scholarly journals Effects of prior exploration on subsequent discrimination learning

1965 ◽  
Vol 2 (1-12) ◽  
pp. 329-330 ◽  
Author(s):  
Mitri E. Shanab
Keyword(s):  
Discrimination Learning ◽  
Prior Exploration ◽  
Subsequent Discrimination

Transfer of Perceptual Learning: Role of Tactual-Kinesthetic Feedback Reexamined

1981 ◽  
Vol 52 (1) ◽  
pp. 195-202
Author(s):  
Barry S. Anton ◽  
Nina I. Player ◽  
Thomas L. Bennett
Keyword(s):  
Perceptual Learning ◽  
Discrimination Learning ◽  
Three Dimensional ◽  
Important Variable ◽  
Albino Rats ◽  
Transfer Effects ◽  
Kinesthetic Feedback ◽  
Subsequent Discrimination

Albino rats were pre-exposed to stimuli in an otherwise visually sparse environment, with visibility and opportunity to manipulate the forms controlled during rearing. Analysis indicated that pre-exposing animals to stimuli which provided either tactual-kinesthetic feedback or highly visible forms significantly facilitated subsequent discrimination learning. The findings question the adequacy of either an attention-getting or tactual-kinesthetic feedback to account for differences in transfer effects in studies using two- and three-dimensional forms. It is suggested that the visibility of the forms and the opportunity to inspect the forms during pre-exposure is the important variable in studies of this type.

Single- vs Multiple-Problem Training in Subsequent Discrimination Learning

1972 ◽  
Vol 35 (2) ◽  
pp. 563-568
Author(s):  
Franklin J. Euse ◽  
Kathleen Larkin Hickey ◽  
Bobby J. Farrow
Keyword(s):  
Problem Solving ◽  
Discrimination Learning ◽  
Analysis Of Variance ◽  
Positive Transfer ◽  
Control Group ◽  
Mental Maturity ◽  
The Mean ◽  
Group Sex ◽  
Problem Solving Task ◽  
Subsequent Discrimination

36 Grade 2 and 3 students were randomly assigned to one of 3 groups receiving single-problem training, multiple-problem training, or no training with intervening, pretest, and posttest exposure to selected plates of the Columbia Mental Maturity Scale. It was hypothesized that type of problem-solving training would influence subsequent ability to solve a novel problem-solving task with multiple training resulting in the greatest positive transfer. An analysis of variance applied to the number of successful choices indicated that the effects of groups and Group × Sex were significant. Further, orthogonal comparisons indicated that the combined mean for the groups receiving single- and multiple-problem training was significantly larger than the mean score for the control group and that the mean of the group receiving multiple-problem training differed significantly from the mean of the group receiving single-problem training.

Perceptual Learning in Maze Discriminations

1991 ◽  
Vol 43 (4b) ◽  
pp. 389-402 ◽  
Author(s):  
J.B. Trobalon ◽  
J. Sansa ◽  
V. D. Chamizo ◽  
N.J. Mackintos
Keyword(s):  
Perceptual Learning ◽  
Discrimination Learning ◽  
Spatial Discrimination ◽  
Discriminative Stimuli ◽  
Subsequent Discrimination

In Experiment 1, rats were trained on a discrimination between rubber- and sandpaper-covered arms of a maze after one group had been pre-exposed to these intra-maze cues. Pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made easier by adding further discriminative stimuli, when it now significantly retarded learning. In Experiment 2, rats were trained on an extra-maze spatial discrimination, again after one group, but not another, had been pre-exposed to the extra-maze landmarks. Here too, pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made substantially easier by arranging that the two arms between which rats had to choose were always separated by 135°. The results of both experiments can be explained by supposing that perceptual learning depends on the presence of features common to S+ and S-.

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
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