Symmetry training in pigeons can produce functional equivalences

Functional stimulus equivalence has been demonstrated using a transfer of training design with matching-to-sample training in which two sample stimuli are associated with the same comparison stimulus (A-B, C-B; many-to-one matching). Equivalence is shown by training a new association (A-D) and demonstrating the presence of an emergent relation (C-D). In the present experiment, we show that symmetry training, in which a bidirectional association is trained between two stimuli (A-B, B-A, using successive stimulus presentations followed by reinforcement), can also produce functional equivalence using a transfer of training design (i.e., train B-C, test A-C). The results suggest that training pigeons in the substitutability of two stimuli may be sufficient to produce functional stimulus equivalence between them. The results also have implications for the development of an emergent transitive relation, because training on A-B and B-C relations results in the emergence of an untrained A-C relation, if B-A training also is provided.     

Mediation process and the acquisition of language

Summary Two experiments were conducted with chaining paradigm in which three lists were differentiated in semantic organization. In Experiment I, chaining (A-B, B-C, A-C), pseudo-chaining (A-B, B'-C, A-C) and non-chaining (A-B, D-C, A-C) conditions produced no difference in the performance on the A-C list in Stage III and A-B recall in Stage IV was the same for all conditions, corresponding to the same performance on the A-B list in Stage I. The findings were confirmed by Experiment II in which two types of mediators (preposition versus contentive) were used in chaining paradigm. No evidence of mediated facilitation was found. The results were discussed with regard to whether mediation process could provide an adequate explanatory device of language acquisition process.The study was supported by a grant from Deutsche Forschungsgemeinschaft. I am very grateful to Prof. Dr. W. Metzger for his useful suggestions.     

The Visibility Curve of the White Rat as Determined by the Electrical Retinal Response to Lights of Different Wave-Lengths

The relative influence of three degrees of instance contiguity (mixed, mixed-by-dimension, and nonmixed) and two orders of presentation (simple-to-complex, and complex-to-simple) on subject's proficiency at identifying nine concepts was examined. The concepts could be classified along one of three relevant dimensions (object, form, and number) and varied in difficulty so that object concepts were easier than forms, and forms were easier than numbers.

Forty-eight college students served as subjects, and were presented 18 positive instances of each concept in one of six treatment combinations. Performance across three trial blocks (each block encompassing concept instances relevant to one dimension) was examined in conjunction with contiguity and presentation order.

Analysis of variance revealed significance for order (p < .001), trials (p < .025), Trials x order (p < .001), and the residual (p < .05). Order differences within each trial block were greatest under nonmixed and least under mixed-by-dimension contiguity conditions. A two-stage mediation hypothesis was advanced to account for these results.     

The development of derived stimulus relations through training in arbitrary-matching sequences

Five-year-old children were taught three-stage sequences of arbitrary matching: A-C, B-C, A-D; A-C, B-D, B-C; or A-C, A-D, B-C. Each stage refers to a sample-comparison relation between stimuli. Unreinforced test probes revealed untrained arbitrary matches (B-D, A-D, and B-D, respectively), derivable by substitution of stimuli with a common sample or comparison function. Additional probes revealed further untrained sample-comparison relations derivable by substitution and identity, including the commuted relations D-B, D-A, and D-B, respectively. These processes may have relevance to conceptual and verbal behavior.     

The Stimulus as a Series of Contexts for Practice

This study of concept attainment investigated the hypothesis that different forms of hypothesis (conjunctive/disjunctive) presented by the S would meet different arrays of contingencies. Sixty Ss, aged between 16 and 50, of both sexes, of various occupations, but all in the top 2% to 3% of the United Kingdom population in terms of intelligence, each attempted two concept-attainment problems, in the reception mode, with both attributes and form of concept unknown. The experimental material was that developed by Neisser and Weene, with concepts taken from their Level II. Instances were presented one by one on a typewritten sheet, on which the S was required to write an hypothesis after the presentation of each instance. Different types of contingency (positive and negative; confirming and infirming) differed in difficulty; different forms of hypothesis met characteristically different arrays of the four types of contingency. The results support the hypothesis above and call in question Bruner, Goodnow, and Austin's conclusion that the most important type of contingency is always the positive infirming.     

Sociometric Technique and Experimental Method in Social Psychology

Summary

Tasks adapted from Piaget's studies of concepts of geometrical space were presented to 133 Zulu youths from rural and urban areas of Natal. Ss' ages ranged from 11 years to 20 years, and schooling from nil to seven years. The association of performances with age, schooling, and rural-urban residence suggested that youths who grow up in town and attend school from an early age proceed to a Euclidean concept of space, while others are likely to retain the topological ideas usually associated with much younger groups.     

Invariants and Information Pickup in The Senses Considered as Perceptual Systems: Implications for the Experimental Analysis of Behavior

ABSTRACT

Although Gibson focused his agenda on the study of perception and Skinner on learning as contingencies of reinforcement, they shared a nonrepresentational approach. We propose that the ecological concept of invariants developed in Gibson's book The Senses Considered as Perceptual Systems (1966) could underlie Skinner's notion of contingencies of reinforcement as environmental opportunities for behaving. The proposal is divided in 3 parts: the concept of stimulus for perception, the role of the notion of invariants in the operant contingency, and the information for perception and behavior. We conclude that approximating contingencies of reinforcement as instances of environmental invariants can be fruitful for studying a number of phenomena within the context of operant conditioning.     

Aggression as a function of the intensity and pattern of attack

Forty Ss competed with an opponent in a reaction time task to avoid receiving shock. The opponent provided either consistently high intensity attack, increasing, decreasing, or consistently low attack. The S's shock settings for the opponent on each trial and ratings of the opponent after the task served as dependent measures. High intensity attack resulted in high intensity counterattack and negative ratings of the opponent. Low intensity attack resulted in low intensity counterattack and relatively positive ratings for the opponent. Decreasing attack resulted in decreasing counterattack and positive ratings of the opponent. Increasing attack resulted in increasing counterattack and comparatively high aggression ratings of the opponent.     

Storage and later recognition of exemplars of concepts

This paper concerns the problem of abstraction: whether when we encounter several exemplars of a concept, we retain only the abstracted concept, only the exemplars, or both. Although many studies concur that both are stored, a recent article argued strongly that only the abstracted concept is stored. The present study, aimed at replication of this recent finding, follows the earlier procedural details but adds appropriate controls and uses simpler material. A set of 24 exemplars of four concepts, in the form of four-tuples of letters and numbers, was presented to Ss who, after presentation, rated a larger set of exemplars for recognition. One group of Ss experienced the conceptual exemplars; control group Ss experienced items that were similar in composition but not exemplars of a concept. Two major results appeared: Unlike the study on which this was based, all Ss were able to distinguish those items that were originally experienced from those that were not. And, the more completely an exemplar fit the concept (the longer the item), the more confident the S was that it had been presented. In contrast, in the control condition, the longer the item, the more confident the S was that it had not been presented earlier. Two models are described to account for these results. One is based on the S's initial storage of the exemplars in a concept-plus-correction format; the other is based on a procedure whereby the S can make recognition judgments without having previously abstracted and retained the concepts.     

Effect of prior Pavlovian discrimination training upon learning an operant discrimination

The effect of Pavlovian discrimination training with two stimuli upon subsequent learning of an operant discrimination involving those stimuli was studied. After preliminary lever press training, the lever was removed and thirsty rats received noncontingent pairings between S₁ (a tone or a clicker) and water reinforcements, whereas S₂ (a clicker or a tone) occurred always without reinforcement. This procedure presumably established S₁ as a positive CS for respondent behavior, whereas S₂ was established as an inhibitory CS. Following this training, the lever was reintroduced and the rats were trained on an operant (lever pressing) discrimination involving S₁ and S₂. For the Consistent Ss, S₁ was the S^D and S₂ the S^Δ in the operant discrimination; for the Reversed Ss, S₂ served as S^D and S₁ as S^Δ. The Consistent Ss learned the operant discrimination significantly faster than did the Reversed Ss. The result emphasizes the importance of respondents, conditioned to S^D and S^Δ, which modulate operant performance to these stimuli.     

Experimenter Behavior as an Unintended Determinant of Experimental Results

Sound motion pictures were made of 19 Es conducting a person perception experiment with 53 Ss. Ss' task was to rate the degree of success or failure of people pictured in photos. From some of the Ss, Es had been led to expect ratings of success and from some ratings of failure. Actually, Ss were assigned at random to the “success-perceiving” or “failure-perceiving” group, Es showed significant behavioral variation in the way in which they conducted the experiment, Es whose experimental behavior reflected greater interpersonal involvement or warmth obtained ratings of the photos as more successful, Es whose experimental behavior reflected a greater task orientation, greater competence, and a more professional manner obtained ratings significantly more in accordance with their expectancy, regardless of the particular nature of that expectancy.     

Control of adolescents' arbitrary matching-to-sample by positive and negative stimulus relations.

In Experiment 1, four developmentally delayed adolescents were taught an A-B matching-to-sample task with nonidentical stimuli: given Sample A1, select Comparison B1; given A2, select B2. During nonreinforced test trials, appropriate matching occurred when B stimuli appeared as samples and A stimuli as comparisons, i.e., the sample and comparison functions were symmetrical (B-A matching). During A-B or B-A matching test trials in which familiar samples and correct comparisons were presented along with novel comparisons, the subjects selected the correct comparisons. In tests with familiar samples and both incorrect and novel comparisons, subjects selected the novel comparisons, demonstrating control by both positive ("matching") and negative ("nonmatching") stimulus relations in A-B and B-A arrays. In Experiment 2, 12 developmentally delayed subjects were taught a two-stage arbitrary-matching task (e.g., A-B, C-B matching). Test sessions showed sample-comparison symmetry (e.g., B-A, B-C matching) and derived sample-comparison relations (e.g., A-C, C-A matching) for 11 subjects. These subjects also demonstrated control by positive and negative stimulus relations in the derived relations.     

Regional Differences in Masculinity-Femininity Responses

Summary

Attitude tasks, which were designed to be similar to the nonnormative verbal operant Taffel task in terms of availability of response classes and/or explicit presentation of response classes, yielded results that were consistent with results obtained with the verbal operant task. Specifically, the present attitude conditioning experiment yielded a large number of aware Ss, and conditioning effects only for aware Ss. When sources of complexity were eliminated from normative tasks, Ss did not appear to perceive and interact with them in a fashion that is fundamentally different from the way in which they deal with nonnormative tasks.     

Individual differences in concept learning and brain event-related potentials

An irrelevant auditory probe procedure was employed to evoke brain event-related potentials (ERPs) in 56 males while they learned concepts presented to them in study booklets. A mastery test was administered to assess concept acquisition. Ss were divided into two groups according to whether or not their achievement test results were above or below the average score for all learners. A one-way multivariate analysis of variance (MANOVA) was computed for each presentation page employing as multiple dependent measures ERP amplitudes which corresponded to specific concepts. MANOVAs and their subsequent statistics revealed that, as theorized, ERPs evoked at the right frontal, temporal and parietal, as well as the left parietal, regions, significantly distinguished below-from above-average concept learners. As hypothesized, poorer concept learners engaged these hemispheric sites less, and manifested more variability at them, than better learners. It was established that the frontal, temporal and parietal areas which are chiefly implicated in crystallized intelligence are engaged during the actual process of concept learning itself.     

Note on the Psychopathology of Genius

Summary

Twenty male Ss earned money by pulling a knob. Ss also could avoid or escape an aversive tone by pressing a button (a nonaggressive response) or by hitting a padded cushion (aggressive response). Control group Ss worked alone during two 90-minute sessions of an extinction condition in which knob pulling was no longer rewarded after 20 had been earned. Experimental group Ss, who worked alone only during the first session of extinction, were paired with an aggressive model in the second session. Experimental group Ss showed higher magnitudes of punching when the aggressive model was present than when he was absent. Control group Ss showed a reduction in high-magnitude punches across extinction conditions. It was concluded that the mere presence of a nonrewarded aggressive model was sufficient to evoke imitative aggression.     

The Measurement of Retinal Fatigue to Achromatic Stimulation–I

Experiment I was conducted to investigate memory in a concept identification (CI) problem as a function of the number of trials that precede the recall task. It was found that the recall performance on the initial trials of CI problems was quite good, but declined rapidly when the recall test was given on later trials. It was pointed out that the bulk of the solutions to CI problems are obtained by Ss during the initial trials where an S has good recall for past stimuli. In Experiment II, recall by Ss in a normal CI problem was compared to the recall by Ss in an incidental learning control group. As the performance of Ss in a normal CI problem was significantly better, it was concluded that Ss actively try to store and retain information during their search for a solution.     

Instinct,Heredity, and Social Tradition

Summary

The influence of physical attractiveness and warmth of a model on imitation and social perception in adults was assessed in this study with the use of 108 male and female college students. The Ss were randomly paired with a model who, depending on experimental conditions, was either a male or female, of high or low facial attractiveness, and who interacted with the S in a warm or cold manner. The Ss were then placed in a task situation which provided an opportunity to imitate the model, after which the Ss were asked to rate their experience and the model's personality. Warmth of the model was a more influential determinant of imitation, personality rating, and experience than physical attractiveness. However, the warmth affect was influenced by sex of the model and sex of the S. Possible explanations for the warmth effect were explored.     

Frequency of Exposure and Evaluation of Candidates and Campaign Speeches1

Three slides, each showing the photograph of a college-age male, were shown either 5, 10, or 25 times to a total of 95 students (S s). After the presentation, the slides, plus a fourth not previously shown, were presented as photographs of candidates in a campus election, each being paired with a campaign speech. Three speeches consisted of bland platitudes, whereas the fourth argued in favor of a large tuition increase. Ratings of the speeches and the candidates indicated that subjects were accurate in ranking the relative frequency of exposure of the four slides and that the controversial speech elicited less agreement and less favorable ratings than the three other messages. There were U-shaped curvilinear effects of exposure on S s' agreement with the messages, and with ratings of the persuasiveness of the message. Neither exposure nor speech effects were found in ratings of the candidates themselves. Implications of these findings for the frequency of exposure hypothesis (Zajonc, 1968) and for political campaigns are discussed.     

Attitudes Toward Colonialism,Political Dependence,and Independence

Preliminary studies done by Poe on the Psychological Effectiveness Scale (PES), which he introduced, indicate that when it is administered to college students, the instrument has considerable validity and internal consistency reliability. The aim of the present study was to explore further the psychometric attributes of the PES in Ss of a different socioeconomic status. One hundred Ss on a methadone maintenance program were asked to rate themselves and two abstract concepts: “abnormal person” and “typical person.” The findings included coefficient alphas in the .90s, high average item-correlation (total minus item), and a significant difference between the means of the three ratings. These findings confirm that the PES has sufficient reliability and construct validity to justify further use.