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1.
Most associative theories have assumed that stimulus competition occurs only between conditioned stimuli (CSs) that are trained in compound. The present research investigated the possibility of competition between two CSs that were individually paired to the same unconditioned stimulus (US). We used human subjects in an anticipatory suppression analogue to Pavlovian conditioning. Experiment 1 showed that X+ training followed by A+ training resulted in impaired responding to X. This did not occur when A+ training preceded X+ training. Experiment 2 replicated the basic effect and showed that it did not occur when the Phase 2 training consisted of A? instead of A+ nor when the A+ pairings occurred in a second context. Experiment 3 showed that A+ pairings occurring in a second context could still produce the effect when X was tested in the context in which the A+ pairings had occurred, but not when X was tested in a context different from that used for A+ training. Collectively, these results suggest that individually trained CSs may compete with each other when one of those CSs is more strongly activated by the test context than the other one. 相似文献
2.
Two experiments are reported that demonstrate temporal integration of independently acquired temporal relationships, including
backward associations, in both human (Experiment 1) and nonhuman (rats, Experiment 2) subjects. The experiments were designed
and analyzed in the framework of the temporal coding hypothesis (e.g., Matzel, Held, & Miller, 1988; Savastano & Miller, 1998)
as a strategy toward illuminating the use of temporal information and assessing the existence of temporal backward associations.
Both experiments provided evidence of retrieval of associations to an event that was expected to occur prior to the moment
in time at which a stimulus was presented (i.e., backward associations). In addition, Experiment 1 constitutes the first controlled
demonstration of temporal integration by human subjects. 相似文献
3.
Retroactive interference is conventionally viewed as attenuated retrieval of a target association due to the training of a
second association between training and testing of the target association. In three experiments in which water-deprived rats
were used as subjects, we manipulated the durations of the time between cue termination and outcome onset (Experiment 1),
the durations of the target and the interfering cues (Experiment 2), and the durations of the outcome used during target and
interfering training (Experiment 3). Greater interference was consistently observed between associations bearing a high degree
of similarity in their temporal structure, which suggests that interference occurs between complex representations that encode
not only the physical attributes of the stimuli, but also their temporal characteristics. 相似文献
4.
In four experiments, we examined how the spatiotemporal proximity to food of the two elements of a serial conditioned stimulus (CS) influenced the pattern of CS-directed versus food-site-directed behavior in rats. Experiment 1 showed that only temporal proximity affected responding when the serial CS consisted of two successive 4-sec presentations of either a spatially near or a spatially far lever (NN or FF). However, Experiment 2 showed that behavior depended markedly on whether rats received a near followed by a far lever (NF) or a far followed by a near lever (FN). Experiment 3 showed that the effects of Experiment 2 could be changed by increasing the duration of the second CS element, and Experiment 4 showed that these changes were not related to previous training. We concluded that behavior produced by the spatiotemporal qualities of the lever elements can be attributed to a mapping between the temporal qualities of the CS elements and an underlying sequence of search modes related to finding food. 相似文献
5.
When trained to associate Stimulus A to Stimulus B, humans can derive the untrained symmetrical B to A relation while nonhuman animals have much more difficulties. Urcuioli (2008, Journal of the Experimental Analysis of Behavior, 90, 257-–282; 2015, Conductal, 3, 4-–25) proposed that the apparent difficulty of animals in symmetry testing reflects their double encoding of the information on the stimuli (identity and relation) and their positional (i.e., spatial and temporal/ordinal) characteristics. This comparative study tested the emergence of symmetry in humans and baboons in a task in which the position of the stimuli was manipulated independently of their relation. Humans and baboons initially learned to associate pairs of visual shapes on a touch screen in a specific order. Three pairs of (A-B, C-D, and E-F) stimuli were used in training. After training, the two species were tested with the B-A, F-C, and E-D pairs. The B-A pairs preserved the association initially learned with A-B but reversed the positional information relative to training. The F-C pair neither preserved the association nor the positional information of the training pairs, and positional information were the only cues preserved in the E-D pair. Humans showed a response time advantage for B-A, suggesting symmetry, but also for E-D, suggesting that they also process positional information. In baboons, the advantage was found only for E-D, suggesting that they only process positional information. These results confirm that the processing of stimulus pairs differ between nonhuman animals to humans. 相似文献
6.
Structural learning aids, such as interactive overviews (IOs), have previously been shown to facilitate text comprehension and recall. In this study, we examined the effects of structural aids on learners’ structural knowledge and their performance on a procedural transfer task. In Experiment 1, 90 college students were presented definitions of computer programming concepts in an IO that was structured alphabetically, randomly, or in accordance with experts’ structural knowledge. Learning was assessed by examining students’ acquired knowledge structures and performance on a procedural transfer task that required integration and elaboration of the learned material in ways that went beyond the strictly definitional information provided during training. Students taught with the expert-structured IO acquired better knowledge structures and performed better on the transfer task than those using the other IOs. Experiment 2, utilizing 101 college students, showed that the visible structure, rather than the navigational constraints, of the expert IO was largely responsible for this advantage. 相似文献
7.
J. Gregor Fetterman 《Learning & behavior》1987,15(4):403-411
Pigeons were trained on a task in which a red light of durationt 1 was followed by a green light of durationt 2 and then responses to different keys were reinforced according to whether the durations of the stimuli were the same or different. For Experiment 1, duration pairs consisted of all combinations of 1, 2, 4, and 8 sec. In Experiment 2,different-duration pairs included only combinations witht 1 >t 2 and, in addition, 2 subjects with extended training involving lesser-greater duration comparisons were transferred to the same-different task. Two of 3 subjects learned the task in Experiment 1 and analyses suggested that choices were based on specific instances, not on a temporal same-different rule. All 5 birds acquired the discrimination in Experiment 2, where it appeared that choices were controlled by a combination of relative and absolute rules. Accuracy decreased following transfer from a lesser-greater to a same-different discrimination, but performance was above chance on the first transfer session. In both experiments, however, accuracy was below that found in earlier work with lesser-greater comparisons of duration. These findings are discussed in relation to prior research with lesser-greater comparisons of duration and same-different tasks involving nontemporal stimuli. 相似文献
8.
Gonzalo Miguez Bridget McConnell Cody W. Polack Ralph R. Miller 《Learning & behavior》2018,46(3):265-280
This report is part of a larger project examining associative interference as a function of the nature of the interfering and target associations. Lick suppression experiments with rats assessed the effects of context shifts on proactive outcome interference by latent inhibition (LI) and Pavlovian conditioned inhibition (CI) treatments on subsequently trained Pavlovian conditioned excitation treatment. LI and CI were trained in Context A during Phase 1, and then excitation treatment was administered in Context B during Phase 2, followed by tests for conditioned excitation in Contexts A, B, or C. Experiment 1 preliminarily established our LI and CI treatments and resulted in equally retarded acquisition of behavioral control when the target cue was subsequently trained as a conditioned excitor and tested in Context A. However, only CI treatment caused the target to pass a summation test for inhibition. Centrally, Experiment 2 consisted of LI and CI treatments in Context A followed by excitatory training in Context B. Testing found low excitatory control by both LI and CI cues in Context A relative to strong excitatory control in Context B, but CI treatment transferred to Context C more strongly than LI treatment. Experiment 3 determined that LI treatment failed to transfer to Context C even when the number of LI trials was greatly increased. Thus, first-learned LI appears to be relatively context specific, whereas first-learned CI generalizes to a neutral context. These observations add to existing evidence that LI and CI treatments result in different types of learning that diverge sharply in transfer to a novel test context. 相似文献
9.
Three different techniques were employed to analyze the associative structures mediating performance on an instrumental biconditional discrimination. In all three experiments, rats were trained concurrently on two tasks in which different stimuli signaled which one of two responses would be followed by reward. In each task, one response was rewarded in one stimulus and the other response was rewarded in the other stimulus. Correct responses earned pellets in one task and sucrose in the other task. The transfer procedure was used in Experiment 1A to identify whether or not an association developed between a biconditional discriminative stimulus and its instrumental outcome. Evidence was obtained that a biconditional cue elevated preferentially a new response trained with the same outcome. Experiments 1B and 3 examined the potential contribution of this stimulus-outcome association to biconditional performance by training the biconditional cues as signals (S-s) for the nonreinforcement of a different response. There was no evidence that this operation interfered with the ability of a biconditional cue to control performance of its correct response. In Experiments 1B and 2, the value of the instrumental outcome was reduced in an attempt to assess the contribution of stimulus-response associations to performance on the biconditional discrimination. The results of Experiments 1B and 2 reveal that correct responses were depressed following devaluation of the outcome used to train them, suggesting that learning about the response-outcome relation occurs. The implications of these results for binary and hierarchical models of instrumental learning are discussed. 相似文献
10.
Four experiments examined transfer of differential outcome performances to new choice responses in pigeons. Experiments 1A and 1B showed that new responses trained off a matching-to-sample baseline readily substituted for the choice alternatives in differential outcome matching, provided that they shared the same outcome associations as the alternatives they replaced. Experiment 2 showed that comparison responses trained on baseline, but in a task in which their different outcomes occurred equally often following each sample (viz., one-to-many matching), substituted for the choices in a standard, differential outcome task. Experiment 3 showed, somewhat surprisingly, that the choices in the latter task were likewise effective substitutes in one-to-many matching. These results pose separate challenges for standard two-process theory and for the bidirectional account of differential outcome performance, and they suggest other cues that pigeons may use to predict outcomes. 相似文献
11.
Suppression of operant responding during a conditioned stimulus (CS) was studied in two procedures. In both procedures, operant leverpressing was maintained by a variable-interval 1-min food-delivery schedule, and insertion of a second lever served as the CS. In the first procedure, autoshaping, food followed each CS presentation irrespective of a subject’s behavior during the CS. In the second procedure, omission training, contact with the CS canceled the delivery of food scheduled for the end of that CS. In the first experiment, subjects were exposed to omission training followed by autoshaping; these procedures were reversed in the second experiment. In each experiment, the omission contingency resulted in fewer CS contacts and less suppression of operant responding during the CS than did autoshaping. These differences were more notable in subjects receiving the sequence autoshaping→omission training (Experiment 2). Direct observations in Experiment 2 revealed that, for subjects that were contacting the CS frequently when the omission contingency was introduced, reductions in signal contacts were accompanied by redistributions of behavior. The form of these redistributions depended upon behavior allocation at the time the omission contingency was imposed. 相似文献
12.
In three experiments, we examined how matching-to-sample by pigeons is affected by discrimination versus nondifferential training between the matching stimuli. In Experiment 1A, pigeons responding differentially to the sample stimuli off-baseline acquired accurate matching performances more rapidly than did pigeons responding nondifferentially to those same stimuli. In Experiment 1B, tests involving reversal of the off-baseline requirements demonstrated that the birds were primarily controlled in their matching choices by the sample stimuli. The results of Experiment 2 showed that off-baseline nondifferential training did not retard acquisition relative to comparable training between stimuli unrelated to the matching task. Together, these results suggest that discrimination training can facilitate matching acquisition by enhancing attention to the sample stimuli. 相似文献
13.
Robert A. Rescorla 《Learning & behavior》1999,27(2):140-151
In four experiments, rat subjects were used in appetitive Pavlovian magazine-approach and instrumental conditioning procedures. Experiments 1 and 2 found successful blocking of the Pavlovian conditioning of X when it was reinforced in an AX compound after prior conditioning of A. This occurred whether the outcome following AX was the same as or qualitatively different from what followed A. Experiment 3 repeated those findings but also used a transfer procedure to identify the individual associations between X and outcomes. Stimulus X developed an association with the outcome following AX when that outcome differed from that following A alone but not when it was the same as that following A alone. Experiment 4 repeated that pattern of observations for the case of an X that was an instrumental discriminative stimulus. These results suggest that different associative structures may result from a qualitatively changed and unchanged outcome in a blocking experiment. The results are related to comparable findings for the case of overexpectation. 相似文献
14.
Chiara Meneghetti Valrie Gyselinck Francesca Pazzaglia Rossana De Beni 《Learning and individual differences》2009,19(4):577-589
The present study investigates the relation between spatial ability and visuo-spatial and verbal working memory in spatial text processing. In two experiments, participants listened to a spatial text (Experiments 1 and 2) and a non-spatial text (Experiment 1), at the same time performing a spatial or a verbal concurrent task, or no secondary task. To understand how individuals who differ in spatial ability process spatial text during dual task performance, spatial individual differences were analyzed. The tasks administered were the Vandenberg and Kuse [Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotation, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599-604.] mental rotation test (MRT) and a reading comprehension task (RCT). Individuals with high (HMR) and low (LMR) mental rotation differed in MRT scores but had similar RCT performance. Results showed that the HMR group, in contrast with LMR counterparts, preserved good spatial text recall even when a spatial concurrent task was performed; however, Experiment 2 revealed a modification of spatial concurrent task performance in LMR as well in HMR group. Overall, results suggest that HMR individuals have more spatial resources than LMR individuals, allowing them to compensate for spatial working memory interference, but only to a limited extent, given that the processing of spatial information is still mediated by VSWM. 相似文献
15.
In two experiments, two groups of rats were trained in a navigation task according to either a continuous or a partial schedule
of reinforcement. In Experiment 1, animals that were given continuous reinforcement extinguished the spatial response of approaching
the goal location more readily than animals given partial reinforcement—a partial reinforcement extinction effect. In Experiment
2, after partially or continuously reinforced training, animals were trained in a new task that made use of the same reinforcer
according to a continuous reinforcement schedule. Animals initially given partial reinforcement performed better in the novel
task than did rats initially given continuous reinforcement. These results replicate, in the spatial domain, well-known partial
reinforcement phenomena typically observed in the context of Pavlovian and instrumental conditioning, suggesting that similar
principles govern spatial and associative learning. The results reported support the notion that salience modulation processes
play a key role in determining partial reinforcement effects. 相似文献
16.
Lisa A. Delise C. Allen Gorman Abby M. Brooks Joan R. Rentsch Debra Steele‐Johnson 《Performance Improvement Quarterly》2010,22(4):53-80
A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill. 相似文献
17.
Conditioned lick suppression in rats was used to explore the role of timing in trace conditioning. In Experiment 1, two groups of rats were exposed to pairings of a CS (CS1) with a US, under conditions in which the interstimulus interval (ISI) that separated CS1 offset and US onset was either 0 or 5 sec. Two additional groups were also exposed to the same CS1→US pairings with either a 0 or a 5-sec ISI, and then received “backward” second-order conditioning in which CS1 was immediately followed by a novel CS2 (i.e., CS1→CS2). A trace conditioning deficit was observed in that the CS1 conditioned with the 5-sec gap supported less excitatory responding than the CS1 conditioned with the 0-sec gap. However, CS2 elicited more conditioned responding in the group trained with the 5-sec CS1-US gap than in the group trained with the 0-sec CS1-US gap. Thus, the CS1-US interval had inverse effects on first- and second-order conditioned responding. Experiment 2 was conducted as a sensory preconditioning analogue to Experiment 1. In Experiment 2, rats received the CS1?CS2 pairings prior to the CS1→US pairings (in which CS1 was again conditioned with either a 0 or a 5-sec ISI). Experiment 2 showed a dissociation between first- and second-order conditioned responding similar to that observed in Experiment 1. These outcomes are not compatible with the view that differences in responding to CSs conditioned with different ISIs are mediated exclusively by differences in associative value. The results are discussed in the framework of the temporal coding hypothesis, according to which temporal relationships between events are encoded in elementary associations. 相似文献
18.
Robert A. Rescorla 《Learning & behavior》1997,25(4):485-497
In six experiments, rats received discriminative training in which making a response (R) during a stimulus (S) produced a particular outcome (O). In Experiment 1, that outcome was replaced by a second outcome and responding was tested either immediately or after a delay. More substantial responding was observed with the delayed test. In Experiment 2, a test of transfer to new responses suggested that the growth in performance was not attributable to greater use of particular S-O associations. However, in Experiment 3, the growth in responding was found to be specific to particular S-R combinations. Experiment 4 replicated that specificity and demonstrated the importance of using two different outcomes for obtaining the growth in responding with time. Experiments 5 and 6 repeated these observations for the case of extinction, in which O was replaced by nonreinforcement. These results are interpreted as suggesting that an outcome-independent inhibitory S-R process develops, both with extinction and with the use of a second outcome, but dissipates with time. 相似文献
19.
Three conditioned lick suppression experiments with rats were performed to assess the influence, following compound training
of two stimuli (A and X) with the same outcome (AX-O trials), of extending training of the blocking association (i.e., A-O)
on responding to the target stimulus (X) at test. In Experiment 1, backward blocking was attenuated when the blocking association
was extensively trained. Experiment 2 showed that forward blocking was also attenuated by extensive further training of the
blocking association following the AX-O trials. Experiment 3 contrasted candidate explanations of the results of Experiments
1 and 2 and demonstrated that these results are consistent with the framework of the extended comparator hypothesis (Denniston,
Savastano, & Miller, 2001). 相似文献
20.
Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity. 相似文献