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.     

DISCRIMINATIVE CONTROL OF THERAPISTS' PERFORMANCE1

In order to examine therapists' discriminative responding to normal and idiosyncratic patient responses, naive subjects were presented with a simulated “patient” for treatment. The subjects were made to believe they were reinforcing normal verbalizations emitted by this patient In fact, they were listening to a tape on which normal and idiosyncratic verbalizations had been recorded. Different probabilities of normal and idiosyncratic “patient” verbalizations could be presented to the subjects by means of a digital programming unit. In one of a number of conditions, the subjects' accurate reinforcing responses were followed by an increased probability of the patient's normal verbalizations. Accurate reinforcing responses emitted by the subjects were brought under the control of normal and idiosyncratic patient responses, by use of contingent feedback, change in patient responding, and monetary reinforcers. When the patient's normal verbalizations increased in probability, so did the subjects' accurate reinforcing responses following the patient's normal verbalizations, and to a lesser degree, the subjects' inaccurate reinforcing responses following the patient's idiosyncratic verbalizations. When the patient's idiosyncratic verbalizations increased in probability, the subjects' accurate and inaccurate reinforcing responses decreased in probability. The clinical implications of these tendencies are discussed.     

DO ELEPHANTS EVER FORGET?1

Three adult female elephants (Elephas maximus) were tested on a light-dark discrimination problem with an 8-yr intertrial interval. The first subject took only 6 min to reach criterion and made only two errors, suggesting remarkable retention. The other two subjects were found to have visual anomalies that would have gone undetected without this research.     

Stimulus-specific contrast effects during operant discrimination learning

In two experiments, pigeons' responding was equally reinforced in the presence of four line-orientation stimuli. Responding was then reinforced when only two of the four orientation stimuli were present; the remaining two orientations appeared during extinction. Response rates were often highest in the stimulus adjacent to the orientations presented during extinction and often lowest in that orientation adjacent to the orientations presented with reinforcement. These effects were stronger and more persistent when the stimuli were separated by a smaller angle, rendering the discrimination more difficult. These and other data suggest that discrimination training may not be accurately explained in terms of the simple effects of reinforcement and nonreinforcement associated with isolated stimuli, nor by accounts that depend upon stimulus generalization. Recent accounts of contrast that depend upon “emotionality” produced by nonreinforced responding or upon reinforcement-elicited responses are also difficult to apply to these data.     

Conditioned reinforcement by conditional discriminative stimuli.

A concurrent-chains schedule was used to examine how a delay to conditional discriminative stimuli affects conditioned reinforcement strength. Pigeons' key-peck responses in the initial link produced either of two terminal links according to independent variable-interval 30-s schedules. Each terminal link involved an identical successive conditional discrimination and was segmented into three links: a delay interval (green), a color conditional discriminative stimulus (blue or red), and a line conditional discriminative stimulus (vertical or horizontal lines). Food delivery occurred 45 s after entering the terminal link with a probability of .5, but its conditional probability (1.0 or 0) depended on the combination of the color and the line stimuli. One of the color stimuli occurred independently of further responding, 5 s after entry into the right terminal link, but it occurred 35 s after entry into the left terminal link. One of the line stimuli occurred independently of responding 40 s after entry into either terminal link, synchronized with the offset of the color stimulus. The initial-link relative response rate for the right was consistently higher in comparison with a control condition in which the color stimuli occurred 20 s after entry into either terminal link. The preference for the short delay to the color conditional discriminative stimuli suggests the possibility of conditioned reinforcement by information about the relation between the line conditional discriminative stimuli and the outcomes.     

Effects of scopolamine on repeated acquisition of radial-arm maze performance by rats.

Rats repeatedly acquired the performance of selecting only the four baited arms in an automated eight-arm radial maze, with the arms containing food pellets randomly assigned prior to each session. During each 14-trial (trial: obtain all four pellets) daily session, the number of errors (selecting nonbaited arms or repeating arm selections) showed a within-session decline, and choice accuracy for the first four arm selections showed a positive acceleration across trials for all rats. An index-of-curvature statistic, calculated for total errors, was used to quantify both the within- and between-session improvement of performance. Scopolamine (0.03 to 0.3 mg/kg, ip), but not methylscopolamine (0.3 mg/kg), reduced the accuracy of the first four selections of each trial and increased total within-session errors for all rats. Session times also were increased by scopolamine. An examination of within-session accuracy showed only slight signs of improvement at the higher dosages of scopolamine. The results indicate that behavior in transition states maintained by reinforcement contingencies in the radial maze is similar to that maintained by extended chained schedules, despite the fact that some of the stimuli controlling behavior in the maze are absent at the moment behavior is emitted.     

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.     

Sequential effects of interval duration on fixed-interval performance

The bar pressing of rats was reinforced on a multiple fixed-interval schedule. The schedule intervals were 1 and 5 min long, and the sequence was such that intervals of either duration were equally likely to be followed by intervals of the same or of the other duration. Rates were higher during 1-min and after 5-min intervals. Best fit equations for cumulative responses during the 5-min intervals produced very similar exponents regardless of preceding duration. It was concluded that preceding duration may have affected the subjects' performances through direct effects on temporal discrimination.