Frequency Of Stimulus Presentation Research Articles

Enhancement of the average evoked response to tone onset and cessation.

ABSTRACTAuditory average evoked responses (AERs) produced by tone onset (ON responses) and tone cessation (OFF responses) were studied in 14 normal adult subjects. When short (500 msec) tone bursts were presented widely spaced (2500 msec between tones), ON responses were large, in contrast to OFF responses, which were less than one‐third their size. But when long tones (2500 msec) were succeeded by brief (500 msec) silences, OFF and ON responses were comparable in size. In addition to this observed effect of the ratio of the percent of time the tone was on to the percent of time the tone was off, control experiments suggested that increased duration of preceding interval, unexpectancy of stimulus occurrence, and decreased mean frequency of stimulus presentation all increase the amplitude of both OFF and ON responses. OFF responses were found to be more sensitive to stimulus spacing effects than ON responses.

How advertisers can use learning theory: Mass marketing requires mass communications

Learning theory has been an area of great interest and study for many years. The importance of such study for the business world is ably explored in Professor Kangun's article. He begins his article by discussing several facets of the basic cognitive and learning processes. These studies are then applied to advertising through the consideration of such areas as the value of positive or negative appeals, the importance of the frequency of stimulus presentation, and the nature of the material that is best remembered. In a society of mass marketing, the usefulness of such learning theory and its implications for advertisers are evident.

On a conjecture of Bush and Mosteller

Twenty-four rats were run in a successive T maze discrimination, with unequal frequency of stimulus presentation, and mixed random reinforcement. The contingencies of reinforcement were such that consistent position-habit responding would yield 65% random reinforcement, whereas errorless discriminative responding would yield 90% random reinforcement. Learning proceeded in two distinct phases that differed in response content: a position-habit phase, followed by a discriminative phase.

FREQUENCY OF OCCURRENCE AND IDENTIFICATION OF AMBIGUOUS PERCEPTUAL FORMS.

Differential frequency of stimulus presentation was manipulated in a training session during which 144 Ss identified nonsense form prototypes. Knowledge of results was given. In a test session Ss attempted to identify variations of the eight prototypes seen during training. The test task was to decide as to which of two prototypes a given variation was most similar, under some conditions a neither response being allowed. The results showed that the manipulation of differential frequency during a training session can lead to low-frequency responding to one type of test stimulus and high-frequency responding to another. These results were interpreted as supporting a perceptual set rather than a response bias explanation of the influence of frequency of stimulus occurrence.

Supplementary report: frequency of stimulus presentation and short-term decrement in recall.

Supplementary report: frequency of stimulus presentation and short-term decrement in recall.