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1.
Conditioning trials that are massed in time produce less conditioning than those that are spaced in time. Four experiments
with rat subjects examined whether a recent conditioning trial interferes with conditioning on the next trial by temporarily
“priming” information in short-term memory (e.g., Wagner, 1978, 1981). We used appetitive conditioning procedures in which
priming trials preceded target trials by 60 sec. When the priming trials were nonreinforced presentations of a conditioned
stimulus (CS), the CS had to be the same CS as the one on the target trial to interfere with conditioning. When priming trials
were actual CS-unconditioned stimulus (US) pairings, the CS identity did not matter; the US was the event that interfered
with conditioning on the next trial. Reinforced trials reduced performance in a way that did not depend on context blocking.
The results suggest that CS and US priming effects do contribute to conditioning deficits observed with massed trial procedures.
The results are consistent with Wagner’s (1981) “sometimes opponent process,” or SOP, model, although a result that is paradoxical
for the model suggests that recent USs may have motivational as well as memory effects. 相似文献
2.
Repeated exposure to a single target type (sequential priming) during visual search for multiple cryptic targets commonly improves performance on subsequent presentations of that target. It appears to be an attentional phenomenon, a component of the searching image effect. It has been argued, however, that if searching image is an attentional process, sequential priming should also interfere with performance on subsequent nonprimed targets, and such interference has never been unequivocally demonstrated. In blue jays (Cyanocitta cristata) searching in an operant apparatus for targets derived from images of cryptic moths, detection performance was strongly facilitated in the course of a sequential prime but was relatively unaffected by sequences of mixed target types. Detection accuracy in subsequent probe trials was enhanced by priming with targets of the same type, whereas accuracy on cryptic probes following priming with a more conspicuous target was significantly degraded. The results support an attentional interpretation of searching image. 相似文献
3.
We report two experiments investigating the effect of phonological priming on the recognition of two types of Chinese characters: compound targets which contain separate radical components; and integrated targets which do not contain separate radicals. We used a masked priming paradigm with varying prime-target exposure durations. In Experiment 1, phonological priming effects on compound target recognition were found following a 50 msec SOA. However, there was no evidence of phonological priming on integrated target recognition at this SOA. In Experiment 2 we investigated the time course of phonological priming effects at three prime-target SOAs (30, 50 and 80 msec) in a between-subjects design. Semantic priming effects were also investigated. Phonological priming effects on compound target recognition were found following the 50 msec and the 80 msec SOAs. However, there was no evidence of phonological priming on integrated target recognition at any SOA. Semantic priming effects on both compound and integrated target recognition were found in the 50 msec and the 80 msec SOA conditions suggesting that phonological and semantic activation are co-incidental during compound character recognition. We conclude that character type constrains the activation of phonology during Chinese character recognition. 相似文献
4.
Elisabeth Beyersmann Eddy Cavalli Séverine Casalis Pascale Colé 《Scientific Studies of Reading》2016,20(3):220-230
Previous research has repeatedly revealed evidence for morpho-orthographic priming effects in suffixed words. However, evidence for the morphological chunking of prefixed words is sparse and ambiguous. The goal of the present study was to directly contrast the processing of prefixed and suffixed pseudowords within the same experiment. We carried out a masked primed lexical decision experiment, in which the same target (AMOUR [LOVE]) was preceded by a prefixed (préamour [prelove]), a nonprefixed (brosamour [broslove]), a suffixed (amouresse [lovedom]), and a nonsuffixed (amourugne [lovedel]) prime. The results revealed significant priming across all four conditions. Moreover, priming was modulated by individual differences in reading proficiency. High-proficiency readers showed evidence for embedded stem priming effects, independent of whether stems occurred in combination with a real affix or a nonaffix. This finding is of relevance to recent morphological processing theories, suggesting that embedded stems represent salient activation units during the reading of complex pseudowords. 相似文献
5.
创造性思维水平不同的大学生的位置抑制能力实验研究 总被引：3，自引：0，他引：3
分心抑制是影响创造性思维形成和发展的重要认知因素。本研究采用问卷法筛选出创造性思维水平高、低不同的大学生作为实验被试,然后利用负启动实验范式考察了不同创造性思维水平大学生的位置抑制能力的异同,探讨了位置抑制能力与创造性思维的关系。结果表明:不论创造性思维水平高与低,所有被试均能产生显著的位置负启动效应,即均具有位置抑制能力。而且,两组被试的位置负启动量差异不显著,说明位置抑制能力并不随创造性思维水平的变化而产生明显的变化。 相似文献
6.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
7.
The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and the target were contrasted: orthographic and phonological overlap (O+P+; ren-RENDRE [give] pronounced /?ɑ?/-/?ɑ?d?/ respectively), orthographic overlap (O+P?; re-RENDRE pronounced /??/-/?ɑ?d?/ respectively), or without orthographic and phonological overlap with the beginning of the target, namely unrelated (UR; pi-RENDRE pronounced /pi/-/?ɑ?d?/, respectively). The number of letters was controlled throughout the priming conditions. The results showed an interaction between grade and priming condition in children. In third graders, the results displayed a masked phonological priming effect (the O+P+ condition was compared to the O+P? condition) but not a masked orthographic priming effect (the O+P? condition was compared to the UR condition). On the contrary, in fifth graders, the results showed a masked orthographic priming effect but not a masked phonological priming effect. Adult skilled readers displayed the same pattern as fifth graders. These results are interpreted in the multiple-route model of reading development. 相似文献
8.
Reaction times and picture evaluations by 18 adults with hearing loss were compared with those of 18 matched controls during two visual priming tasks. In Task 1, participants reacted to sexual and plant target pictures (while influenced by similar preceding pictures) by pressing "sex" or "plant" buttons. In Task 2, they evaluated target Japanese ideographs (while influenced by preceding positive or negative facial expressions as prime pictures) by pressing "positive" or "negative" buttons. In Task 1, the controls had the faster responses. In Task 2, they showed the usual congruent priming effect during very short prime presentations. Participants with hearing loss showed this effect only during short and long prime presentation times; thus, they were not superior to the controls in picture recognition, instead showing (a) impaired processing of visual information or (b) impaired perceptual-motor skills regarding quick responses to visual information (or both). 相似文献
9.
Rats were exposed to three-trial series consisting of reinforced (R) trials and one nonreinforced (N) trial in a fixed order,
RRN and RNR (Experiments 1 and 2) or NRR and RRN (Experiment 3), on extended visually distinct runways in a T-maze. When initially
presented with the same sequence on each series in a session (separate presentations) with the same runway on all trials within
a series (Experiments 1 and 3), all the rats developed slower running speeds on N than on R trials. When a runway was sometimes
changed between the first and next two trials during separate presentations training (Experiment 2) or both sequences were
later intermixed within each session in each experiment, only rats exposed to each sequence on a specific runway maintained
these serial running patterns. Rats displayed serial running patterns on a test RNN sequence similar to that on the RNR sequence
(Experiment 2), as would be predicted by an intertrial association model of serial pattern learning (Capaldi & Molina, 1979),
but responded on test RRR and NRN sequences (Experiment 3) as would be predicted by an ordinal-trialtag/intratrial association
model (Burns, Wiley, & Payne, 1986). Results from test series of free-choice trials in Experiments 1 and 2 failed to support
a prediction of the intratrial association model that these rats would integrate RRN and RNR sequences. Rather than always
selecting a baited runway on both the second and the third free-choice trials, the rats only selected a baited runway on the
third trial on the basis of their choice on the second trial, as would be predicted by the intertrial association model. Only
after experiencing all possible outcome sequences during forced-choice training in Experiment 3 did these rats predominantly
select a baited runway on every free-choice trial. 相似文献
10.
The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual presentation as opposed to both age- and reading-level controls. Priming was absent when the prime and target words shared a morpheme and even when the prime and the target were identical. Only the students with phonological dyslexia, who exhibited relatively good performance in the orthographic judgment task, exhibited repetition priming but not morphological priming. Strong repetition and morphological priming effects were found for participants with dyslexia when the stimuli were auditory. The implications of the dissociation between visual and auditory priming for the locus of the deficit in morphological processing during word recognition are discussed. 相似文献
11.
This study investigated the effects of the Arabic root in the visual word recognition process among young readers in order to explore its role in reading acquisition and its development within the structure of the Arabic mental lexicon. We examined cross-modal priming of words that were derived from the same root of the target (/murattabun/-/tarti:bun/well ordered–order) relative to prime words that included three letters of the target but not root letters (/tura:bun/-/tarti:bun/soil-order) in two elementary-school age groups: second grade and fifth grade. The results showed facilitation in lexical decisions about target words, suggesting that the root is a lexical unit that plays a crucial role in the processing and representation of Arabic from the early stages of written language acquisition. This issue may stem from the morpho-orthographic nature of the written Arabic word and/or from the semantic information conveyed from the roots’ morpheme. 相似文献
12.
We studied behavioral flexibility, or the ability to modify one’s behavior in accordance with the changing environment, in pigeons using a reversal-learning paradigm. In two experiments, each session consisted of a series of five-trial sequences involving a simple simultaneous color discrimination in which a reversal could occur during each sequence. The ideal strategy would be to start each sequence with a choice of S1 (the first correct stimulus) until it was no longer correct, and then to switch to S2 (the second correct stimulus), thus utilizing cues provided by local reinforcement (feedback from the preceding trial). In both experiments, subjects showed little evidence of using local reinforcement cues, but instead used the mean probabilities of reinforcement for S1 and S2 on each trial within each sequence. That is, subjects showed remarkably similar behavior, regardless of where (or, in Exp. 2, whether) a reversal occurred during a given sequence. Therefore, subjects appeared to be relatively insensitive to the consequences of responses (local feedback) and were not able to maximize reinforcement. The fact that pigeons did not use the more optimal feedback afforded by recent reinforcement contingencies to maximize their reinforcement has implications for their use of flexible response strategies under reversal-learning conditions. 相似文献
13.
14.
Two experiments investigated the role of spatial prototypes in estimates of location. In Experiment 1 (N = 144), children and adults learned the locations of 20 objects in an open, square box designed to look like a model house. In two conditions, opaque lines or walls divided the house into four regions, and in the other condition, no boundaries were present. Following learning, the dots marking the locations were removed, and participants attempted to replace the objects. Children and adults overestimated distances between target locations in different regions. Contrary to Huttenlocher, Hedges, and Duncan's hierarchical theory of spatial memory, none of the groups displaced the objects toward the region centers. In Experiment 2 (N = 96), boundaries were removed during testing to determine whether children and adults were more likely to displace objects toward region centers when uncertainty about location increased. Again, all age groups overestimated distances between target objects in different regions. In addition, adults and 11-year-olds in the most salient boundary condition displaced objects toward the region centers. Discussion focuses on the implications of these results for understanding how children and adults estimate location. 相似文献
15.
采用典型启动效应的实验范式，语义和语音两种不同加工水平的试验任务，通过3个实验探讨了中英双语第二语言的语义通达机制。被试为第二军医大学的学生38名。结果发现：在基于语义的范畴判断任务中，当启动刺激（英）和目标刺激（英）之间存在语义联想关系，得到了显著的启动效应（实验一）；当启动刺激（中）和目标刺激（英）之间存在语义联想关系，即与实验一对等的跨语言语义启动试验，也得到了显著的跨语言启动效应，而且实验一和实验二的启动值之间没有显著的差异（实验二）；当启动刺激（中）的翻译对等词和目标刺激（英）之间存在语音相同或相近关系时，采用基于语音的词汇判断任务，也得到了显著的跨语言启动效应。这一结果表明，对于中国大学生程度的中英双语者来说，他们第二语言的词汇表征既直接通达语义概念表征，又可以借助第一语言的词汇表征为中介再通达语义概念表征，与Kroll等提出的模型一致。 相似文献
16.
In two experiments, we examined the conditions under which signaling an unconditioned stimulus (US) with a nominal conditioned stimulus (CS) interferes with the conditioning of situational cues in defensive freezing in the rat. Subjects received footshock USs that were (1) either signaled or unsignaled and (2) either varied or fixed in their temporal location within the conditioning session. Experiment 1, with only one trial per session, yielded no evidence that signaling affected pretrial freezing using either a fixed or variable interval between placement in the context and shock onset. In a test in which no CSs or footshocks were presented, groups that previously had received footshock at a fixed temporal location showed greatest freezing at around that same time. For groups that had received footshocks at various times, freezing declined across the test session. Experiment 2 showed overshadowing of pretrial freezing after more extensive conditioning with many trials per session, but only if the intershock intervals were variable rather than fixed. 相似文献
17.
Daniel H. Ashmead Michael E. McCarty Linda S. Lucas Mariana C. Belvedere 《Child development》1993,64(4):1111-1127
This experiment evaluated the role of visual input about the location of a target object and the location of the hand in reaching by infants and adults. 5- and 9-month-old infants were presented with illuminated toys to reach for in a dark room. On no-switch trials, the toy remained illuminated throughout the infant's reach, whereas on switch trials the first-lit toy was replaced during the reach by a second-lit toy at a different position. On approximately half of the trials of each type a luminescent marker was attached to the reaching hand. Adult subjects (tested without the hand marker) fully compensated to the second-lit toy on switch trials, during a second reaching segment. On switch trials, 9-month-olds partially adjusted to the second-lit toy when wearing the hand marker and did not adjust without it. On no-switch trials, 9-month-olds reached just as accurately with or without the hand marker. 5-month-olds were generally inaccurate in their reaching and were unaffected by the presence or absence of the hand marker. The findings suggest that during the development of reaching there is an increase in visual guidance during the approach phase of reaches. 相似文献
18.
Bruce L. Brown Nancy S. Hemmes Soledad Cabeza De Vaca Concettina Pagano 《Learning & behavior》1993,21(4):360-368
In two experiments, pigeons were exposed to an autoshaping procedure in which a keylight was followed by food under delay or trace conditions, while measures were taken of keypecking and time spent near the key. In Experiment 1, the birds in the trace group spent less time near the key than did the delay birds. Moreover, the trace birds exhibited a pattern of withdrawal from the key during the trial. In Experiment 2, visual observations of the birds’ location and latencies to eat both indicated that the trace birds’ withdrawal from the conditioned stimulus was accompanied by goal tracking. The difference in performance between the delay and trace conditions was taken as evidence that a trace stimulus may exert control over behavior as an occasion setter. 相似文献
19.
Sadahiko Nakajima 《Learning & behavior》1994,22(1):34-46
Three pigeons were trained with a Pavlovian serial feature-positive (F-P) discrimination task in a light context, in which the houselight was on, and with a Pavlovian serial feature-negative (F-N) discrimination task in a dark context, in which the houselight was off. Three other pigeons were trained with the F-P task in the dark context and the F-N task in the light context. These two contextual conditions were changed randomly trial by trial. The former birds learned the tasks within 60 sessions, by responding exclusively to the target keylight after the feature tone in the light context and by responding exclusively to the target not preceded by the feature in the dark context. Two of the latter birds required separate training of the F-P and the F-N tasks to acquire the discrimination: responding exclusively to the target after the feature in the dark context and responding exclusively to the target not preceded by the feature in the light context. The third bird, however, failed to learn the discrimination even with separate training. These results indicate that the four-term contingency (the context-feature-target-food relationship) controlled the birds’ behavior in the Pavlovian setting. The insertion of a temporal gap between the feature and the target impaired the F-N discrimination, although it had little effect on the F-P discrimination. 相似文献
20.
Emily W. Bushnell Beryl E. McKenzie Deborah A. Lawrence Sheryl Connell 《Child development》1995,66(4):937-958
The ability of 1-year-old infants to remember the location of a nonvisible target was investigated in 3 experiments. Infants searched for a toy hidden in one of many possible locations within a circular bounded space. The presence, number, and spatial arrangement of local cues or "landmarks" within this space were varied. The results of Experiment 1 showed that search performance was highly successful when a landmark was coincident with the location of the toy ("direct"), but less successful when a landmark was adjacent to the target location ("indirect"). The results of Experiment 2 suggested that search with an indirect landmark may be more fragile than search with no landmarks at all. In Experiments 3a and 3b, 2 different configurations of indirect landmarks were employed; search performance was equally poor with both of these and was inferior to search with no landmarks. It is concluded that infants of this age are able to associate a nonvisible target with a direct landmark and are able to code the distance and direction of a target with respect to themselves or with respect to the larger framework. However, there was no evidence that they can code the distance and direction of a target relative to another object. The difficulty of coding with indirect landmarks is interpreted in terms of cognitive complexity and conflict between spatial strategies. 相似文献