The acquisition, extinction, and spontaneous recovery of a conditioned operant response.

Graham, C. H.; Gagné, Robert M.

doi:10.1037/h0060674

Cited by 84 publications

(76 citation statements)

References 15 publications

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“…And the more pellets were given to rats in the goal box the faster became the running speed. The same result as mentioned above is shown in the experiments by Crespi (1942), Graham (1940), etc.…”

Section: Co Nclusio Ussupporting

confidence: 75%

A Study on Drive Summation

Matsunaga

Niihama

1961

Jpn. Psychol. Res

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Section: Co Nclusio Ussupporting

confidence: 75%

A Study on Drive Summation

Matsunaga

Niihama

1961

Jpn. Psychol. Res

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“…We use reductions in procedure time as an indicator of organizational learning. A long tradition of research in psychology has examined reductions in the time required to perform a task as an indicator of learning (Thorndike 1898, Thurstone 1919, Graham and Gagne 1940. Research in manufacturing has tended to focus on labor costs, which can also be thought of as project completion time.…”

Section: Independent and Dependent Variablesmentioning

confidence: 99%

Individual Experience and Experience Working Together: Predicting Learning Rates from Knowing Who Knows What and Knowing How to Work Together

2005

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Learning by doing represents an important mechanism through which organizations prosper. Some firms, however, learn from their experience at a dramatic rate, while other firms exhibit very little learning at all. Three factors have been identified that affect the rate at which firms learn: (a) the proficiency of individual workers, (b) the ability of firm members to leverage knowledge accumulated by others, and (c) the capacity for coordinated activity inside the organization. Each factor varies with a particular kind of experience. An increase in cumulative individual experience increases individual proficiency. An increase in cumulative organizational experience provides individuals with the opportunity to benefit from knowledge accumulated by others. An increase in cumulative experience working together promotes more effective coordination and teamwork. To gain insight into factors responsible for the learning curve, we examine the contribution of each kind of experience to performance, while controlling for the impact of the other two. The study context is a teaching hospital. The task is a total joint replacement procedure, and the performance metric is procedure completion time. We find that each kind of experience makes a distinct contribution to team performance. We discuss the implications of our findings for the learning-by-doing framework in general, and learning in the team context in particular.experience-based learning, learning by doing, organizational learning, social networks, transactive memory systems

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“…First, we used pigeons as subjects rather than rats. More importantly, extinction was carried out in a single session, as is typical in studies of spontaneous recovery (e.g., see Ellson, 1938;Graham & Gagne, 1940;Lewis, 1956).…”

mentioning

confidence: 99%

An Assessment of the Role of Handling Cues in “Spontaneous Recovery” After Extinction

Thomas

Sherman

1986

J Exper Analysis Behavior

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Three experiments examined the assertion that presession handling cues that accompany training with reinforcement might account for spontaneous recovery when they reoccur following extinction. In Experiment 1, after extensive training on a variable-interval schedule, key pecking in pigeons was extinguished following either normal or distinctively different handling and transportational cues. Those cues resulted in enhanced spontaneous recovery 24 hr later when normal cues were reinstated. In Experiment 2, however, subjects tested following the normal handling cues showed no more spontaneous recovery than did subjects that spent the entire extinction-test interval in the experimental chambers and thus were tested without handling cues altogether. In Experiment 3, a group whose test for recovery began 10 min after being placed in the chambers yielded as much spontaneous recovery as did a group tested normally. Furthermore, a group for which extinction began at mid-session and for which handling therefore could not be a discriminative cue for extinction showed no more spontaneous recovery than did the other two groups. Handling cues thus contributed to spontaneous recovery only after explicit discrimination training, as provided in Experiment 1.

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The acquisition, extinction, and spontaneous recovery of a conditioned operant response.

Cited by 84 publications

References 15 publications

A Study on Drive Summation

A Study on Drive Summation

Individual Experience and Experience Working Together: Predicting Learning Rates from Knowing Who Knows What and Knowing How to Work Together

An Assessment of the Role of Handling Cues in “Spontaneous Recovery” After Extinction

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