Verbal mediation in the successive and simultaneous discrimination learning of children

1968 ◽  
Vol 6 (4) ◽  
pp. 510-521
Author(s):  
Francis T. Miller
Keyword(s):  
Discrimination Learning ◽  
Simultaneous Discrimination ◽  
Verbal Mediation

Reversal- and Non-Reversal-Shift Discrimination Learning as a Function of Drive in Albino Rats

1974 ◽  
Vol 34 (2) ◽  
pp. 447-452
Author(s):  
Jerome S. Cohen ◽  
Gabor A. Telegdy
Keyword(s):  
Trial Block ◽  
Discrimination Learning ◽  
Water Deprivation ◽  
High Water ◽  
Drive Level ◽  
Simultaneous Discrimination ◽  
Albino Rats ◽  
Reversal Shift

Drive level affected reversal rather than non-reversal-shift learning during initial shift-discrimination trials. Animals under high water deprivation during the original simultaneous discrimination and reversal-shift discrimination made more initial (first trial-block) errors during reversal-shift than animals that were maintained on moderate deprivation during either or both discrimination tasks.

Sequential Effects in Simultaneous Discrimination Learning

1973 ◽  
Vol 37 (2) ◽  
pp. 463-469 ◽  
Author(s):  
Gerald B. Biederman
Keyword(s):  
Discrimination Learning ◽  
Color Discrimination ◽  
Performance Characteristics ◽  
Simultaneous Discrimination ◽  
Frequency Of Occurrence ◽  
Sequential Effects ◽  
Local Effects ◽  
Learning Procedure ◽  
Unequal Frequency ◽  
Random Program

Latency and accuracy effects were studied with pigeons in a simultaneous discrimination-learning procedure which manipulated sequential randomness of stimulus events from trial to trial. Ss were trained to perform 2 color-discrimination problems with equal or unequal frequency of occurrence. It was found that non-random trial sequences had no effect on over-all acquisition as measured by latency and accuracy, but significant effects from remote trials were a function of the randomness of stimulus events. Performance characteristics on remote trials had significant local effects. In random program sequences, the 2 discrimination problems were learned independently of one another.

Role of Errors in Children's Discrimination Learning

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1187-1201 ◽  
Author(s):  
Frances Leivo Everett
Keyword(s):  
Discrimination Learning ◽  
Peak Shift ◽  
Simultaneous Discrimination ◽  
Second Grade ◽  
Trial And Error ◽  
Negative Peak ◽  
Line Tilt ◽  
Generalization Gradients ◽  
Positive Peak

The role of errors in children's discrimination learning was explored. 108 second grade children mastered simultaneous intradimensional discriminations (line tilts) or interdimensional discriminations (line tilt and dot) in either an errorful or errorless fashion. Errorful learners acquired the discriminations with a trial and error procedure. Errorless learning was experimentally produced by use of a progressive S— fading procedure. Following acquisition all children received generalization tests along the line-tilt continuum. The post-discrimination generalization gradients for children trained on the intradimensional tasks demonstrated negative peak-shift effects and no positive peak-shift effects. The S— post-discrimination generalization gradients for children trained on the interdimensional tasks were flat indicating no S— control. No differences were noted in the post-discrimination generalization gradients for the errorful and errorless learners. It was concluded that young children can master a simultaneous discrimination without noticeable S— control and that making errors or responding to S— during simultaneous discrimination acquisition is not a sufficient condition for the establishment of S— dimensional control.

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