"Hypotheses" in rats.

Krechevsky, I.

doi:10.1037/h0073500

Cited by 367 publications

(163 citation statements)

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“…Indeed, earlier attention-based theories assumed that animals could only 777 attend to a single stimulus dimension at once (e.g. Krechevsky, 1932 …”

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confidence: 99%

Labeling and family resemblance in the discrimination of polymorphous categories by pigeons

et al. 2010

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“…Indeed, earlier attention-based theories assumed that animals could only 777 attend to a single stimulus dimension at once (e.g. Krechevsky, 1932 …”

mentioning

confidence: 99%

Labeling and family resemblance in the discrimination of polymorphous categories by pigeons

et al. 2010

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“…It is often assumed, either explicitly or implicitly, that the properties of the group curve are those of the individual curves. It has, however, long been recognized that averaging across subjects might give a misleading picture of what occurs in individual subjects (1)(2)(3)(4)(5)(6)(7)(8). If the progress of conditioning in each individual subject is step-like, but the step occurs early in some subjects and later in others, averaging across subjects will suggest a gradual increase.…”

mentioning

confidence: 99%

The learning curve: Implications of a quantitative analysis

Gallistel

Fairhurst²,

Balsam³

2004

Proc. Natl. Acad. Sci. U.S.A.

504

616

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The negatively accelerated, gradually increasing learning curve is an artifact of group averaging in several commonly used basic learning paradigms (pigeon autoshaping, delay-and trace-eyeblink conditioning in the rabbit and rat, autoshaped hopper entry in the rat, plus maze performance in the rat, and water maze performance in the mouse). The learning curves for individual subjects show an abrupt, often step-like increase from the untrained level of responding to the level seen in the well trained subject. The rise is at least as abrupt as that commonly seen in psychometric functions in stimulus detection experiments. It may indicate that the appearance of conditioned behavior is mediated by an evidence-based decision process, as in stimulus detection experiments. If the appearance of conditioned behavior is taken instead to reflect the increase in an underlying associative strength, then a negligible portion of the function relating associative strength to amount of experience is behaviorally visible. Consequently, rate of learning cannot be estimated from the group-average curve; the best measure is latency to the onset of responding, determined for each subject individually.

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“…The finding that II~s, unlike M §.s, shOTtT a greater tendency to alternate in training conditions AEAE and AEEB than in the EEEE training condition suggests that high-grade retardates have some slight tendency to investigate -11-hypotheses (Krechevsky, 1932, Restle, 1960 One long-standing difficulty with hypothesis-selection interpretations of learning has been that a hypothesis that does not lead to 100% reinforcement may be abandoned so quickly that it may not even be noticed by the E.…”

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Choice‐sequence Patterns in Binary‐choice “Learning” by Retardates1,2

Gerjuoy

Gerjuoy²

1964

ETS Research Bulletin Series

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Sixty-seven middle-grade and 53 high-grade retardates were assigned to either control or experimental binary-choice-task groups. Control sUbjects were invariably reinforced.) regardless of choice. Various response patterns were differentially reinforced for experimental subjects. Single alternation was overwhelmingly preferred) and there was little choicese~uence pattern variability. These results were attributed to a lowered tendency in retardates to avoid long se~uences of alternation responses.

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"Hypotheses" in rats.

Abstract: Detailed reports of these experiments are now being prepared and will be ready for publication shortly.

Cited by 367 publications

References 0 publications

Labeling and family resemblance in the discrimination of polymorphous categories by pigeons

Labeling and family resemblance in the discrimination of polymorphous categories by pigeons

The learning curve: Implications of a quantitative analysis

Choice‐sequence Patterns in Binary‐choice “Learning” by Retardates1,2

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