Effect of ratio of trial 1 reward to nonreward on the discrimination learning of macaque monkeys.

King, James E.; Harlow, Harry F.

doi:10.1037/h0048291

Cited by 9 publications

(6 citation statements)

References 8 publications

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“…Transfer of the lose-shift tendency is at a very high level, but win-stay responses were initially below chance, and although they increased rapidly, they reached an asymptote at a relatively low level. It appears that the loseshift pretraining resulted in a generalized response-shift tendency similar to that seen by King and Harlow (1962) when the Trial 1 outcome was disproportionately (75% of the problems) nonrewarded. Similar results have also been obtained with young children (Berman & Myers, 1971).…”

Section: Win-stay Lose-shift Tendenciesmentioning

confidence: 66%

Effects of differential pretraining on learning-set formation in rhesus monkeys.

Behar¹,

Lebedda²

1974

Journal of Comparative and Physiological Psychology

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The rate of learning-set formation by monkeys that had previously been pretrained on the win-stay component of the learning-set strategy (Group WS) was compared with others that had pretraining on the lose-shift component (Group LS). Differences between groups were small, and asymptotic levels were below that obtained by monkeys without pretraining. The negative transfer resulted from generalized tendencies to perseverate or shift (Groups WS and LS, respectively), regardless of response outcome. The former tendency dissipated relatively rapidly, while the latter persisted very markedly throughout the 400-problem learning-set series. Learning-set formation requires a balance between the win-stay and lose-shift components ; however, the optimal ratio is unknown.

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Section: Win-stay Lose-shift Tendenciesmentioning

confidence: 66%

Effects of differential pretraining on learning-set formation in rhesus monkeys.

Behar¹,

Lebedda²

1974

Journal of Comparative and Physiological Psychology

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“…The present research was designed to assess the strength of response shift and response perseveration error tendencies during the learning of normal children and to relate the strength of the two error tendencies to age. The particular learning-set procedure employed has been used by Blomquist (1957), and later by King and Harlow (1962), with rhesus monkeys.…”

mentioning

confidence: 99%

Age changes in children's learning set with win-stay, lose-shift problems.

Berman¹,

Rane²,

Bahow³

1970

Developmental Psychology

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The subjects, 4-, 6-, 8-, and 10-year-olds, were tested with 144 two-trial object-discrimination problems in a six-session learning-set procedure. Each child was tested with two types of problems. A single stimulus was presented on Trial 1, rewarded on half of the problems and not rewarded on the remaining problems. On Trial 2 the stimulus was again presented, paired with a new stimulus. Children were required to respond according to a winstay, lose-shift principle. The 10-year-olds met criterion for both types of problems rapidly in contrast to the younger children, who showed very gradual improvement. The win-stay problem was significantly more difficult than the lose-shift problem and age did not significantly interact with type of problem presented. However, during the six sessions 6-and 8-year-olds showed more improvement than 4-year-olds, particularly on the more difficult win-stay problem.

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“…3), its performance was relatively the same as, but an exaggeration of, that seen in the standard 11 -effect; if it avoided the familiar object and was similarly incorrect (panel 4), its performance was even more severely affected. The decrement in performance seen when there was only one object on tl and the PKU subject was correct (panels 1, 2, 5, and 6) was attributed to the distracting or attracting effects of the new object on t2 (King & Harlow, 1962). The t2 decrement in performance was significantly greater in the PKU versus control when only one object was familiar as compared to when two were familiar.…”

Section: Resultsmentioning

confidence: 94%

“…Performance on t2 and t3-6 was significantly better, by 5 % and 4'^. respectively, when there was only one object on tl versus when there were two for both groups (Lockhart, Parks & Davenport, 1963;King & Harlow, 1962).…”

Section: Resultsmentioning

confidence: 99%

Analysis of Learning in Retarded Monkeys

Chamove

1984

J intellect Disabil Res

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Effect of ratio of trial 1 reward to nonreward on the discrimination learning of macaque monkeys.

Cited by 9 publications

References 8 publications

Effects of differential pretraining on learning-set formation in rhesus monkeys.

Effects of differential pretraining on learning-set formation in rhesus monkeys.

Age changes in children's learning set with win-stay, lose-shift problems.

Analysis of Learning in Retarded Monkeys

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