Cues In Discrimination Learning Research Articles

Comparison of visual and olfactory reversal learning in pigeons

Pigeons trained to discriminate between either two different odors or two different colored lights acquired their discriminations at the same rate. When the discrimination problems were reversed within a modality, however, the birds using visual cues acquired new discriminations more rapidly than in original learning (positive transfer), whereas the birds using olfactory cues acquired the discrimination reversal less rapidly. On subsequent reversals, pigeons in the visual task condition developed a successive discrimination reversal set with repeated reversals of the stimuli, while those in the olfactory condition did not. In a second experiment designed to assess the acquisition of redundant cues, birds received additional training with visual and olfactory cues in compound as discriminative stimuli, and were then tested with only visual or olfactory cues. Birds previously trained with odor attended to visual cues in the compound, whereas birds previously trained to discriminate between lights did not attend to odor cues until they were presented alone. These results demonstrate that the selection of stimuli may play a crucial role in the performance of successive discrimination reversals and suggest that, in contrast to rats, birds selectively attend to visual over olfactory cues in discrimination learning.

Dimensions of the semantic differential as cues in discrimination learning

The present study addresses two questions: (1) Will Osgood’s semantic differential dimensions, activity and potency, provide adequate cuing to the human learner in a binary choice selective (discrimination) learning paradigm? And (2) will these dimensions combine as redundant cues to facilitate learning? Undergraduate student subjects responded to a program presented by microcomputer. Three groups were designated: Group P was presented word pairs that differed only in their factor scores on potency (weak-strong); the other semantic dimensions were “neutralized.” Group A received word pairs differing only in activity scores (active-passive). And Group A&P-matched received word pairs differing in both potency and activity (relevant redundant cues, as weak-passive vs. strong-active). Instructions to all subjects simply urged that they respond to the “way the word feels−the general feeling of the word.” Few subjects mastered the one dimension problem (potency or activity presented singly). Combining the two, however, yielded evidence of learning.

Resistance to discrimination and subsequent resistance to extinction as a function of the sequence of partial S+ reward in differential conditioning

The effects of transitions from nonrewarded (N) to rewarded (R) trials (N-R transitions) on discriminative behavior in differential conditioning and subsequent resistance to extinction were investigated in two experiments. In Experiment 1, groups given N-R transitions within S+ were more resistant to discrimination (ran fast in S−) and extinction than were groups given a partial reinforcement (PRF) schedule in S+ devoid of N-R transitions. Experiment 2 indicated that N-R transitions that occur when an N trial in S− is followed by an R trial in S+ are as effective in increasing resistance to discrimination, but not resistance to extinction, as are N-R transitions that occur within S+. The sequential effects obtained here were highly similar to those in conventional PRF and support the view that differential conditioning and PRF are highly interrelated phenomena. The results are discussed in terms of the extension of sequential theory to differential conditioning and the importance of internal reward-produced cues in discrimination learning.

Sequential effects on discrimination reversal

In Experiment 1 the sequence of trials to the positive (S+) and negative (S−) discriminanda was varied between groups during acquisition and reversal of a successive brightness discrimination. In Experiments 2 and 3, groups received different reward sequences in Phase 1 within S+. In general, groups given transitions from nonrewarded trials to rewarded trials (N-R transitions) in Phase 1 learned both the original discrimination and its reversal more slowly than groups given schedules devoid of N-R transitions. The results were discussed in relation to previously reported effects of partial reinforcement on acquisition and reversal of a discrimination and the role of sequential variables and internal, reward-produced cues in discrimination learning, reversal learning, and nonreversal shifts.

Color as an Attentional Cue in Discrimination Learning

Previous studies have shown that while multiple hue color cues can have a facilitative effect on initial learning, they can produce negative effects on a non-cued criterion task. The present study was designed to determine if single hue color cues could facilitate initial learning without being disruptive at transfer. Manipulations involved condition of availability of these cues. 102 S's, in three treatment groups were presented with a learning sequence. Availability was varied in no color, maximum color, and vanished color conditions. Achievement was measured on three tasks, visual memory, visual discrimination, and a paried-associate task. Results indicated that vanished single hue color cues can facilitate learning without interference.

Introduction of Novel Irrelevant Cues in Discrimination Learning

20 albino rats were trained to criterion (90% correct) on a brightness discrimination in the presence of irrelevant form cues. Using an optional shift paradigm, all Ss were required to reverse the initially learned response with respect to brightness cues. During this phase, novel form cues were introduced for one group (10 Ss). Split-plot factorial analyses of variance (trials and errors to criterion) indicated there were reliable differences in learning rate between the novel-cue and same-cue groups in the optional shift phase. No significant consistent responses were observed in the test phase. Results were interpreted as more in support of continuity theory, although the lack of information on the conditions under which inter-task transfer fails to occur makes this conclusion somewhat tenuous.

Fractional anticipatory goal responses as cues in discrimination learning.

Fractional anticipatory goal responses as cues in discrimination learning.

Evaluation of the significance of positive and negative cue in discrimination learning.

Evaluation of the significance of positive and negative cue in discrimination learning.

Additivity of cues in discrimination learning of letter patterns.

Additivity of cues in discrimination learning of letter patterns.

Role of Positive and Negative Cues in the Discrimination Learning of Mental Defectives

This smdy inquires into the role of the positive and negative cues in the visual discrimination learning of a group of mentally deficient children. If the formation of a simultaneous, two-choice visual discrimination is o chronological age: mean 12, range 9-2 to 17; IQ (Stanford-Binet, 1916 revision): mean 44, range 20 to 64. There were 8 females and 10 males. An unbiased selection was made of the lowest mental age group attending school who were able to meet a performance criterion of successful pattern discrimination within 100 trials. Enumeration of Ss in the various diagnostic categories yielded 5 familial, 1 mongolian, 2 epileptic, and 9 cerebral-palsied or other brain-damaged.