scholarly journals Relational rule discovery in complex discrimination learning

2020 ◽  
Author(s):  
Hilary Don ◽  
Micah Goldwater ◽  
Justine Kate Greenaway ◽  
Rosalind Hutchings ◽  
Evan James Livesey
Keyword(s):  
Individual Differences ◽  
Discrimination Learning ◽  
Relational Learning ◽  
Rule Discovery ◽  
Training Conditions ◽  
Relational Structures ◽  
Cognitive Reflection ◽  
Learning Conditions ◽  
Relational Rules ◽  
Biconditional Discrimination

Failure to learn and generalise abstract relational rules has critical implications for education. In this study, we aimed to determine which training conditions facilitate relational transfer in a relatively simple (patterning) discrimination versus a relatively complex (biconditional) discrimination. The amount of training participants received had little influence on rates of relational transfer. Instead, trial-sequencing of the training contingencies influenced relational transfer in different ways depending on the complexity of the discrimination. Clustering instances of relational rules together during training improved transfer of both simpler patterning and more difficult biconditional rules, regardless of individual differences in cognitive reflection. However, blocking all trials of the same type together improved rule transfer only for biconditional discriminations. Individual differences in cognitive reflection were also more predictive of relational rule use under suboptimal training conditions. The results highlight the need for comprehensive accounts of relational learning to consider how learning conditions and individual differences affect the likelihood of engaging in learning relational structures.

Cognitive Reflection Effects on Time Discounting

2018 ◽  
Vol 39 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Michał Białek ◽  
Przemysław Sawicki
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Delay Discounting ◽  
Reference Point ◽  
Reference Points ◽  
Cognitive Reflection Test ◽  
Process Information ◽  
Time Discounting ◽  
Cognitive Reflection ◽  
The Way

Abstract. In this work, we investigated individual differences in cognitive reflection effects on delay discounting – a preference for smaller sooner over larger later payoff. People are claimed to prefer more these alternatives they considered first – so-called reference point – over the alternatives they considered later. Cognitive reflection affects the way individuals process information, with less reflective individuals relying predominantly on the first information they consider, thus, being more susceptible to reference points as compared to more reflective individuals. In Experiment 1, we confirmed that individuals who scored high on the Cognitive Reflection Test discount less strongly than less reflective individuals, but we also show that such individuals are less susceptible to imposed reference points. Experiment 2 replicated these findings additionally providing evidence that cognitive reflection predicts discounting strength and (in)dependency to reference points over and above individual difference in numeracy.

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.

scholarly journals Relational rule discovery in complex discrimination learning.

2020 ◽  
Vol 46 (10) ◽  
pp. 1807-1827 ◽  
Author(s):  
Hilary J. Don ◽  
Micah B. Goldwater ◽  
Justine K. Greenaway ◽  
Rosalind Hutchings ◽  
Evan J. Livesey
Keyword(s):  
Discrimination Learning ◽  
Rule Discovery

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

scholarly journals Individual differences in anchoring effect: Evidence for the role of insufficient adjustment

2019 ◽  
Vol 15 (1) ◽  
pp. 8-24 ◽  
Author(s):  
Predrag Teovanović
Keyword(s):  
Individual Differences ◽  
Cognitive Process ◽  
Dual Process ◽  
Systematic Effect ◽  
Human Reasoning ◽  
Anchoring Effect ◽  
Cognitive Reflection ◽  
Process Theories ◽  
Dual Process Theories

Although the anchoring effect is one of the most reliable results of experimental psychology, researchers have only recently begun to examine the role of individual differences in susceptibility to this cognitive bias. Yet, first correlational studies yielded inconsistent results, failing to identify any predictors that have a systematic effect on anchored decisions. The present research seeks to remedy methodological shortcomings of foregoing research by employing modified within-subject anchoring procedure. Results confirmed the robustness of phenomenon in extended paradigm and replicated previous findings on anchor’s direction and distance as significant experimental factors of the anchoring effect size. Obtained measures of individual differences in susceptibility to anchoring were fairly reliable but shared only small portion of variability with intelligence, cognitive reflection, and basic personality traits. However, in a group of more reflective subjects, substantial negative correlation between intelligence and anchoring was detected. This finding indicates that, at least for some subjects, effortful cognitive process of adjustment plays role in the emergence of the anchoring effect, which is in line with expectations of dual-process theories of human reasoning.

scholarly journals Individual differences: Either relational learning or item-specific learning in a same/different task

2009 ◽  
Vol 37 (2) ◽  
pp. 204-213 ◽  
Author(s):  
L. C. Elmore ◽  
A. A. Wright ◽  
J. J. Rivera ◽  
J. S. Katz
Keyword(s):  
Individual Differences ◽  
Relational Learning ◽  
Specific Learning

Classroom interaction: Two studies of severely educationally subnormal children

1978 ◽  
Vol 19 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Michael Beveridge ◽  
Peter Evans
Keyword(s):  
Experimental Study ◽  
Individual Differences ◽  
Discrimination Learning ◽  
Observational Studies ◽  
Classroom Assessment ◽  
Classroom Interaction ◽  
Current Paper ◽  
Assessment Scale ◽  
Inhibition Factor ◽  
Classroom Behaviour

An experimental study of go/no-go discrimination learning had previously indicated that individual differences in learning relate to childrens’ scores on the excitation/inhibition factor of a classroom assessment scale. The current paper reports two observational studies which show that this scale factor also relates to aspects of the children's classroom behaviour. In particular, the frequency of initiation of interaction, amount of speech, number of approaches and likelihood of interacting with the teacher, were positively and significantly related to the degree of excitation of the children. These results were interpreted as indicating that excitable children are more reinforcement seeking than inhabitable children, and that this tendency leads to the differences observed in the classroom.

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