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1.
Identity concept formation was tested in a harbor seal using a visual multiple-choice matching-tosample task. The seal was
first trained on a two-alternative matching task. After criterion (≥80% correct choices in two successive sessions) was reached
with two sets of two stimuli (Figure 3, Blocks A and B), stimulus sets were enlarged to six objects (Blocks C-G). After the
seal reached criterion immediately with two successive sets (Blocks F and G), multiple-choice matching was introduced, first
using stimulus sets of four familiar objects (Blocks H-M). After the seal reached the criterion immediately with two successive
sets (Blocks L and M), completely new objects were used in two further stimulus sets (Blocks N and O). The seal immediately
applied the matching rule in all four sessions (≥80% correct choices). In two further sessions with problems composed of all
38 familiar stimuli, the seal again reached the criterion (Block P). In the final, transfer session, 20 new problems were
composed of 80 unknown stimuli (Block Q). The seal immediately applied the matching rule in these one-trial tests, showing
that harbor seals can conceptualize complex visual information. 相似文献
2.
In order to assess the abilities of two California sea lions to generalize an identity concept, both animals were taught a two-choice, visual matching-to-sample task. We hypothesized that initial identity-matching problems would be learned as conditional (if...then) discriminations but that an identity concept would emerge after training numerous exemplars of identity matching. After training with 15 two-stimulus identity matching-to-sample problems, transfer tests consisting of 15 novel problems were given to the animals. Pass-fail criteria were defined in terms of performance on Trial 1 of each test problem, performance on test trials compared with baseline trials, and performance on four-trial problem blocks. One sea lion passed on the second transfer test and the other passed on the third; both demonstrated successful generalization of an identity concept by all criteria used. A second experiment consisted of presentation of stimuli previously learned in a different context (arbitrary matching-to-sample). Both subjects immediately applied an identity concept to accurately solve these new problems. These tests conclusively demonstrate transfer of an identity matching rule in California sea lions. 相似文献
3.
The results of field research suggest that, contrary to being behaviorally inflexible, some amphibians may have the ability to respond effectively to changing environments. The performance of seven newts (Triturus viridescens) was studied across 20 successive reversals of a spatial discrimination problem in a dry T-maze. Submersion in shaded water served as reinforcement for correct responses. The subjects showed a decrease in mean errors across reversals and across ordinal trials within sessions. These results are discussed in terms of the importance of using biologically relevant methodologies in the study of comparative animal learning. 相似文献
4.
We tested a California sea lion for visual oddity learning by presenting problems composed of three two-dimensional black-and-white
stimuli, two identical (S−) and one different (S+). In the first experimental stage, a single problem per session was presented
until learning criterion was reached. In the second experimental stage, all problems were presented only five times in succession;
then a new problem was introduced (six problems/session). In the third experimental stage, each problem was presented only
once. The sea lion mastered all stages of oddity learning. A final transfer test with oddity problems composed of completely
new stimuli yielded performance significantly above chance. Data analyses suggested learning of specific stimulus properties
in the first stage, learning set formation in the second stage, but oddity conceptualization in the third stage. 相似文献
5.
Henry G. Timko 《Journal of Experimental Education》2013,81(4):203-283
The purpose of the study was to investigate the influence of criterion level on the discrimination of highly confusable letters in beginning reading. Forty children were randomly assigned to four conditions. One-half of the subjects were exposed to simultaneous discriminations and the other one-half to successive discriminations. The groups were equally divided as to criterion level, i.e., four vs. nine consecutively correct responses. A verbal associates transfer task followed criterion on visual discrimination. The simultaneous mode produced fewer trials to criterion than the successive mode on visual discrimination but not on transfer. On successive discriminations, a criterion of four required fewer trials than a criterion of nine on visual discrimination but a significantly greater number of trials on transfer. 相似文献
6.
Orvis C. Irwin 《Journal of Experimental Education》2013,81(2):140-143
Fourth grade children learned consonant-digit associates of their choice from two novel, distinctive lists during daily, five-minute study sessions. Points exchangeable for free time reinforced correct responses on corresponding tests under high (80%) and low (20%) reinforcement conditions. Equivalent novel high- and low-reinforcement lists were also studied each day as homework on which, unlike session materials, correct test responses were reinforced equally (100%). Results showed that children preferred to study and learned more on the highly reinforced lists during the experimental sessions. Children also displayed a generalized nonreinforced preference for learning the “highly reinforced” homework material. 相似文献
7.
A bottlenosed dolphin (Tursiops truncatus) with good underwater and aerial visual acuity was tested in visual matching-to-sample (MTS) paradigms. Attempts to train visual identity MTS directly, using two simple two-dimensional patterns as sample stimuli and as alternatives (comparison stimuli), met with little success, in keeping with previously observed difficulties of this auditory-specialized species for learning complex tasks utilizing simple visual materials. Pairing of each visual sample with a unique sound, to produce a compound auditory-visual sample, while retaining the two visual alternatives, resulted in the dolphin’s learning both auditory-visual symbolic matching and visual-visual identity matching. At 0-sec delay, performance with the auditory element of the sample alone was equivalent (76%) to performance with the visual element alone; performance with the compound was distinctly better (95%–98% correct). Testing with longer delays using the visual element alone resulted in successful matching through to a maximum delay of 34 sec. These results provided the first demonstration of delayed MTS in a dolphin using visual materials, and complemented other data showing the ready capability of this species for delayedauditory MTS. It appeared that the dolphin solved the visual MTS task by forming auditory codes to represent the visual materials, and that these auditory codes were eventually replaced with purely visual codes. 相似文献
8.
We analyzed the capability of a blindfolded California sea lion to discriminate objects differing in size and/or shape by active touch with its mystacial vibrissae. In a two-alternative forced-choice procedure, equilateral triangles and disks with surface areas ranging from 60 to 0.5 cm2 served as stimuli. The determination of size difference thresholds (ΔS) for the discrimination of triangles revealed that the animal was capable of discriminating size differences as low as 20%. Presented with triangles and disks having identical surface areas, the sea lions’ discriminations relied on the apparent size difference of ≥34% between the longest measurable lines of both shapes (side length & diameter). When this size difference was reduced to ≤5%, the sea lion needed visual information about the shapes before it was able to discriminate them tactually. When the size of these shapes was gradually reduced, the animal was able to make the discrimination down to a longest measurable line of both shapes of 1.70 cm. This tactual performance comes close to that achieved by mammals with prehensile tactile organs. 相似文献
9.
Mark Gellevij Hans Van Der Meij Ton De Jong Jules Pieters 《Journal of Experimental Education》2013,81(3):215-239
Multimodal instruction with text and pictures was compared with uni-modal, text-only instruction. More specifically, 44 students used a visual or a textual manual to learn a complex software application. During 2 103-116-min training sessions, cognitive load, and time and ability to recover from errors were measured. After training, the authors tested students' learning on trained and untrained tasks. The results for cognitive load, training time, and learning effects initially supported dual coding theory. The results show that even in this complex situation, multimodal instruction led to a better performance than unimodal instruction. That is, the multimodal manual led to a stronger mental model of the computer program, improved identification of window elements and objects, and speeded up the location of window elements and objects. 相似文献
10.
Robert B. Katz 《Annals of dyslexia》1996,46(1):187-208
Children who read poorly have difficulty naming objects, and their errors usually bear a semantic or a phonetic resemblance
to the correct words. Excessive semantic and phonetic naming errors could both be due to underlying phonological deficiencies
in poor readers. When children cannot name an object because its name is not represented well in long-term memory or cannot
be processed well, semantic information as well as partially available phonological information may be used in selecting an
alternative response. This hypothesis was tested by looking for the joint influence of semantics and phonology in the naming
errors of third-grade children. The same children were asked to name a set of pictured objects, repeat the object names after
being spoken by the examiner, and recognize the objects from their spoken names. A separate group of children produced associative
responses to the same pictures. First, it was found that, compared with skilled readers, less-skilled readers who named objects
without any time pressure had a deficit that could not be attributed to repetition difficulty or limited vocabulary. Second,
the naming errors showed a semantic relationship to the correct words that was as strong as that of the associative responses.
Third, the naming errors also showed a phonetic relationship to the correct words, whereas the associative responses did not.
Finding a joint semantic and phonetic effect in the naming errors of children suggests that the errors may be attributable
to phonological deficiencies. 相似文献
11.
Experiment 1 compared the responses of 10 laboratory-reared and 10 wild-reared rhesus monkeys (Macaca mulatta) to a real snake and to a range of snake-like objects. Most wild-reared monkeys showed considerable fear of the real, toy, and model snakes, whereas most lab-reared monkeys showed only very mild responses. Fear was indexed by unwillingness to approach food on the far side of the snake and by behavioral disturbance. Experiment 2 examined the effectiveness of seven flooding sessions in reducing snake fear in 8 wild-reared rhesus monkeys. Mean latency to reach for food, trials to criterion (four consecutive short latency responses), and total exposure time to criterion declined significantly across flooding sessions. Behavioral disturbance declined within sessions but not across sessions. Results of a final behavioral test revealed that substantial long-lasting changes had occurred in only 3 of the 8 monkeys. The results are discussed in the context of dissociation between different indices of fear. 相似文献
12.
Juan D. Delius 《Learning & behavior》1992,20(3):301-311
With a three-choice instrumental discrimination procedure, pigeons were taught to distinguish small spherical objects from nonspherical objects. Spherical objects were defined as positive, nonspherical objects as negative. A device allowing an automatic presentation of the stimuli was employed. The subjects actually pecked the objects, and grain rewards were presented directly beside the correct objects. Acquisition was rapid, with the birds reaching a criterion of 80% correct choices within less than 150 trials. There was evidence that more than 200 objects were remembered individually over 3 months. Pigeons transferred the discrimination of spherical/nonspherical objects to novel objects. The criteria by which the birds judged the sphericity of objects seemed to be similar to those applied by humans. They could apply the categorization in a relational manner and generalize it to apply to photographs and drawings of objects. The categorization competence was retained for at least 3 months. 相似文献
13.
The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000).
In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination
followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck).
Contrary to Clement et al.’s results, we found that preferences between the S+ and S− stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline
discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but
less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount
of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were
scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment
1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement
et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice
probes may not provide unambiguous assessments of stimulus value. 相似文献
14.
To demonstrate a facilitating stimulus effect, as opposed to an incentive effect, of food reward, rats were trained on an easy, light-dark discrimination with different amounts of reward for correct and incorrect responses (1-0, 2-0, 3-1, and 5-1 pellets, respectively), and with shock or no shock administered in the correct goalbox. Both errors and trials to criterion were fewer with a large reward differential (LRD: 2-0 and 5-1), as compared with a small reward differential (SRD: 1-0 and 3-1), but were not affected by the “base” reinforcement condition of either 1 or 0 pellets for the incorrect response. In addition, choice and arm speeds during early training were positively related to the combined, or average, number of pellets contingent upon both correct and incorrect responses, indicating a generalization of reward expectancies. Although shock uniformly suppressed arm speeds under all reward conditions, it facilitated discrimination learning in the SRD conditions. That such facilitation occurred only when the conditions of reward for correct and incorrect responses were relatively similar indicates that not only shock, but also food can function as a distinctive cue: As a stimulus selectively applied to one response, it can decrease the similarity of the alternatives, and, in this manner, it can faciltate performance. 相似文献
15.
Within-session changes in responding during delayed matching-to-sample and discrimination procedures
Two experiments examined within-session changes in responding during discrimination procedures. In Experiment 1, rate of responding changed significantly within sessions during symbolic delayed matching-to-sample tasks when the delay between the stimulus and the choice period was short (1–5 sec), but not when it was long (8–12 sec). The percentage of responses that were correct did not change within sessions. In Experiment 2, response rates increased and then decreased within sessions during both S1 and S2 when successive discrimination procedures provided high, but not low, rates of reinforcement. Discrimination ratios sometimes increased within sessions. These results question two potential definitions of attention as explanations for within-session changes in response rates. They are more compatible with explanations based on concepts such as arousal, satiation, habituation, and interfering responses. 相似文献
16.
The present work introduced a task which superimposed a tray brightness, stimulus-response contingency on previously acquired, highly successful, one-trial oddity performance. Continuing with new one-trial oddity problems, the new contingency was that responses to the odd objects were rewarded on a white tray and responses to the nonodd objects were rewarded on the black tray. Since there is no opportunity to learn specific stimuli or stimulus patterns, successful performance may be interpreted as having a conceptual basis. All monkeys achieved criterion (90% based on 18/20) and statistically significant performances (p<.001). Discussion considered the appropriate nomenclature to describe a conceptual conditional discrimination task and the necessary evidence to justify a conceptual interpretation of conditional discrimination behavior. 相似文献
17.
Angelo Santi 《Learning & behavior》1979,7(2):229-232
The effects of sodium pentobarbital on matching and oddity performance in pigeons were examined by employing a higher-order conditional discrimination paradigm. In this paradigm, the line orientation which was superimposed on all of the response keys signaled whether a response to the matching color or a response to the nonmatching color was correct. All pigeons had extensive previous training in this paradigm and were tested at each of three dosage levels: 5, 7.5, and 10 mg/kg. For all birds, a clear dose-related decrease in accuracy was observed; however, the effect was not differential for matching and oddity trials. Accuracy reductions were accompanied by an increase in position preference on both types of trials. The data are compatible with recent claims that physical identity of the sample and correct comparison stimulus need have no special status for pigeons. 相似文献
18.
James Allison 《Learning & behavior》1980,8(2):185-192
The conservation model was generalized to the variable-interval schedule by incorporating the concept of unscheduled instrumental responses, those which occur in the time before the next setup is due. Thirsty rats responded in constant-duration sessions on two 7-sec schedules that required one leverpress for 25 and 50 licks at a water tube and on a 14-sec 25-lick schedule. In accordance with the model, total licks decreased linearly as total presses increased, and the schedules facilitated leverpressing and suppressed licking relative to paired baseline levels of responding. While the matching model also gave a satisfactory fit to instrumental responding under the schedules, its two constants, representing asymptotic rate of responding and extraneous reinforcement, had anomalous values which led the model to predict that response rate would decrease as the rate of reinforcement increased, directly opposing its prediction for the constant-consumption experiments of its previous tests. 相似文献
19.
Walter J. Peach Charlotte Cordry 《International Journal of Disability, Development & Education》1969,16(2):108-111
The problem of this study was to consider how a speech therapist can adequately evaluate the effectiveness of therapy. The unique feature of this pilot study was the use of a pre‐ and post‐test administration at the beginning and end of each therapy session. An error sound of the subject was selected on the basis of maturity and stimulability. Ten correct or incorrect responses to this error sound were tabulated for each session, establishing a base‐line on the initial performance and enabling progress checks. The number of correct responses during each therapy session increased as the number of sessions progressed. Increased efficiency could have been attributed to the effectiveness of previous sessions. 相似文献
20.
The experiment examined the relationship among several variables affecting extra-dimensional (ED) shift performance. Children and adults were trained to one of three criteria and given one of two ED shifts. All tasks required S to choose one of two colored geometric forms projected on a screen. The results are: (a) older Ss made fewer errors in training and transfer than younger Ss; (b) overtraining did not facilitate the ED shift wherein stimuli remained the same from training to transfer for the adults, but it did for the 7- and 8-year-old children; (c) overtraining inhibited the performance of the 5- and 6-year-old Ss given this ED shift; (d) overtraining neither facilitated nor inhibited the ED shift wherein stimuli changed from training to transfer. An interpretation was given in terms of verbal labeling, discrimination of change, perservative errors, and task difficulty. 相似文献