Discrimination learning set in chimpanzees.

1953 ◽  
Vol 46 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Keith J. Hayes ◽  
Robert Thompson ◽  
Catherine Hayes
Keyword(s):  
Discrimination Learning ◽  
Learning Set

Discrimination learning set in Rhesus monkeys.

1964 ◽  
Vol 61 (5) ◽  
pp. 321-340 ◽  
Author(s):  
Hayne W. Reese
Keyword(s):  
Discrimination Learning ◽  
Rhesus Monkeys ◽  
Learning Set

Discrimination and Reversal Learning in the Rock Squirrel

1965 ◽  
Vol 20 (1) ◽  
pp. 271-276 ◽  
Author(s):  
James E. King
Keyword(s):  
Discrimination Learning ◽  
Reversal Learning ◽  
Fixed Number ◽  
Learning Set

Four rock squirrels received 80 discrimination learning-set (DLS) problems followed by 80 reversal learning-set (RLS) problems in a modified WGTA. Each DLS problem was learned to a criterion of 9 out of 10 correct while each RLS problem consisted of either 4, 8, 12, or 16 pre-reversal trials and 12 post-reversal trials. Significant interproblem learning occurred during the DLS problems. DLS learning suggested that, for squirrels, a criterial DLS procedure is more efficient than presentation of a small fixed number of trials per problem. RLS performance became independent of the number of pre-reversal trials during the last block of 16 problems.

scholarly journals Reward pretraining and discrimination learning set

1974 ◽  
Vol 2 (4) ◽  
pp. 305-308 ◽  
Author(s):  
Douglas L. Medin
Keyword(s):  
Discrimination Learning ◽  
Learning Set

The ability of language-disordered children to use and modify hypotheses in discrimination learning

1985 ◽  
Vol 6 (4) ◽  
pp. 435-451 ◽  
Author(s):  
Alan G. Kamhi ◽  
Lauren K. Nelson ◽  
René Friemoth Lee ◽  
Barry Gholson
Keyword(s):  
Discrimination Learning ◽  
Group Differences ◽  
Blank Trial ◽  
Information Processing Model ◽  
Normal Children ◽  
Significant Group ◽  
Mental Age ◽  
Learning Tasks ◽  
Learning Set ◽  
Better Than

AbstractBlank-trial probe discrimination learning tasks were used to evaluate the hypothesis-testing abilities of 15 language-disordered and 30 normally developing children matched for mental age and language age. Children were presented with a series of two-dimensional learning set and orthogonal problems. No significant group differences were found in the learning set problems. All the children reached learning set criterion quickly, used a high proportion of simple object hypotheses, and maintained a high proportion of confirmed hypotheses. On the orthogonal problems, however, the language-disordered and mental-aged- (MA) matched children performed significantly better than the younger normal children. These findings suggest that the cognitive and linguistic deficits language-disordered children exhibit do not reflect an underlying failure to generate and test hypotheses. This conclusion, however, does not seem to apply to all language-disordered children. In the final section of the paper, language-disordered children's cognitive strengths and weaknesses are interpreted within the context of an information-processing model.

Facilitation of discrimination learning but not of learning set by post-training injections of pentylenetetrazol in rhesus monkeys

1980 ◽  
Vol 28 (1) ◽  
pp. 89-98 ◽  
Author(s):  
Robert E. Bowman ◽  
Mark P. Heironimus ◽  
Jim Fobes ◽  
Robert W. Leary ◽  
Harry F. Harlow
Keyword(s):  
Discrimination Learning ◽  
Rhesus Monkeys ◽  
Learning Set
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