scholarly journals An associative analysis of instrumental biconditional discrimination learning

1995 ◽  
Vol 23 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Ruth M. Colwill ◽  
Beth A. Delamater
Keyword(s):  
Discrimination Learning ◽  
Associative Analysis ◽  
Biconditional Discrimination

scholarly journals Pavlovian contextual and instrumental biconditional discrimination learning in mice

2013 ◽  
Vol 256 ◽  
pp. 398-404 ◽  
Author(s):  
Sarah T. Gonzalez ◽  
Emma S. Welch ◽  
Ruth M. Colwill
Keyword(s):  
Discrimination Learning ◽  
Biconditional Discrimination

scholarly journals Relational rule discovery in complex discrimination learning

2020 ◽  
Author(s):  
Hilary Don ◽  
Micah Goldwater ◽  
Justine Kate Greenaway ◽  
Rosalind Hutchings ◽  
Evan James Livesey
Keyword(s):  
Individual Differences ◽  
Discrimination Learning ◽  
Relational Learning ◽  
Rule Discovery ◽  
Training Conditions ◽  
Relational Structures ◽  
Cognitive Reflection ◽  
Learning Conditions ◽  
Relational Rules ◽  
Biconditional Discrimination

Failure to learn and generalise abstract relational rules has critical implications for education. In this study, we aimed to determine which training conditions facilitate relational transfer in a relatively simple (patterning) discrimination versus a relatively complex (biconditional) discrimination. The amount of training participants received had little influence on rates of relational transfer. Instead, trial-sequencing of the training contingencies influenced relational transfer in different ways depending on the complexity of the discrimination. Clustering instances of relational rules together during training improved transfer of both simpler patterning and more difficult biconditional rules, regardless of individual differences in cognitive reflection. However, blocking all trials of the same type together improved rule transfer only for biconditional discriminations. Individual differences in cognitive reflection were also more predictive of relational rule use under suboptimal training conditions. The results highlight the need for comprehensive accounts of relational learning to consider how learning conditions and individual differences affect the likelihood of engaging in learning relational structures.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Cognitive Development Meets Discrimination Learning

1996 ◽  
Vol 41 (11) ◽  
pp. 1109-1110
Author(s):  
Deborah G. Kemler Nelson
Keyword(s):  
Cognitive Development ◽  
Discrimination Learning

Temporal Discrimination Learning Based on Feature-Target Intervals

2000 ◽  
Author(s):  
E. James Kehoe ◽  
Kristin G. Boesenberg ◽  
Natasha White ◽  
Benjamin Carr ◽  
Gabrielle Weidemann
Keyword(s):  
Discrimination Learning ◽  
Temporal Discrimination ◽  
Feature Target

Conditional Discrimination Learning in Octopuses

2006 ◽  
Author(s):  
Paula Roy ◽  
Carrie Blakeslee ◽  
Jean Geary Boal
Keyword(s):  
Discrimination Learning ◽  
Conditional Discrimination
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