Short-term retention of response outcome as a determinant of serial reversal learning

The correlation between short-term retention of the outcome of the preceding response and overall learning proficiency was investigated for serial reversal learning. Pigeons were trained to asymptote on a serial reversal problem and then were presented a percentage reinforcement schedule where only some correct trials were rewarded. Nonrewarded correct trials were treated exactly as incorrect trials. The difference in error probability following the two types of correct trials was then used as a measure of short-term retention. When intertrial intervals (ITI) were short (6 sec), substantial differences occurred. When the ITI's were increased, the difference in accuracy declined regularly to no difference at an ITI of 60 sec. This demonstration of a short-term retention gradient, coupled with the finding that overall reversal learning was much better with the shorter ITI's, suggests that a primary mechanism of improvement in serial reversal learning is the acquisition of a conditional discrimination based on the outcome of the preceding response.     

Effects of postresponse visual stimuli on visual discrimination learning in the rhesus monkey

To learn more about the mechanism (or mechanisms) involved with postresponse stimulus processing during discrimination learning, a series of studies was conducted with monkeys to determine why the combined relevant and irrelevant stimuli impair learning more than irrelevant stimuli appearing alone. It was found that: (a) the greater size and complexity of the combination of stimuli were not responsible for the greater deficit, while the presence of the relevant stimuli (S^D and S^Δ) within the stimulus combination apparently was; (b) the more similar the postresponse irrelevant stimuli were to the relevant stimuli the greater the deficit that resulted; and (c) monkeys that had earlier learned to discriminate the relevant and irrelevant features of a combination showed no learning impairment when this same stimulus combination was later presented after the response during a new learning problem. These results were interpreted as evidence that: (1) processes associated with learning a discrimination problem do not end with the execution of a choice response; (2) postresponse stimuli produce greater impairment in discrimination learning when they are distorted versions of the relevant stimuli; and (3) the impairment resulting from postresponse irrelevant stimuli occurs primarily when this misinformation is processed and misperceived as being relevant to learning the discrimination problem.     

Stimulus control of free-operant avoidance: The contribution of response rate and incentive relations between multiple-schedule components

The associations formed in the components of a multiple schedule can be classified as (1) stimulus-response (S-R) associations and (2) stimulus-reinforcer (S-S^R) associations. The present experiments sought to determine the individual contribution of these S-R and S-S^R associations to stimulus control by manipulating them independently. Responses postponed shocks by 25 sec in the presence of a tone alone and a light alone in all experiments. The contingencies programmed in the absence of both tone and light established a reference for the S-R and S-S^R associations in tone and in light. All four possible combinations of signalling response increase or decrease together with incentive increase or decrease were studied. Although the influence of the contingencies operating in the absence of tone and light was difficult to detect from response rates in tone or light, presenting tone and light together revealed clear effects. Response rates in tone and light together relative to those in either alone depended upon the contingency operating in the absence of tone and light. Stimulus-response and stimulus-reinforcer associations appeared to counteract each other when in opposition and combine together to enhance each other when in agreement. This suggested that the associations of a stimulus to response and to incentive combine algebraically in determining stimulus control. An algebraic analysis in terms of the S-R and S-S^R associations conditioned to the stimulus elements comprising the training and test stimuli accounted for the observed patterns of data.     

Configural conditioning in the CER: Loss of element strength after repeated reinforced compound CS trials

Different groups of rats received different numbers of compound CS (light/noise) conditioning trials in the CER procedure. The amount of suppression evident to the single elements of the compound decreased as a function of the number of previous compound trials. This loss of CR strength was interpreted as a configuring effect. Further experimental comparisons indicated that the configuring effect could not be readily explained in terms of a generalization decrement or a stimulus novelty hypothesis.     

Positive contrast following gradual and abrupt increases in reward magnitude using delay of reinforcement

In Experiment 1, rats were given a 1-pellet reward for 48 preshift trials. During a subsequent 20-trial postshift phase, one group was shifted to a 12-pellet reward on Trial 1, a second was shifted on Trial 11, and a third was given 1 more pellet each trial and then 12 pellets for the last 10 trials. The speeds of all three groups increased to a level above that of a control group given a 12-pellet food reward throughout training (positive contrast). In experiment 2, rats were shifted from 1 to 12 pellets either gradually or abruptly following either abbreviated training (9 trials) or extended training (20 trials). One group of control subjects received 12 pellets throughout training. The results revealed a positive contrast effect for gradually shifted subjects following extended training but not following abbreviated training. The abrupt shift procedure produced positive contrast following abbreviated training but only a marginal effect following extended training. These results indicate that, contingent upon the amount of preshift training, either gradual or abrupt reward increases may produce positive contrast.     

Effect of sample presentation time on long-delay matching in the pigeon

The effect of sample stimulus presentation time on long-delay matching in highly practiced pigeons was investigated. The birds were found capable of above chance matching performance at a delay of 60 sec provided the sample stimulus was presented for 4 sec or longer. Matching accuracy increased as a negatively accelerated function of sample stimulus presentation time and decreased as a negatively accelerated function of time since the termination of the sample. The rate of forgetting was found to be independent of sample stimulus presentation time. The data were inconsistent with a temporal discrimination interpretation of the effect of presentation time on delayed matching. The data were interpreted as supporting a simple trace strength and decay model of pigeon delayed matching.     

Effects of schedule and magnitude of reinforcement under conditions of thirst motivation

In contrast to a recent finding (Macdonald, G. E., & De Toledo, L. Learning and Motivation, 1974, 5, 288–298.) the results of three experiments investigating various partial reinforcement (PRF) manipulations under conditions of thirst motivation demonstrated strong similarity to analogous manipulations involving food reward. Specifically, for animals receiving water reinforcement, PRF was shown to generate greater resistance to extinction than continuous reinforcement (Expt 1 & 3), the schedule of reinforcement was shown to interact with level of acquisition (Expt 1 and 2), and the magnitude of the partial reinforcement extinction effect was shown to be a function of reward magnitude (Expt 3). These results provide strong evidence that mechanisms which operate in partial reinforcement situations are highly similar, regardless of the type of appetitive reinforcement.     

Grouping strategies, peer influence, and free time as classroom management techniques with first- and third-grade children

This study systematically investigated the effects of different procedures on classroom behaviors ranging from teacher designated seating groups and seating groups based on sociometric data to peer encouragement and free time reinforcers. Subjects were first- and third-grade children in classrooms using a Follow Through program model. Data were taken on the attending behavior of the children in small groups arranged by the teacher. The level of appropriate attending behavior was low and did not increase when the groups were restructured based on sociometric data. The introduction of instructions to the peer groups to help the child with his or her work brought about a major increase in the third-grade subjects' appropriate behavior. Appropriate attending behavior for the first-grade children did not increase to the predetermined acceptable level until a free time period for each peer group was made contingent upon the appropriate behavior of the subject in each group. Frequencies of verbal interactions suggested peer attention has an effect on the appropriateness of peer interactions.     

Changing roles for the school mental health professional

Draws on the experience of an innovative school mental health project, emphasizing early detection and prevention of school adjustment problems, to describe emergent, needed roles for school psychologists. The later include: systematic screening of primary graders and parent interviewing to further early detection; consultation with teachers and other school personnel; and recruitment, training, and supervision of nonprofessional help-agents. Such roles bring early effective services to many children, in ways that optimize their educational and personal development.     

Physical distance and attraction: An intensification effect

This study was designed to test the effects of both interaction distance and the quality of the interaction upon attraction. It was found that close interaction distances amplified the quality of the interaction so that for a positive interaction there was more liking for a close rather than a far partner, while for a negative interaction a close partner was liked less. The implications of this finding for research concerning crowding is discussed, as are possible explanatory mechanisms.