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.

Focal Visual Attention and Pattern Discrimination

Perception ◽  
1993 ◽  
Vol 22 (5) ◽  
pp. 509-515 ◽  
Author(s):  
Jukka Saarinen
Keyword(s):  
Eye Movements ◽  
Reaction Time ◽  
Stimulus Pattern ◽  
Discrimination Task ◽  
Reaction Times ◽  
Stimulus Display ◽  
Pattern Discrimination ◽  
Specific Question ◽  
Target Pattern ◽  
Focal Attention

Pattern discrimination in the presence of distractor patterns is improved when the stimulus display is preceded by a precue designating the location of the target pattern. Experiments were conducted to determine how big an improvement the precue produced. The specific question of whether the observer is able to process selectively the stimulus pattern in the cued location of the display and ignore the patterns of the noncued locations was addressed. In order to study this, reaction time for pattern discrimination on a blank background (no distractors) was compared with the reaction time when the observer performed the same discrimination task in the presence of distractors and a precue had indicated the location of the stimulus pattern to be discriminated. The results showed that these two reaction times were equal if the cue preceded the stimulus patterns at intervals which were longer than some minimum time. Hence, stimuli outside the ‘aperture’ of focal attention can be ignored. These results could not be attributed to eye movements, because the longest duration of the whole sequence of precue and stimulus patterns was only 200 ms.

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.

scholarly journals Pentylenetetrazol: Posttraining injection facilitates discrimination learning in rhesus monkeys

1979 ◽  
Vol 7 (3) ◽  
pp. 265-268 ◽  
Author(s):  
Robert E. Bowman ◽  
Mark P. Heironimus ◽  
Harry F. Harlow
Keyword(s):  
Discrimination Learning ◽  
Rhesus Monkeys

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.

scholarly journals The effects of stimulus movement on discrimination learning by rhesus monkeys

1977 ◽  
Vol 10 (3) ◽  
pp. 161-164 ◽  
Author(s):  
Perry M. Nealis ◽  
Harry F. Harlow ◽  
Stephen J. Suomi
Keyword(s):  
Discrimination Learning ◽  
Rhesus Monkeys ◽  
Stimulus Movement
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