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1.
D. J. Zerbolio 《Learning & behavior》1985,13(3):269-273
Goldfish, trained in the shuttlebox apparatus to avoid shock, acquired a color discrimination between two colors (red/green) and were tested in transfer with a new set of colors (yellow/blue). Transfer color shock-pairing was either consistent with (red=yellow, blue=green) or opposite to (red≠ yellow, green≠blue) categorical color coding seen in pigeons. Groups with transfer shock-pairing consistent with categorical color coding showed positive transfer, and groups with transfer shock-pairing opposite to categorical color coding showed negative transfer, similar to an attenuated reversal learning effect. These results indicate that goldfish, like pigeons, code different colors as behavioral equivalents even though they can easily learn to discriminate between them. As with pigeons, the finding of the categorical color coding phenomenon changes the conclusions drawn from earlier goldfish conditional-discrimination transfer studies using only signal color changes between acquisition and transfer testing, from evidence of concept learning to evidence for categorical color coding, on the grounds of parsimony. It is important to note that this finding affects only the explanation of conditional-discrimination transfer effects, and the fact remains that both pigeons and goldfish can learn to conditionally discriminate—pigeons for positive reinforcement, and goldfish to avoid shock. 相似文献
2.
Goldfish, trained in the avoidance shuttlebox with a variant of the linear discrimination procedure, learned to conditionally discriminate between color signals, both for the matching (M) and oddity (O) criterion forms. Transfer to assess the possibility of concept learning was also tested. In original learning, oddity-trained groups learned faster and reached higher conditional discrimination performance levels than did matching-trained groups. In transfer, various groups were tested with the same criterion (MM or OO) or a shifted criterion (MO or OM), and half of each group retained the same color signals and the remaining half had its color signals changed in transfer. Groups with the same criterion in original learning and transfer (MM or OO), regardless of signal colors, showed comparable positive transfer. Groups with their criterion shifted between original learning and transfer (MO or OM) showed comparable negative transfer, regardless of signal colors. Since both positive- and negative-transfer effects were independent of signal colors, it is clear that what was learned for one set of signal colors transferred to at least one other signal-color set. These findings are consistent with the interpretation that goldfish learned the original conditional discrimination at a conceptual level, and learned about the general matching or oddity relationships between colors, rather than about a specific set of colors. 相似文献
3.
Jacky Emmerton 《Learning & behavior》2001,29(1):21-35
Pigeons were trained to discriminate the proportion of red to green color in paired stimulus displays. Initially, the stimuli were horizontal bars composed of continuous blocks of color that varied from being all red versus all green to .5 proportions of these two colors. Discrimination accuracy decreased as a function of the disparity in the proportions of the two colors. This relationship was maintained when the stimulus configurations were altered in various ways. Tests with horizontal bars indicated that the pigeons could utilize differences in the lengths (or areas) of one of the colors when choosing between stimuli. They did not rely only on this type of cue to assess proportion disparities but rather on multiple stimulus parameters. Also, the form of the discrimination function suggests that the pigeons distinguished ratio differences, so that Weber’s law applies to this type of discrimination. 相似文献
4.
In Experiment I, one group of goldfish (TD) was trained to discriminate blue and green while a second group (PD) was exposed to the same colors in a “pseudodiscrimination,” after which both groups were reinforced for response to a tone. The TD group subsequently showed a sharper auditory discrimination gradient than the PD group and performed better in a differentially reinforced tone discrimination. The former PD animals then were given true discrimination training and the former TD animals pseudodiscrimination training with the colors, after which the first group showed better tone discrimination than the second. These results are analogous to those found in pigeons and rats. In Experiment II, goldfish which were trained in an easy color discrimination and shifted to a more difficult tone discrimination performed better than a control group trained from the outset with the tones. This result suggests that the dimensional specificity of the processes responsible for “transfer along a continuum” cannot safely be assumed in the absence of appropriate controls. 相似文献
5.
Monika Chausseil 《Learning & behavior》1992,20(3):259-265
The color-vision capacity of two species of procyonides was analyzed using a binary simultaneous discrimination paradigm. To make hue the only salient cue, the color sets of red, yellow, green, and blue were each presented in five different saturation intervals and were tested against a variety of brightness steps. Unlike the nocturnal kinkajous, the diurnal coatis showed highly significant discriminative performance on the color problems, especially in tests on blue and yellow, yet failed to differentiate unsaturated green from achromatic stimuli. The results are discussed with respect to procedural variables and the utility of color discrimination in the coati’s natural environment. 相似文献
6.
Lanny Fields 《Learning & behavior》2018,46(1):79-88
Using trial-and-error training, eight pigeons did not learn to discriminate between 45° and 135° lines, but did learn to discriminate between red and green colors. Control by line tilt was induced by stimulus fading that did not include reinforcement while fading out the colors. After establishing the red–green discrimination, low-intensity lines were superimposed on colors and were gradually faded in. All of this was done using reinforcement. At the end of the line fade-in, the lines had not acquired control of responding. Finally, color intensity was gradually faded out in the absence of reinforcement, and the lines acquired discriminative control by six of the eight pigeons. Thus, reinforcement during the color fade-out was not necessary for the acquisition of discriminative control by the lines during fading. Acquisition of control by lines was attributed to overshadowing, the reduction of stimulus blocking by generalization, and the evocation of correct responding by the colors while the participants were attending to the lines. This last process was also responsible for the induction of discriminative control during sensory preconditioning, higher order conditioning, and response transfer in equivalence classes. Errors, however, were not correlated with discrimination learning during stimulus fading. Finally, transfer of control occurred very quickly with or without errors. 相似文献
7.
Pigeons were trained on two independent tasks. One involved red and yellow hues, the other involved blue and green hues. For half of the birds, the two tasks were the same (i.e., both tasks were either matching-to-sample, or oddity-from-sample). For the remaining birds, the two tasks were different (i.e., one task was matching-to-sample; the other task was oddity-from-sample). Following acquisition, the pigeons were exposed to test trials on which either the correct or the incorrect comparison hue was replaced with one of the hues from the other task. On yellow-sample trials and on green-sample trials, the pigeons performed as if they had a common code for yellow and green. When there was one comparison available that was appropriate to the “yellow/green” code, performance remained high; but when either both comparisons or neither comparison was appropriate to the “yellow/green” code, performance dropped. The pigeons also tended to code red samples as green and to code blue samples as yellow. The results indicate that pigeons can categorically code colors under conditions that rule out a failure to discriminate among the colors. 相似文献
8.
张宏莉 《湖北广播电视大学学报》2007,27(12):151-152
不同民族对色彩的价值取向存在着明显的差异,决定这些差异的因素多种多样。本文通过对黑白本色、红黄蓝三原色及紫绿调和色进行跨文化对比,揭示出中西方民族对这几种色彩好恶的文化渊源。 相似文献
9.
赵玲洁 《石家庄职业技术学院学报》2003,15(4):27-28,44
一种颜色在不同的民族语言中往往被赋予不同的文化内涵。通过比较白、红、绿、蓝、黄、黑、紫等色彩词在英汉语言中的意义差别，可了解中西方文化之差异。 相似文献
10.
Kelling AS Snyder RJ Marr MJ Bloomsmith MA Gardner W Maple TL 《Learning & behavior》2006,34(2):154-161
Hue discrimination abilities of giant pandas were tested, controlling for brightness. Subjects were 2 adult giant pandas (1
male and 1 female). A simultaneous discrimination procedure without correction was used. In five tasks, white, black, and
five saturations each of green, blue, and red served as positive stimuli that were paired with one or two comparison stimuli
consisting of 16 saturations of gray. To demonstrate discrimination, the subjects were required to choose the positive stimulus
in 16 of 20 trials (80% correct) for three consecutive sessions. Both subjects reached criterion for green and red. The female
subject also reached criterion for blue. The male was not tested for blue. This study is a systematic replication of Bacon
and Burghardt’s (1976) color discrimination experiment on black bears. The results suggest that color vision in the giant
panda is comparable to that of black bears and other carnivores that are not strictly nocturnal. 相似文献
11.
沈从文在自己的文本世界中有意识地进行了意象的选择和营构,给同时代的中国现代文学保有了一种难得的审美形式。同时其作品中有着丰富的色彩语言和由此形成的色彩意象。传统的红、黄、绿、蓝;白、青、灰、黑在其文本世界中饱含了深刻的寓意性、哲理性,是其借以描摹自然景物、刻画人物形象和体悟人性的重要载体。 相似文献
12.
随机选取某幼儿园126名4-6岁幼儿为研究对象,主要通过对幼儿的美术作品进行分析,辅之以对幼儿的美术活动进行观察的方法进行研究,发现:(1)4-6岁幼儿在美术作品中最偏好的颜色是红色和黄色,其次是蓝色、绿色、粉红、橙色、紫色、黑色。(2)不同年龄幼儿除了橙色没有显著性差异外,其余颜色均有显著性差异。(3)不同性别的幼儿在美术作品中对于色彩的偏好均有极其显著性差异(P0.001),男幼儿比女幼儿更喜欢黄色、蓝色,女幼儿比男幼儿更喜欢红色、粉色、橙色、紫色、绿色、黑色。 相似文献
13.
In Experiment 1, goldfish trained with alternation of reward (R) and nonreward (N) for responding to a single color gave clear evidence of patterning (more rapid responding on R than on N trials). In Experiment 2, patterning was found for each of two colors alternately rewarded and nonrewarded in the sequence blue R, yellow R, blue N, yellow N, …. Changes in performance with subsequent changes in the sequence of the two colors suggested that the patterning was based on carryover rather than on associative memory of R and N. 相似文献
14.
Color discrimination ability can be determined through anatomy or perceptual ability. In this study we tested perceptual ability. Three Asian small-clawed otters (Aonyx cinerea), one male and two females, were trained via operant conditioning to discriminate stimuli within a training task. If they passed criteria for this task, they were tested on as many as six delayed matching-to-sample experimental tasks. These experimental tasks involved comparing varying saturations of the colors blue, green, and red against varying shades of gray, as well as against each other. The male reached criterion on five of the experimental tasks, indicating an ability to discriminate the stimuli. One female participated in only two tasks and did not achieve the criteria as set. The second female did not pass the training task, and thus was not experimentally tested. This study overall showed some early evidence that Asian small-clawed otters may have the ability to learn to discriminate different stimuli on the basis of color cues. Sensory studies conducted on two other otter species and the results of this study indicate that color vision may be a common trait across Lutrinae species. 相似文献
15.
Goldfish trained to discriminate between signals paired with shock (S?) and signals paired with shock omission (S+) with a linear presentation procedure, originally learned (OL) to control the signal state of a shuttle box and showed a decided preference for the S+ signal. In Experiment 1, following OL, groups had one OL signal replaced (S+ or S?), both signals replaced (S+ and S?), or the OL signals reversed (S+ and S? reversed) and were then tested in a transfer training procedure. In transfer, groups with one signal replaced maintained discriminated performance at OL levels; the S+ replaced group was slightly superior to the S? replaced group on the first day of transfer. With both OL signals replaced, discrimination dropped to chance performance levels, whereas, with OL signal shock pairing reversed, discrimination performance dropped below chance levels. In Experiment 2, following OL, extinction procedures consisted of turning off the shocker (0% shock) or of shocking 100% or a random 25% of the trials. A fourth extinction procedure (R,) retained the trial start response-dependent shock-omission contingency, but shock differentiating the S+ and S? signals was eliminated entirely. Extinction of the S+/S? discrimination was measured both during extinction training per se and with reversal retraining of the S+/S? discrimination later. Groups for which the OL S+ was paired with shock during extinction extinguished on both measures, but groups for which the OL S? was paired with shock omission did not extinguish, especially as shown by the reversal test procedure. Theoretical implications and the implications for several conditioning procedures are discussed. 相似文献
16.
Ronald F. Mervis 《Learning & behavior》1974,2(3):238-240
TwoLemur catta were tested in a WGTA on three two-choice color discrimination problems involving paired comparisons of red, green, and blue. Four illumination combinations between the two discriminanda served to make brightness irrelevant, hue being the only salient cue. All color problems were learned within criterion limits of 21 out of 25 correct choices during 16 consecutive test sessions, indicating good color vision for this diurnal prosimian. 相似文献
17.
郝文华 《郧阳师范高等专科学校学报》2010,30(5):43-45
＂青＂是个表示颜色的词。其特殊之处在于,它反映了植物生长过程中颜色的变化：白里透红、浅绿、深绿。同时,它又有自己的发展轨迹,顺着颜色的深浅继续发展,表示浅蓝、深蓝甚至黑色。因此它几乎能表示各种颜色。而在＂白里透红＂的意义上,更是引申出了不少意义。 相似文献
18.
In Experiment 1, pigeons were trained to peck red or blue keys for food reinforcement at variable intervals, while food was contingent on withholding key pecks in the presence of a vertical line (omission training). When the line was briefly superimposed on red or blue in a compound test, responding was reduced. When the orientation of the line was varied during extinction, generalization gradients were variable but often had most responding at or near vertical. In Experiment 2, pigeons were trained in a discrete trials procedure that made food contingent upon pecking in the presence of triangle, and upon the absence of pecking in the presence of red (omission training). Food was never given on green-key trials (extinction). When red or green backgrounds were presented with the triangle in a compound test, responding was reduced similarly in the presence of both key colors. Subsequent resistance to auto-shaping was also similar for red and green. These data, taken together with reports in the literature, suggest that the inhibitory effects of omission training are quite similar to those of extinction. Thus, the crucial condition for obtaining inhibitory effects is not a negative stimulus-reinforcer correlation, as in extinction, but simply the establishment of low rates of responding to the inhibitory stimulus. 相似文献
19.
Dominic J. Zerbolio 《Learning & behavior》1981,9(3):346-356
Goldfish, trained in a shuttlebox with cues and shock controlled by a linear presentation procedure, learned to control prevailing cue states and shock, and thus to discriminatively avoid shock presentation. The linear presentation procedure, adapted for the shuttlebox from the sequence of cue presentation occurring in the Y-maze, utilized three cues on each trial, a trial-start (TS) cue, a shock-paired (S?) cue, and an unpaired (S+) cue. At trial onset (TS cue), the goldfish had 10 sec to respond. The first response produced, via response-contingent programming, either the shock-paired (S?) or unpaired (S+) cue, and subsequent responses produced alternation of S+ and S?. The shock was omitted only if the S+ cue state prevailed 10 sec after trial onset. AU other cue states (TS and S?) were paired with shock. Goldfish learned to respond and control the prevailing cue state so that the S+ cue prevailed at 10 sec posttrial onset for a variety of different color-cue combinations and also learned to reverse their originally learned cue preference when the color cues were reversed. The linear presentation procedure represents an alternative discrimination learning procedure that appears to be free of the interpretational problems encountered in training goldfish in the shuttlebox apparatus with other one- and two-stimulus procedures. 相似文献
20.
赵芳 《雁北师范学院学报》2006,22(4):78-79
大千世界,色彩斑斓,每种语言都会尽力去表达出颜色的千变万化,英语也不例外。文章着重以red,black,blue,green,white为例说明英语颜色词的表述及其引申义。 相似文献