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901.
Transient effects of acquisition history on generalization in a matching-to-sample task 总被引:3,自引:3,他引:0
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This study examined the role of learning history on the acquisition of a matching-to-sample task. Twelve preschool children learned four stimulus classes through instructions, shaping, or imitation. After reaching criterion, the subjects were exposed to changed discrimination contingencies to determine how each learning history affected the acquisition of responses appropriate to the new contingencies. All subjects reached criterion on the new relations, although the subjects with a shaping history adapted slightly more quickly than those subjects with a history of instructions or imitation. Given sufficient exposure to changed contingencies, rule-driven insensitivity to contingencies was overcome by experience with consequences. This result may be specific to younger subjects, but it suggests that instructions can be used in education without creating insensitivity to contingencies. 相似文献
902.
Substitutability between conditioned and primary reinforcers in discrimination acquisition. 总被引:1,自引:1,他引:0
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Rats and pigeons were trained on a series of reversals of a conditional simultaneous discrimination. The percentage of reinforcement for correct trials was varied across reversals. When nonreinforced correct trials produced the same feedback as incorrect trials, the number of errors to reach an acquisition criterion was greater for smaller percentages of reinforcement, but the number of reinforcers required was either approximately constant or smaller for the smaller percentages. When a stimulus paired with food (the conditioned reinforcer) was added on nonreinforced correct trials, both measures were substantially decreased. When the same stimulus was presented, but without a history of food pairing, learning rate was similar to when no stimulus was presented on nonreinforced trials. The results provide direct evidence that conditioned reinforcers may substitute, although imperfectly, for a primary reinforcer, and that pairing with the primary reinforcer is a necessary condition for such substitutability to occur. 相似文献
903.
Stimulus generalization, discrimination learning, and peak shift in horses. 总被引:2,自引:1,他引:1
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Using horses, we investigated three aspects of the stimulus control of lever-pressing behavior: stimulus generalization, discrimination learning, and peak shift. Nine solid black circles, ranging in size from 0.5 in. to 4.5 in. (1.3 cm to 11.4 cm) served as stimuli. Each horse was shaped, using successive approximations, to press a rat lever with its lip in the presence of a positive stimulus, the 2.5-in. (6.4-cm) circle. Shaping proceeded quickly and was comparable to that of other laboratory organisms. After responding was maintained on a variable-interval 30-s schedule, stimulus generalization gradients were collected from 2 horses prior to discrimination training. During discrimination training, grain followed lever presses in the presence of a positive stimulus (a 2.5-in circle) and never followed lever presses in the presence of a negative stimulus (a 1.5-in. [3.8-cm] circle). Three horses met a criterion of zero responses to the negative stimulus in fewer than 15 sessions. Horses given stimulus generalization testing prior to discrimination training produced symmetrical gradients; horses given discrimination training prior to generalization testing produced asymmetrical gradients. The peak of these gradients shifted away from the negative stimulus. These results are consistent with discrimination, stimulus generalization, and peak-shift phenomena observed in other organisms. 相似文献
904.
905.
906.
Nayef Al-Rodhan 《Metaphilosophy》2023,54(1):73-86
Philosophy and science have always striven to make sense of the world, continuously influencing each other in the process. Their interplay paved the way for neurophilosophy, which harnesses neuroscientific insights to address traditionally philosophical questions. Given the rapid neuroscientific and technological advances in recent years, this paper argues that philosophers who wish to tackle intractable philosophical problems and influence public discourse and policies should engage in neuro-techno-philosophy. This novel type of inquiry describes the transdisciplinary endeavor of philosophers, (neuro)scientists, and others to anticipate the societal implications of the impending transformations of subjects and theorizers. While human enhancement is likely to irreversibly change what it means to be human, disruptive technologies might lead to the emergence of artificial intelligent agents and human-machine hybrids. The paper predicts that neuro-techno-philosophy will be indispensable to understanding and engaging with these game-changing innovations and thus play a pivotal role in the future of philosophy. 相似文献
907.
Quantity and quality of motor exploration are proposed to be fundamental for infant motor development. However, it is still not clear what types of motor exploration contribute to learning. To determine whether changes in quantity of leg movement and/or variability of leg acceleration are related to performance in a contingency learning task, twenty 6–8-month-old infants with typical development participated in a contingency learning task. During this task, a robot provided reinforcement when the infant’s right leg peak acceleration was above an individualized threshold. The correlation coefficient between the infant’s performance and the change in quantity of right leg movement, linear variability, and nonlinear variability of right leg movement acceleration from baseline were calculated. Simple linear regression and multiple linear regression were calculated to explain the contribution of each variable to the performance individually and collectively. We found significant correlation between the performance and the change in quantity of right leg movement (r = 0.86, p < 0.001), linear variability (r = 0.71, p < 0.001), and nonlinear variability (r = 0.62, p = 0.004) of right leg movement acceleration, respectively. However, multiple linear regression showed that only quantity and linear variability of leg movements were significant predicting factors for the performance ratio (p < 0.001, adjusted R2 = 0.94). These results indicated that the quantity of exploration and variable exploratory strategies could be critical for the motor learning process during infancy. 相似文献
908.
BackgroundThe Face-to-Face Still-Face (FFSF) task is a validated and commonly used observational measure of mother-infant socio-emotional interactions. With the ascendence of deep learning-based facial emotion recognition, it is possible that common complex tasks, such as the coding of FFSF videos, could be coded with a high degree of accuracy by deep neural networks (DNNs). The primary objective of this study was to test the accuracy of four DNN image classification models against the coding of infant engagement conducted by two trained independent manual raters.Methods68 mother-infant dyads completed the FFSF task at three timepoints. Two trained independent raters undertook second-by-second manual coding of infant engagement into one of four classes: 1) positive affect, 2) neutral affect, 3) object/environment engagement, and 4) negative affect.ResultsTraining four different DNN models on 40,000 images, we achieved a maximum accuracy of 99.5% on image classification of infant frames taken from recordings of the FFSF task with a maximum inter-rater reliability (Cohen's κ-value) of 0.993.LimitationsThis study inherits all sampling and experimental limitations of the original study from which the data was taken, namely a relatively small and primarily White sample.ConclusionsBased on the extremely high classification accuracy, these findings suggest that DNNs could be used to code infant engagement in FFSF recordings. DNN image classification models may also have the potential to improve the efficiency of coding all observational tasks with applications across multiple fields of human behavior research. 相似文献
909.
910.
Mirjam Ebersbach 《Applied cognitive psychology》2023,37(2):452-457
The beneficial effect of eye-closure during retrieval was demonstrated in many studies addressing eyewitness memory or memory of episodic events. Fewer studies examined the effect concerning the intentional learning of verbal information. Furthermore, the question of whether the eye-closure effect is modality-specific, boosting visual memory only, or modality-general, boosting also other forms of memory (e.g., auditory memory), is still open. These issues were addressed in the present study. Participants (N = 129) were asked to study aurally and visually presented lists of unrelated nouns (within-subjects). During free recall, participants either kept their eyes open or closed their eyes (between-subjects). Eye-closure resulted in better free recall than keeping the eyes open. Importantly, this effect emerged for both visually and aurally presented word lists, suggesting that the effect of closing the eyes is rather modality-general. The results are discussed with respect to limitations of previous studies and practical implications. 相似文献