Generalization gradients around SsD following errorless discrimination learning

Daniel F. Johnson; William H. Anderson

doi:10.3758/bf03330719

Role of Errors in Children's Discrimination Learning

Perceptual and Motor Skills ◽

10.2466/pms.1977.45.3f.1187 ◽

1977 ◽

Vol 45 (3_suppl) ◽

pp. 1187-1201 ◽

Cited By ~ 3

Author(s):

Frances Leivo Everett

Keyword(s):

Discrimination Learning ◽

Peak Shift ◽

Simultaneous Discrimination ◽

Second Grade ◽

Trial And Error ◽

Negative Peak ◽

Line Tilt ◽

Generalization Gradients ◽

Positive Peak

The role of errors in children's discrimination learning was explored. 108 second grade children mastered simultaneous intradimensional discriminations (line tilts) or interdimensional discriminations (line tilt and dot) in either an errorful or errorless fashion. Errorful learners acquired the discriminations with a trial and error procedure. Errorless learning was experimentally produced by use of a progressive S— fading procedure. Following acquisition all children received generalization tests along the line-tilt continuum. The post-discrimination generalization gradients for children trained on the intradimensional tasks demonstrated negative peak-shift effects and no positive peak-shift effects. The S— post-discrimination generalization gradients for children trained on the interdimensional tasks were flat indicating no S— control. No differences were noted in the post-discrimination generalization gradients for the errorful and errorless learners. It was concluded that young children can master a simultaneous discrimination without noticeable S— control and that making errors or responding to S— during simultaneous discrimination acquisition is not a sufficient condition for the establishment of S— dimensional control.

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Generalization gradients and representation modes after absolute and relative discrimination learning in young chickens

Behavioural Processes ◽

10.1016/j.beproc.2008.01.005 ◽

2008 ◽

Vol 78 (1) ◽

pp. 93-99 ◽

Cited By ~ 4

Author(s):

Petra Hauf ◽

Helmut Prior ◽

Viktor Sarris

Keyword(s):

Discrimination Learning ◽

Generalization Gradients

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A Computer Tutorial on the Principles of Stimulus Generalization

Teaching of Psychology ◽

10.1207/s15328023top2502_21 ◽

1998 ◽

Vol 25 (2) ◽

pp. 149-151 ◽

Cited By ~ 2

Author(s):

Robert B. Graham

Keyword(s):

Discrimination Learning ◽

Peak Shift ◽

Stimulus Generalization ◽

Operant Learning ◽

General Psychology ◽

Student Reaction ◽

Computer Tutorial ◽

Generalization Gradients ◽

Behavioral Programming

In this article, I describe a computer tutorial that teaches the fundamentals of stimulus generalization in operant learning. The content is appropriate for courses in general psychology, learning, and behavioral programming. Concepts covered include reinforcement, discrimination learning, stimulus continua, generalization, generalization gradients, and peak shift. The tutorial also reviews applications in animal and human situations. Student reaction to this form of presentation was very favorable.

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Discrimination and Generalization of Complex Visual Shape Variations in Pigeons

Perceptual and Motor Skills ◽

10.2466/pms.1972.35.3.915 ◽

1972 ◽

Vol 35 (3) ◽

pp. 915-927 ◽

Cited By ~ 3

Author(s):

Douglas P. Ferraro ◽

Michael G. Grisham

Keyword(s):

Selective Attention ◽

Discrimination Learning ◽

Stimulus Control ◽

Complex Shape ◽

Shape Similarity ◽

Angular Orientation ◽

Functional Representation ◽

Key Pecking ◽

Generalization Gradients ◽

Visual Shape

Three experiments investigated stimulus control of key pecking in pigeons by varying the distance of vertices movement for a six-point complex visual shape. Ease of discrimination learning was monotonically related to the distance of vertices movement when the directions of vertices movement were held constant. As suggested by selective attention theory, steep generalization gradients were obtained following intradimensional differential training but not following nondifferential training or interdimensional differential training. These results indicate that, unlike the dimension of angular orientation or tilt, distance of vertices movement provides a consistent functional representation of complex shape similarity.

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

Journal of Speech and Hearing Research ◽

10.1044/jshr.1703.417 ◽

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.

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