The Role of Deployment of Attention in the Overlearning Reversal Effect (ORE) with Aggressive and Nonaggressive Stimuli

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1195-1201 ◽  
Author(s):  
John Paul Szalai ◽  
Morris Eagle
Keyword(s):  
College Students ◽  
Instrumental Response ◽  
Stimulus Dimension ◽  
Neutral Stimulus ◽  
Reversal Shift ◽  
Relevant Stimulus ◽  
Reversal Effect ◽  
Relevant Stimulus Dimension ◽  
Response Errors

The study elucidated the role of deployment of attention in the appearance and magnitude of the overlearning reversal effect (ORE) with simultaneously occurring aggressive and neutral stimulus dimensions in a discrimination reversal-shift paradigm with 60 undergraduate college students. Confirming expectations, significantly larger overlearning reversal effect (ORE) was produced on the number of instrumental response errors and verbalized attentional errors with the less complex and less salient neutral, relevant-stimulus dimension. The findings that greater ORE, as reflected in attentional errors, was observed with the less salient but also less complex neutral stimulus dimension support the attentional explanations of the ORE phenomenon. These results contrast with those observed with traditional geometric stimulus material where greater complexity is associated with greater ORE.

Effects of Overtraining on Reversal and Nonreversal Discrimination Shifts in a Free Operant Situation

1964 ◽  
Vol 19 (3) ◽  
pp. 927-934 ◽  
Author(s):  
Charles N. Uhl
Keyword(s):  
Irrelevant Stimulus ◽  
Stimulus Dimension ◽  
Single Stimulus ◽  
Reversal Shift ◽  
Nonreversal Shift ◽  
Acquisition Criterion ◽  
Free Operant ◽  
Theoretical Issues ◽  
Free Operant Situation

Rats were trained on a single-stimulus, successive discrimination in a free operant situation. An irrelevant stimulus dimension was present at ail times. Following attainment of the acquisition criterion, Ss were shifted immediately or given 4 or 8 days of overtraining before being shifted. Half of Ss were given a reversal shift and half a nonreversal shift. Overtraining did not affect reversal or nonreversal learning. These results were contrasted with those of Mackintosh (1962). Various theoretical issues were discussed in light of the present findings. It was tentatively concluded that the overtraining effect depends upon the role of observing behavior in the formation and overtraining of a discrimination.

scholarly journals Cue Competition and Incidental Learning: No Blocking or Overshadowing in the Colour-Word Contingency Learning Procedure Without Instructions to Learn

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
James R. Schmidt ◽  
Jan De Houwer
Keyword(s):  
Incidental Learning ◽  
Stimulus Dimension ◽  
Decision Processes ◽  
Cue Competition ◽  
Contingency Learning ◽  
Relevant Stimulus ◽  
Learning Procedure ◽  
Learning Conditions ◽  
Colour Word ◽  
Relevant Stimulus Dimension

Overshadowing and blocking are two important findings that are frequently used to constrain models of associative learning. Overshadowing is the finding that learning about a cue (referred to as X) is reduced when that cue is always accompanied by a second cue (referred to as A) during the learning phase (AX). Blocking is the finding that after learning a stimulus-outcome relation for one stimulus (A), learning about a second stimulus (X) is reduced when the second stimulus is always accompanied by the first stimulus (AX). It remains unclear whether overshadowing and blocking result from explicit decision processes (e.g., “I know that A predicts the outcome, so I am not sure whether X does, too”), or whether cue competition is built directly into low-level association formation processes. In that vein, the present work examined whether overshadowing and/or blocking are present in an incidental learning procedure, where the predictive stimuli (words or shapes) are irrelevant to the cover task and merely correlated with the task-relevant stimulus dimension (colour). In two large online studies, we observed no evidence for overshadowing or blocking in this setup: (a) no evidence for an overshadowing cost was observed with compound (word-shape) cues relative to single cue learning conditions, and (b) contingency learning effects for blocked stimuli did not differ from those for blocking stimuli. However, when participants were given the explicit instructions to learn contingencies, evidence for blocking and overshadowing was observed. Together, these results suggest that contingencies of blocked/overshadowed stimuli are learned incidentally, but are suppressed by explicit decision processes due to knowledge of the contingencies for the blocking/overshadowing stimuli.

When the Others Matter

2011 ◽  
Vol 70 (2) ◽  
pp. 75-83 ◽  
Author(s):  
Gernot Gerger ◽  
Helmut Leder ◽  
Stella J. Faerber ◽  
Claus-Christian Carbon
Keyword(s):  
Experimental Design ◽  
Product Design ◽  
Stimulus Dimension ◽  
Important Variable ◽  
Relevant Stimulus ◽  
Before And After ◽  
Relevant Stimulus Dimension ◽  
Specific Increase ◽  
Selective Increase

Although innovativeness is an important variable in product design, we know little about its appreciation. We studied how appreciation of innovativeness and its dynamics depends on the heterogeneity of the context in which it appears. We employed a test-retest design in which appreciation of car interior designs was tested before and after repeated evaluations. We tested heterogeneous stimulus sets (highly and lowly innovative designs together; Experiment 1) and homogeneous stimulus sets (highly or lowly innovative designs; Experiment 2). The known effect ( Carbon, Hutzler, & Minge, 2006 ; Carbon & Leder, 2005 ) of a selective increase in attractiveness ratings for highly innovative stimuli after repeated evaluations was only obtained for heterogeneous sets. In homogeneous sets, both highly and lowly innovative interiors were rated similarly and showed similar dynamics. Experiment 3 was a shorter version of Experiment 1, which ruled out differences in experimental design (more ratings and longer duration in Experiment 1) as the cause of the differences. High innovativeness was found to show a specific increase in attractiveness ratings only when innovativeness was made apparent by presenting stimuli in heterogeneous sets. Thus, awareness of variation in innovativeness as a relevant stimulus dimension is a key feature regarding its effect on appreciation.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Sign in / Sign up

Export Citation Format

Share Document