The effect of prolonged exposure to visually presented patterns on learning to discriminate them.

Gibson, Eleanor J.; Walk, Richard D.

doi:10.1037/h0048274

Cited by 204 publications

(187 citation statements)

References 8 publications

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“…Gibson and Walk (1956) that rats are better able to learn a simultaneous discrimination between geometrical figures after prolonged preexposure to these figures presented in their home cages (see also Hall, 1979Hall, , 1980. Butthe effect has been demonstrated in a wide range of training procedures.…”

Section: The Phenomenonmentioning

confidence: 99%

Learning about associatively activated stimulus representations: Implications for acquired equivalence and perceptual learning

Hall

1996

Animal Learning & Behavior

200

194

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Pavlovian conditioning is taken to reflect the formation of links between the central representations of stimuli. A link will be formed when presentation of the relevant stimuli is scheduled in a way that ensures that two representations are activated concurrently. Once this has occurred, a representation can be activated not only by the occurrence of the appropriate stimulus but also by way ofthe link. Evidence is reviewed to suggest that activation produced by this second route is, in some ways, functionally equivalent to direct activation; in particular, an associatively activated representation (an image) appears capable of forming further associative links with other event representations. Learning about associatively activated stimulus representations may playa role in a range of phenomena. Its contribution to the following is discussed: sensory preconditioning, second-order conditioning, acquired equivalence and distinctiveness, equivalence class formation, and the perceptual learning effect. Finally,consideration is given to the way in which existing theories of associative learning might be modified in order to accommodate this process.What may be termed the standard model ofclassical conditioning (Hall, 1994;Roitblat, 1987) holds that excitatory associations will be formed when the central representations of events are activated concurrently. These representations (or nodes; e.g., Wagner, 1981) are assumed, for the sake of theoretical convenience, to bear a direct relationship to the events described by the experimenter as stimuli. Thus, the node that corresponds to the conditioned stimulus (CS) will be activated when that event is presented to the animal; presentation of an unconditioned stimulus (US) will generate activity in a separate node corresponding to that stimulus. There is, however, a second route by which activity may be generated in a stimulus node. The existence ofan associative link between nodes functions, according to our standard assumptions, to allow activation of one node produced, for example,

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Section: The Phenomenonmentioning

confidence: 99%

Learning about associatively activated stimulus representations: Implications for acquired equivalence and perceptual learning

Hall

1996

Animal Learning & Behavior

200

194

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“…Aitken, Bennett, McLaren, & Mackintosh, 1996 ; E. J. Gibson & Walk, 1956), in children (e.g. Attneave, 1957 ; J. J.…”

Section: Introductionmentioning

confidence: 99%

Enhanced Discrimination of Novel, Highly Similar Stimuli by Adults with Autism During a Perceptual Learning Task

Plaisted¹,

O’Riordan²,

Baron‐Cohen³

1998

J. Child Psychol. Psychiat.

216

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High-functioning adults with autism and control adults were tested on a perceptual learning task that compared discrimination performance on familiar and novel stimuli. Control adults were better able to discriminate familiar than novel stimuli-the perceptual learning effect. No perceptual learning effect was observed in adults with autism although they discriminated the novel stimuli significantly better than control adults. This enhanced discrimination learning about novel, but not familiar, stimuli in autism is discussed in relation to two current hypotheses of information processing in autism-weak central coherence and reduced attention-switching-and a new third hypothesis, which suggests that features held in common between stimuli are processed poorly and features unique to a stimulus are processed well in autism.

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“…In light of a great deal of experimental evidence, it is now weil established that early experience with stimuli enhances their later discriminability (e.g., Bennett & Ellis, 1968;Gibson & Walk, 1956;Kerpelman, 1965). However, the basis for the positive transfer effects has remained obscure.…”

mentioning

confidence: 99%

“…Following pretraining, the animals of all groups were given a circle-equilateral triangle discrirnination problem as a test of the effects of the preexposure conditions. The testing apparatus was a Grice discrimination box as modified by Gibson & Walk (1956). Discrirnination training and pretraining procedures were identical to those employed by Bennett & Ellis (1968).…”

mentioning

confidence: 99%

Stimulus relevancy and transfer of perceptual learning

1971

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Albino rats reared in a visually sparse environment were preexposed to stimuli wh ich varied in their degree of relevancy to the to·be-discriminated stimuli, an equilateral triangle and a circle. It was found that for early experience with stimuli to facilitate perceptual learning, the preexposed stimuli must be of the same general dass as the to-be-discrirninated stimuli. These findings suggested that the positive transfer effect which follows preexposure to stimuli results from identifying specific aspects of the stimuli rather than being due to a more general process of simply having had stimulus experience.

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The effect of prolonged exposure to visually presented patterns on learning to discriminate them.

Cited by 204 publications

References 8 publications

Learning about associatively activated stimulus representations: Implications for acquired equivalence and perceptual learning

Learning about associatively activated stimulus representations: Implications for acquired equivalence and perceptual learning

Enhanced Discrimination of Novel, Highly Similar Stimuli by Adults with Autism During a Perceptual Learning Task

Stimulus relevancy and transfer of perceptual learning

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