Speed analyses of stimulus equivalence.

The functional substitutability of stimuli in equivalence classes was examined through analyses of the speed of college students'' accurate responding. After training subjects to respond to 18 conditional relations, subjects'' accuracy and speed of accurate responding were compared across trial types (baseline, symmetry, transitivity, and combined transitivity and symmetry) and nodal distance (one- through five-node transitive and combined transitive and symmetric relations). Differences in accuracy across nodal distance and trial type were significant only on the first tests of equivalence, whereas differences in speed were significant even after extended testing. Response speed was inversely related to the number of nodes on which the tested relations were based. Significant differences in response speed were also found across trial types, except between transitivity and combined trials. To determine the generality of these comparisons, three groups of subjects were included: An instructed group was given an instruction that specified the interchangeability of stimuli related through training; a queried group was queried about the basis for test-trial responding: and a standard group was neither instructed nor queried. There were no significant differences among groups. These results suggest the use of response speed and response accuracy to measure the strength of matching relations.     

Within-session changes in responding during concurrent schedules with different reinforcers in the components.

Rats and pigeons responded on several concurrent schedules that provided different reinforcers in the two components (food and water for rats, Experiment 1; wheat and mixed grain for pigeons, Experiment 2). The rate of responding and the time spent responding on each component usually changed within the session. The within-session changes in response rates and time spent responding usually followed different patterns for the two components of a concurrent schedule. For most subjects, the bias and sensitivity to reinforcement parameters of the generalized matching law, as well as the percentage of the variance accounted for, decreased within the session. Negative sensitivity parameters were sometimes found late in the session for the concurrent food-water schedules. These results imply that within-session changes in responding could cause problems for assessing the validity of quantitative theories of concurrent-schedule responding when the components provide different reinforcers. They question changes in a general motivational state, such as arousal, as a complete explanation for within-session changes in responding. The results are compatible with satiation for, or sensitization-habituation to, the reinforcers as explanations.     

Choice As A Function Of Reinforcement Ratios In Delayed Matching-to-sample

Pigeons were studied in two experiments using a delayed matching-to-sample task. In Experiment 1, 4 subjects were exposed to a task in which the proportion of reinforcement associated with matching and nonmatching, and the overall proportion of reinforcement associated with selecting each choice, regardless of the sample stimulus, were varied. Choice was sensitive to both proportions. A least squares regression analysis showed that Wixted's (1989) proportions of reinforcement model closely fit the data from Experiment 1; however, the model failed to make accurate qualitative predictions for some test conditions. In Experiment 2, 4 subjects were exposed to a delayed matching-to-sample task in which the retention intervals and the reduction in delay to reinforcement signaled by the onset of the sample stimulus were independently varied. When the retention interval was short and when the delay-reduction value of the sample stimulus was high, the sample exerted greater control over choice; the control by the overall proportion of reinforcements for selecting each choice stimulus was correspondingly low. Conversely, when the retention interval was long and the delay-reduction value of the sample stimulus was low, the sample exerted relatively less control over choice; control by the overall proportion of reinforcements obtained for selecting each choice stimulus was correspondingly high. A signal detection analysis found that sensitivity to reinforcement varied directly with retention interval. Data were also consistent with misallocation models. No evidence was found to suggest that pigeons ignore the rate at which selecting individual choice stimuli is reinforced, as has been reported in studies with human subjects.     

Stimulus Effects On Behavior Allocation In Three-alternative Choice

Six pigeons were trained on three-alternative concurrent variable-interval schedules that were available through a switching response and were signaled by colored stimuli. The discriminative stimuli for two of the schedules were always 560 nm and 630 nm, but the stimulus signaling the third alternative was varied across conditions over seven levels between these colors. For each third-alternative stimulus condition, the relative frequency of reinforcers was varied over three conditions with 4:1 and 16:1 reinforcer ratios between each pair of alternatives. The distribution of responses between the alternatives was dependent jointly on the third-alternative reinforcer rate and on the disparity between the stimulus signaling the third alternative and those signaling the other alternatives. A generalized matching approach was unable to provide invariant measures of the discriminability between constant stimuli, but a contingency-discriminability approach provided excellent fits and sensible and invariant stimulus discriminability measures.     

Visual search by chimpanzees (Pan): assessment of controlling relations.

Three experimentally sophisticated chimpanzees (Pan), Akira, Chloe, and Ai, were trained on visual search performance using a modified multiple-alternative matching-to-sample task in which a sample stimulus was followed by the search display containing one target identical to the sample and several uniform distractors (i.e., negative comparison stimuli were identical to each other). After they acquired this task, they were tested for transfer of visual search performance to trials in which the sample was not followed by the uniform search display (odd-item search). Akira showed positive transfer of visual search performance to odd-item search even when the display size (the number of stimulus items in the search display) was small, whereas Chloe and Ai showed a transfer only when the display size was large. Chloe and Ai used some nonrelational cues such as perceptual isolation of the target among uniform distractors (so-called pop-out). In addition to the odd-item search test, various types of probe trials were presented to clarify the controlling relations in multiple-alternative matching to sample. Akira showed a decrement of accuracy as a function of the display size when the search display was nonuniform (i.e., each "distractor" stimulus was not the same), whereas Chloe and Ai showed perfect performance. Furthermore, when the sample was identical to the uniform distractors in the search display, Chloe and Ai never selected an odd-item target, but Akira selected it when the display size was large. These results indicated that Akira's behavior was controlled mainly by relational cues of target-distractor oddity, whereas an identity relation between the sample and the target strongly controlled the performance of Chloe and Ai.     

Development of manipulatory skills and the deployment of attention

Two independent tasks, object manipulation and auditory-visual matching, were used to examine the relationship between developing manual action skills and attention to intermodal object properties in 3.5- and 5.5-month-olds. Although handling skills improved with age, with older infants demonstrating more varied manipulation, there were no age differences for the matching task. When grouped by handling skills, a significant interaction between skill and event type was found for the two age groups combined and for 5.5-month-olds alone. Auditory-visual matching of social events did not vary with handling skills, whereas auditory-visualmatching of object events did. Infants at higher skill levels responded similarly to social and object events, whereas less skilled infants' matching preferences were weaker for object events. These findings indicate that infants increase their attention to auditory and visual properties of objects as this information becomes useful for guiding new actions. This effect is independent of age due to considerable individual variability in the development of object handling skills.     

A COLLATERAL EFFECT OF REWARD PREDICTED BY MATCHING THEORY

Matching theory describes a process by which organisms distribute their behavior between two or more concurrent schedules of reinforcement (Herrnstein, 1961). In an attempt to determine the generality of matching theory to applied settings, 2 students receiving special education were provided with academic response alternatives. Using a combined simultaneous treatments design and reversal design, unequal ratio schedules of reinforcement were varied across two academic responses. Findings indicated that both subjects allocated higher rates of responses to the richer schedule of reinforcement, although only one responded exclusively to the richer schedule. The present results lend support to a postulation that positive reinforcement may have undesirable collateral effects that are predicted by matching theory (Balsam & Bondy, 1983).     

Conditional discrimination in mentally retarded adults: the development of generalized skills.

The development of generalized conditional discrimination skills was examined in adults with retardation. Two subjects with histories of failure to acquire arbitrary matching under trial-and-error procedures were successful under procedures that trained one or more prerequisite skills. The successive discrimination between the sample stimuli was established by training the subjects to name the stimuli. The simultaneous discrimination between the comparison stimuli was established using either (a) standard simple discrimination training with reversals or (b) a procedure in which each of the two sample-comparison relations in the conditional discrimination was presented in blocks of trials, with the size of the blocks decreasing gradually until sample presentation was randomized. The amount of prerequisite training required varied across subjects and across successive conditional discriminations. After acquiring either two or three conditional discriminations with component training, both subjects learned new conditional discriminations under trial-and-error procedures. In general, each successive conditional discrimination was acquired more rapidly. Tests showed that conditional responding had become a generalized skill. Symmetry was shown for almost all trained relations. Symmetry trial samples were ultimately named the same as the stimuli to which they were related in training.     

Choice, experience, and the generalized matching law

Five pigeons were exposed to different pairs of concurrent variable-interval, variable-interval schedules on nine experimental conditions of 30 sessions each. For every session, the parameters of the generalized matching equation were computed for the first five, six, seven, eight, and nine experimental conditions. The exponent a, both for response and time distribution, tended to decrease with increases in number of experimental conditions and to increase with number of sessions per condition, but values of k (bias) varied unsystematically. When the subjects were exposed to five new pairs of schedules, with 55 sessions per condition, the findings were confirmed. Data from the literature on the generalized matching law suggest that the variability of exponent values may be explained in part by the use of naive or experienced subjects in different investigations and by the variability in number of experimental conditions and in number of sessions per condition.     

Transfer of hue matching in pigeons.

Pigeons were trained on a modified three-key matching-to-sample procedure, in which only one comparison key (rather than two) was lighted after an observing response to the center-key standard. Pecks on keys of matching comparison hues were reinforced. When non-matching hues appeared as the initially lighted comparisons, the nonmatching hue terminated and the matching hue appeared on the other side key only if the pigeon did not peck the nonmatching comparison for 4.8 sec. Pecks to the nonmatching hue reset the 4.8-sec delay interval. Three hues were used during acquisition. During transfer tests, two novel hues were substituted individually or together for one or two of the training hues. Latencies to the novel side-key hue were shortest when a novel matching hue appeared as the standard on the center key, and were essentially identical to baseline matching latencies. In contrast, when a novel hue appeared as either a standard or comparison in a nonmatching combination, latencies increased with increasing separation between the noevel hue and the nonmatching hue. These transfer data demonstrate the concept of hue matching.