共查询到20条相似文献，搜索用时 31 毫秒
1.
Rosemary A. Rosser Sally Stevens Ensing John Mazzeo 《Contemporary educational psychology》1985,10(2):95-103
Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children. 相似文献
2.
Anne Ghysselinckx-Janssens Christiane Vandenplas-Holper 《European Journal of Psychology of Education - EJPE》1991,6(3):303-324
The study tries to disentangle the processes of left-right discrimination on self and on other refrents. Ninety-six 4- to 7- year old children were individually given several situations requiring left-right discrimination on self and decentration. Three related tasks were also presented: a lateralization task, an orientation task and a projection task. A semi-structured interview was finally conducted in which children explained their comprehension of left-right discrimination. Body rotations were recorded in the various tasks and during the interview. Correct deictic gestures and a measure of the children’s reasoning in the interview were also obtained. With respect to left-right discrimination on self, it was hypothesized that this kind of knowledge is anchored in the body and related to the lateralization measure. With respect to decentration, a task analysis was conducted. It was predicted that orientation and projection tasks are simple tasks mastered before left-right decentration, a complex task into which the simple tasks have to be integrated. Decentration requiring the coordination of an invariant component and of the variant component of orientation was expected to be positively correlated with body rotations. Different methodological improvements referring to reliability and validity were also introduced into the different assessment procedures. Results are confronted with the Piagetian hypothesis of interiorization of overt action into representation. An alternative hypothesis is proposed: it ties together the constellation of results obtained in the present study, and in recent studies referring to children’s cognitive development and adult’s nonverbal behavior. 相似文献
3.
The purpose of this experiment was to determine whether age-related differences would be observed for discrimination of synthesized, 5-formant consonant-vowel syllables that differed in voicing onset time (VOT) of the initial consonant. Just noticeable differences (JNDs) were measured relative to the end points of the stimulus continuum, using a "same"-"different," adaptive procedure with trial-by-trial feedback/reinforcement and "catch" trials, in which members of the stimulus pair were identical syllables. 6-8-year-old children required significantly longer VOTs for syllabic discrimination than did adults. Adults' JNDs relative to [pa] at the end of the stimulus continuum with longer VOTs were significantly larger than their JNDs relative to [ba], as would be expected on the basis of psychoacoustic considerations, but neither 6-8-nor 8-11-year-old children showed this trend. Performance on "catch" trials for both groups of children was significantly poorer than for adults. Outcomes corresponded to results of other investigations that have reported that children require more acoustic information than adults to achieve the same performance criterion. 相似文献
4.
Experiment 1 compared the acquisition of a feature-positive and a feature-negative discrimination in humans. In the former, an outcome was signaled by two stimuli together, but not by one of these stimuli alone. In the latter, the outcome was signaled by one stimulus alone, but not by two stimuli together. Using a within-group design, the experiment revealed that the feature-positive discrimination was acquired more readily than the feature-negative discrimination. Experiment 2 tested an explanation for these results, based on the Rescorla-Wagner theory, by examining how novel discriminations, based on a combination of a feature-positive and a feature-negative discrimination, were solved. The results did not accord with predictions from the theory. Alternative explanations for the results are considered. 相似文献
5.
The effects of test stimulus range on generalization gradients in humans were assessed for discriminations between faces that
varied in brightness, faces that varied in orientation in the picture plane, and morphed faces. In Experiment 1, significant
range effects, predicted by adaptation level theory, occurred when faces varied along the brightness or orientation dimension,
but not for morphed faces. Changing the difficulty of discrimination of both training and test stimuli for Experiment 2 produced
range effects in morphed faces. Experiment 3 explored training and testing stimulus factors as determinants of range effects
in morphed faces. The results suggest that sufficiently biased testing ranges create shifts in response distributions (generalization
gradients), and this may be amplified by using relatively difficult discriminations between training stimuli. 相似文献
6.
In 2 experiments, 7- and 8-year-old children and college students performed a letter-detection task in which reaction time was the dependent variable. Expectancy was manipulated by varying the probability the stimulus would appear at the center of an imaginary circle rather than along the perimeter. Although both age groups responded consistently faster to stimuli presented in expected locations than to stimuli presented in unexpected locations, this expectancy effect was larger for the children than it was for the college students. In a third experiment, these results were replicated using a luminance-detection task with 5-year-olds, 8-year-olds, and college students as subjects. It was concluded that children as well as adults are able to expand or contract the breadth of their attentional focus in accordance with task demands and that there is a developmental change in the efficiency with which a stimulus presented in an otherwise empty field can be located. Furthermore, it was suggested that children may be more disrupted by the occurrence of an unexpected event than adults are. 相似文献
7.
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
8.
The influence of dimensional organization on pigeon texture perception was examined in a simultaneous conditional discrimination procedure. Six experienced pigeons were reinforced for pecking at a small block oftarget elements randomly located within a larger array ofdistractor elements in each texture stimulus. Target/distractor differences in color, size, orientation, and combinations of these dimensions were examined. In Experiment 1, the influence of target/distractor similarity on performance was investigated by using different forms of unidimensional and conjunctively organized texture stimuli made of two and three dimensions. Targets infeature displays, in which the two regions consistently differed along a single dimension, were located more accurately than targets inconjunctive displays, where a combination of values from all dimensions defined each region. In Experiment 2, a tradeoff between response speed and accuracy was found in the pigeons’ processing of conjunctive displays. In Experiment 3, the number of distractors differentially influenced the localization of feature and conjunctive targets. Overall, the pigeons’ reactions to these feature and conjunctive stimuli paralleled those of humans, suggesting that functionally equivalent mechanisms may mediate the perceptual grouping, search, and discrimination of textured multidimensional stimuli in both species. 相似文献
9.
These experiments examined one way in which the allocation of attentional resources can change performance during a visual discrimination task. Pigeons were trained to discriminate visual forms under conditions that produced dimensional contrast. In three experiments, negative training stimuli differed from positive stimuli either along a primary physical dimension alone or along both a primary dimension and an orthogonal dimension. When a negative stimulus differed from positive stimuli along two dimensions, discrimination of that negative stimulus improved. For one type of visual form, discrimination of the positive stimuli declined with orthogonal variation in a negative stimulus, whereas for other visual forms, there was no decline in performance. These results are consistent with a model of dimensional contrast that suggests that differences in the allocation of attentional resources determine discrimination performance. The results also indicate that the organization of stimulus dimensions plays a crucial role in the allocation of attentional resources in these settings. 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.
Delamater AR 《Learning & behavior》2012,40(1):1-23
A significant problem in the study of Pavlovian conditioning is characterizing the nature of the representations of events
that enter into learning. This issue has been explored extensively with regard to the question of what features of the unconditioned
stimulus enter into learning, but considerably less work has been directed to the question of characterizing the nature of
the conditioned stimulus. This article introduces a multilayered connectionist network approach to understanding how “perceptual”
or “conceptual” representations of the conditioned stimulus might emerge from conditioning and participate in various learning
phenomena. The model is applied to acquired equivalence/distinctiveness of cue effects, as well as a variety of conditional
discrimination learning tasks (patterning, biconditional, ambiguous occasion setting, feature discriminations). In addition,
studies that have examined what aspects of the unconditioned stimulus enter into learning are also reviewed. Ultimately, it
is concluded that adopting a multilayered connectionist network perspective of Pavlovian learning provides us with a richer
way in which to view basic learning processes, but a number of key theoretical problems remain to be solved, particularly
as they relate to the integration of what we know about the nature of the representations of conditioned and unconditioned
stimuli. 相似文献
12.
《Learning and individual differences》2000,12(3):271-286
The contribution of perceptual processes to the correlation between measures of sustained attention and intelligence was investigated in considering computerized and paper–pencil tests of sustained attention. Perceptual processes were represented by tasks demanding signal detection and stimulus discrimination. A total of 117 participants completed two attention tests, as well as two tests that required signal detection and stimulus discrimination. Intelligence was measured by means of Advanced Progressive Matrices (APM) and Berliner Intelligenzstruktur-Test (BIS). Structural equation modeling showed that intelligence was best predicted by one independent latent variable, which included loadings of sustained attention, speed of signal detection, and of stimulus discrimination. The investigation of the structure of prediction revealed speed of stimulus discrimination and genuine sustained attention as major predictors of intelligence. 相似文献
13.
J S Meyer 《Child development》1978,49(1):178-187
4-5-year-old, 6-7-year-old, and 8-9-year-old children were given picture-recognition tasks in which recognition stimuli were systematically varied with respect to familiarization stimuli. Subjects were required either to verbalize or remain silent during familiarization and to identify either central figure only or whole picture recognition. Results suggested that (a) young children base recognition primarily on central figure whereas older children are more likely to utilize the entire stimulus array, and (b) younger children are more likely than older children to use spoken labels as a basis for recognition when they verbalize during familiarization. 相似文献
14.
A bottlenose dolphin was trained to discriminate two simultaneously presented stimuli differing in numerosity (defined by
the number of constituent elements). After responding correctly to stimuli consisting of three-dimensional objects, the dolphin
transferred to two-dimensional stimuli. Initially, a variety of stimulus parameters covaried with the numerosity feature.
By systematically controlling for these stimulus parameters, it was demonstrated that some of these attributes, such as element
configuration and overall brightness, affected the animal’s discrimination performance. However, after all the confounding
parameters were under control, the dolphin was able to discriminate the stimuli exclusively on the basis of the numerosity
feature. The animal then achieved a successful transfer to novel numerosities, both intervening numerosities and numerosities
outside the former range. These findings provide substantial evidence that the dolphin could base his behavior on the numerosity
of a set independently of its other attributes and that he represented ordinal relations among numerosities. 相似文献
15.
Two pigeons matched to sample in a three-key operant conditioning chamber. In Experiment I, two different kinds of samples were presented on the center key.Element samples were members of one of two sample sets — colors (a red or blue disk) or lines (a vertical or horizontal orientation of a set of white lines). These samples were followed by their respective sample sets on the side keys as comparison stimuli.Compound samples consisted of a set of lines superimposed on a colored disk. Following these samples, either sample set could appear as comparison stimuli. Matching to compound samples was less accurate than matching to element samples. One interpretation is that sharing of attention among elements of a compound sample weakened stimulus control by each element. A different interpretation is that an element sample controlled matching better because it was physically identical to a comparison stimulus whereas a compound sample was not. Experiments II–IV evaluated this “generalization decrement” alternative by testing element- vs. compound sample control with both element and compound comparison stimuli. Irrelevant elements were added to form compound comparison stimuli, some of which were physically identical to a preceding compound sample, but never identical to an element sample. In all experiments, the addition of irrelevant elements of comparison stimuli reduced sample control. However, the generalization decrement hypothesis failed to predict how differences in performance maintained by element and compound samples were affected by different tests of sample control. Matching accuracy appeared to be independently determined by the number of elements in a sample and whether irrelevant elements were present during tests of sample control. 相似文献
16.
The advantage in learning after an intradimensional shift rather than an extradimensional shift has been widely used as a behavioural marker of attentional changes during discrimination learning in different fields of neuroscientific study. However, some of the factors assumed to guide these attentional changes have not been completely disentangled by previous research. In two predictive-learning experiments, we investigated the importance of stimulus relevance and of stimulus-outcome correlation for the modulation of attention. In each experiment, participants were trained on two discrimination problems given in successive order. Each problem required participants to differentiate stimuli varying on two dimensions. We found that acquisition of the second discrimination was influenced by whether its relevant dimension (Exp. 1) or its irrelevant dimension (Exp. 2) had previously been trained as relevant and uncorrelated or as irrelevant and uncorrelated. We also observed that acquisition of the second discrimination was independent of whether its relevant dimension (Exp. 1) or its irrelevant dimension (Exp. 2) had previously been trained as relevant and uncorrelated or as relevant and correlated. Our results indicated that the modulation of attention is guided by stimulus relevance and not by stimulus-outcome correlation. 相似文献
17.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
18.
Rats were exposed to a procedure in which auditory stimuli signaled which of two levers was associated with a variable-interval 60-sec schedule of food presentation. Presses on the lever that was not associated with the variable-interval schedule (“errors”) postponed availability of reinforcement on the other lever by either a fixed number of responses or a fixed amount of time. Increasing the number of responses by which “errors” postponed food availability enhanced the level of stimulus control, and. alter a relatively high degree of control had been achieved, reduction of the requirement had no effect. Control experiments ruled out extended exposure to the discrimination procedure as a factor in the increase in stimulus control and suggested that the time of introduction of a changeover contingent is an important determinant of its effect. 相似文献
19.
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
20.
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