Discrimination learning set in chimpanzees.

1953 ◽  
Vol 46 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Keith J. Hayes ◽  
Robert Thompson ◽  
Catherine Hayes
1964 ◽  
Vol 61 (5) ◽  
pp. 321-340 ◽  
Author(s):  
Hayne W. Reese

1965 ◽  
Vol 20 (1) ◽  
pp. 271-276 ◽  
Author(s):  
James E. King

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.


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

1985 ◽  
Vol 6 (4) ◽  
pp. 435-451 ◽  
Author(s):  
Alan G. Kamhi ◽  
Lauren K. Nelson ◽  
René Friemoth Lee ◽  
Barry Gholson

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.


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

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