The effects of training to approach vs. to escape from electric shock upon subsequent discrimination learning.

1957 ◽  
Vol 50 (3) ◽  
pp. 252-257 ◽  
Author(s):  
Karl F. Muenzinger ◽  
Loran F. Baxter
Keyword(s):  
Discrimination Learning ◽  
Electric Shock ◽  
Subsequent Discrimination

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.

Instrumental-Avoidance Conditioning Versus Classical Conditioning In Electrodermal Audiometry

1964 ◽  
Vol 7 (1) ◽  
pp. 55-70 ◽  
Author(s):  
David C. Shepherd
Keyword(s):  
Classical Conditioning ◽  
Unconditioned Stimulus ◽  
Discrimination Learning ◽  
Electric Shock ◽  
Avoidance Conditioning ◽  
Normal Hearing

Instrumental-avoidance conditioning and classical conditioning as utilized in electrodermal audiometry were compared within a group of 18 normal hearing subjects, a second group of 18 subjects with sensori-neural hearing losses and a third group of 18 subjects suspected of having nonorganic hearing losses. Statistically significant differences and consistent trends suggest that instrumental-avoidance conditioning provided stronger conditioning, greater resistance to adaptation, and better discrimination learning than did classical conditioning within all three groups of subjects. Between-groups comparisons suggest that nonvolunteer subjects are more responsive than volunteer subjects during EDA when electric shock is utilized as the unconditioned stimulus.

Transfer of Perceptual Learning: Role of Tactual-Kinesthetic Feedback Reexamined

1981 ◽  
Vol 52 (1) ◽  
pp. 195-202
Author(s):  
Barry S. Anton ◽  
Nina I. Player ◽  
Thomas L. Bennett
Keyword(s):  
Perceptual Learning ◽  
Discrimination Learning ◽  
Three Dimensional ◽  
Important Variable ◽  
Albino Rats ◽  
Transfer Effects ◽  
Kinesthetic Feedback ◽  
Subsequent Discrimination

Albino rats were pre-exposed to stimuli in an otherwise visually sparse environment, with visibility and opportunity to manipulate the forms controlled during rearing. Analysis indicated that pre-exposing animals to stimuli which provided either tactual-kinesthetic feedback or highly visible forms significantly facilitated subsequent discrimination learning. The findings question the adequacy of either an attention-getting or tactual-kinesthetic feedback to account for differences in transfer effects in studies using two- and three-dimensional forms. It is suggested that the visibility of the forms and the opportunity to inspect the forms during pre-exposure is the important variable in studies of this type.

Single- vs Multiple-Problem Training in Subsequent Discrimination Learning

1972 ◽  
Vol 35 (2) ◽  
pp. 563-568
Author(s):  
Franklin J. Euse ◽  
Kathleen Larkin Hickey ◽  
Bobby J. Farrow
Keyword(s):  
Problem Solving ◽  
Discrimination Learning ◽  
Analysis Of Variance ◽  
Positive Transfer ◽  
Control Group ◽  
Mental Maturity ◽  
The Mean ◽  
Group Sex ◽  
Problem Solving Task ◽  
Subsequent Discrimination

36 Grade 2 and 3 students were randomly assigned to one of 3 groups receiving single-problem training, multiple-problem training, or no training with intervening, pretest, and posttest exposure to selected plates of the Columbia Mental Maturity Scale. It was hypothesized that type of problem-solving training would influence subsequent ability to solve a novel problem-solving task with multiple training resulting in the greatest positive transfer. An analysis of variance applied to the number of successful choices indicated that the effects of groups and Group × Sex were significant. Further, orthogonal comparisons indicated that the combined mean for the groups receiving single- and multiple-problem training was significantly larger than the mean score for the control group and that the mean of the group receiving multiple-problem training differed significantly from the mean of the group receiving single-problem training.

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