共查询到20条相似文献，搜索用时 39 毫秒
1.
Paul T. P. Wong 《Learning & behavior》1978,6(1):82-93
Three runway experiments tested a stage model of extinction which postulated an orderly succession of three qualitatively different stages: habit, trial and error, and resolution. The model predicted that Stage 1 should be characterized by perseveration of habitual routes (i.e., response persistence) and the absence of competing responses; Stage 2, by an increase in investigatory behavior (response variation and hole exploration) and biting behavior; Stage 3, by a decrease in the competing responses of Stage 2 and continued increase in goal avoidance and substitution behavior (e.g., sand-digging). These predictions were largely confirmed. Further, Experiments 1 and 2 showed that, as expected by the model, continuous reinforcement (CRF) resulted in more practice of habitual routes in acquisition and greater response persistence, while partial reinforcement (PRF) resulted in more route variation and hole exploration in acquisition and greater goal persistence which was attributable to prior reinforcement of a trial-and-error coping strategy. Results of Experiment 3, which combined training trials and reward magnitudes orthogonally, supported the prediction that response persistence was positively related to training trials, and goal persistence negatively related to reward magnitudes. All three experiments demonstrated an inverted-U function in investigatory and biting behavior, as predicted by the stage model. 相似文献
2.
Two experiments used rats in a conditioned lick suppression preparation to investigate how the conditioned stimulus (CS)-duration
and partial-reinforcement effects (i.e., weakened responding due to conditioning with a CS of longer duration and presenting
nonreinforced CSs intermingled with CS—unconditioned stimulus [US] pairings, respectively) interact with overshadowing. Experiment
1 found that when overshadowing treatment was combined with either extended CS duration or partial reinforcement, the response
deficit was weaker than when either of these three treatments was administered alone. In Experiment 2, the generality of the
findings in Experiment 1 was investigated by replicating it with various US—US intervals. This time counteraction was observed
only when both the absolute duration of total CS exposure and the US—US interval were short. The results support neither the
view that the ratio between the total CS exposure and total time in the context determines the CS-duration and the partial-reinforcement
effects nor the view that these two effects arise from a loss of effectiveness of the excitatory CS—US association during
CS-alone exposures in partial reinforcement or early periods of CS exposure with long CSs. 相似文献
3.
Two experiments with rabbits investigated the concordance of two measures of conditioning, eyeblink and potentiated startle, during a blocking sequence with paraorbital shock reinforcement. In both, a shift in the locus of shock from one eye to the other between the conditioning of an element and a compound of that element and a new cue had differential effects on the two measures of conditioning to the new cue. When the shock was unchanged, diminished conditioning in relation to controls (i.e., blocking) was observed on both measures. When the shock was changed, little conditioning was observed in startle, but control-equivalent amounts were observed in eyeblink (i.e., blocking occurred on the former but not the latter). The results are interpreted as showing a dissociation of the associative learning involving the emotive features of Pavlovian reinforcers and that involving the remaining sensory-perceptual features, and more compatible with a diminished US-processing, than with a CSprocessing, view of blocking. 相似文献
4.
Anthony L. Riley Cora Lee Wetherington Ashley M. Wachsman Harris A. Fishman Mary A. Kautz 《Learning & behavior》1988,16(3):292-298
Animals poisoned following the schedule-induced consumption of saccharin initially continued to drink following spaced pellet deliveries. Neither the initiation of postpellet drinking (i.e., bout, initiation) nor the size and duration of the bouts was effected by the conditioned aversion procedure. With repeated conditioning trials (i.e., repeated pairings of saccharin and LiCl), schedule induced drinking was eventually reduced. The specific components underlying schedule-induced consumption, however, were differentially affected by the aversion training. Specifically, the decrease in schedule-induced drinking was effected primarily by a decrease in licking occurring between 10 and 60 sec after pellet delivery. Bout initiation and licking immediately postpellet (i.e., within the first 10 sec following pellet delivery) were most resistant to suppression and appeared to be responsible for the relative insensitivity of schedule-induced drinking to conditioned taste aversions. The differential effects of taste aversion conditioning on individual components of elicited behavior are discussed. 相似文献
5.
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
6.
In two experiments, the frequency of food reinforcement provided by variable interval (VI) schedules prior to extinction was varied. In the first experiment, two-component multiple schedules resulted in a greater number of responses in extinction in the presence of the stimulus previously associated with the richer of the two component schedules than that previously associated with the leaner schedule. In the second experiment, different groups of animals were trained on different VI schedules. Responding in extinction was analyzed into bouts of responding showing that the number of response bouts increased and the number of responses per bout decreased with decreasing frequency of reinforcement during training. These data are compatible with an analysis of operant behavior based on an analogy to processes that presumably-occur-in naturalistic foraging situations. According to this analogy, behavior associated with search for a food source (i.e., number of response bouts) and that of procurement of food from a source (i.e., responses per bout) represent aspects of behavior that are differentially strengthened by different VI schedules. Extinction serves to reveal this differential strengthening. 相似文献
7.
Two experiments assessed the degree to which Pavlovian facilitators were interchangeable with instrumental discriminative stimuli (Sds). In Experiment 1, rats were trained in a Pavlovian paradigm in which one stimulus (i.e., a facilitator) signaled the reinforcement of another stimulus (i.e., a target). Next, the rats were given instrumental discrimination training in which an Sd signaled the reinforcement of barpressing. A transfer test then assessed the capacity of the Pavlovian facilitator to promote barpressing. The results showed that the facilitator promoted significant barpressing, both when it was presented alone and when it was presented in compound with the Sd. Reliable transfer was not obtained with a “pseudofacilitator” control stimulus that, during training, was uninformative about the reinforcement of its target. Experiment 2 showed that a stimulus trained as an instrumental Sd reliably augmented responding to a stimulus previously trained as a target in a Pavlovian facilitation paradigm. A “pseudo-Sd” that, during training, was uninformative about the reinforcement of barpressing failed to promote such transfer. These results show that Pavlovian facilitators and instrumental Sds are interchangeable to a significant degree, and suggest that facilitators and Sds may act via similar mechanisms. 相似文献
8.
Rats were subjected to the Kamin two-stage blocking procedure. First, a stimulus, A, was conditioned and then reinforced in compound with a target stimulus, B. During compound training, an attempt was made to alleviate blocking of conditioning to B by presenting a “surprise” stimulus for 5 sec following the reinforced AB compound. The surprise stimulus consisted of the continued presentation of the previously reinforced element, A. During A training, A had never extended beyond the moment of reinforcement; thus, its extension beyond reinforcement during AB training was hypothesized to be “surprising” and, therefore, expected to alleviate blocking. Blocking in this condition was, however, just as strong as in a standard blocking condition. The results do not favor a surprise interpretation of unblocking but do seem to be consistent with other theoretical views (e.g., Rescorla & Wagner, 1972). 相似文献
9.
The similarity in the discrimination training leading to behavioral contrast and that preceding tests producing response enhancement to combined discriminative stimuli suggested that the two phenomena might be related. This was investigated by determining if contrast indiscrimination training was necessary for this outcome of stimulus compounding. Responding to tone, light, and to the simultaneous absence of tone and light (T + L) was maintained during baseline training by food reinforcement in Experiment I and by shock avoidance in Experiment II. During subsequent discrimination training, responding was reduced in T + L by programming nonreinforcement in Experiment I and safety or response-punishment in Experiment II. In the first experiment, one rat exhibited positive behavioral contrast, i.e., tone and light rates increased while his T + L rate decreased. In Experiment II, rats punished in T + L showed contrast in tone and light, this being the first demonstration of punishment contrast on an avoidance baseline with rats. The discrimination acquisition data are discussed in the light of current explanations of contrast by Gamzu and Schwartz (1973) and Terrace (1972). During stimulus compounding tests, all subjects in both experiments emitted more responses to tone-plus-light than to tone or light (additive summation). An analysis of the terminal training baselines suggests that the factors producing these test results seem unrelated to whether or not contrast occurred during discrimination training. It was concluded that the stimulus compounding test reveals the operation of the terminal baseline response associations and reinforcement associations conditioned on these multicomponent free-operant schedules of reinforcement.
相似文献10.
In two experiments, rats solved two concurrent discrimination problems in which one stimulus (i.e., a facilitator) signaled the reinforcement of another stimulus (i.e., a target). Then a transfer test assessed the capacity of facilitators trained in one problem to promote responding to targets trained in the other. Experiment 1 found that a facilitator promoted as much responding to such a transfer target as to the target with which it was originally trained. Transfer was not obtained with a pseudofacilitator that was uninformative, in training, about the reinforcement of its target. Experiment 2 manipulated the stimulus modality of the targets and facilitators. Its results indicated that transfer performance was not due to generalization between training and transfer targets or facilitators. These results parallel those from comparable autoshaping paradigms with pigeons, and they agree with the view that facilitators promote responding by lowering the threshold for activation of the US representation. 相似文献
11.
In four experiments with rats, we examined the persistence of behavior when reinforcement was switched from immediate to delayed.
In Experiment 1, lever pressing elicited by instrumental training with immediate reinforcement continued when a 20-sec delay
of reinforcement was introduced (easy-to-hard condition), whereas when the delay condition was introduced from the start (hard-to-hard
condition), responding remained low throughout. A similar result was obtained in Experiment 2, in which lever pressing was
elicited by a classical conditioning (autoshaping) procedure. In Experiment 3, rats initially trained with delayed reinforcement
continued to respond at a low rate when switched to immediate reinforcement (hard-to-easy condition). By measuring magazine
entry (goal tracking) as well as lever pressing (sign tracking) in Experiment 4, we confirmed that such transfer effects at
least partly involve the persistence of whatever type of behavior was initially dominant. 相似文献
12.
Three experiments demonstrated that, following the extinction of an established conditioned stimulus (CS; e.g., tone), the
pairing of an orthogonal stimulus from another modality (e.g., light) with the unconditioned stimulus (US) results in strong
recovery of responding to the extinguished CS. This recovery occurred to about an equal degree regardless of whether or not
initial training contained unambiguous stimulus—reinforcer relationships—that is, consistent CS—US pairings—or some degree
of ambiguity, including intramodal discrimination training, partial reinforcement, or even cross-modal discrimination training
(tone vs. light). Experiments 1 and 2 demonstrated that this recovery of responding was largely specific to the extinguished
CS, but moderate generalization to other stimuli from the same modality did appear. The results are discussed with reference
to alternative mechanisms applicable to learning-dependent generalization between otherwise distinct CSs. These models assume
that such generalization is mediated by either a shared response, shared reinforcer, shared context, or shared hidden units
within a layered neural network. A specific layered network is proposed to explain the present results as well as other types
of savings seen previously in conditioning of the rabbit nictitating membrane response. 相似文献
13.
Ben A. Williams 《Learning & behavior》1989,17(4):418-432
Rats were trained on a series of reversals of a successive discrimination in which the percentage of S+ trials ending in food was varied. Changes in the discrimination index occurred more slowly with 50% reinforcement than with 100% reinforcement when the number of training trials was equated across conditions, but were approximately invariant when the conditions were equated with respect to the number of obtained reinforcements. Presentation of free reinforcement during the intertrial intervals reduced the overall rate of discrimination acquisition, but left this invariance unaffected. Invariance in reinforcements necessary to attain acquisition also occurred when different discriminations correlated with different percentages of reinforcement were intermixed within experimental sessions. The failure of the invariance effect to be disrupted by either manipulation suggests that previous accounts of the invariance effect in terms of “comparator” models of conditioning (e.g., Gibbon & Balsam, 1981) are inadequate. 相似文献
14.
Frustration is an emotional state produced by the surprising omission in quantity and/or quality of an appetitive reinforcer.
The aversive properties of stressors, such as electric shocks, produce responses similar to those elicited by a state of frustration.
In this set of three experiments, we assessed the effects of water immersion (WIM, in Experiment 1)—that is, a physical stressor—and
first (in Experiments 1 and 2) and second trials of a consummatory extinction (cE; i.e., a surprising reward omission; in
Experiment 3) on the sexual behavior of male rats, as compared with nonstressed animals. The results showed a sexual deficit
in the animals subjected to either WIM or cE, relative to control subjects, although these experimental conditions differed
in the component of the male sexual response that was affected. The present results accord with the fear = frustration hypothesis,
and with Amsel’s frustration theory. 相似文献
15.
Four groups of 10 rats each were given six acquisition trials (Phase 1) under continuous reinforcement (CR), partial reinforcement (PR), constant delay (CD), or partial delay of reinforcement (PD) conditions. In Phase 2, all Ss were given 18 nonreinforced trials, followed by 12 continuously reinforced trials in Phase 3. In Phase 4, all Ss were given 12 more extinction trials. A constant 24-h ITI was observed throughout the experiment. A strong partial reinforcement extinction effect (PREE) was obtained in both Phases 2 and 4. Only a temporary partial delay of reinforcement effect (PDRE) was observed, which was restricted to the first nine trials of the first extinction phase. No constant delay of reinforcement effect (CDRE) was observed in either extinction phase. The results were discussed in terms of both frustration and sequential theories. 相似文献
16.
Water-deprived rats were used to investigate the effects of training a CS in more than one context on conditioned lick suppression. In each experiment, partial reinforcement of the CS was intermingled with unsignaled presentations of the US. In Experiment 1, subjects were either trained in one context alone, trained consecutively in two contexts (such that all training in one context occurred prior to any training in the second context), or trained alternately in two contexts. Following training, the first context, the second context, or neither context was extinguished. Testing of the CS occurred in a third (neutral) context. To the extent that either training context became established as a comparator stimulus for the CS, the comparator hypothesis (Miller & Matzel, 1988) predicts an increase in excitatory responding to the CS following extinction of that context. Subjects trained in a single context exhibited appreciable fear of the CS only when the CS’s training context had been extinguished. Additionally, subjects trained consecutively in the two contexts showed increased fear of the CS following extinction of the second, but not the first training context (i.e., a recency effect). Subjects trained alternately in the two contexts showed no increased fear of the CS as a result of either context alone being extinguished. In Experiment 2, subjects trained alternately in two contexts showed increased fear of the CS only when both training contexts were extinguished, suggesting that both training contexts had become comparator stimuli. These data indicate that multiple training contexts can either compete or act synergistic-ally in modulating responding to a Pavlovian trained CS as a function of the order of training in the different contexts. 相似文献
17.
后现代主义教学观的主要内容包括教学目的观、课程观、师生观、教学评价观等,目前我国教学论研究强调共性,忽视个性培养,从后现代主义教学观中我们可以得出四点启示,即解构理性,培养个性;主张开放性和自组织性;强调平等对话;强调多元性,体现差异。 相似文献
18.
Charles D. Holley Donald F. Dansereau Selby H. Evans Karen W. Collins Larry Brooks David Larson 《Contemporary educational psychology》1981,6(3):227-236
This study examined the utility of intact (i.e., topic outline format) and embedded (i.e., appropriately positioned within the text) headings as processing aids with nonnarrative text. The argument was advanced that headings potentially provide useful cues for both input and output processing but that little empirical evidence exists to either support or refute this proposition. It was further argued that each of the prior studies reviewed were subject to one or more methodological criticisms which may attenuate the generality of the findings. The results of the present study indicated that no advantage accrued to students on the basis of training; however, limitations of this finding are discussed in terms of the amount of training provided and the time available to the students for integrating the new strategies with their existing techniques. The major result of this investigation was that students provided with text containing intact and embedded headings significantly outperformed students whose text did not contain these processing aids. The major benefits were observed at delayed testing; the text-with-headings students recalled approximately 11% more information at immediate testing and 44% more information at delayed testing than the text-without-headings students. Implications of these results and future research issues are discussed. 相似文献
19.
In three experiments with rat subjects, we examined the effects of trial spacing in appetitive conditioning. Previous research
in this preparation suggests that self-generated priming of the conditional stimulus (CS) and/or unconditional stimulus (US)
in short-term memory is a cause of the trial-spacing effect that occurs with intertrial intervals (ITIs) of less than 240
sec. Experiment 1 nonetheless showed that a trial-spacing effect still occurs when ITIs are increased beyond 240 sec, and
that the effect of ITI over 60–1,920 sec on conditioned responding is best described as a linear function. In Experiment 2,
some subjects were removed from the context during the ITIs, preventing extinction of the context. Removal abolished the advantage
of the long ITI, suggesting the importance of exposure to the context during the long ITI. Experiment 3 still produced a trial-spacing
effect in a within-subjects design that controlled for the level of context conditioning and reinforcement rate in the absence
of the CS. Overall, the results are most consistent with the idea that adding time to the ITI above 240 sec facilitates conditioning
by extinguishing context-CS associations—and possibly context-US associations—that otherwise interfere with CS-US learning
through retrieval-generated priming (see, e.g., Wagner, 1981). 相似文献
20.
Christopher H. Skinner Tammy H. Cashwell Amy L. Skinner 《Psychology in the schools》2000,37(3):263-270
In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to investigate a corollary system. Fourth‐grade students were trained to observe and report peers' prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports. Although the first intervention phase showed much variability, subsequent phases showed that an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports. Results are discussed in terms of using this system to increase student and teacher awareness of and reinforcement for incidental prosocial behaviors. © 2000 John Wiley & Sons, Inc. 相似文献