Transfer of matching-to-sample in pigeons

In Experiment I, pigeons were first trained on simultaneous matching-to-sample with either color stimuli or form stimuli, and then shifted to stimuli on the other dimension. Matching performance in the first session with stimuli on a given dimension was not affected by prior matching training with stimuli on the other dimension. However, in the first six color-matching sessions pooled, birds with prior form-matching training performed significantly better than birds without any prior matching training. In Experiment II, birds with experience matching both colors and forms in separate sessions were tested with novel stimulus configurations involving either novel stimuli or novel combinations of familiar colors and forms. Matching performance was not affected by novel stimulus configurations, except that performance dropped to a chance level or below when the standard stimulus was novel. In Experiments II, III, and IV, three of four tests did not show any effect of prior reinforcement of pecks at a novel stimulus, presented alone, on subsequent matching of that stimulus. The results were interpreted as indicating that matching performance in pigeons depends on the learning of stimulus-response chains involving the specific stimuli employed during training. An incidental observation in Experiments I and II was that there were typically more excess pecks at the standard stimulus during form-matching sessions than during color-matching sessions, which may be related to the fact that form matching is more difficult than color matching.     

SCHEDULE-INDUCED DRINKING: ELICITATION,ANTICIPATION, OR BEHAVIORAL INTERACTION?

We carried out five experiments with rats on fixed-time schedules in order to define the relation between drinking and individual food-pellet presentations. In Experiment 1, unsignaled extra food occurred at the end of occasional fixed intervals, and we compared subsequent drinking patterns with drinking before the extra food presentation. In Experiment 2 we presented signaled and unsignaled extra food and measured elicited and anticipatory drinking patterns. In Experiment 3, we observed the persistence of modified drinking patterns when several consecutive intervals ended with extra pellets. In Experiments 4 and 5, we varied the magnitude of food delivery across (rather than within) sessions to replicate published findings. Results show that schedule-induced drinking is neither elicited by food presentations nor induced by stimuli associated with a high food rate. All subjects seemed to follow a simple rule: during any stimulus signaling an increase in the local probability of food delivery within a session, engage in food-related behavior to the exclusion of drinking. Schedule-induced drinking appears to be the result of dynamic interactions among food-related behavior, drinking, and other motivated behavior, rather than a direct effect of the contingencies of food reinforcement.     

Characteristics of implicit chaining in cotton-top tamarins (Saguinus oedipus)

In human cognition there has been considerable interest in observing the conditions under which subjects learn material without explicit instructions to learn. In the present experiments, we adapted this issue to nonhumans by asking what subjects learn in the absence of explicit reinforcement for correct responses. Two experiments examined the acquisition of sequence information by cotton-top tamarins (Saguinus oedipus) when such learning was not demanded by the experimental contingencies. An implicit chaining procedure was used in which visual stimuli were presented serially on a touchscreen. Subjects were required to touch one stimulus to advance to the next stimulus. Stimulus presentations followed a pattern, but learning the pattern was not necessary for reinforcement. In Experiment 1 the chain consisted of five different visual stimuli that were presented in the same order on each trial. Each stimulus could occur at any one of six touchscreen positions. In Experiment 2 the same visual element was presented serially in the same five locations on each trial, thereby allowing a behavioral pattern to be correlated with the visual pattern. In this experiment two new tests, a Wild-Card test and a Running-Start test, were used to assess what was learned in this procedure. Results from both experiments indicated that tamarins acquired more information from an implicit chain than was required by the contingencies of reinforcement. These results contribute to the developing literature on nonhuman analogs of implicit learning.     

Accessing similarity and dimensional relations: effects of integrality and separability on the discovery of complex concepts

A series of studies investigated how stimulus integrality and separability impact the cognitive accessibility of similarity and dimensional relations. A good deal of previous work has established that stimulus integrality and separability differentially determine perception; here, the question is whether they also have differential effects on conception. Are the principles that govern perception also principles that can be readily discovered in concept learning tasks? Is a similarity-based rule especially easy to abstract from integral stimuli and a dimensionally-based rule especially easy to abstract from separable stimuli? In Experiments 1 and 2, we measured the relative ease with which the two types of rules (similarity and dimensional) are discovered by adults with the two types of stimuli (integral and separable). In experiment 1, the two rules were made redundant and we asked which rule the subjects learned. In Experiment 2, one rule was made relevant and the other irrelevant, and we compared relative speeds of learning. The results from the studies led us to conclude (a) that dimensionally based rules are more accessible from separable than from integral stimuli; (b) that similarity-based rules are more accessible from integral than from separable stimul; and (c) that, in general, subjects have a bias to access dimensional relations in this type of task. Experiment 3 pursued an additional suggestion from Experiments 1 and 2 that the dimensional relations within integral stimuli are sometimes accessible, more so when larger interstimulus differences are encountered. In confirmation, Experiment 3 demonstrated that adult subjects are more successful in applying a dimensional rule to pairs of integral stimuli that differ by a small amount if they also have exposure to pairs of integral stimuli that differ by a large amount. In a later discussion, it was argued that such a finding is consistent with the notion that the "dimensions" of integral stimuli are merely arbitrary directions in the integral stimulus space, and some relevant pilot data to that effect were presented. Finally, Experiment 4 took up a developmental issue. Young children have sometimes produced perceptual responses governed by similarity relations when presented with stimuli that are separable for adults. Will they more readily access similarity-based or dimensionally-based relations from such stimuli in the concept learning tasks here? The results showed that both kindergarteners and fifth graders more readily access the dimensional relations. A final discussion integrated the findings from the several experiments, taking up the following issues: (a) the relation between the perception and the conception of stimulus relations and (b) the nonprimacy of the dimensional axes in the integral stimulus space.     

Control of responding by sounds of different quality: an evolutionary analysis.

Two experiments investigated the acquisition of discriminations between two acoustic stimuli of different quality (noise bursts vs. a 2-kHz pulsed signal) when features of the everyday environment were incorporated into the experiments. In Experiment 1, rats were trained, using food, to press a lever. Throughout all sessions, 5-s trials of noise bursts (the random stimulus) were presented, after variable intertrial intervals, through a remote speaker mounted outside the experimental enclosure. The noise burst occurred randomly with respect to reinforcement of lever pressing and had no programmed relationship to the animal's behavior. When lever pressing was established, the 2-kHz signal was presented through a speaker adjacent to the response lever according to a different set of variable intertrial intervals. A response in the presence of the 2-kHz signal terminated the trial and was reinforced. The 2-kHz signal acquired control of responding within the first few trials, whereas the random stimulus exerted no control of responding. In Experiment 2, rats were trained to press the lever in the presence of the 2-kHz signal presented through the adjacent speaker on a variable intertrial interval. After 14 sessions, 5-s trials of noise bursts (random stimulus) were presented through the remote speaker on the second variable intertrial interval. The random stimulus initially elicited exploratory behavior, which then rapidly declined. Subsequently, the random stimulus exerted no or weak control of responding. The introduction of the random stimulus had no effect on responding in the presence of the adjacent stimulus. In Experiments 3 and 4 the random stimulus was presented through the adjacent speaker, and the stimulus correlated with reinforcement was presented through the remote speaker. In both experiments, there was persistent control of responding by the random stimulus and slow development of control by the stimulus correlated with reinforcement. In Experiment 5, both stimuli were presented through the adjacent speaker. There was persistent control of responding by the random stimulus.     

The transfer of specific and general consequential functions through simple and conditional equivalence relations

The purpose of this study was to examine the transfer of consequential (reinforcement and punishment) functions through equivalence relations. In Experiment 1, 9 subjects acquired three three-member equivalence classes through matching-to-sample training using arbitrary visual forms. Comparison stimuli were then given conditioned reinforcement or punishment functions by pairing them with verbal feedback during a sorting task. For 8 of the 9 subjects, trained consequential functions transferred through their respective equivalence classes without additional training. In Experiment 2, transfer of function was initially tested before equivalence testing per se. Three of 4 subjects showed the transfer without a formal equivalence test. In Experiment 3, 3 subjects were given training that gave rise to six new three-member conditional equivalence classes. For 2 of the subjects, the same stimulus could have either a reinforcement or punishment function on the basis of contextual cues that defined its class membership. Experiment 4 assessed whether equivalence training had established general or specific consequential functions primarily by adding novel stimuli in the transfer test. Subjects treated even novel feedback stimuli in the transfer test as consequences, but the direction of consequential effects depended upon the transfer of specific consequential functions through equivalence relations.     

Response specificity in animal timing.

The stimuli that control responding in the peak procedure were investigated by training rats, in separate sessions, to make two different responses for food reinforcement. During one type of session, lever pressing was normally reinforced 32 s after the onset of a light. During the other type of session, chain pulling was normally reinforced either 8 s after the onset of one auditory cue or 128 s after the onset of a different auditory cue. For both types of sessions, only the appropriate manipulandum was available, and 20% of the trials lasted 240 s and involved no response-contingent consequences. Rats were then tested with the auditory cues in the presence of the lever and the light in the presence of the chain. If the time of reinforcement associated with each stimulus was learned, response rates should peak at these times during transfer testing. However, if a specific response pattern was learned for each stimulus, little transfer should occur. The results did not clearly support either prediction, leading to the conclusion that both a representation of the time of reinforcement and the rat's own behavior may control responding in this situation.     

Repeated acquisition in the analysis of rule-governed behavior

Five children, ranging in age from 3½ years to 5½ years, were taught various four-response chains using conditioned reinforcement. Experiment 1 investigated the effects of presenting “instruction” stimuli—a sequence of lights over the correct response buttons—to assess their role in facilitating the acquisition of a chain of responses. Without the “instruction” stimuli, children made many errors before responses were brought under the control of the programmed contingencies. When confronted with the same contingencies later in the day, these subjects made fewer errors. In contrast, in the presence of the “instruction” stimuli, subjects made virtually no errors. However, when the “instruction” stimuli were discontinued in the subsequent session, all 5 subjects made errors. In Experiment 2, the subjects were taught to verbalize the contingencies during the phase without the “instruction” stimuli. This resulted in errorless performance during the subsequent exposure to the same procedure, but errors nevertheless occurred again during reexposure to the procedure with the “instruction” stimuli discontinued.     

Behavioral contrast and inhibitory stimulus control as related to extended training

Pigeons received discrimination training in which the presence of a white field was correlated with variable-interval reinforcement and the presence of a monochromatic field was correlated with extinction. Responses during the negative stimulus prolonged its duration. Five experimental groups each received a different number of discrimination sessions up to 70 sessions. The last session was followed by a wavelength generalization test. The control group was tested both before and after four discrimination sessions. Responding to the positive training stimulus was enhanced in all groups by the discrimination procedures. This enhancement tended to decrease over sessions in some animals but it never disappeared in others. Responding to the test stimuli preceding discrimination training was minimal around the negative stimulus and increased in either direction away from that wavelength. Responding to the test stimuli was not systematically related to the amount of discrimination training.     

Stimulus control of behavioral history.

Pigeons were exposed to two different reinforcement schedules under different stimulus conditions in each of two daily sessions separated by 6 hr (Experiments 1 and 2) or in a single session (Experiment 3). Following this, either a fixed-interval (Experiment 1) or a variable-interval schedule (Experiments 2 and 3) was effected in both stimulus conditions. In the first two experiments, exposure to fixed-ratio or differential-reinforcement-of-low-rate schedules led to response-rate, but not pattern, differences in subsequent performance on fixed- or variable-interval schedules that persisted for up to 60 sessions. The effects of reinforcement-schedule history on fixed-interval schedule performance generally were more persistent. In Experiment 3, a history of high and low response rates in different components of a multiple schedule resulted in subsequent response-rate differences under identical variable-interval schedules. Higher response rates initially occurred in the component previously correlated with high response rates. For 3 of 4 subjects, the differences persisted for 20 or more sessions. Previous demonstrations of behavioral history effects have been confined largely to between-subject comparisons. By contrast, the present results demonstrate strong behavioral effects of schedule histories under stimulus control within individual subjects.     

A further parallel between selective adaptation and contrast

It is generally believed that selective adaptation effects in speech perception are due to a reduction in sensitivity of auditory feature detectors. Recent evidence suggest that these effects may derive instead from contrast. In a further test of the contrast hypothesis, we conducted two experiments each involving both adaptation and contrast sessions with matching stimulus sets. During the adaptation sessions of Experiment 1, subjects identified two series of velar stimuli varying in voice onset time, [ga]-[kha] and [gi]-[khi], before and after adaptation with of the following stimuli: [ga], [kha], [gi], and [khi]. In the contrast session, subjects identified either of two ambiguous test items (drawn from near the phonetic boundaries of the [ga]-[kha] and the [gi]-[khi] series) following a single presentation of [ga], [kha], [gi], or [khi]. For both the adaptation and contrast sessions, (a) the [--a] test items were more greatly affected (in a contrast direction) by the [--a] than by the [--i] adaptor/context stimuli, and (b) the [--i] test items were not differentially affected by the [--1] and [--i] adaptor/context stimuli. An analogous design was used in Experiment 2, except that the stimulus sets varied in pitch rather than vowel quality. For both the adaptation and contrast sessions, the test items were not differentially affected by the pitch of the adaptor/context stimulus. These parallel results provide further evidence that adaptation effects are actually a form of contrast.     

Interaction of procedural factors in human performance on yoked schedules

The differential effects of reinforcement contingencies and contextual variables on human performance were investigated in two experiments. In Experiment 1, adult human subjects operated a joystick in a video game in which the destruction of targets was arranged according to a yoked variable-ratio variable-interval schedule of reinforcement. Three variables were examined across 12 conditions: verbal instructions, shaping, and the use of a consummatory response following reinforcement (i.e., depositing a coin into a bank). Behavior was most responsive to the reinforcement contingencies when the consummatory response was available, responding was established by shaping, and subjects received minimal verbal instructions about their task. The responsiveness of variable-interval subjects' behavior varied more than that of variable-ratio subjects when these contextual factors were altered. Experiment 2 examined resistance to instructional control under the same yoked-schedules design. Conditions varied in terms of the validity of instructions. Performance on variable-ratio schedules was more resistant to instructional control than that on variable-interval schedules.     

Contingency-shaped and rule-governed behavior: instructional control of human loss avoidance

Instructions can override the influence of programmed schedules of reinforcement. Although this finding has been interpreted as a limitation of reinforcement schedule control in humans, an alternative approach considers instructional control, itself, as a phenomenon determined by subjects' reinforcement histories. This approach was supported in a series of experiments that studied instructional and schedule control when instructions either did or did not accord with the schedule of reinforcement. Experiment I demonstrated that accurate instructions control discriminative performances on multiple avoidance schedules, and that such control persists in a novel discrimination. Experiments II and III showed that elimination of instruction-following occurs when inaccurate instructions cause subjects to contact a monetary loss contingency. Experiment IV demonstrated the reinforcing properties of accurate instructions. Skinner's view of rule-governed behavior is consistent with these findings, and can be extended to account for many aspects of instructional control of human operant behavior.     

Errorless discrimination established by differential autoshaping

In Experiment I, pigeons exposed to a differential autoshaping procedure pecked a key in the presence of the stimulus associated with reinforcement but did not peck, or pecked infrequently, in the presence of the stimulus associated with nonreinforcement. In Experiment II, pigeons were exposed to a differential autoshaping procedure in which one stimulus was associated with reinforcement and two stimuli were associated with nonreinforcement. The birds initially responded in the presence of one stimulus associated with nonreinforcement but never responded in the presence of the second stimulus associated with nonreinforcement. They were subsequently exposed to an autoshaping procedure in which reinforcement followed both these stimuli. The number of stimulus-reinforcement pairings required to establish pecking in the presence of the stimulus during which responses had not previously occurred suggested that such stimuli are inhibitory. These findings have implications for autoshaping, errorless discrimination, inhibition, and theories of discrimination byproducts.     

Drive level and cue utilization in a free operant situation with albino rats

Summary Albino rats under either a daily high (2 gms) or moderate (12 gms) food deprivation condition were presented stimuli at the termination of reinforced fixed ratio bar press response chains. Within each drive group, half the animals received a session of brief light-off stimuli accompanied by reinforcement followed by a session of a buzzer and light-off compound stimuli paired with reinforcement. The remaining animals had the buzzer first paired with reinforcement and then the compound stimulus paired with reinforcement. Each stimulus element was tested for its respective control of nonreinforced food-cup approach behavior. These tests demonstrated that the buzzer cue blocked and overshadowed control of approach behavior of the light-off cue. In animals that received the initial light-off conditioning session, overshadowing by the buzzer of the light-off stimulus was less strong in high than moderate drive animals. These results were discussed in terms of Kamin's (1969) findings and Easterbrook's (1959) arousal-cue utilization hypothesis.The present study was supported by a grant given to the senior author from the National Research Council of Canada (APA 7450). The findings of the single stimulus control groups were also presented as a paper in modified form to the Canadian Psychological Association at its annual meeting, 1974, Windsor, Ontario, Canada.     

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.     

Contextual conditional discriminations

Three experiments used a discriminated operant procedure to study conditional discrimination learning in rats. The first experiment showed that rats were capable of learning a biconditional discrimination in which two contexts served as conditional cues signalling the reinforcement contingencies associated with two discriminative stimuli. The discrimination was learned equally well when one discriminative stimulus signalled food, the other its absence, and when one stimulus signalled food, the other extinction plus mild footshock.

In Experiment 2 it was shown that prior training on such a conditional discrimination enhanced the subsequent context specificity of simple conditioning relative to control groups of animals for whom the prior training had not been conditional. Experiment 3 showed that a reversal of the significance of one pair of discriminative stimuli produced no spontaneous reversal in performance to a second, target, pair.

The pattern of results is best accounted for by an analysis of contextual conditional discrimination learning in terms of stimulus configurations and offers no support for the notion that rats may learn a general conditional rule or set.     

Human observing: maintained by negative informative stimuli only if correlated with improvement in response efficiency.

Two experiments investigated the effect of observing responses that enabled college students to emit more efficient distributions of reinforced responses. In Experiment 1, the gains of response efficiency enabled by observing were minimized through use of identical low-effort response requirements in two alternating variable-interval schedules. These comprised a mixed schedule of reinforcement; they differed in the number of money-backed points per reinforcer. In each of three choices between two stimuli that varied in their correlation with the variable-interval schedules, the results showed that subjects preferred stimuli that were correlated with the larger average amount of reinforcement. This is consistent with a conditioned-reinforcement hypothesis. Negative informative stimuli--that is, stimuli correlated with the smaller of two rewards--did not maintain as much observing as stimuli that were uncorrelated with amount of reward. In Experiment 2, savings in effort made possible by producing S- were varied within subjects by alternately removing and reinstating the response-reinforcement contingency in a mixed variable-interval/extinction schedule of reinforcement. Preference for an uncorrelated stimulus compared to a negative informative stimulus (S-) decreased for each of six subjects, and usually reversed when observing permitted a more efficient temporal distribution of the responses required for reinforcement; in this case, the responses were pulls on a relatively high-effort plunger. When observing the S- could not improve response efficiency, subjects again chose the control stimulus. All of these results were inconsistent with the uncertainty-reduction hypothesis.     

The acquisition of task-specific productions and modifications of declarative representations in spatial-precuing tasks

The stimulus-response translation stage of human information processing plays a mediating role of relating stimuli to assigned responses. The translation stage has been implicated as the locus of a pattern of differential precuing benefits obtained in spatial-choice tasks (Proctor & Reeve, 1986; Reeve & Proctor, 1985): When pairs of finger responses from the middle and index fingers of each hand are precued, the two leftmost and two rightmost responses show the greatest benefit. This pattern of differential benefits, which occurs regardless of whether the hand placement is adjacent or overlapped, has been attributed to spatially coded representations of the stimulus and response sets in the translation stage. Experiment 1 evaluated whether the mediating role of the translation stage changes with practice. All precued pairs of responses showed equivalent benefits in the last of three sessions. This result indicates that the spatial representations used initially to translate between stimuli and responses have been altered to be more efficient or have been replaced by productions that directly specify fingers. Experiment 2 used a fourth session in which subjects were transferred from the overlapped hand placement to the adjacent placement, or vice versa. For subjects in the former condition, the pattern of differential precuing benefits reappeared in the transfer session. This lack of transfer is consistent with the hypothesis that task-specific productions develop with practice that directly relate stimuli to fingers. For subjects who practiced with the adjacent placement and switched to the overlapped placement, only a nonsignificant tendency existed for the pattern of differential precuing benefits to reappear. This failure of the pattern to reappear could indicate that spatial representations continue to be used to translate between stimuli and responses. Alternatively, as occurs with the overlapped placement, task-specific productions could be acquired that relate stimuli to fingers. If so, the failure of the pattern of differential precuing benefits to reappear would reflect a modification in the representations that are used for translation in the transfer session. Specifically, if subjects were coding the stimulus and response sets on the basis of the distinction between the two hands, as well as the spatial distinction, the differential benefits would be minimized because hand coding should benefit different responses from those benefitted by spatial coding. These alternative explanations were evaluated in Experiment 3 by having subjects who practiced with the adjacent placement switch to a placement in which the hands were crossed completely.(ABSTRACT TRUNCATED AT 400 WORDS)     

Conditioned reinforcement dynamics in three-link chained schedules.

In two experiments rats were trained on three-link concurrent-chains schedules of reinforcement. In Experiment 1, additional entries to one terminal link were added during one of the middle links to a baseline schedule that was otherwise equal for the two chains, and, depending on the condition, these additional terminal-link presentations ended either in food or in no food. When food occurred, preference was always in favor of the chain with the additional terminal-link presentations (which also entailed a higher rate of reinforcement). When no food occurred at the end of the additional terminal links, the outcome depended on the nature of the stimuli associated with these additional terminal links. When stimuli different from the reinforced baseline terminal links were used for the no-food terminal links, preference was against the choice alternative that led to the extra periods of extinction. When the same stimulus was used for the two kinds of terminal links, preference was near indifference, that is, significantly greater than when different stimuli were used. In Experiment 2, rats learned repeated reversals of a simultaneous discrimination under a three-link concurrent-chains schedule, in which the food or no-food choice outcomes were delayed until the end of the chain. Different conditions were defined by the point in the chain at which differential stimuli occurred. When the middle and terminal links provided no differential stimuli, discrimination was acquired more slowly than when differential stimuli occurred in both links. When differential stimuli occurred in the middle but not the terminal links, acquisition rates were intermediate. Both experiments together show that the effects of stimuli in a chain schedule are due partly to the time to food correlated with the stimuli and partly to the time to the next conditioned reinforcer in the sequence.