Recency discrimination predicted from absolute lag judgments

An experiment is described which tests the plausibility of the assumption that two-alternative forced-choice (2AFC) recency discrimination is based on an independent lag estimate of each item. 39 Ss made absolute recency judgments for items (common nouns) at varying lag intervals while an independent group of 74 Ss made 2AFC judgments for pairs of items at comparable lag combinations. It was found that the absolute judgment data generated accurate predictions of 2AFC performance.     

Sensory scales of taste intensity

The subjective intensity of taste was scaled by the method of magnitude estimation in which Os assigned numbers to designate the apparent strength ofstimulus concentrations. Substances used were sucrose, dextrose, maltose, fructose, saccharin, Sucaryl, sodium chloride, and quinine sulfate. For aqueous solutions of each substance, taste intensity was found to increase as a power function of concentration by weight. Some approximate exponents were: sucrose, 1.3; sodium chloride, 1.4; quinine sulfate. 1.0. The magnitude scale for sucrose was compared with the category scale obtained by a commonly used rating procedure. The category scale turned out to be highly nonlinear.     

Verbal interference in a perceptual comparison task

When Ss had to indicate if the colors of pairs of items from the Stroop test were the same or different, the usual interference effect was completely eliminated. However, when the verbal information consisted of SAME and DIFF rather than color names, interference was reestablished. This indicates that the perceptual comparison task does not eliminate interference simply by rendering Ss insensitive to the meanings of words.     

Discrimination learning with and without “errors”

Responses to S− (“errors”) are not a necessary condition for the formation of an operant discrimination of color. Errors do not occur if discrimination training begins early in conditioning and if S+ and S− initially differ with respect to brightness, duration and wavelength. After training starts, S−'s duration and brightness is progressively increased until S+ and S− differ only with respect to wavelength. Errors do occur if training starts after much conditioning in the presence of S+ has occurred or if S+ and S− differ only with respect to wavelength throughout training. Performance following discrimination learning without errors lacks three characteristics that are found following learning with errors. Only those birds that learned the discrimination with errors showed (1) “emotional” responses in the presence of S−, (2) an increase in the rate (or a decrease in the latency) of its response to S+, and (3) occasional bursts of responses to S−.     

A method of determining unbiased distribution in the latin square

The paper describes a method of constructing Latin-square designs in which treatment sequences are unbiased with regard to serial order as well as position of treatment. The procedure is useful for those Latin squares in which the number of cells in each column (or row) is an even number, which, when written in ascending and descending series, contain corresponding ordered numbers prime to each other. Such numbers are 2, 4, 6, 10, 12, 16, 18, 22, 28, 30, 36, etc.     

Choice and delay of reinforcement

Pigeons were trained to peck either of two response keys for food reinforcement on equated aperiodic schedules. The distribution of responding at the two keys was studied as reinforcement was delayed for various durations. The relative frequency of responding at each key was shown to match the relative immediacy of reinforcement, immediacy defined as the reciprocal of the delay of reinforcement.     

Changeover delay and concurrent schedules: some effects on relative performance measures

The pigeon and the rat partition total response output between both schedules of a concurrent variable-interval pair. The quantitative nature of a partition seems critically dependent on the relative rates with which the two schedules provide reinforcements for responding, in addition to the changeover delay. The manner in which the changeover delay controls the partition was studied by varying the duration of the changeover delay from 0 to 20 sec with each of two pairs of concurrent variable-interval schedules, viz., Conc VI 1.5-min VI 1.5-min and Conc VI 1-min VI 3-min. Rats served as the subjects and brain stimulation was employed as the reinforcer. When the schedules were Conc VI 1.5-min VI 1.5-min, relative response rate approximated 0.50 at all values of the changeover delay. When the schedules were Conc VI 1-min VI 3-min, relative response rate, computed with respect to the VI 1-min schedule, increased when the duration of the changeover delay increased. Changeover rate decreased when the duration of the changeover delay increased. The decrease was the same for both VI schedules of the Conc VI 1.5-min VI 1.5-min pair but was more rapid for the VI 3-min schedule of the Conc VI 1-min VI 3-min pair.     

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