Runway extinction as a joint function of acquisition reward percentage and extinction punishment intensity.

Ratliff, Richard G.; Clayton, Keith N.

doi:10.1037/h0021176

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…In a third case, the transfer of persistence from acquisition to extinction is still across appetitive conditions; however, the disruptive factor is not related to nonreward (or reduced or delayed reward or blocking of reward) but to the introduction of disruptive agents that are external to the reward itself (Banks, 1967;Brown & Wagner, 1964;Fallon, 1971;Miller, 1960;Ratliff & Clayton, 1969). There is in these experiments transfer of persistence across the goal events offrustration and punishment.…”

Section: Transfer Of Persistence: How General?mentioning

confidence: 96%

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Amsel

1994

Psychonomic Bulletin & Review

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This is a precis of a book on frustration theory, whose explanatory domain includes a family of phenom~na that have been summarized by the terms dispositional learning and memory-systems that ordmarily have a long-term historical etiology, and in which the learning is relatively reflexive and the memo~implicit and not strongly episodic. The book is an attempt, in the context of stimulusre~ponse l~a~mng theOI'~' to present in some detail an animal-based model of frustration as it is appIled to a Ilmlted-but stIll large-number of these experimentally established phenomena (perhaps the largest number organized by anyone such theory). These bear some resemblance to equivalent phen~mena in humans, to which the descriptive terms arousal, suppression, persistence, and regre~sIOn have been applied. An explicit caveat is that this is a book on one particular theory of frustratIOn and not a book on frustration theories. Whereas it does address other theories of frustration its main purpose is to review a line of theorizing and experimental research that has evolved ove; some 40 years: an analysis of the status of the concept of frustration in learning theory.In the history of the scientific study of learning and memory, a number of terms have been used to describe abstract experimental paradigms that purport to represent different mechanisms of learning. In the book discussed here, I refer to several of these, the most fundamental being classical (Pavlovian) conditioning and instrumental (Thorndikian) learning. These two are central to understanding the phenomena I will call the rewardschedule effects. These phenomena depend on a variety of interactions between reward and nonreward, and they are the basis for a family of generalizations known as frustration theory.My major thesis, in general terms, is that there is inherent in such reward schedules the buildup of primary frustration, defined simply as a temporary state that results when a response is nonreinforced (or nonrewarded, in more neutral language, in the appetitive case) in the presence of a reward expectancy; that a learned or anticipatory form of this temporally labile state, based on classical conditioning, can be elicited by an originally indifferent or neutral cue; that this conditional form of frustration, like other learned states, is permanent, at least for a given situation; and that, together, the primary (unlearned) and the secondary (learned) forms can account for a number of important processes in the dynamics of instrumental behavior, summarized by four familiar behavioral concepts: arousal, suppression, persistence, and regression. These four concepts define I am greatly indebted to Elizabeth Capaldi and Michael Rashotte for their valuable suggestions for revision of an earlier draft of this precis.

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Section: Transfer Of Persistence: How General?mentioning

confidence: 96%

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Amsel

1994

Psychonomic Bulletin & Review

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Effects of shock and noise on running after training with partial or continuous reward

Scull

1971

Psychon Sci

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Rats wert! given partial or continuous reward in a runway, then continuous reward while either shock or loud noise was presented early in the runway on half of the trials. They were then given extinction. Shock produced conditioned suppression in the segment preceding its administration, a decrement in running immediately following it, and an increase in running speed in the last segment. Noise did not produce conditioned suppression but did produce an increase in speed following its administration. Partial reinforcement did not alter any of the effects of either stimulus but reliably increased resistance to extinction.

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Runway extinction as a joint function of acquisition reward percentage and extinction punishment intensity.

Cited by 2 publications

References 3 publications

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Précis ofFrustration Theory: An Analysis of Dispositional Learning and Memory

Effects of shock and noise on running after training with partial or continuous reward

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