The Effect of Task Difficulty and Criteria of Learning on a Subsequent Reversal

1973 ◽  
Vol 25 (2) ◽  
pp. 223-228 ◽  
Author(s):  
J. Sweller
Keyword(s):  
Discrimination Training ◽  
Reversal Learning ◽  
Task Difficulty ◽  
Quadratic Function ◽  
Spatial Task ◽  
Attention Theory ◽  
Reversal Effect ◽  
Initial Discrimination

Two experiments using rats were carried out in which it was shown that a quadratic function can best describe the relation between amount of initial discrimination training and speed of reversal learning for both a difficult visual and an easy spatial task. The results are used to explain the rarity of the over learning reversal effect (ORE) using easy tasks such as position discriminations. Implications for the attention theory are also discussed.

The Overtraining Reversal Effect in Rats: A Function of Task Difficulty

1972 ◽  
Vol 24 (3) ◽  
pp. 291-298 ◽  
Author(s):  
Charles L. Richman ◽  
Karol Knoblock ◽  
Wayne Coussens
Keyword(s):  
Spatial Learning ◽  
Task Difficulty ◽  
Brightness Discrimination ◽  
Spatial Task ◽  
Learning Problem ◽  
Reversal Performance ◽  
Reversal Problem ◽  
Reversal Effect ◽  
Spatial Tasks ◽  
Equal Difficulty

Two experiments were conducted with rats. The first study showed that in the T-maze a brightness discrimination learning problem was more difficult than a spatial learning problem, but in a Ross-maze a brightness problem was less difficult than a spatial task. T-maze brightness and Ross-maze spatial tasks were found to be of equal difficulty. In the second experiment rats were trained either on a brightness or spatial discrimination reversal problem in the Ross-maze. It was found that overtraining facilitated reversal performance in the spatial task but not in the brightness problem. The theoretical implications of these results were discussed.

Reversal learning deficit in a spatial task but not in a cued one after telencephalic ablation in goldfish

2000 ◽  
Vol 109 (1) ◽  
pp. 91-98 ◽  
Author(s):  
J.Carlos López ◽  
Cristina Broglio ◽  
Fernando Rodrı́guez ◽  
Catherine Thinus-Blanc ◽  
Cosme Salas
Keyword(s):  
Reversal Learning ◽  
Spatial Task ◽  
Learning Deficit

Variation in Motivational Level and Inter-Species SDR Performance Differences among Closely Related Avian Species

1969 ◽  
Vol 28 (2) ◽  
pp. 543-546 ◽  
Author(s):  
Robert L. Gossette ◽  
Patricia Hood
Keyword(s):  
Recent Work ◽  
Reversal Learning ◽  
Species Differences ◽  
Spatial Task ◽  
Avian Species ◽  
Successive Reversal ◽  
Past Work ◽  
Performance Differences ◽  
Motivational Level ◽  
Species Performance

Past work has suggested that successive reversal learning might be a valuable methodology for the calibration of inter-species performance differences. However, recent work has revealed that such learning is importantly influenced by variation in drive ( D) and incentive ( K) levels. To determine whether previously reported inter-species differences might have been the result of failure to equate D and K across species the reversal performances of Ringneck doves and pigeons on a spatial task were compared under two levels of D and one level of K.

Relation between Perseveration and Position Responding in Reversal Learning

1971 ◽  
Vol 29 (2) ◽  
pp. 375-378
Author(s):  
J. Sweller ◽  
A. H. Winefield
Keyword(s):  
Reversal Learning ◽  
Simultaneous Discrimination ◽  
Reversal Training ◽  
Reversal Effect

In order to test an interpretation of the overlearning reversal effect, 2 groups of rats were given acquisition and reversal training on a simultaneous discrimination using 50% or 100% reinforcement. No difference in position responding was observed during reversal, and this result was construed as disconfirming the hypothesis.

Further Studies of Overlearning and Position Reversal Learning

1964 ◽  
Vol 14 (2) ◽  
pp. 380-382 ◽  
Author(s):  
M. R. D'Amato ◽  
Donald Schiff
Keyword(s):  
Reversal Learning ◽  
Incorrect Response ◽  
Choice Response ◽  
Illumination Change ◽  
Incorrect Choice ◽  
Visual Cue ◽  
Reversal Effect ◽  
Stimulus Complex ◽  
Position Response

The effects of extensive overtraining on position reversal were studied in 2 experiments in which the stimulus complex associated with the choice response was manipulated. In Exp. I a visual cue (brightness) was correlated with the position response. In Exp. II the stimulus consequences of an incorrect response were made highly discriminable by associating an abrupt illumination change with an incorrect choice. Despite these modifications the overlearning reversal effect failed to occur in both experiments, verifying a number of previous reports.

Overlearing Reversal Effect on a Conditional Discrimination Task

1966 ◽  
Vol 18 (3) ◽  
pp. 809-810
Author(s):  
B. R. Hergenhahn ◽  
Jack Capehart ◽  
Thomas E. Sitterley
Keyword(s):  
Reversal Learning ◽  
Conditional Discrimination ◽  
Discrimination Task ◽  
Reversal Effect ◽  
Theoretical Issues

Overtraining facilitated reversal learning on a conditional discrimination task. Theoretical issues arise from the fact that, in such a problem, it is difficult to classify cues as either relevant or irrelevant.

Short-Term Retention of “Surprising” Events by Pigeons

1980 ◽  
Vol 32 (4) ◽  
pp. 539-556 ◽  
Author(s):  
Ruth M. Colwill ◽  
Anthony Dickinson
Keyword(s):  
Retention Interval ◽  
Discrimination Training ◽  
Food Presentation ◽  
Short Term ◽  
Target Event ◽  
Initial Discrimination ◽  
Term Retention ◽  
Probe Test

Terry and Wagner (1975) have suggested that the short-term retention of information about an event is enhanced if the occurrence of the event is made unexpected or surprising. Three experiments tested this idea using delayed conditional position (Experiment I) and colour discriminations (Experiments II and III). The subjects were pigeons and the presentation of food was the target event to be remembered. Choice of one of two simultaneously presented stimuli was reinforced if the retention interval had been initiated by presentation of target food. Contrary to Terry and Wagner's claim, retention was superior on probe test trials in Experiments I and II if the presentation of the target food was preceded by a previously established signal for food (CS+) rather than by a stimulus which had not been paired with food (CS-). Experiment III systematically manipulated the signalling conditions used during initial discrimination training. Retention was better following a CS+ presentation if the target food had been signalled during initial discrimination training but worse if the food presentation had been unsignalled. These results do not favour the idea that retention of an event is directly affected by whether or not the target event is surprising.

Temporal Cognition Can Affect Spatial Cognition More Than Vice Versa: The Effect of Task-Related Stimulus Saliency

2019 ◽  
Vol 32 (1) ◽  
pp. 25-44
Author(s):  
Chizuru T. Homma ◽  
Hiroshi Ashida
Keyword(s):  
Exposure Duration ◽  
Task Difficulty ◽  
Opposite Effect ◽  
Irrelevant Stimulus ◽  
Spatial Task ◽  
Subjective Rating ◽  
Temporal Cognition ◽  
Visual Exposure ◽  
Stimulus Saliency ◽  
Cognitive Interaction

Abstract Cognition of space and time affect each other; a line with longer length appears to be longer in exposure duration (space on time), and a line with longer exposure duration appears to be longer in length (time on space). This cognitive interaction is known to be asymmetric; the effect of space on time is larger than that of time on space. We conjectured that this asymmetry is not intrinsic but may depend on the saliency of relevant signals. Participants were asked to judge the visual exposure duration of lines that varied in length or the lengths of the lines with different exposure times. The ranges of task-relevant and -irrelevant stimulus values were the same in the spatial and temporal tasks. Task difficulty was also evaluated by subjective rating. We found that duration affected the judgment of length more than vice versa, when the spatial task was significantly more difficult than the temporal task. Together with our previous results that showed the opposite effect, our conjecture is supported that the saliency of stimuli should affect the balance of interactions.

scholarly journals The performance of cleaner wrasse, Labroides dimidiatus, in a reversal learning task varies across experimental paradigms

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e4745 ◽  
Author(s):  
Simon Gingins ◽  
Fanny Marcadier ◽  
Sharon Wismer ◽  
Océane Krattinger ◽  
Fausto Quattrini ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Cognitive Abilities ◽  
Learning Task ◽  
Performance Outcomes ◽  
Spatial Task ◽  
Cognitive Testing ◽  
Labroides Dimidiatus ◽  
Testing Performance ◽  
Set Up ◽  
Experimental Treatments

Testing performance in controlled laboratory experiments is a powerful tool for understanding the extent and evolution of cognitive abilities in non-human animals. However, cognitive testing is prone to a number of potential biases, which, if unnoticed or unaccounted for, may affect the conclusions drawn. We examined whether slight modifications to the experimental procedure and apparatus used in a spatial task and reversal learning task affected performance outcomes in the bluestreak cleaner wrasse, Labroides dimidiatus (hereafter “cleaners”). Using two-alternative forced-choice tests, fish had to learn to associate a food reward with a side (left or right) in their holding aquarium. Individuals were tested in one of four experimental treatments that differed slightly in procedure and/or physical set-up. Cleaners from all four treatment groups were equally able to solve the initial spatial task. However, groups differed in their ability to solve the reversal learning task: no individuals solved the reversal task when tested in small tanks with a transparent partition separating the two options, whereas over 50% of individuals solved the task when performed in a larger tank, or with an opaque partition. These results clearly show that seemingly insignificant details to the experimental set-up matter when testing performance in a spatial task and might significantly influence the outcome of experiments. These results echo previous calls for researchers to exercise caution when designing methodologies for cognition tasks to avoid misinterpretations.

Piracetam inhibits Pavlovian extinction and reversal learning in a spatial task for rats

1998 ◽  
Vol 37 (6) ◽  
pp. 815-825 ◽  
Author(s):  
Gert R.J Christoffersen ◽  
Anne Kemp ◽  
Gudbjörg Örlygsdottir
Keyword(s):  
Reversal Learning ◽  
Spatial Task ◽  
Pavlovian Extinction
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