Differential effects of shock in human maze learning.

Feldman, Samuel

doi:10.1037/h0047515

Cited by 5 publications

(4 citation statements)

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“…Punishment has been given to human subjects under shock-right and shockwrong conditions in simple maze learning situations, and learning was found to be superior for shock-right with low shock intensity, but superior for shockwrong with high shock intensity (Feldman, 1961). Freeburne and Schneider (1955) found that shock-right, shockwrong, and shock for both right and wrong responses facilitated learning compared to a no-shock condition.…”

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confidence: 99%

Reward and punishment associated with the same goal response: A factor in the learning of motives.

Martin¹

1963

Psychological Bulletin

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Research is reviewed which provides support for the thesis that, within certain boundary conditions, the association of punishment with a goal response during learning adds to the persistence of the response during extinction beyond the effects of reward-only during learning. Some theoretical considerations are offered to account for this phenomenon which make use of the constructs of anticipatory punishment responses, r p -s p , and anticipatory reward responses, r p -s r .

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confidence: 99%

Reward and punishment associated with the same goal response: A factor in the learning of motives.

Martin¹

1963

Psychological Bulletin

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“…Muenzinger's original formulation appears to be generally accepted (e.g., Feldman, 1961;Young, 1961), despite more recent findings which question its generality (Muenzinger & Baxter, 1957;Muenzinger, Brown, Crow, & Powloski, 1952;Muenzinger & Powloski, 1951;Wischner, 1947). Wischner has shown that with a noncorrection procedure, as contrasted with the correction procedure typically em-ployed by Muenzinger, shock for the correct response retards, rather than facilitates discrimination learning.…”

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confidence: 99%

Effect of strength of punishment for "correct" or "incorrect" responses on visual discrimination performance.

Wischner¹,

Fowler²,

Kushnick³

1963

Journal of Experimental Psychology

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The purpose was to investigate the effect of variation in shock intensity on the acquisition of a black-white discrimination by 56 white rats in a situation involving shock for the correct or incorrect response, a noncorrection procedure, and 2 different training methods (free-vs. forcedchoice). Differences in outcome between training methods were negligible. Shock intensity functions showed that errors increased with increasing intensities for shock-right groups, decreased with increasing intensities for shock-wrong groups. All shock-right groups were inferior to no-shock controls, a finding in opposition to the generalization that shock for the correct response facilitates performance.

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“…Feldman observed insignificant differences between physiological activity associated with shock-correct (shock intensity constant) and that associated with shock-wrong, although these two shock conditions had different effects on learning. The sensitivity of Feldman's (1961) physiological measures was demonstrated in the same experiment by their discrimination between electric shocks of different intensities.…”

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confidence: 89%

“…24-5). Feldman's (1961) experiment was another study from our laboratory in which performance (and learning) were significantly affected by conditions that were unaccompanied by any observable shift in ANS functions. Feldman observed insignificant differences between physiological activity associated with shock-correct (shock intensity constant) and that associated with shock-wrong, although these two shock conditions had different effects on learning.…”

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confidence: 99%

On central and autonomic nervous system mechanisms in conditioning, learning, and performance.

Malmo¹

1963

Canadian Journal of Psychology / Revue canadienne de psychologi

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regarded simply as indices of emotion. One current line of research on the autonomic nervous system (ANS) and behaviour is that of ANS conditioning exemplified in the work of Black and his co-workers at McMaster (Black, 1959;Black, 1961;Black & Carlson, 1957) and in the experiments of Lacey andSmith (1954), and Notterman, Schoenfeld, andBersh (1952). I shall return to the subject of autonomic conditioning experiments presently.In our laboratory we have been concerned with the ANS in its correlations with skeletal motor activity, electroencephalograms (EEGs), incentive conditions, and performance. Initial experiments employed skeletal muscle potential recording only (Bartoshuk, 1955a(Bartoshuk, , 1955b but later experiments made use of various ANS measures in addition (Malmo & Davis, 1956). Results from these and other experiments with human subjects (Ss) which have been summarized elsewhere (Malmo, 1957) encouraged the idea that physiological recordings made at the periphery (i.e., from effectors) would tell us something about the nature of the central nervous system (CNS) mechanisms mediating the observed changes in performance. This work with human subjects preceded the animal work to be described later and, in a very real sense, led up to it. As I shall try to indicate in the following brief account, this rather long

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Differential effects of shock in human maze learning.

Abstract: The early observation of Tolman, Hall, and Bretnall (1932) that electric shock facilitates learning, even when the shocks follow correct responses, has been confirmed by an impressive number of subsequent investigations (e.g.,

Cited by 5 publications

References 15 publications

Reward and punishment associated with the same goal response: A factor in the learning of motives.

Reward and punishment associated with the same goal response: A factor in the learning of motives.

Effect of strength of punishment for "correct" or "incorrect" responses on visual discrimination performance.

On central and autonomic nervous system mechanisms in conditioning, learning, and performance.

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