Multidimensional stimulus generalization of a tactile response along the dimensions of angularity and texture.

1969 ◽  
Vol 81 (3) ◽  
pp. 566-571 ◽  
Author(s):  
Ronald B. Purtle ◽  
Frederick L. Newman
Keyword(s):  
Stimulus Generalization ◽  
Multidimensional Stimulus ◽  
Tactile Response

The Pigeon and the Spectrum and other Perplexities

1956 ◽  
Vol 2 (3) ◽  
pp. 449-460 ◽  
Author(s):  
Norman Guttman
Keyword(s):  
Operant Conditioning ◽  
Learning Theory ◽  
Just Noticeable Difference ◽  
Stimulus Generalization ◽  
Light Wavelength ◽  
Multidimensional Stimulus ◽  
Fundamental Information ◽  
Physical Scale ◽  
Recent Developments

Recent developments in the study of stimulus generalization by means of operant conditioning methods require a re-examination of the problem of stimulus generalization and a review of the role of this concept in description and analysis of behavior. No final view of the outlines of learning theory can be achieved until more complete and fundamental information about generalization has been obtained. It has been established that in the pigeon orderly and reproducible bidirectional gradients can be obtained for individual Ss along the light-wavelength continuum. A dilemma is posed by the finding that these gradients are orderly on a physical scale; but not on an equal-discriminability scale. The form of the generalization function raises questions as the interpretation and meaning of the just-noticeable-difference concept. The problem of multidimensional stimulus generalization is discussed. The understanding of stimulus relationships in the generalization phenomenon is proposed as an issue of greater significance and difficulty than that of the control of generalization by such conventionally more prominent variables as drive and reinforcement.

Attention and cue-producing responses in response-mediated stimulus generalization.

1970 ◽  
Vol 83 (2, Pt.1) ◽  
pp. 191-200 ◽  
Author(s):  
Thomas E. Malloy ◽  
Henry C. Ellis
Keyword(s):  
Stimulus Generalization

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

scholarly journals The acquisition and generalization of fear of touch

2020 ◽  
Vol 20 (4) ◽  
pp. 809-819 ◽  
Author(s):  
Emma E. Biggs ◽  
Ann Meulders ◽  
Amanda L. Kaas ◽  
Rainer Goebel ◽  
Johan W. S. Vlaeyen
Keyword(s):  
Chronic Pain ◽  
Stimulus Generalization ◽  
Spontaneous Pain ◽  
The Novel ◽  
Vibrotactile Stimulation ◽  
Differential Acquisition ◽  
New Locations ◽  
Conditioned Responses ◽  
Primary Focus ◽  
Post Hoc

AbstractObjectivesContemporary fear-avoidance models of chronic pain posit that fear of pain, and overgeneralization of fear to non-threatening stimuli is a potential pathway to chronic pain. While increasing experimental evidence supports this hypothesis, a comprehensive investigation requires testing in multiple modalities due to the diversity of symptomatology among individuals with chronic pain. In the present study we used an established tactile fear conditioning paradigm as an experimental model of allodynia and spontaneous pain fluctuations, to investigate whether stimulus generalization occurs resulting in fear of touch spreading to new locations.MethodsIn our paradigm, innocuous touch is presented either paired (predictable context) or unpaired (unpredictable context) with a painful electrocutaneous stimulus (pain-US). In the predictable context, vibrotactile stimulation to the index or little finger was paired with the pain-US (CS+), whilst stimulation of the other finger was never paired with pain (CS−). In the unpredictable context, vibrotactile stimulation to the index and little fingers of the opposite hand (CS1 and CS2) was unpaired with pain, but pain-USs occurred unpredictable during the intertrial interval. During the subsequent generalization phase, we tested the spreading of conditioned responses (self-reported fear of touch and pain expectancy) to the (middle and ring) fingers between the CS+ and CS−, and between the CS1 and CS2.ResultsDifferential fear acquisition was evident in the predictable context from increased self-reported pain expectancy and self-reported fear for the CS + compared to the CS−. However, expectancy and fear ratings to the novel generalization stimuli (GS+ and GS−) were comparable to the responses elicited by the CS−. Participants reported equal levels of pain expectancy and fear to the CS1 and CS2 in the unpredictable context. However, the acquired fear did not spread in this context either: participants reported less pain expectancy and fear to the GS1 and GS2 than to the CS1 and CS2. As in our previous study, we did not observe differential acquisition in the startle responses.ConclusionsWhilst our findings for the acquisition of fear of touch replicate the results from our previous study (Biggs et al., 2017), there was no evidence of fear generalization. We discuss the limitations of the present study, with a primary focus on procedural issues that were further investigated with post-hoc analyses, concluding that the present results do not show support for the hypothesis that stimulus generalization underlies spreading of fear of touch to new locations, and discuss how this may be the consequence of a context change that prevented transfer of acquisition.

scholarly journals Fear conditioning and stimulus generalization in association with age in children and adolescents

2021 ◽  
Author(s):  
Julia Reinhard ◽  
Anna Slyschak ◽  
Miriam A. Schiele ◽  
Marta Andreatta ◽  
Katharina Kneer ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Fear Conditioning ◽  
Repeated Measures ◽  
Conditioned Fear ◽  
Fear Learning ◽  
Stimulus Generalization ◽  
Healthy Children ◽  
Older Individuals ◽  
Age Related ◽  
Current Task

AbstractThe aim of the study was to investigate age-related differences in fear learning and generalization in healthy children and adolescents (n = 133), aged 8–17 years, using an aversive discriminative fear conditioning and generalization paradigm adapted from Lau et al. (2008). In the current task, participants underwent 24 trials of discriminative conditioning of two female faces with neutral facial expressions, with (CS+) or without (CS−) a 95-dB loud female scream, presented simultaneously with a fearful facial expression (US). The discriminative conditioning was followed by 72 generalization trials (12 CS+, 12 GS1, 12 GS2, 12 GS3, 12 GS4, and 12 CS−): four generalization stimuli depicting gradual morphs from CS+ to CS− in 20%-steps were created for the generalization phases. We hypothesized that generalization in children and adolescents is negatively correlated with age. The subjective ratings of valence, arousal, and US expectancy (the probability of an aversive noise following each stimulus), as well as skin conductance responses (SCRs) were measured. Repeated-measures ANOVAs on ratings and SCR amplitudes were calculated with the within-subject factors stimulus type (CS+, CS−, GS1-4) and phase (Pre-Acquisition, Acquisition 1, Acquisition 2, Generalization 1, Generalization 2). To analyze the modulatory role of age, we additionally calculated ANCOVAs considering age as covariate. Results indicated that (1) subjective and physiological responses were generally lower with increasing age irrespective to the stimulus quality, and (2) stimulus discrimination improved with increasing age paralleled by reduced overgeneralization in older individuals. Longitudinal follow-up studies are required to analyze fear generalization with regard to brain maturational aspects and clarify whether overgeneralization of conditioned fear promotes the development of anxiety disorders or vice versa.

Ability of Rhesus Monkeys to Discriminate Complex Spatial Arrangements of Visual Stimuli

1965 ◽  
Vol 21 (2) ◽  
pp. 395-398 ◽  
Author(s):  
Hugh Brown ◽  
F. W. Remfry ◽  
W. C. Bass
Keyword(s):  
Rhesus Monkeys ◽  
Visual Stimuli ◽  
Multidimensional Stimulus ◽  
Colored Lights

Two rhesus monkeys were trained in an operant situation to perform for food and water in response to conceptualized stimuli which the animal had to derive from multidimensional stimulus conditions involving random combinations of colored lights.

scholarly journals Enhanced stimulus generalization of a food reinforced response to a CS for water

1967 ◽  
Vol 9 (9) ◽  
pp. 513-514 ◽  
Author(s):  
Thomas Hyde ◽  
Milton A. Trapold
Keyword(s):  
Stimulus Generalization
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