Position Reversal Training in the Virginia Opossum: Evidence for the Acquisition of a Learning Set

1965 ◽  
Vol 17 (3) ◽  
pp. 250-254 ◽  
Author(s):  
Herbert Friedman ◽  
David A. Marshall

To obtain an estimate of the learning ability of opossums, five tame ones were trained on a series of position reversals to a criterion. With 4 trials per day there was no consistent improvement over a series of 15 reversals. When each daily session was increased to as many trials as needed to reach criterion, errors dropped sharply, indicating the formation of a position learning set. Upon return to 4 trials per day, 3 of 4 animals continued to perform with few errors, showing transfer of learning set. Opossums do more poorly than rats on this task, which is in agreement with the relative phyletic level of the two species.

1965 ◽  
Vol 20 (3_suppl) ◽  
pp. 1057-1063 ◽  
Author(s):  
Elaine V. Houck ◽  
D. Bruce Gardner ◽  
Donna Ruhl

Three groups of children were compared for performance in a tactile discrimination task. Group A had received auditory pretraining; Group V had received visual pretraining; Group C received only familiarization with the room and apparatus. The basis of discrimination in all three modalities was “one” vs “two.” Both visual and auditory pretraining facilitated performance in the tactile task. Visual pretraining was more effective than auditory, in its facilitating effects on tactile discrimination. Findings ate not fully accounted for under the heading of learning set, suggesting the need for a more comprehensive theory of sensory integration. Problems in providing an adequate control experience with the apparatus without transfer of learning to the final task for Group C and problems of comparability of tasks in different modalities are discussed.


1968 ◽  
Vol 27 (3) ◽  
pp. 835-838 ◽  
Author(s):  
Douglas L. Medin ◽  
Roger T. Davis

Nine stumptail monkeys (Macaca speciosa) were trained on a successive discrimination learning set where each 2-choice problem was in the paradigm: AA, go Left—BB, go Right. Each S was given 5 unique 8-trial problems a day for 150 days. For half of the animals, the A and B objects did not differ in color; for the other half, color cues were always present and relevant. Significant inter-problem learning was found, but improvement with practice was very slow. The group of monkeys which could use color as a cue did not form the learning set any more efficiently than the group forced to rely on cues other than color.


Author(s):  
Pui Fong Kan

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.


1994 ◽  
Vol 108 (2) ◽  
pp. 284-293 ◽  
Author(s):  
David G. Lavond ◽  
Sanae A. Kanzawa ◽  
Dragana Ivkovich ◽  
Robert E. Clark

Sign in / Sign up

Export Citation Format

Share Document