scholarly journals Correction of response error versus stimulus error in the extinction of discriminated operant learning.

2020 ◽  
Vol 46 (4) ◽  
pp. 398-407
Author(s):  
Mark E. Bouton ◽  
Eric A. Thrailkill ◽  
Sydney Trask ◽  
Felipe Alfaro
1984 ◽  
Vol 29 (11) ◽  
pp. 906-906
Author(s):  
Geoffrey L. Thorpe

2002 ◽  
Vol 13 (07) ◽  
pp. 383-391 ◽  
Author(s):  
Albert R. De Chicchis ◽  
Michael Carpenter ◽  
Jerry L. Cranford ◽  
Murvin R. Hymel

This study examined the effects of selective attention versus stimulus competition on the late auditory evoked potential (LAEP) in 20 young and 20 elderly listeners. In a series of test runs, different oddball tonal sequences were presented to one or both ears, and listeners were instructed to attend to tones at a specific target ear. Peak amplitudes were recorded for the N1, P2, and the early and late N2 components of the LAEP. Significant attention effects were found for all four components. N1 amplitudes increased significantly when participants attended to the target stimuli, whereas the amplitudes of P2, N2e, and N2l decreased. For all LAEP components except N2l, the attention effect did not differ between young and elderly listeners. Significant competition effects also were found for all four components. Amplitudes were significantly larger in monaural than binaural conditions for all components except N2l. The magnitude of this competition effect also was significantly larger for the young listeners than the elderly for all components except N1. These results suggest that the ability to attend selectively to sounds may be more resistant to normal aging than are effects related to stimulus competition.


2015 ◽  
Vol 283 ◽  
pp. 53-60 ◽  
Author(s):  
Esther Remmelink ◽  
Maarten Loos ◽  
Bastijn Koopmans ◽  
Emmeke Aarts ◽  
Sophie van der Sluis ◽  
...  

1997 ◽  
Vol 24 (3) ◽  
pp. 216-217 ◽  
Author(s):  
Robert B. Graham

This article describes a computer tutorial that teaches the fundamentals of consequences and contingencies in operant teaming. The tutorial content is appropriate for courses in general psychology, learning, and behavioral programming. Applications to animal and human situations are emphasized. The software repeats questions until the student is able to provide the correct answer, but spaces its repetitions to maximize retention. It saves student records as a basis for assignment of course credit. Student reaction to this form of presentation was very favorable. Questionnaire data showed that the students perceived the tutor as more useful in preparing for a test than a text or study guide would have been.


1987 ◽  
Vol 5 ◽  
pp. S116
Author(s):  
Hisao Nishijo ◽  
Taketoshi Ono ◽  
Ryoi Tamura ◽  
Kiyomi Nakamura

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