Some factors that determine the influence of a stimulus that is irrelevant to a discrimination
Some factors that determine the influence of a stimulus that is irrelevant to a discrimination
In 5 autoshaping experiments pigeons received 3 stimuli, A, B, and C, for a discrimination in which food was presented after the simultaneous compounds AC and BC, but not after the simultaneous compound ABC. The ease with which this discrimination was mastered was facilitated by presenting C continuously throughout each session (Experiment 1), by presenting C by itself for nonreinforced trials (Experiment 2), and by pairing C by itself consistently with food (Experiment 3). Presenting C by itself and pairing it with food according to a partial reinforcement schedule had no significant influence on the acquisition of the discrimination (Experiments 4 and 5). The results are consistent with a configural theory of associative learning that suggests that experience with a stimulus alters its salience.
123-135
Redhead, Edward S.
d2342759-2c77-45ef-ac0f-9f70aa5db0df
Pearce, John M.
0448ba7f-c537-41ce-8c45-14c869414c88
1998
Redhead, Edward S.
d2342759-2c77-45ef-ac0f-9f70aa5db0df
Pearce, John M.
0448ba7f-c537-41ce-8c45-14c869414c88
Redhead, Edward S. and Pearce, John M.
(1998)
Some factors that determine the influence of a stimulus that is irrelevant to a discrimination.
Journal of Experimental Psychology: Animal Behaviour Processes, 24 (2), .
Abstract
In 5 autoshaping experiments pigeons received 3 stimuli, A, B, and C, for a discrimination in which food was presented after the simultaneous compounds AC and BC, but not after the simultaneous compound ABC. The ease with which this discrimination was mastered was facilitated by presenting C continuously throughout each session (Experiment 1), by presenting C by itself for nonreinforced trials (Experiment 2), and by pairing C by itself consistently with food (Experiment 3). Presenting C by itself and pairing it with food according to a partial reinforcement schedule had no significant influence on the acquisition of the discrimination (Experiments 4 and 5). The results are consistent with a configural theory of associative learning that suggests that experience with a stimulus alters its salience.
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Published date: 1998
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Local EPrints ID: 18292
URI: http://eprints.soton.ac.uk/id/eprint/18292
ISSN: 0097-7403
PURE UUID: c563b5a8-1706-4732-84f3-511c31fb2203
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Date deposited: 19 Jul 2006
Last modified: 09 Jun 2023 01:35
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John M. Pearce
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