Positive and negative generalization gradients obtained after equivalent training conditions.

1963 ◽  
Vol 56 (1) ◽  
pp. 111-116 ◽  
Author(s):  
Werner K. Honig ◽  
C. Alan Boneau ◽  
K. R. Burstein ◽  
H. S. Pennypacker
Keyword(s):  
Training Conditions ◽  
Generalization Gradients ◽  
Negative Generalization

Incubation of anxiety: Effect on generalization gradients.

1967 ◽  
Vol 74 (4, Pt.1) ◽  
pp. 506-510 ◽  
Author(s):  
Otello Desiderato ◽  
Merton E. Wassarman
Keyword(s):  
Generalization Gradients

scholarly journals Children's emergent relations of equivalence using stimuli with opposite verbal labels: Exclusion and minimal training conditions

2021 ◽  
Vol 185 ◽  
pp. 104341
Author(s):  
Jacqueline J. Schenk ◽  
Mickey Keenan ◽  
Harrie H. Boelens ◽  
Simon Dymond ◽  
Paul M. Smeets
Keyword(s):  
Training Conditions ◽  
Emergent Relations ◽  
Verbal Labels

scholarly journals Steepened generalization gradients after massed extinction to the CS

1965 ◽  
Vol 2 (1-12) ◽  
pp. 83-84 ◽  
Author(s):  
Eliot Hearst ◽  
Roger Poppen
Keyword(s):  
Generalization Gradients

Generalization Gradients for Categorization of Polygon Patterns

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1051-1053 ◽  
Author(s):  
Cynthia M. Mavrides
Keyword(s):  
Generalization Gradients

Two polygons at each of 3 levels of association value (AV) were used to produce 72 variants with 2 different units of perturbation (dissimilarity to the original) and a varying number of perturbations (1 to 6) per form. More correct categorizations were observed for patterns with the smaller unit of perturbation and also for those with the highest level of AV ( p < .01). Generalization gradients evaluating the frequency of correct categorizations against an increasing number of perturbations were sharpest for the larger unit of distortion ( p < .01), and no systematic differences in gradient due to association value were evident. Results were interpreted as stressing the importance of association value and constraint metrics for categorization tasks.

Transfer of Training on Location of a Fault: Effects of Trainer's Observation, Prompting, and Achievement Level

1974 ◽  
Vol 38 (3) ◽  
pp. 987-999
Author(s):  
Vernon R. Putz
Keyword(s):  
Transfer Of Training ◽  
Social Factor ◽  
Transfer Task ◽  
Time Trial ◽  
Low Achievers ◽  
High Achievers ◽  
Trial And Error ◽  
Achievement Level ◽  
Training Conditions ◽  
The Social

Four training conditions were investigated with human Ss differentiated according to high achievement and low achievement academic histories. Trainer's presence or absence was paired with conditions of trial and error and prompting in a complete factorial. It was hypothesized based on a Hull-Spence interpretation of social facilitation that trainer's presence with prompting during training would lead to superior transfer over conditions of trainer's absence and prompting, while the lowest transfer was expected with the combined condition of trainer's presence and trial and error. It was further assumed that high achievers would learn the task readily and be relatively unaffected by the four training conditions. On the transfer task for both fault-misses and response time trial and error for the low achievers was superior to prompting. Trainer's presence was insignificant, while achievement level was influential. The results suggested that active learning involving the task-activity of trial and error was more arousing than the social factor of the trainer's presence, particularly in view of the fact that the trainer lacked significant evaluative ability for the trainee- Ss in the laboratory setting.

What is Both Necessary and Sufficient to Maintain Avoidance Responding in the Shuttle Box?

1972 ◽  
Vol 24 (3) ◽  
pp. 310-317 ◽  
Author(s):  
Richard Katzev
Keyword(s):  
Maximum Rate ◽  
Avoidance Training ◽  
Warning Signal ◽  
Male Rats ◽  
Shuttle Box ◽  
Training Conditions ◽  
Necessary And Sufficient ◽  
Avoidance Responses

To learn what maintains the frequency of shuttle box avoidance responses, male rats from the Berkeley S1 strain, after 200 trials of standard discriminative avoidance training, were given 100 additional trials under one of four different conditions. Responding at the maximum rate was maintained when animals performed under the training conditions or when responses continued to terminate the warning signal immediately, even though shock was never given for failing to respond. In contrast, avoidance responding was reduced markedly if, and only if, trials were given in which the signal ceased to terminate immediately (i.e. it shut off either well before or well after a response). This decrement occurred even though avoidance responses continued to avert shock. Thus, under the conditions of this experiment prompt signal offset was both necessary and sufficient to maintain the occurrence of well-established shuttle box avoidance responses.

scholarly journals Labelling Improves False Belief Understanding. A Training Study

2013 ◽  
Vol 16 ◽  
Author(s):  
Elisabet Serrat Sellabona ◽  
Carles Rostan Sánchez ◽  
Eduard Vallès Majoral ◽  
Moisès Esteban Guitart ◽  
Francesc Sidera Caballero ◽  
...  
Keyword(s):  
False Belief ◽  
Control Group ◽  
Test Results ◽  
Training Study ◽  
Linguistic Experience ◽  
Training Conditions ◽  
Remarkable Improvement ◽  
False Belief Understanding ◽  
Post Test ◽  
The Relationship

AbstractA total of 104 children aged between 41 and 47 months were selected to study the relationship between language and false belief understanding. Participants were assigned to four different training conditions: discourse, labelling, control (all with deceptive objects), and sentential complements (involving non-deceptive objects). Post-test results showed an improvement in children’s false belief understanding in the discourse and the labelling conditions, but not in the sentential complements with non-deceptive objects or the control group. Furthermore, the most remarkable improvement in false belief understanding occurred in the labelling group. These results suggest that some types of linguistic experience promote the development of false belief understanding, provided that differing perspectives are confronted.

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