Stimulus Complexity Mediation of Categorization Behavior

1968 ◽  
Vol 27 (3) ◽  
pp. 723-732 ◽  
Author(s):  
John W. Reich
Keyword(s):  
Physical Properties ◽  
Learning Theory ◽  
Current Understanding ◽  
Stimulus Complexity ◽  
Differential Effects ◽  
Stimulus Response ◽  
Complex Stimuli ◽  
Physical Objects

Some limitations on current understanding of the factors involved in categorization behavior are discussed. Theoretical conceptualizations provided by the mediational hypothesis in learning theory suggest that the physical properties of stimuli themselves should have differential effects on categorization. Using sets of actual physical objects, names of those objects, and a set of abstract verbal statements as representing varying degrees of stimulus-response complexity, the experiment required 34 Ss to sort the sets of stimuli by the own-categories technique. The results confirmed hypotheses predicting that more complex stimuli would result in more complex sorting behavior. The relevance of learning theory for categorization behavior is noted.

scholarly journals Measuring habit formation through goal-directed response switching

2019 ◽  
Author(s):  
David Luque ◽  
Sara Molinero ◽  
Poppy Watson ◽  
Francisco J. López ◽  
Mike Le Pelley
Keyword(s):  
Learning Theory ◽  
Switch Cost ◽  
Time Pressure ◽  
Reward Learning ◽  
Stimulus Response ◽  
Response Switching ◽  
Directed System ◽  
Habitual Behavior ◽  
Reliable Marker ◽  
Translational Models

Reward-learning theory views habits as stimulus–response links formed through extended reward training. Accordingly, animal research has shown that actions that are initially goal-directed can become habitual after operant overtraining. However, a similar demonstration is absent in human research, which poses a serious problem for translational models of behavior. We propose that response-time (RT) switch cost after operant training can be used as a new, reliable marker for the operation of the habit system in humans. Using a new method, we show that RT switch cost demonstrates the properties that would be expected of a habitual behavior: (1) it increases with overtraining; (2) it increases when rewards are larger, and (3) it increases when time pressure is added to the task, thereby hindering the competing goal-directed system. These results offer a promising new pathway for studying the operation of the habit system in humans.

scholarly journals Differential Effects of Prostaglandin D 2 Signaling on Macrophages and Microglia in Murine Coronavirus Encephalomyelitis

mBio ◽  
2021 ◽  
Author(s):  
Abhishek Kumar Verma ◽  
Jian Zheng ◽  
Matthias Mack ◽  
Florent Ginhoux ◽  
Stanley Perlman
Keyword(s):  
Immune Responses ◽  
Viral Encephalitis ◽  
Myeloid Cells ◽  
Current Understanding ◽  
Differential Effects ◽  
Murine Coronavirus

Current understanding about the roles of microglia versus macrophages in viral encephalitis is limited. We previously showed that the signaling of a single prostaglandin, PGD 2 , through its DP1 receptor on myeloid cells is critical for optimal immune responses in infected mice.

Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills

2019 ◽  
pp. 99-116
Author(s):  
Dorothy Businge Kabugo Kakongoro
Keyword(s):  
Secondary School ◽  
Learning Theory ◽  
Group Discussion ◽  
Higher Order ◽  
School Education ◽  
Problem Solving Skills ◽  
Stimulus Response ◽  
Secondary School Education ◽  
Effective Use ◽  
Delivery Approach

This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.

Aesthetic Complexity and Exploratory Behavior

1975 ◽  
Vol 41 (2) ◽  
pp. 363-368 ◽  
Author(s):  
D. H. Saklofske
Keyword(s):  
Exploratory Behavior ◽  
Stimulus Complexity ◽  
Complex Stimuli

To test the hypothesized relationship between exploratory behavior and stimulus complexity, 15 paintings comprising three levels of complexity were derived from ratings by 30 Ss. A further 30 Ss were requested to view the compositions for as long as they wished, and a third group of 30 Ss were asked to write any questions they might have in response to each painting. Data showed a monotonic relationship between complexity and looking time. Total questions and specific interrogations were most frequent for complex stimuli. Yes-no questions did not vary with rated complexity.

scholarly journals On the ionizing populations in GEHRs: unveiling integrated properties from the analysis of the Wolf-Rayet population

2003 ◽  
Vol 212 ◽  
pp. 698-699
Author(s):  
Marcelo Castellanos ◽  
Ángeles I. Díaz ◽  
Elena Terlevich
Keyword(s):  
Physical Properties ◽  
Emission Line ◽  
Massive Stars ◽  
Current Understanding ◽  
Evolutionary Synthesis ◽  
H Ii Regions ◽  
Expanding Atmospheres ◽  
Stars Evolution

In recent years, the detection of Wolf-Rayet stars in Giant Extragalactic H ii Regions (GEHRs) has yielded several questions about our current understanding of massive stars evolution and hot expanding atmospheres, the age of the ionizing populations and their impact onto the physical properties of GEHRs. Here, we present spectrophotometric observations of four extragalactic GEHRs which show WR features in their spectra. Our goal is to reproduce simultaneously the observed WR properties and the emission-line spectra with the help of current evolutionary synthesis models.

scholarly journals NON-METRIC GRAVITY: A STATUS REPORT

2007 ◽  
Vol 22 (40) ◽  
pp. 3013-3026 ◽  
Author(s):  
KIRILL KRASNOV
Keyword(s):  
General Relativity ◽  
Physical Properties ◽  
Modified Gravity ◽  
Degrees Of Freedom ◽  
Current Understanding ◽  
Status Report ◽  
Infinite Class ◽  
The Status ◽  
Generally Covariant ◽  
Matter Fields

We review the status of a certain (infinite) class of four-dimensional generally covariant gravity theories propagating two degrees of freedom that are formulated without any direct mention of the metric. General relativity itself (in its Plebański formulation) belongs to the class, so these theories are examples of modified gravity. We summarize the current understanding of the nature of the modification, of the renormalizability properties of these theories, of their coupling to matter fields, and describe some of their physical properties.

Artworks and Representational Properties

Dialogue ◽  
2004 ◽  
Vol 43 (4) ◽  
pp. 627-644 ◽  
Author(s):  
Sherri Irvin
Keyword(s):  
Physical Properties ◽  
Aesthetic Experience ◽  
Object Identity ◽  
Physical Objects

AbstractA sustained challenge to the view that artworks are physical objects relates to the alleged inability of physical objects to possess representational properties, which some artworks clearly do possess. I argue that the challenge is subject to confusions about representational properties and aesthetic experience. I show that a challenge to artwork-object identity put forward by Danto is vulnerable to a similar criticism. I conclude by noting that the identity of artworks and physical objects is consistent with the insight that attending exclusively to the object's individual physical properties may prevent us from grasping the nature of the work.

TIME ESTIMATION AS A FUNCTION OF STIMULUS COMPLEXITY AND PERSONALITY

1983 ◽  
Vol 11 (2) ◽  
pp. 77-82 ◽  
Author(s):  
Jacob Lomranz
Keyword(s):  
Information Processing ◽  
Theoretical Model ◽  
Time Estimation ◽  
Complex Nature ◽  
Stimulus Complexity ◽  
Personality Variables ◽  
Complex Stimuli ◽  
Quadratic Relationship ◽  
The Relationship

Following the theoretical model originally proposed by Hogan (1978), this study tests the existence of a “U”-relationship between stimulus complexity and time estimation such that time ‘filled” with simple or complex stimuli is perceived as more extended than when the same time is “filled” with stimuli that is of a moderate complex nature. In addition, the present study assumes that this relationship can be better explained by considering the personality variables of extroversion and introversion and their interaction with stimulus complexity. The results confirmed the existence of a quadratic relationship between stimulus complexity and time(< = 0.001). The relationship between information processing in terms of stimulus complexity, personality variables, and the theme of time estimation is discussed.

Methodological Studies in Paired-Associate Learning: I. Procedure, Design, and Meaningfulness

1972 ◽  
Vol 34 (2) ◽  
pp. 387-395 ◽  
Author(s):  
Donald J. Mueller ◽  
Adrian Chan ◽  
James M. Gumina
Keyword(s):  
Repeated Measures ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Repeated Measurements ◽  
Stimulus Complexity ◽  
Associate Learning ◽  
Discrete Trials ◽  
Stimulus Response ◽  
Response Meaningfulness ◽  
Methodological Studies

Design (repeated measures, completely randomized), Presentation Method (paced anticipation, discrete trials), Stimulus Complexity (CVC trigrams, dissyllables), and Stimulus-Response Meaningfulness (high-low, low-high) were varied in 3 experiments. It was shown that repeated measurements design was more directly related to the interaction of meaningfulness level with stimulus-learning than with response-learning in paired-associate learning.

scholarly journals Color realism and color science

2003 ◽  
Vol 26 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Alex Byrne ◽  
David R. Hilbert
Keyword(s):  
Physical Properties ◽  
Recent Literature ◽  
Color Properties ◽  
Color Science ◽  
The Third ◽  
Target Article ◽  
Physical Objects ◽  
The Mind ◽  
Made In

AbstractThe target article is an attempt to make some progress on the problem of color realism. Are objects colored? And what is the nature of the color properties? We defend the view that physical objects (for instance, tomatoes, radishes, and rubies) are colored, and that colors are physical properties, specifically, types of reflectance. This is probably a minority opinion, at least among color scientists. Textbooks frequently claim that physical objects are not colored, and that the colors are “subjective” or “in the mind.” The article has two other purposes: First, to introduce an interdisciplinary audience to some distinctively philosophical tools that are useful in tackling the problem of color realism and, second, to clarify the various positions and central arguments in the debate.The first part explains the problem of color realism and makes some useful distinctions. These distinctions are then used to expose various confusions that often prevent people from seeing that the issues are genuine and difficult, and that the problem of color realism ought to be of interest to anyone working in the field of color science. The second part explains the various leading answers to the problem of color realism, and (briefly) argues that all views other than our own have serious difficulties or are unmotivated. The third part explains and motivates our own view, that colors are types of reflectances and defends it against objections made in the recent literature that are often taken as fatal.

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