Effects of partially and continuously reinforced pretraining on choice and latency measures in the rat.

Mandler, Jean M.; Goldberg, J. P.

doi:10.1037/h0035040

Cited by 3 publications

(4 citation statements)

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“…Furthermore, it is not clear why CRF pretraining administered to both discriminanda would not result in the same degree of learned irrelevance as PRF pretraining. In fact, though, CRF pretraining either facilitates discrimination learning (Amsel & Ward, 1965;Galbraith, 1973) or has little or no effect (Mandler & Goldberg, 1973; and the present experiment) relative to a nonpretrained controlgroup.…”

Section: Resultsmentioning

confidence: 87%

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Effect of N-R transitions during partial reinforcement pretraining on subsequent resistance to discrimination

Haggbloom

1982

Animal Learning & Behavior

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Three groups of 12 rats received 25 pretraining trials to each future discriminandum employed in a subsequent differential brightness conditioning problem. Groups NR and RN received partial reinforcement (PRF) pretraining either with or without, respectively, transitions from nonrewarded to rewarded trials (N-R transitions). Group CRF received consistent reinforcement during pretraining. A fourth group (n=12), Group NP, received no pretraining. During discrimination learning, one-half of the rats in each group received all their daily S+ trials preceding their daily S-trials (+-sequence); the remainder of the rats received an intermixed sequence of trials to S+ and S-(+-+ sequence). Discrimination learning was faster under the +-sequence than under the +-+ condition, and discrimination learning was retarded in Group NR relative to the other three groups, which did not differ from one another, under both the +-and +-+ discrimination sequence conditions. The results are discussed with reference to previous experiments demonstrating N-R transition effects on discrimination learning, a theoretical extension of sequential theory to discrimination learning, and the effects of nondifferential reinforcement prior to discrimination learning on learned irrelevance.Discrimination learning is retarded in groups given an intermixed sequence of trials to the positive (S+ ) and negative (S-) stimuli, which contains transitions from nonrewarded trials in S-to rewarded trials in S+ (N-R transitions), relative to groups given all of their daily S+ trials preceding their daily S-trials (Haggbloom, 1978;Haggbloom & Tillman, 1980). Partial reinforcement (PRF) administered within S+ also retards discrimination learning, but only if the S+ PRF schedule containsN-Rtransitions (Haggbloom, 1980a(Haggbloom, , 1980b(Haggbloom, , 1980c(Haggbloom, , 1981b McHose & Blackwell, (197S). These effects of N-R transitions on discrimination learning are due primarily to retarded extinction of responding to S-, a behavior termed resistance to discrimination (Haggbloom, 1980b).The effect of N-R transitions on resistance to discrimination parallels the effect of that variable on resistance to extinction following conventional PRF (e.g., Capaldi, 1966). And both effects appear to be due to the behavioral control acquired by SN, the memory of nonreward. In discrimination learning, SN enters into a stimulus compound with the nominally relevant discriminanda (e.g., brightness cues) and can control behavior in a way that either interferes with or complements the control exercised by

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Section: Resultsmentioning

confidence: 87%

“…Groups given PRF nondifferentially paired with two cues subsequently employed as relevant discriminanda, or to either of the two cues or a neutral cue alone, show greater resistance to discrimination than groups given consistent reinforcement (CRF) pretraining or no pretraining (Amsel & Ward, 1965;Galbraith, 1973;Mandler & Goldberg, 1973;Purdy & Cross, 1979).…”

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confidence: 99%

Effect of N-R transitions during partial reinforcement pretraining on subsequent resistance to discrimination

Haggbloom

1982

Animal Learning & Behavior

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“…Similar discrepancies between these two measures on other discrimination tasks have been reported previously (Mandler, 1973;Mandler & Goldberg, 1973).…”

Section: Days Of Acquisitionmentioning

confidence: 46%

“…Analysis of these latency scores can be used to determine whether the three E subgroups responded to the stimulus change that occurred at the end of 30 trials of acquisition. Latencies have been shown to be more sensitive than choice responses in measuring reaction to stimulus change (Mandler & Goldberg, 1973).…”

Section: Latency Measuresmentioning

confidence: 99%

Changes in response to S+ and S− during acquisition and overtraining of simultaneous discriminations in rats

Mandler

Goldberg

1975

Animal Learning & Behavior

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Two experiments with rats investigated learning about S+ and S-during various stages of discrimination training. Transfer tests, in which either S+ or S-was retained, or two new stimuli were presented, were used to assess learning early in acquisition, at criterion, or following overtraining. Both choice and latency measures were used. Results indicated that learning about S+ occurs early in acquisition when noncorrection training is given, and little improvement occurs after that time, at least up to 70 trials of overtraining under present conditions. Learning about S-begins somewhat later in acquisition and continues throughout overtraining. When correction training is used, learning about Soccurs earlier in acquisition, and further learning about both S+ and S-occurs during overtraining.Most theories of simultaneous discrimination learning ha ve ,been more concerned with the rate of discrimination between two stimuli than with possible differences in rate of learning about the two stimuli considered separately. In simultaneous discrimination experiments, the two stimuli to be differentiated are present on every trial. Relative choice of the two stimuli is measured, and the organism is said to have learned the discrimination when it consistently chooses the positive stimulus (S+) over the negative stimulus (S-). Some theories, such as Spence's (1936), make provision for differential growth of approach and avoidance tendencies, but the parameters have rarely been pursued in simultaneous discrimination designs. Sutherland and Mackintosh's theory (1971) places primary emphasis on the growth of attention to the dimensions comprising the stimuli and leaves unspecified rate of development of approach to positive values of those dimensions vs. avoidance of negative values. Some of the relevant literature is reviewed below.Response to S+ and S-in Early Acquisition (presolution Stage) Some early studies with rats provide a small amount of conflicting data (Krechevsky, 1938;McCullogh & Pratt, 1934). In some of these studies it was shown that at least some early learning about reinforcement contingencies took place because acquisition was retarded when the contingencies were reversed. In other studies, no retardation was found. In either event, the reversal method used does not allow a determination of separate response tendencies to S+ and S-, since the reinforcement values of both stimuli were changed at the same time. One set of studies reversed only one stimulus and combined it with a new stimulus (Lashley & Wade, 1946). Greater retardation in learning a discrimination was found when S-was made positive than when S+ was made negative. This result suggests earlier learning about S-than S+, since changing S-was more disruptive. However, the technique of changing a stimulus from positive to negative or vice versa may be unnecessarily complex. A simple technique would be to substitute a new stimulus either for S+ or S-, rather than reversing reinforcement values. Response to S+ and S-at CriterionSeveral studies have show...

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Exposure learning in animals.

Hall¹

1980

Psychological Bulletin

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A review is presented of experimental studies (using animal subjects) that investigated the effects of prior exposure to a pair of stimuli on subsequent visual discrimination learning. The bulk of these experiments used young rats as the subjects, with stimulus exposure taking place in the home cage over a long period of time. When such procedures produce transfer to later learning, it is usually positive. Also reviewed are related experiments that differ in their procedural details. (In some, the subjects are animals other than rats, the exposure occurs in environments other than the home cage, etc.) In most of these studies, later learning is found to be retarded. An attempt is made to isolate the critical feature or features of an exposure-learning experiment that determines whether transfer will be positive or negative, and possible theoretical interpretations of the empirical generalizations that emerge are also considered.

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Effects of partially and continuously reinforced pretraining on choice and latency measures in the rat.

Cited by 3 publications

References 7 publications

Effect of N-R transitions during partial reinforcement pretraining on subsequent resistance to discrimination

Effect of N-R transitions during partial reinforcement pretraining on subsequent resistance to discrimination

Changes in response to S+ and S− during acquisition and overtraining of simultaneous discriminations in rats

Exposure learning in animals.

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