A Computer Tutorial on the Principles of Stimulus Generalization

1998 ◽  
Vol 25 (2) ◽  
pp. 149-151 ◽  
Author(s):  
Robert B. Graham
Keyword(s):  
Discrimination Learning ◽  
Peak Shift ◽  
Stimulus Generalization ◽  
Operant Learning ◽  
General Psychology ◽  
Student Reaction ◽  
Computer Tutorial ◽  
Generalization Gradients ◽  
Behavioral Programming

In this article, I describe a computer tutorial that teaches the fundamentals of stimulus generalization in operant learning. The content is appropriate for courses in general psychology, learning, and behavioral programming. Concepts covered include reinforcement, discrimination learning, stimulus continua, generalization, generalization gradients, and peak shift. The tutorial also reviews applications in animal and human situations. Student reaction to this form of presentation was very favorable.

A Computer Tutorial on Consequences in Operant Learning

1997 ◽  
Vol 24 (3) ◽  
pp. 216-217 ◽  
Author(s):  
Robert B. Graham
Keyword(s):  
Correct Answer ◽  
Operant Learning ◽  
Study Guide ◽  
Questionnaire Data ◽  
General Psychology ◽  
Student Records ◽  
Student Reaction ◽  
Computer Tutorial ◽  
Behavioral Programming ◽  
Course Credit

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.

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.

scholarly journals ASSESSMENT OF STIMULUS GENERALIZATION GRADIENTS IN THE TREATMENT OF SELF-INJURIOUS BEHAVIOR

1998 ◽  
Vol 31 (3) ◽  
pp. 479-483 ◽  
Author(s):  
Joseph S. Lalli ◽  
F. Charles Mace ◽  
Kimberley Livezey ◽  
Kelly Kates
Keyword(s):  
Stimulus Generalization ◽  
Generalization Gradients

Some Determinants of the Peak Shift in Stimulus Generalization

1973 ◽  
Vol 32 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Stephanie G. Weinberg
Keyword(s):  
Discrimination Training ◽  
Positive Reinforcement ◽  
Behavioral Contrast ◽  
Generalization Test ◽  
Variable Interval ◽  
Peak Shift ◽  
Test Session ◽  
Stimulus Generalization ◽  
Physical Separation ◽  
Subsequent Discrimination

Rats were pretrained in the presence of an auditory click rate stimulus of 14 pps correlated with variable-interval or variable-ratio reinforcement. During subsequent discrimination training, the added stimulus, correlated with extinction, was 18, 36, 72, or 0 (no sound) pps. After discrimination, Ss were given a generalization test session, in extinction, in which five click rate stimuli were presented. The inverse relationship between physical separation of the discrimination training stimuli and amount of peak shift of the generalization gradient occurred regardless of the original positive reinforcement schedule during training. Behavioral contrast was not produced by all Ss. Results demonstrated no effect of separation of training stimuli on behavioral contrast and that behavioral contrast and peak shift need not covary.

scholarly journals Generalization gradients around SsD following errorless discrimination learning

1970 ◽  
Vol 21 (5) ◽  
pp. 298-300
Author(s):  
Daniel F. Johnson ◽  
William H. Anderson
Keyword(s):  
Discrimination Learning ◽  
Generalization Gradients

scholarly journals Song discrimination learning in zebra finches induces highly divergent responses to novel songs

2006 ◽  
Vol 274 (1607) ◽  
pp. 295-301 ◽  
Author(s):  
Machteld N Verzijden ◽  
Eric Etman ◽  
Caroline van Heijningen ◽  
Marianne van der Linden ◽  
Carel ten Cate
Keyword(s):  
Discrimination Learning ◽  
Peak Shift ◽  
Taeniopygia Guttata ◽  
One Dimension ◽  
Signal Evolution ◽  
Zebra Finches ◽  
Communication Signals ◽  
Song Discrimination ◽  
Species Specific ◽  
Element Sequence

Perceptual biases can shape the evolution of signal form. Understanding the origin and direction of such biases is therefore crucial for understanding signal evolution. Many animals learn about species-specific signals. Discrimination learning using simple stimuli varying in one dimension (e.g. amplitude, wavelength) can result in perceptual biases with preferences for specific novel stimuli, depending on the stimulus dimensions. We examine how this translates to discrimination learning involving complex communication signals; birdsongs. Zebra finches ( Taeniopygia guttata ) were trained to discriminate between two artificial songs, using a Go/No-Go procedure. The training songs in experiment 1 differed in the number of repeats of a particular element. The songs in experiment 2 differed in the position of an odd element in a series of repeated elements. We examined generalization patterns by presenting novel songs with more or fewer repeated elements (experiment 1), or with the odd element earlier or later in the repeated element sequence (experiment 2). Control birds were trained with only one song. The generalization curves obtained from (i) control birds, (ii) experimental birds in experiment 1, and (iii) experimental birds in experiment 2 showed large and systematic differences from each other. Birds in experiment 1, but not 2, responded more strongly to specific novel songs than to training songs, showing ‘peak shift’. The outcome indicates that learning about communication signals may give rise to perceptual biases that may drive signal evolution.

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