comparison of the ability of subjects (rats) to associate gustatory and exteroceptive stimuli with illness. Previous experiments which have made similar comparisons between gustatory and exteroceptive cues have suffered from certain methodological problems involving stimulus control and compounding. The present experiment utilized a between-subjects design wherein half of the subjects had an auditory cue associated with poisoning and half had a taste cue. In both cases, the other cue was present, but was not predictive of poisoning, The auditory cue, like the taste cue, occurred only during drinking. This comparison was made in both an immediate and a delayed poisoning situation. The experiment found that while subjects were able to quickly associate a taste cue with illness, they were unable to form a similar association between poisoning and the exteroceptive stimulus. Results also showed that subjects will fail to acquire a taste aversion to a novel and salient gustatory cue when that cue is followed by illness only 50% of the time. This latter effect was more pronounced in the delayed poisoning situation. 相似文献
17.
Pascale Gisquet-verrier 《Learning & behavior》1992,20(4):382-392
In previous studies, we have shown that adding a supplementary cue in a prior-cuing treatment may dramatically reduce its initial effectiveness. This series of experiments was aimed at testing the hypothesis that such a lack of additivity among retrieval cues could be due to the combined reactivation of memory attributes related to incompatible behavioral responses. For that purpose, rats were partially trained to reach the lighted arm (light condition; usual training condition) or the darkened arm (dark condition) of a Y-maze in order to avoid an electric foot-shock. The first experiment demonstrates that animals learned the two versions of the task similarly and that an exposure to the light similarly acts as an effective retrieval cue after a 24-h interval. In the second experiment, the effectiveness of exposure to the grid alone and to the light alone as well as to the combined light + grid cue was investigated after a 21-day training-to-test interval in the light condition, where light was related to safety and grid was associated with the shock, and in the dark condition, where both light and grid were related to the shock. The results indicate that whereas the compound light + grid cue was an ineffective retrieval cue in the light condition, it acted as an effective retrieval cue in the dark condition, supporting the hypothesis that coherence between retrieval cues is a necessary condition for effective cuing. 相似文献
18.
Four experiments were performed to determine the stimulus characteristics that favor the development of conditional stimulus control in the single reversal paradigm with pigeon subjects. In Experiment 1, pigeons were trained on a successive discrimination between tone frequencies ranging from 350 to 3500 Hz in a particular houselight context condition (houselight-on or -off). The subjects then were trained on the reversal of the tone discrimination in the alternative context. Subsequent tone-frequency generalization testing in the two contexts indicated that they had failed to gain conditional control over the pigeons’ discriminative performance. Such control was obtained in Experiment 2, in which the two problems were alternated daily for 32 sessions of training. The gradients then peaked at the appropriate S+ value in each context. In Experiment 3, the key colors (blue vs. red) served as contexts while pigeons learned a successive discrimination in which the discriminative cues were houselight-on versus houselight-off conditions. This was followed by a reversal of the discrimination in the alternative key-color context condition. The key colors were effective conditional cues in this situation. In a previous experiment (Thomas, McKelvie, & Mah, 1985), key color had been ineffective as a conditional cue when the discriminative cues were lines superimposed on the colored background. In Experiment 4, key color was effective when the color and lines were presented on a single key as in the earlier experiment, but were sequenced such that the onset of the key color preceded and then overlapped the presentation of the lines. We concluded that conditional discriminations are easiest for pigeons when visual cues are used, but the conditional and discriminative cues must be presented in such a way that they do not combine to form a psychological compound. 相似文献
19.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
20.
The effectiveness of animations containing two novel forms of animation cueing that target relations between event units rather than individual entities was compared with that of animations containing conventional entity-based cueing or no cues. These relational event unit cues (progressive path and local coordinated cues) were specifically designed to support key learning processes posited by the Animation Processing Model (Lowe & Boucheix, 2008). Four groups of undergraduates (N = 84) studied a user-controllable animation of a piano mechanism and then were assessed for mental model quality (via a written comprehension test) and knowledge of the mechanism's dynamics (via a novel non-verbal manipulation test). Time-locked eye tracking was used to characterize participants' obedience to cues (initial engagement versus ongoing loyalty) across the learning period. For both output measures, participants in the two relational event unit cueing conditions were superior to those in the entity-based and uncued conditions. Time-locked eye tracking analysis of cue obedience revealed that initial cue engagement did not guarantee ongoing cue loyalty. The findings suggest that the Animation Processing Model provides a principled basis for designing more effective animation support. 相似文献