scholarly journals Discrimination Learning with Rhythmic and Nonrhythmic Background Music

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1123-1126 ◽  
Author(s):  
F. C. Bates ◽  
T. Horvath
Keyword(s):  
White Noise ◽  
Discrimination Learning ◽  
Auditory Stimulus ◽  
Discrimination Task ◽  
Discrimination Problem ◽  
Auditory Stimulation ◽  
Background Music ◽  
Selection Of

Groups of rats learned a discrimination problem in a four-choice apparatus while exposed to one of six auditory stimulus conditions. The stimuli were: a selection of Mozart, an amelodic version of this piece, a selection of Schoenberg, an amelodic version of this piece, white noise, and quiet. None of the groups acquired the discrimination more quickly than quiet controls. Ss exposed to the Schoenberg music, the amelodic version of it, and to white noise performed more poorly than the controls. Presence of nonrhythmic auditory stimulation is detrimental to performance on a discrimination task.

Test for Effects of Visual and Position Cues on T-Maze Learning in Toads

1980 ◽  
Vol 50 (2) ◽  
pp. 455-460
Author(s):  
William A. Janes ◽  
Virginia P. Falkenberg
Keyword(s):  
Discrimination Learning ◽  
Correct Response ◽  
Discrimination Task ◽  
Aversive Stimulus ◽  
Maze Learning ◽  
Bufo Marinus ◽  
Rate Of Learning

This research was concerned with the effects of different classes of cues on the ability of toads ( Bufo marinus) to learn an escape task, discrimination learning, in a T-maze. The cues were either a black or white brightness cue, a right or left position cue, or combinations of brightness and position cues. The toads were given a .6-mA shock until they made the correct response. Results suggested that toads are capable of learning a discrimination task based on either a position or brightness cue. However, the rate of learning was influenced by strong aversion to the white arm when escaping from an aversive stimulus. No particular preference for either brightness or position cues was found independent of this aversion.

Oddity and Discrimination Learning after Pretraining on a Nonrepeated Oddity Task

1983 ◽  
Vol 56 (1) ◽  
pp. 27-30 ◽  
Author(s):  
Takeshi Sugimura
Keyword(s):  
Discrimination Learning ◽  
Discrimination Task ◽  
Kindergarten Children ◽  
Control Group ◽  
Oddity Task ◽  
Oddity Learning ◽  
High Level

128 kindergarten children learned an oddity task with no repeated stimuli until they reached one of the three criteria of 4/4, 8/8, and 8/8 + 20 correct responses, and then they were given either an oddity task with repeated stimuli or a discrimination task. With increasing numbers of pretraining trials, the repeated oddity learning became significantly easier but ease of the discrimination learning did not change significantly. These findings were interpreted as showing that attention to relational cues increased to a high level through learning the nonrepeated oddity task, whereas attention to absolute cues remained at almost the same level as in the control group with no pretraining.

Effect of Reinforcement of the Negative Discriminandum in Differential Conditioning

1964 ◽  
Vol 14 (1) ◽  
pp. 107-110 ◽  
Author(s):  
Peter J. Donovick ◽  
Leonard E. Ross
Keyword(s):  
Phase I ◽  
Discrimination Learning ◽  
Differential Conditioning ◽  
Discrimination Problem ◽  
Single Stimulus ◽  
Female Rats ◽  
Second Phase ◽  
Learning Situation ◽  
Learning Conditions ◽  
The Difference

The present investigation was concerned with the reduction of inhibition associated with the negative discriminandum in a single stimulus discrimination learning situation. In Phase I 33 female rats were trained on a black-white discrimination problem. In the second phase Ss were divided into three groups which received: (a) 100% reinforcement to both the old positive and negative discriminanda; (b) four trials per day to the old negative, 100% reward; (c) eight trials per day to the old negative, 100% reward. As in previous studies, which employed simultaneous discrimination learning conditions, speed to the old negative remained significantly below speed to the old positive in the second phase. However, unlike the previous results, the difference decreased over trials. No differences were found between the groups that had trials to the old negative cue only, or between these groups and either speed to the old positive or the old negative in the case of the group receiving reward on both cues.

The Anterior Cingulate and Reward-Guided Selection of Actions

2003 ◽  
Vol 89 (2) ◽  
pp. 1161-1164 ◽  
Author(s):  
K. A. Hadland ◽  
M.F.S. Rushworth ◽  
D. Gaffan ◽  
R. E. Passingham
Keyword(s):  
Discrimination Learning ◽  
Visual Discrimination ◽  
Response Selection ◽  
Cingulate Cortex ◽  
Learning Task ◽  
Selection Task ◽  
Anterior Cingulate ◽  
Conditional Response ◽  
Visual Discrimination Learning ◽  
Selection Of

Macaques were taught a reward-conditional response selection task; they learned to associate each of two different actions to each of two different rewards and to select actions that were appropriate for particular rewards. They were also taught a visual discrimination learning task. Cingulate lesions significantly impaired selection of responses associated with different rewards but did not interfere with visual discrimination learning or performance. The results suggest that 1) the cingulate cortex is concerned with action reward associations and not limited to just detecting when actions lead to errors and 2) that the cingulate cortex's function is limited to action reinforcer associations and it is not concerned with stimulus reward associations.

Comparison of Custom Sounds for Achieving Tinnitus Relief

2004 ◽  
Vol 15 (08) ◽  
pp. 585-598 ◽  
Author(s):  
James A. Henry ◽  
Betsy Rheinsburg ◽  
Tara Zaugg
Keyword(s):  
Pilot Study ◽  
White Noise ◽  
Auditory Stimulus ◽  
Broadband Noise ◽  
The Other ◽  
Research Center ◽  
Hearing Research ◽  
Group Data ◽  
Clinically Significant ◽  
Tinnitus Masking

Tinnitus masking has been a widely used method for treating clinically significant tinnitus. The method, referred to herein as "sound-based relief," typically uses wearable ear-level devices ("maskers") to effect palliative tinnitus relief. Although often effective, this approach is limited to the use of broadband noise with the maskers. We hypothesized that the effectiveness of treatment can be improved by expanding the auditory-stimulus options available to patients. A pilot study was conducted to determine for each of 21 subjects the most effective of custom sounds that are designed to promote tinnitus relief. While sitting in a sound booth, subjects listened to white noise and to custom sounds that are available commercially for providing tinnitus relief. Three sound formats ("E-Water," "E-Nature," and "E-Air") were provided by the Dynamic Tinnitus Mitigation (DTM-6a) system (Petroff Audio Technologies, Inc.). Additionally, seven sounds were provided by the Moses/Lang CD7 system (Oregon Hearing Research Center). Considering group data, all of the sounds provided a significant reduction in tinnitus annoyance relative to the annoyance of tinnitus alone. Two of the commercial sounds (DTM E-Nature and E-Water) were judged significantly more effective than the other sounds.

Discrimination Learning, Social Class, and Type of Reward

1970 ◽  
Vol 27 (3) ◽  
pp. 803-805 ◽  
Author(s):  
J. C. Norton ◽  
Arlen D. Versteeg ◽  
Cecil A. Rogers
Keyword(s):  
Social Class ◽  
Head Start ◽  
Middle Class ◽  
Discrimination Learning ◽  
Visual Discrimination ◽  
Discrimination Task ◽  
Significant Variable ◽  
Status Group ◽  
Verbal Group ◽  
Lower Status

A visual discrimination task was used to determine the effectiveness of verbal reward alone (Verbal group) vs a combination of candy and verbal reward (Combined group) with 16 middle-class 5-yr.-olds and 16 5-yr.-olds from a Head Start class. Social class proved to be the only significant variable, the performance of the higher status group being superior to that of the lower status group. Only a tendency for the verbally rewarded Ss to be superior to combined reward Ss was noted.

On the resolution of statics, structure, and residual normal moveout

Geophysics ◽  
1981 ◽  
Vol 46 (7) ◽  
pp. 984-993 ◽  
Author(s):  
Michael O. Marcoux
Keyword(s):  
White Noise ◽  
Explicit Solution ◽  
New Method ◽  
Two Dimensional ◽  
Static Structure ◽  
Spatial Variables ◽  
Practical Consequence ◽  
Common Depth Point ◽  
Method Of Solution ◽  
Selection Of

The problem of separation of reflection times into the component parts of source static, receiver static, structure time, and residual normal moveout (RNMO) is presented. A new solution is derived which is valid for wavelengths ranging from a group interval at the short end to a distance equal to the separation between the full‐fold positions at the long end. In the absence of RNMO, this solution, though not unique, is, however, optimum with regard to stability against noise in general. In the presence of RNMO, the solution is most stable against white noise. Additionally, it is concluded that the underconstrained nature of the problem is of minor practical consequence. The new method is based on the two‐dimensional (2-D) spectrum of the reflection times considered as a function of the spatial variables of common depth point (CDP) and offset. The resultant equations yield a simple, explicit solution for each separate wavelength. The computation is rapid and directly controllable by selection of the desired wavelengths. Synthetic examples are used to demonstrate the properties of this method of solution.

Evaluation of Distractibility of Material Reinforcers and Procedures on Discrimination Learning

1972 ◽  
Vol 31 (2) ◽  
pp. 535-538 ◽  
Author(s):  
John Raymond Blair
Keyword(s):  
Middle Class ◽  
Discrimination Learning ◽  
Discrimination Task ◽  
Reward System ◽  
Third Grade ◽  
Control Group ◽  
Contingent Reinforcement ◽  
Size Discrimination ◽  
Response Contingent ◽  
Reinforcement Procedure

Third-grade middle-class children performed a size-discrimination task under one of 5 reward conditions (consumable, nonconsumable, token-consumable, token-nonconsumable, token) or a control condition. The reward groups were comparable in performance and markedly superior to the control group. Contrary to expectations, response-contingent nonconsumable rewards were not more distracting than response-contingent consumable rewards nor was the token-reward system for presenting these material rewards less distracting than the response-contingent reinforcement procedure.

Discrimination Pretraining and Sound Learning

1965 ◽  
Vol 20 (3) ◽  
pp. 905-916 ◽  
Author(s):  
Harris Winitz ◽  
Linda Preisler
Keyword(s):  
Discrimination Training ◽  
Discrimination Learning ◽  
Discrimination Task ◽  
Sound Production ◽  
First Grade ◽  
Automatic Programming ◽  
Group A ◽  
Sound Discrimination ◽  
Group B ◽  
Sound Learning

Sound production learning as a function of sound discrimination learning was investigated. First grade Ss who were observed to utter /skrə'b/ for /srə'b/ were assigned to two discrimination pretraining groups ( N = 15 in each group): Group A, discrimination training on /skrə'b/-/srə'b/ and Group B, discrimination training on /sliyp/-/∫liyp/. The discrimination task was taught through the use of automatic programming devices. Following discrimination training it was found that /srə'b/ was uttered correctly by two-thirds of Ss in Group A, but was uttered incorrectly by all Ss in Group B. It was concluded that sound discrimination training effectively facilitated sound production learning and that automatic sound discrimination programming appears feasible.

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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