Multiple-stimulus dimensions in brightness-discrimination learning by rats with striate lesions.

1968 ◽  
Vol 66 (2) ◽  
pp. 363-368 ◽  
Author(s):  
Dan M. Hamilton ◽  
F. Robert Treichler
Keyword(s):  
Discrimination Learning ◽  
Brightness Discrimination ◽  
Multiple Stimulus

Brightness Discrimination Learning under Conditions of Simultaneous and Successive Presentation of Stimuli with Punishment

1963 ◽  
Vol 13 (1) ◽  
pp. 127-132 ◽  
Author(s):  
Sheldon J. Lachman ◽  
Donald H. Taylor
Keyword(s):  
Discrimination Learning ◽  
Electric Shock ◽  
Brightness Discrimination ◽  
Learning Criterion ◽  
Gestalt Theory ◽  
Successive Presentation ◽  
Parallel Group

Under relational conditions with electric shock punishment for incorrect responses, all 9 rats learned to choose the dimmer of two stimuli; no Ss in a parallel group of rats ( N = 6) given equivalent training under absolute conditions reached the learning criterion. Results are interpreted as supporting the Gestalt theory of discrimination learning rather than the theory of Spence.

Multiple Stimulus Discrimination Learning. III. What is Learned?

1973 ◽  
Vol 25 (1) ◽  
pp. 112-123 ◽  
Author(s):  
Jean M. Mandler
Keyword(s):  
Discrimination Learning ◽  
Negative Stimulus ◽  
Constant Stimulus ◽  
Positive Stimulus ◽  
Choice Data ◽  
Choice Behaviour ◽  
Stimulus Discrimination ◽  
Latency Data ◽  
Multiple Stimulus ◽  
Positive Stimuli

Rats were given a multiple stimulus discrimination, with either a constant positive stimulus combined with several negative stimuli or a constant negative stimulus combined with several positive stimuli. Choice data in transfer tests indicated that the discrimination had taken place on the basis of the constant stimulus alone and that the constant stimulus was equally effective in mediating transfer whether it had been positive or negative. While the multiple stimuli did not control choice behaviour, the latency data indicated that some analysis of them had taken place. Analyses of discrepancies in choice and latency data suggest that the two types of measure reflect different processes involved in discrimination learning.

Brightness Discrimination Learning in Caimans

1970 ◽  
Vol 30 (1) ◽  
pp. 259-262 ◽  
Author(s):  
John T. Williams ◽  
Sam G. Robertson
Keyword(s):  
Discrimination Learning ◽  
Brightness Discrimination ◽  
Prior Training ◽  
Spatial Cues ◽  
Reliable Difference

Caimans were trained to escape shock in a T-maze with either brightness cues or confounded brightness and spatial cues relevant. After criterion was reached on the confounded problem, the positions of the brightness cues were then varied for these Ss with position becoming an irrelevant cue and the color of the positive cue unchanged. Although the confounded problem was learned more quickly than the brightness problem, there was no statistically reliable difference in the over-all training required to learn the brightness problem regardless of prior training on the confounded task.

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