Pattern Area and Discrimination Learning with Pattern Spacing, Pattern Height, Pattern-Border Contiguity, and Pattern Manipulation Controlled

1969 ◽  
Vol 29 (2) ◽  
pp. 407-413 ◽  
Author(s):  
Merrill F. Elias
Keyword(s):  
Discrimination Learning ◽  
Pattern Discrimination ◽  
Spacing Pattern ◽  
Temporal Succession ◽  
Improved Learning ◽  
The Relationship ◽  
Dark Room

The relationship between pattern area and pattern discrimination learning was explored. The possibly confounding effects of pattern spacing, height, contiguity, and manipulation were removed or controlled by: (a) presenting illuminated .25-, 1-, and 4-sq. in. patterns in a totally dark room, (b) alternating correct and incorrect patterns in a randomly determined temporal succession, (c) equating pattern height for all pattern-area conditions, (d) prohibiting pattern manipulation. Increasing pattern height from 1 to 4 sq. in. still resulted in improved learning. Results were interpreted in terms of utilization of brightness and/or size differences as cues to pattern discrimination.

Stimulus Size and Pattern Discrimination Training with Pattern-Pattern Contiguity Removed

1968 ◽  
Vol 27 (2) ◽  
pp. 483-491 ◽  
Author(s):  
Merrill F. Elias
Keyword(s):  
Discrimination Training ◽  
Discrimination Problem ◽  
Pattern Discrimination ◽  
Testing Procedure ◽  
Stimulus Size ◽  
Optimal Learning ◽  
Background Ratio ◽  
Temporal Succession ◽  
Improved Learning

To separate effects of increased pattern-pattern contiguity from those of decreased pattern-background ratio, hooded rats discriminated between correct and incorrect patterns presented in temporal succession. Even though pattern-pattern contiguity was eliminated, decreased pattern-background ratio resulted in improved learning. However, the best learning for one problem was obtained with a 4-sq.-in. pattern superimposed on a 16-sq.-in. background. It was concluded that decreased pattern-background ratio contributes to better learning, but the pattern and background size for optimal learning varies as a function of the testing procedure and discrimination problem.

Relation of Pattern Spacing to Pattern Discrimination in the Hooded Rat

1968 ◽  
Vol 26 (2) ◽  
pp. 447-454 ◽  
Author(s):  
Merrill F. Elias ◽  
Andrew I. Stein
Keyword(s):  
Discrimination Learning ◽  
Pattern Discrimination ◽  
Large Pattern ◽  
Improved Learning

To determine the relation of pattern spacing to improved learning with large pattern-small background combinations, rats were trained with: 1-sq. in. patterns on narrowly-spaced 4-sq. in. backgrounds (NS 1:4); 1-sq. in. patterns on widely-spaced 4-sq. in. backgrounds (WS 1:4); 1-sq. in. patterns on 16-sq. in. backgrounds (1:16). Patterns were closest together for the NS 1:4 condition and the same distance apart for WS 1:4 and 1:16. For a triangle-circle discrimination, learning was best for NS 1:4, poorer for WS 1:4 and poorest for 1:16. For a diamond-square discrimination, NS 1:4 was superior to WS 1:4 and 1:16 which did not differ. Conclusions were that decreased pattern spacing (a) improves learning and (b) is more critical for difficult problems.

HUBUNGAN KELENGKAPAN SUMBER BELAJAR DENGAN HASIL BELAJAR EKONOMI PADA SISWA KELAS X SEMESTER GENAP SMA NEGERI 7 BANDAR LAMPUNG TAHUN PELAJARAN 2015/2016

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Kharisma Idola Arga ◽  
Tri Wahyudi ◽  
Desi Handayani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Method ◽  
Student Learning Outcomes ◽  
Learning Resources ◽  
Economic Study ◽  
Multiple Choice Questions ◽  
Improved Learning ◽  
Relationship Of ◽  
The Relationship

Abstract This study aims to determine the completeness of the relationship of learning resources with improved learning outcomes, and the degree of closeness of the relationship between the completeness of the learning resources with improved learning outcomes of economic subjects in class X second semester. The method used in this research is descriptive quantitative method. Where a population of 397 students. The sample in this study as many as 38 students were given a test in the form of 20 multiple-choice questions to determine student learning outcomes and questionnaires to determine the relationship of the completeness of the source of student learning. Testing the hypothesis in this study using product moment correlation test. Based on the results of hypothesis testing that has been done with the author, obtained = 0.645 greater than rdaf at the level of 5% with N = 38 is 0.320 (statistics table) this means. Namely 0.645> 0.320, which means that there is a relationship completeness of learning resources with the results of the economic study in grade x second semester. Abstrak Penelitian ini bertujuan untuk mengetahui Hubungan kelengkapan sumber belajar dengan peningkatan hasil belajar, dan tingkat keeratan antara hubungan kelengkapan sumber belajar dengan peningkatan hasil belajar mata pelajaran ekonomi pada siswa kelas X semester genap. Metode yang dipakai dalam penelitian ini adalah metode deskriptif kuantitatif. Dimana populasi sebanyak 397 siswa. Sampel dalam penelitian ini sebanyak 38 siswa diberikan tes dalam bentuk pilihan ganda sebanyak 20 soal untuk mengetahui hasil belajar siswa dan angket untuk mengetahui hubungan kelengkapan sumber belajar siswa. Pengujian hipotesis dalam penelitian ini menggunakan uji korelasi product moment. Berdasarkan hasil pengujian hipotesis yang telah dilakukan penulis, di peroleh = 0,645 lebih besar dari rdaf pada taraf 5% dengan N = 38 yaitu 0,320 (tabel statistik) hal ini berarti . Yaitu 0,645 > 0,320 yang berarti bahwa ada hubungan kelengkapan sumber belajar dengan hasil belajar ekonomi pada siswa kelas x semester genap. Kata Kunci : kelengkapan sumber belajar dan hasil belajar

Pattern Discrimination Learning with Rhesus Monkeys

1966 ◽  
Vol 19 (1) ◽  
pp. 311-324 ◽  
Author(s):  
Sandra R. Blehert
Keyword(s):  
Discrimination Learning ◽  
Mathematical Description ◽  
Rhesus Monkeys ◽  
Stimulus Pattern ◽  
Discrimination Task ◽  
Pattern Discrimination ◽  
Individual Learning ◽  
Group Data

Rhesus monkeys were trained to criterion on a 2-stimulus and a 5-stimulus pattern discrimination task. The probabilities of response to the various stimuli throughout learning are examined for individual Ss, and it is found that Ss exhibit consistency in the order and manner in which incorrect stimuli are eliminated. This suggests a simple mathematical description of the process, which is used to deepen the analysis of the data, permitting estimation of individual learning parameters and construction of more meaningful summaries of the group data.

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