共查询到20条相似文献，搜索用时 15 毫秒
1.
William F. Prokasy 《Learning & behavior》1974,2(4):257-261
The acquisition of discriminated avoidance and classically conditioned leg flexions in dogs and of discriminated avoidance leg flexion in cats was examined via a two-phase model of conditioning. Classically conditioned Ss uniformly required two operators during Phase 2, with the limit of the CR operator being greater than that of the CR operator. Not all avoidance-trained Ss required two operators during Phase 2, but those who did also had a higher CR than CR operator limit. The CR operator limit was higher for avoidance than for classical training, while the change rate was greater for classical training. The avoidance behavior of cats paralleled that of the dogs. It was concluded that the data generally conformed to views of Hilgard and Marquis and, more recently, of Bolles, but were contrary to what would be expected from two-factor theory. 相似文献
2.
Appetitive, aversive and avoidance responses to a flavoured solution in distinct contexts were examined. Rats placed in either
a white or black box were given access to saccharin. Consumption was followed by an injection of a toxin in one but not the
other box. Rats showed more aversive responses in anticipation of and during the presentation of saccharin in the box paired
with the toxin than in the box paired with vehicle. The reverse was true for appetitive responses. The acquisition of conditioned
avoidance paralleled the acquisition of aversive and appetitive responses. These findings demonstrate that the toxin does
not have to overlap exposure to contextual cues to produce conditioned aversive responses, that the aversive and appetitive
responses to a flavour can be modulated by visually distinct environments that predict the toxin, and that conditioned avoidance
and conditioned aversions develop simultaneously during acquisition. Thus, environmental cues can modulate anticipatory nausea
and may prove helpful in the control of nausea in clinical settings. 相似文献
3.
A task was designed to teach individual flies to avoid a lighted area after they had displayed an initial preference for it. The flies walked in a T-maze and chose between a lighted and a darkened alley leading, respectively, to a lighted and a darkened vial. Flies that were photopositive on a first trial were subjected to an aversive stimulus (a filter paper inserted into the lighted vial and wetted with a quinine solution), and they performed 16 training trials; they learned to avoid the lighted vial. The flies trained with water instead of quinine in the lighted vial still displayed avoidance of the lighted vial, but to a lesser extent. The flies trained with a dry filter paper in the lighted vial did not show any increase in avoidance during training. Like the flies trained with no quinine at all, those trained to avoid the lighted vial under a partial reinforcement condition (one half of the trials with quinine, the other half with a dry vial) did not master the task. Finally, removal of the quinine after an avoidance acquisition criterion was reached resulted in an extinction process. 相似文献
4.
Edward Zamble 《Learning & behavior》1974,2(2):101-105
A CS was paired with rewarding intracranial stimulation while Ss were immobilized by curare. Tests of the activity response to the CS were carried out before and after conditioning. With either simple or discriminative conditioning, activity to the rewarded CS increased after training. These results are comparable to those in studies using food reward and support the hypothesis that a central motivational state is conditioned to stimuli preceding reward. 相似文献
5.
Twenty-five hooded rats were given 50 avoidance training sessions with leverpress IRTs obtained during as well as between sessions. Five qualitatively different shapes to the IRT profiles were found: single- or double-peaked shapes, positively or negatively accelerated shapes, and U-shaped distributions. Both the specific shape of the profile and the stability of that shape during a session were related to the avoidance proficiency of an individual rat. Six rats received two additional training sessions, with the final 30 min of each videotaped to obtain frequency counts of nine behavior categories. The observational data showed that avoidance-proficient rats typically incorporated the leverpress requirement into repetitive response chains. 相似文献
6.
After acquisition avoidance training, rats were assigned on the basis of matched run speed to the following groups: (1) maintenance of avoidance training, (2) extinction procedures with the addition of a brief shock in the goalbox, and (3) regular extinction procedures. Each group was further divided into two minor groups which experienced either change or no change in goalbox color. The results indicated : (1) that self-punitive responding was increased by goal shock, (2) that self-punitive responding was reduced by goalbox color change, and (3) that generalization of goal shock to the startbox and runway areas is a factor in self-punitive responding. 相似文献
7.
In three experiments, we assessed the role of signals for changes in the consequences of cues as a potential account of the
renewal effect. Experiment 1 showed recovery of responding following extinction when acquisition, extinction, and test phases
occurred in different contexts. In addition, extinction treatment in multiple contexts attenuated context-induced response
recovery. In Experiment 2, we used presentations of an extraneous stimulus (ES), instead of context shifts, and found that
responding recovered from extinction only when the ES was presented both between acquisition and extinction and between extinction
and test. In Experiment 3, we used a reversal learning design in which, during training, two cues were first paired with different
outcomes, then paired with the alternative outcomes, and finally paired again with the original outcomes. In this experiment,
presentation, just prior to testing, of an ES that had previously been presented between the different phases produced an
expectation of reversal in the meaning of the cues. 相似文献
8.
James F. Brennan 《Learning & behavior》1975,3(4):277-281
Following 300 training trials in two-way shuttle avoidance signaled by a tone (CS+), two groups each of weanling and adult rats were given Pavlovian discrimination training in which the CS+ was followed by inescapable shock, and a more intense tone (CS—) signaled no shock. An additional group at each age level received both tones paired randomly with shock or no shock. Subsequent generalization tests along the frequency dimension indicated that both pups and adults tested at the CS+ intensity showed similar gradients of frequency control. Gradients for the adults tested at the CS — intensity tended to be inverted, with least responding at CS—, a result not found in the young subjects. The results were considered in light of Pavlovian extradimensional influences on the control of avoidance behavior. 相似文献
9.
Jean S. Hendry 《Learning & behavior》1982,10(4):476-482
The effects of compounding two conditioned stimuli (CSs), each of which had been extinguished to varying degrees in different groups of rats given identical acquisition training, was examined within the conditioned emotional response paradigm. Greater suppression to the compound than to the individual CSs was observed following 6, 12, 48, 72, and 96 stimulus extinction trials, although after only 12 extinction trials suppression to the individual stimuli was no longer observed. The amount of compound suppression decreased progressively as the number of extinction trials increased until, after 120 extinction trials on each stimulus, the compound no longer elicited observable suppression. Control group data indicated that the observed summation effect could not be attributed to disinhibition. The possible role of the summation of undetected excitation in studies examining configurai conditioning, avoidance conditioning and reinstatement is discussed briefly. 相似文献
10.
Two hundred seventh grade Ss were administered a paired comparison scale for the purpose of predicting reinforcer effectiveness of fifteen stimuli. These stimuli were selected from three categories of reinforcement: 1.) verbal and social, 2.) tangible and manipulatable, and 3.) knowledge of progress. Results of the study indicated that the paired comparison scale of determining reinforcing preferences was moderately reliable. On the validation task, Ss performed equally well for the most and least preferred reinforcers. This finding suggests that a S, when selecting from several reinforcers, cannot choose the stimulus which would be most effective in increasing his performance. 相似文献
11.
Paul F. Brain David Benton Patricia A. Howell Sandra E. Jones 《Learning & behavior》1980,8(2):331-335
A study was performed in which attacks by four different types of “resident” rat (males housed with fertile females, males housed with sterile females, paired males, and isolated males) on six different types of intruder (isolated males, grouped males, castrated males, isolated females, grouped females, and ovariectomized females) were investigated. The objective was to study features of resident and intruder rats that would allow the designing of an aggression test that used a minimum of animals and produced a rapid behavioral response. In some combinations of residents and intruders, attack was generated within a 10-min test period. Isolated resident males attacked as much as males housed with females; however, paired rats showed only low incidences of attack. The fertility of the female partner did not influence the male’s aggressiveness. Most male attacks were directed towards like-sexed intruders. Only isolated males differentiated between the different treatment types of male intruder, attacking group-housed and castrated rats less intensely than isolates. Of the females, only those that were fertile produced significant amounts of attack behavior and almost exclusively attacked female intruders. Group-housed intruder females received more attacks than isolates. The results suggest optimal conditions for generating two models of attack behavior in the laboratory rat. 相似文献
12.
John M. Pearce 《Learning & behavior》1978,6(3):341-345
Three experiments examined the relationship between shock magnitude and the rate of acquisition of a passive avoidance response. Experiment 1 indicated that the use of a relatively large magnitude of shock can disrupt learning to remain on a platform in the center of an open field to avoid shock. The inferior learning of the group trained with high shock was replicated in Experiment 2, which also demonstrated that avoidance learning can occur rapidly with this level of shock if the platform is located in the corner of the apparatus. To explain this, it was proposed that thigmotactic behavior is responsible for the disruption in avoidance behavior when training is conducted in the center with high-magnitude shock. Finally, Experiment 3, essentially a replication of Experiment 1 except that the platform was placed in the corner of the test compartment, demonstrated a direct relationship between shock magnitude and passive avoidance learning. The results are seen as being consistent with accounts which maintain that avoidance learning can be influenced by the occurrence of species-specific defense reactions. 相似文献
13.
These studies demonstrated the acquisition and extinction of conditioned tolerance to the analgesic effect of nicotine in
rats. In Experiment 1, distinctive environmental cues were either paired or unpaired with nicotine. Following acquisition,
the paired group was more tolerant to nicotine than the unpaired and saline groups. Conditioned tolerance was extinguished
in the paired group after placebo sessions in the distinctive environment. Experiment 2 examined whether the distinctive environment
functioned as a CS or as an occasion setter for injection cues. After acquisition, exposure to the distinctive environment,
with or without placebo injections, resulted in extinction. This demonstrates that the distinctive environment served as a
CS, not as an occasion setter for injection cues. 相似文献
14.
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
15.
Mice were trained in a one-trial passive avoidance task and retested 2 min, 5 min, 10 min, 30 min, or 24 h later. A biphasic time-response curve was obtained with art initial increase to 5 min, a subsequent decrease, and another increase to 24 h. Other groups of Ss were administered electroconvulsive shock (ECS) 2, 5, 10, or 30 min after training and retested 24 h later. The response curve shape of the ECS-treated groups was found to correspond to that concerning the different retest times, suggesting a negative correlation between ECS amnesic effect and the strength of the conditioned response at the time of ECS administration. The inadequacy of the hypotheses, according to which ECS interferes with a gradual monotonic process, to explain ECS amnesic effect is discussed. 相似文献
16.
Pigeons were trained to depress a treadle in the presence of a discriminative stimulus, either a tone or illumination of red houselights, in order to obtain access to grain or avoid electric shock. In avoidance training, the auditory discriminative stimulus yielded faster acquisition than did the visual one. In appetitive training, the visual discriminative stimulus yielded faster acquisition than the auditory one. Experiments 2 and 3 used these stimuli in Kamin’s (1969) blocking design. In Experiment 2, when the pigeons were trained to depress a treadle in the presence of tone to obtain grain and then red light was added as the redundant stimulus, the light acquired stimulus control over treadlepressing; blocking was not observed. In Experiment 3, when the pigeons were trained to depress a treadle in the presence of red light to avoid electric shock and then tone was added as the redundant stimulus, the tone acquired stimulus control over treadle-pressing. Again, blocking was not observed. The implications of these results for several models of stimulus control are discussed. 相似文献
17.
《Learning and individual differences》2006,16(1):13-30
How individual differences in cognitive ability influence acquisition and transfer of strategic comparison skills was examined as a function of learning difficulty. Using a cognitive test battery, we classified forty-nine participants into three cognitive ability groups. Participants in each group were trained to compare similar (difficult training) or dissimilar (easy training) stimuli and then transferred to compare novel stimuli. Results suggest that overall individual differences in cognitive ability dictate the optimality of strategic skill development, though the effect of training difficulty on transfer performance varies with cognitive ability. Individuals with a midrange of cognitive ability are the most sensitive to the training context. Results are discussed with respect to the characteristics of strategic skills acquired and transferred. 相似文献
18.
Rats were exposed for approximately 1 month to a single stimulus mounted on the home cage wall. During discrimination training, half of the Ss had the exposed figure as the positive stimulus and half the exposed figure as the negative stimulus. Control Ss had no pattern mounted on the wall. The results indicate that when the exposed figure was the positive stimulus, the Ss made significantly more errors than the control Ss. but when the exposed figure was the negative stimulus, the Ss made significantly fewer errors. These results are consistent with the exploratory literature, which suggests that exposure to a stimulus will reduce the invitational properties of that stimulus relative to a more novel stimulus and thereby will affect the probability of selecting one stimulus over another, at least for a period of time, in a discrimination task. 相似文献
19.
This study evaluated 3 groups of mentally retarded children on a visual discrimination reading readiness task. Ss included 75 mentally retarded persons residing at the Columbus State Institute divided into 5 MA groups ranging from 3 years to 8 years. Three different groups of 25 Ss were matched on CA, MA, and IQ and two of these were paired on perceptual functioning on the basis of Gellner classifications. The third group included 25 Ss diagnosed as having genetic mechanisms. The task consisted of 100 cards of three coloured pictures with two of them being associated. Results showed the minimally handicapped visual group performed higher than the other two groups. MA was highly related to success especially for the highest MA group. Implications of these data are discussed. 相似文献
20.
This study was designed to investigate the convergent validity of individual clinical task interviews as presented by Piaget and Inhelder paired with three widely used group tests of cognitive development. These tests are designed to assess the acquisition of cognitive abilities. The three group test raw scores paired with summed raw scores on four concrete-formal task interviews yielded the following Pearson product-moment correlations: Reasoning Test (Ankney and Joyce), 0.43; Logical Reasoning Test (Burney), 0.61; Classroom Test of Formal Operations (Lawson), 0.37. The raw data was then ranked into cognitive level groups and presented on contingency tables. The following contingency coefficients were determined: Logical Reasoning Test, 0.52; Logical Reasoning Test (adjusted), 0.61; Classroom Test of Formal Operations, 0.50. This study reflects that the Reasoning Test tends to indicate lower cognitive levels of subjects when paired with summed scores on the clinical task interviews, whereas the Logical Reasoning Test and the Classroom Test of Formal Operations tend to indicate higher cognitive levels of subjects when paired with summed scores on the clinical task interviews. In each case the correlations do not appear to be sufficiently strong to warrant selection or categorization of an individual student based on his/her test performance. 相似文献