Associative symmetry by pigeons after few-exemplar training

The present experiment investigated whether pigeons can show associative symmetry on a two-alternative matching-to-sample procedure. The procedure consisted of a within-subject sequence of training and testing with reinforcement, and it provided (a) exemplars of symmetrical responding, and (b) all prerequisite discriminations among test samples and comparisons. After pigeons had learned two arbitrary-matching tasks (A-B and C-D), they were given a reinforced symmetry test for half of the baseline relations (B1-A1 and D1-C1). To control for the effects of reinforcement during testing, two novel, nonsymmetrical responses were concurrently reinforced using the other baseline stimuli (D2-A2 and B2-C2). Pigeons matched at chance on both types of relations, thus indicating no evidence for symmetry. These symmetrical and nonsymmetrical relations were then directly trained in order to provide exemplars of symmetry and all prerequisite discriminations for a second test. The symmetrical test relations were now B2-A2 and D2-C2 and the nonsymmetrical relations were D1-A1 and B1-C1. On this test, 1 pigeon showed clear evidence of symmetry, 2 pigeons showed weak evidence, and 1 pigeon showed no evidence. The previous training of all prerequisite discriminations among stimuli, and the within-subject control for testing with reinforcement seem to have set favorable conditions for the emergence of symmetry in nonhumans. However, the variability across subjects shows that methodological variables still remain to be controlled.     

The influence of correlations between noncritical features and reinforcement on stimulus generalization

One strategy to program for generalization is to vary noncritical features in teaching exemplars, thereby avoiding noncritical features from being highly correlated with reinforcement and thus gaining faulty stimulus control. In the current translational evaluation, 2 groups of adults of typical development were taught to respond to arbitrary stimuli with experimenter‐defined critical and noncritical features in a matching‐to‐sample task. The teaching arrangement used for 1 group programmed for low correlation between noncritical features and reinforcement; the teaching arrangement used for the other group programmed for high correlation between noncritical features and reinforcement. Participants in the former group displayed (a) faster acquisition of matching, (b) less variability in correct responding, and (c) a decreased likelihood of faulty stimulus control developing during training. The results contribute towards advancing the study of stimulus control and developing an explicit technology of generalization to better serve consumers of the application of our science.     

When repeating aloud enhances episodic memory for spoken words: interactions between production- and perception-derived variability

We demonstrate that the phonetic detail of an original speaker’s pronunciation for a word can be detected with a memory measure even when a participant listens to and then repeats that word aloud (production). At study, native English participants heard English words pronounced by a native speaker of American-English or by a Chinese national. For half of the words they listened. For the others, they produced it. In both recall and old/new recognition tests in Experiment 1, production improved performance relative to listening alone. Effects of accent were present only in recognition and only in interaction with production. In Experiment 2, a source-monitoring recognition test where participants identified whether the speaker of a word changed from study to test, effects of accent and production were additive indicating that hearing an unfamiliar accent increased memory irrespective of production. An exemplar account including both production- as well as perception-derived experience describes the outcome.     

部分线索效应中的记忆监控

通过三个实验,利用学习时间分配作为指标,考察了学习者对部分线索效应记忆监控的状况。实验1考察被试在单次学习条件下的学习时间分配情况,结果发现被试在两种条件下所使用的学习时间没有明显差异。这说明在一次学习后被试还不能对部分线索的消极作用进行有效控制。实验2中,经过多次学习后,被试在部分线索条件下使用了更多的学习时间。实验3在自控步调学习前加入回溯性任务难度判断任务,结果发现经过一次学习,部分线索组和自由回忆组的判断值虽无显著差异,但部分线索组的自控步调学习时间显著长于自由回忆组,并且其回忆成绩也显著提高,说明回溯性任务难度判断过程本身是学习时间分配的制约因素。研究说明,为了加速主体对部分线索的消极影响的控制,引导主体对学习任务进行难度判断是一种有效的手段。     

样例数量对内隐序列学习的影响

本研究采用序列学习范式,探讨了样例数量对内隐序列学习的影响,以揭示意识在学习中的作用以及内隐学习获得的知识表征。研究发现,在内隐序列学习中：（1）被试既可以记忆具体的样例知识也可以抽取抽象的规则知识;（2）样例数量影响被试对样例和规则知识的获得,在样例较少时被试可以获得更多的样例和规则知识;（3）样例数量影响被试对意识知识的获得,在本研究中仅当样例数为4时被试获得了有关样例和规则的意识知识。     

物体拓扑性质对背景线索效应的影响及其加工机制

背景线索效应是指在视觉搜索中由于场景的重复曝光而产生的行为便利。而以往研究关注于刺激的欧式性质所代表的属性信息对背景线索效应的影响, 然而在视知觉加工过程中扮演重要角色的拓扑性质对背景线索效应的影响仍缺乏相关实证研究。因此, 研究采用视觉搜索任务, 通过操控不同场景中刺激的拓扑性质或欧式性质的变化, 考察拓扑性质与欧式性质两种属性信息对背景线索效应的调制。结果发现：(1)拓扑性质和欧式性质与目标之间的联结关系均可促进行为反应, 获得背景线索效应; (2)视觉学习机制对拓扑性质的重复性更加敏感, 并且拓扑性质与目标之间联结关系的稳定性相对于欧式性质与目标之间的联结关系稳定性对于背景线索效应的获得具有更为重要的意义。     

Preparing for perception and action (I): the role of grouping in the response-cuing paradigm

Human skilled behavior requires preparatory processes that selectively make sensory and motor systems more efficient for perceiving the upcoming stimulus and performing the correct action. We review the literature concerning these preparatory processes as studied by response-cuing paradigm, and propose a model that accounts for the major findings. According to the Grouping Model, advance or precue information directs a dynamic process of subgroup making-that is, a process of stimulus- and response-set reconfiguration-whereby the internal representation of the task is simplified. The Grouping Model assigns a critical role to the unit of selection, with Gestalt factors and interresponse dependencies mediating the formation and strength of stimulus and response subgroups. In a series of five experiments, we manipulated perceptual and motoric grouping factors, and studied their independent and interactive effects on the pattern of precuing benefits. Generally, the results were consistent with the Grouping Model's account of response-cuing effects.     

Effects of exemplar training in exclusion responding on auditory-visual discrimination tasks with children with autism

In Experiment 1 with 7 autistic children (3 to 6 years old), auditory-visual exclusion was tested with four unknown word-item pairs for each child. One child demonstrated exclusion and positive learning outcomes unequivocally with the four auditory-visual relations. Three children demonstrated exclusion, though inconsistently, and failed to demonstrate positive learning outcomes. The remaining 3 children failed to demonstrate exclusion; therefore, the learning outcome test was omitted. The 6 children who failed to demonstrate exclusion or positive learning outcomes participated in the second experiment. In Experiment 2, nonreinforced exclusion trials with four new unknown word-item pairs were included in trial blocks that also contained reinforced exclusion trials with the unknown exemplars from Experiment 1. Five children demonstrated exclusion with the new word-item pairs, and 4 of these demonstrated positive learning outcomes in further tests. One child demonstrated some limited but inconsistent improvement in exclusion and was not tested for learning outcomes. The data suggest that contemporaneous presentation of multiple examples of reinforced exclusion facilitated nonreinforced exclusion performances and that the resulting reduction in errors was critical in producing accurate learning outcomes with the new word-item discriminations.     

Interaction between endogenous and exogenous orienting in crossmodal attention

Using a cue-target paradigm, we investigated the interaction between endogenous and exogenous orienting in cross-modal attention. A peripheral (exogenous) cue was presented after a central (endogenous) cue with a variable time interval. The endogenous and exogenous cues were presented in one sensory modality (auditory in Experiment 1 and visual in Experiment 2) whereas the target was presented in another modality. Both experiments showed a significant endogenous cuing effect (longer reaction times in the invalid condition than in the valid condition). However, exogenous cuing produced a facilitatory effect in both experiments in response to the target when endogenous cuing was valid, but it elicited a facilitatory effect in Experiment 1 and an inhibitory effect in Experiment 2 when endogenous cuing was invalid. These findings indicate that endogenous and exogenous cuing can co-operate in orienting attention to the crossmodal target. Moreover, the interaction between endogenous and exogenous orienting of attention is modulated by the modality between the cue and the target.