A theory of learning and transfer: II

The influence of an irrelevant stimulus on two discriminations.

“…When these signals are highly similar, the discrimination will probably be difficult, but when the signals have little in common, the discrimination will probably be easy. Such a suggestion is by no means novel; indeed, it follows directly from a number of early theories of discrimination learning (Gulliksen & Wolfle, 1938a, 1938bHull, 1943;Spence, 1936Spence, , 1937. In addition, certain more recent theories also attribute a fundamental role to similarity in determining the ease with which a discrimination is solved (e.g., Heinemann & Chase, 1975;Pearce, 1987;Shepard, 1987).…”

Discrimination of structure: II. Feature binding.

“…The accounts just considered differ considerably in detail, but they share the assumption that a pattern of stimulation enters the learning process by first being decomposed into its fundamental features. As an alternative, it is possible that the pattern retains its integrity during learning so that essentially a snapshot, or template, of the pattern is associated with the trial outcome (e.g., Gulliksen & Wolfle, 1938a, 1938bSpence, 1952Spence, , 1960. Of course, this type of account requires a mechanism that allows the same pattern to be recognized again.…”

Mathematical formulations of learning phenomena.

“…ponential function ; 8 integration of the second leads to the logistic function. 4 Such "deductions" of the empirical curve of learning do not, as some psychologists seem to have thought, represent any real advance in our knowledge of the learning process. Actually such "theoretical" treatments, whether they begin with the differential equation or start directly with the integral function, represent ad hoc assumptions that both begin and end with the original empirical curves.…”

“…8 Y = a(l -e~i x ), where Y = some measure of attainment or performance, X = measure of practice, a = limit of attainment, i = parameter determining rate of approach to attainment asymptote. 4 Y " tr , ., where Y = some measce-al>X _|_ 1 ure of attainment or performance, X = measure of practice, a = parameter dependent upon individual learner and/or task to be learned, 6 = limit of attainment, c = constant of integration.…”