Associative symmetry in the pigeon after successive matching-to-sample training

If an organism is explicitly taught an A→B association, then might it also spontaneously learn the symmetrical B→A association? Little evidence attests to such “associative symmetry” in nonhuman animals. We report for the first time a clear case of associative symmetry in the pigeon. Experiment 1 used a successive go/no go matching‐to‐sample procedure, which showed all of the training and testing stimuli in one location and intermixed arbitrary and identity matching trials. We found symmetrical responding that was as robust during testing (B→A) as during training (A→B). In Experiment 2, we trained different pigeons using only arbitrary matching trials before symmetry testing. No symmetrical responding was found. In Experiment 3, we trained other pigeons with only arbitrary matching trials and then tested for symmetry. When these pigeons, too, did not exhibit symmetrical responding, we retrained them with intermixed identity and arbitrary matching trials. Less robust symmetrical responding was obtained here than in Experiment 1. Collectively, these results suggest that identity matching may have to be learned concurrently with arbitrary matching from the outset of training for symmetry to emerge.     

Self-control of feedback during motor learning: accounting for the absolute amount of feedback using a yoked group with self-control over feedback

A traditional control group yoked to a group that self-controls their reception of feedback receives feedback in the same relative and absolute manner. This traditional control group typically does not learn the task as well as the self-control group. Although the groups are matched for the amount of feedback they receive, the information is provided on trials in which the individual may not request feedback if he or she were provided the opportunity. Similarly, individuals may not receive feedback on trials for which it would be a beneficial learning experience. Subsequently, the mismatch between the provision of feedback and the potential learning opportunity leads to a decrement in retention. The present study was designed to examine motor learning for a yoked group with the same absolute amount of feedback, but who could self-control when they received feedback. Increased mental processing of error detection and correction was expected for the participants in the yoked self-control group because of their choice to employ a limited resource in the form of a decreasing amount of feedback opportunities. Participants in the yoked with self-control group committed fewer errors than the self-control group in retention and the traditional yoked group in both the retention and time transfer blocks. The results suggest that the yoked with self-control group was able to produce efficient learning effects and can be a viable control group for further motor learning studies.     

Effects of self-control training for elementary students with emotional and behavioral disorders

Progressive delay training (PDT) has been used to promote self-controlled choices (i.e., selecting a larger, later reward over a smaller, immediate reward) for people with a variety of developmental characteristics. However, the efficacy of PDT has not been evaluated in children with emotional and behavioral disorders (EBD), who often have co-occurring symptoms of impulsivity. The purpose of this study was to evaluate the effects of PDT with a rule-following requirement on the impulsive choices of 6 elementary students with EBD using a modified changing criterion design. Results indicated that PDT alone did not improve self-control, but a modified version of PDT with a rationale and rule for selecting the delayed reward promoted self-control for 3 participants. The remaining 3 participants continued to make impulsive choices despite further modifications to the PDT protocol. We discuss implications of our results and directions for future research on treating impulsivity in children with EBD.     

A technique for controlling speech disfluencies induced by delayed auditory feedback

On the basis of cybernetic models of speech it was hypothesized that “stuttering” induced by delayed auditory feedback could be significantly reduced if the Ss were provided with an alternate input to which they could attend. The results of the experiment supported the hypothesis. The possible implications for the treatment stuttering are discussed.     

A technique for assessing adherence to relaxation training instructions

One of the difficulties in researching adherence to relaxation training is accurate self-monitoring. Here, a small form that fits into the case of the relaxation cassette tape is described that provides a convenient means of documenting practice, including whether the person practiced, if the practice was beneficial, and several specifics about the particular practice. A five-week trial with 36 undergraduate students indicated that it is a useful method for assessing adherence to relaxation training.     

Acquisition of self-control of a novel muscular activity with EMG and video feedback

To examine the acquisition of voluntary control of a novel muscular activity from the initial stage to the self-control stage, the m. auricularis posterior, which had generally degenerated and had nearly lost its function of drawing an auricle backward in the human body, was selected as a target muscle to be studied. One female undergraduate student who could not move her auricles intentionally was required to activate her left m. auricularis posterior and underwent rest, pretest, training, and posttest sessions once a day for five days. At the subject's request, the electromyograph (EMG) from her left m. auricularis posterior on an oscillograph was provided for her as the feedback signal on each training trial. The picture of her left ear on television was handled in the same way. The EMG measures indicated that the subject could learn to activate her left m. auricularis posterior differentially. The number of training trials on which the subject requested the feedback signals suggested that EMG feedback signal was more useful to her than the video and that the usefulness of the feedback signals varied as the training sessions advanced. It was also concluded from analysis of the self-report data that the acquisition process of self-control of a novel muscular activity could be divided into at least four stages.