scholarly journals Visual and olfactory oddity learning in rats: What evidence is necessary to show conceptual behavior?

1988 ◽  
Vol 16 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Roger K. Thomas ◽  
Linda M. Noble
Keyword(s):  
Oddity Learning ◽  
Conceptual Behavior

scholarly journals Transfer of oddity learning in the pigeon

1985 ◽  
Vol 13 (4) ◽  
pp. 403-414 ◽  
Author(s):  
Richard Pisacreta ◽  
Paul Lefave ◽  
Tim Lesneski ◽  
Cathy Potter
Keyword(s):  
Oddity Learning

Oddity and Discrimination Learning after Pretraining on a Nonrepeated Oddity Task

1983 ◽  
Vol 56 (1) ◽  
pp. 27-30 ◽  
Author(s):  
Takeshi Sugimura
Keyword(s):  
Discrimination Learning ◽  
Discrimination Task ◽  
Kindergarten Children ◽  
Control Group ◽  
Oddity Task ◽  
Oddity Learning ◽  
High Level

128 kindergarten children learned an oddity task with no repeated stimuli until they reached one of the three criteria of 4/4, 8/8, and 8/8 + 20 correct responses, and then they were given either an oddity task with repeated stimuli or a discrimination task. With increasing numbers of pretraining trials, the repeated oddity learning became significantly easier but ease of the discrimination learning did not change significantly. These findings were interpreted as showing that attention to relational cues increased to a high level through learning the nonrepeated oddity task, whereas attention to absolute cues remained at almost the same level as in the control group with no pretraining.

Developmental Patterns of Conceptual Styles

1971 ◽  
Vol 29 (2) ◽  
pp. 635-649
Author(s):  
W. E. Penk
Keyword(s):  
Relative Efficiency ◽  
Growth Patterns ◽  
Rate Of Change ◽  
Developmental Changes ◽  
Cognitive Measures ◽  
Developmental Patterns ◽  
Conceptual Behavior ◽  
The Many ◽  
Age Range ◽  
Continuity And Discontinuity

Two differing interpretations of maturation in children's conceptual behavior—continuity and discontinuity—were compared for their relative efficiency in predicting, among the same children, developmental changes in two sets of cognitive measures expected to demonstrate either continuity- or discontinuity-like growth patterns. Five groups of Ss ( N = 100), 7- to 11-yr.-old, were selected from an age range during which major cognitive shifts were hypothesized by theorists of the discontinuity persuasion. Growth patterns of 48 conceptual style measures were analyzed by trend analyses. Neither the discontinuity nor the continuity mode of interpretation alone accounted for the many types of growth patterns empirically established. A rationally derived system for classifying types of developmental trends was proposed and devised, based on multicriterial analyses of three basic components determining curve forms (i.e., predominance, directionality, and rate of change).

Analysis of oddity learning by rhesus monkeys.

1955 ◽  
Vol 48 (3) ◽  
pp. 188-194 ◽  
Author(s):  
Louis E. Moon ◽  
Harry F. Harlow
Keyword(s):  
Rhesus Monkeys ◽  
Oddity Learning

Seven-Year Retention of Oddity Learning Set in Monkeys1

1973 ◽  
Vol 37 (3) ◽  
pp. 920-922 ◽  
Author(s):  
Candace K. Johnson ◽  
Roger T. Davis
Keyword(s):  
Macaca Mulatta ◽  
Rhesus Monkeys ◽  
Oddity Learning ◽  
Learning Set ◽  
Learning Sets

Old highly experienced rhesus monkeys (Macaca mulatta) retained oddity learning-sets nearly perfectly until retested 7 yr. later without specific intervening experience on oddity problems. Younger animals, which were not as proficient at oddity learning-sets initially, very rapidly approached the level of the old animals during the test for retention.

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