Double Alternation Learning Research Articles

Effects of correction procedures on double alternation learning in pigeons

Effects of correction procedures on double alternation learning in pigeons

Single and double alternation learning in rats: The role of set size and correction

In many experiments, rats have evidenced extreme difficulty mastering alternation patterns. In three experiments, we explored rats’ ability to learn double alternation patterns and possible reasons behind their past difficulties with such patterns. In Experiment 1, rats learned single and double alternation patterns. In the second and third experiment, we explored the role of correction and interference from stimulus set size on rats’ learning of double alternation patterns. Our results showed that rats easily learned both single and double alternation patterns and that stimulus set size had no noticeable effect on learning double alternation patterns. Findings additionally evidenced that correction played an important role in rats’ learning double alternation patterns.

Double Alternation Learning in Pigeons

Summary Previous studies of double alternation learning have failed to demonstrate learning of extended double alternation sequences by nonprimate Ss. The present study investigates whether such learning can be induced by manipulations of the training procedure. Pigeons (N = 6) were trained on a double alternation procedure with continuous trial presentations. A new double alternation sequence began after each error so that the length of a sequence was a function of the accuracy of performance. All Ss learned the double alternation pattern for the first four positions of the sequence, but none learned consistently to emit longer sequences. The degree of learning was a function of several procedural variables, particularly the use of an appropriate correction procedure.

動機づけ教示の関数としての二重交替学習と反応時間

A series of 3 experiments was designed to investigate the effects of motivational instructions upon double alternation learning. The Ss were required to find which of the 2 finger keys resulted in fewer numbers of pedal-presses to light an end signal. When both the speed and motive instructions were given simultaneously, the performance in double alternation learning was significantly improved with the given motivational instructions. When either of these instructions was given alone, the instruction to induce low motivation resulted in the most efficient learning. Making the problem more difficult, it was found that the higher the subjects were motivated, the faster but the less correctly they responded. These results were discussed in terms of the differences between the positive and negative reaction times. It was suggested that acceleration of responses should interfere with information processing.

Memory and attention in children's double-alternation learning

The influence of mnemonic and attentional aids on children's double-alternation (DA) learning was assessed using a binary choice apparatus with red and green event lights. The amount of mnemonic information was varied by exhibiting either the most recent two or the most recent 10–20 events of the DA sequence. Attention was manipulated by requiring onehalf of the Ss to verbalize the colors of the pegs. Ss were 40 nursery school and 48 kindergarten children. Only the older Ss with the 10-event mnemonic asymptoted above 75% correct. The nursery school Ss using the 10-event mnemonic and verbalizing the peg colors performed significantly better than other younger groups in the last three trial blocks.

Spatial Single and Double Alternation Learning in Discrete Trial Operant Situation

Spatial Single and Double Alternation Learning in Discrete Trial Operant Situation

Partial reward and double alternation learning in children

The effects of partial reward on double alternation (DA) learning in Grade II children were investigated in two experiments. In the first, Ss attempted to learn the DA problem under conditions of 50 and 100% social reward for correct responses. Although reward schedule did not affect the rate of learning, it did affect the number of Ss who learned; significantly more Ss solved the problem under 50% reward than under 100% reward. In the second experiment, all Ss attempted to learn the DA problem under 50% reward conditions after either success or failure pretraining. Pretraining did not affect the number of Ss who learned; however, the success-pretraining Ss who learned did so significantly more rapidly than those Ss who learned following failure pretraining. The results were interpreted in terms of frustration resulting from nonattainment of expected social reward; efficiency in solving the DA problem was seen to be a joint function of individual differences in reaction to frustration and the particular structure of the Da problem.

Double-alternation learning by retardates.

12 retardates were trained on 4-trial double-alternation problems. Ss who reached a criterion of 80% correct during 200 consecutive trials were given a series of problems of increasing length, the longest being a 40-trial problem. 7 of the 12 Ss met criterion and none of these 7 experienced any difficulty in responding on the longer problems. Only 3 of the 7 Ss who learned could verbalize the solution to the problem.

Effects of correction on double-alternation learning in children.

Effects of correction on double-alternation learning in children.

Double alternation learning by experimentally naive and sophisticated cats.

Double alternation learning by experimentally naive and sophisticated cats.

A STUDY OF CERTAIN SCHIZOPHRENIC DIMENSIONS AND THEIR RELATIONSHIP TO DOUBLE ALTERNATION LEARNING.

A STUDY OF CERTAIN SCHIZOPHRENIC DIMENSIONS AND THEIR RELATIONSHIP TO DOUBLE ALTERNATION LEARNING.

Single versus double alternation learning by cats.

Single versus double alternation learning by cats.