The effect of prolonged exposure to visual patterns on learning to discriminate similar and different patterns.

Gibson, Eleanor J.; Walk, Richard D.; Pick, Herbert L.; Tighe, Thomas J.

doi:10.1037/h0042523

Cited by 50 publications

(36 citation statements)

References 2 publications

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“…This result is important, because it establishes that, in some circumstances at least, perceptual learning is not contingent on the opportunity to compare stimuli so as to discover the diagnostic features required for later discrimination, ruling out models that see this process as both necessary and sufficient for the demonstration of perceptual learning. It also links Gibson, Walk, Pick and Tighe's (1958) result in rats, and Attneave's (1959) finding in humans, that distortions of a pre-exposed stimulus are easier to discriminate between than distortions of a novel stimulus, to the literature on how familiarization with a prototype-defined category can enable better discrimination between members of that category (e.g. McLaren, 1997).…”

Section: Problem Domainmentioning

confidence: 99%

Elemental representation and configural mappings: Combining elemental and configural theories of associative learning

2012

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In this paper we present our first attempt at combining an elemental theory designed to model representation development in an associative system (e.g., McLaren, Kaye and Mackintosh, 1989), with a configural theory that models associative learning and memory (McLaren, 1993). After considering the possible advantages of such a combination (and some possible pitfalls), we offer a hybrid model that allows both components to produce the phenomena that they are capable of without introducing unwanted interactions. We then successfully apply the model to a range of phenomena including latent inhibition, perceptual learning, the Espinet effect, and first and second order retrospective revaluation. In some cases we present new data for comparison with our model results; in all cases the model replicates the pattern observed in our experimental results. We conclude that this line of development is a promising one for generating truly comprehensive theories of learning and memory. IntroductionOur long-term aim is to produce a general model of associative learning and memory that captures the processes that are common to both humans and infra-humans. This paper investigates the feasibility of combining elemental and configural approaches to associative learning and memory as a stepping stone towards that ultimate goal. In doing so, it also addresses a particular computational problem: of how we can have representation development at an elemental level whilst still learning in a holistic fashion. We start by considering the problem in general, and by motivating the need to find a solution incorporating both elemental (e.g., Estes, 1959;Mclaren, Kaye and Mackintosh, 1989;Brandon, Vogel and Wagner, 2000;Harris, 2006) and configural (e.g., Pearce, 1987, McLaren, 1993Honey, 2000; Honey and WardRobinson, 2002) forms of representation, then move to a specific example of such a combination that attempts to amalgamate the McLaren, Kaye and Mackintosh (1989, henceforth MKM) model of representation development with the APECS (McLaren, 1993;Le Pelley and McLaren, 2001;McLaren, 2011) model of associative learning and memory. To anticipate slightly, the enterprise is a successful one in the sense that the hybrid model is able to reproduce the phenomena that can be simulated using its components (and thus is of wider scope than either of its constituent parts), but this outcome was not achieved without considerable effort and overcoming numerous difficulties. In the course of grappling with this problem we have developed a new respect for the way in which issues multiply as the complexity of the model increases, and we try to pass on our experience of what will and will not work when synthesizing elemental and configural approaches to learning and memory.

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Section: Problem Domainmentioning

confidence: 99%

Elemental representation and configural mappings: Combining elemental and configural theories of associative learning

2012

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“…The results of these analyses are presented in Table 1. Examination of this table indicates that the performance of Groups I and R was comparable and that both of these groups learned the discrimination task in fewer trials than did Group C. Similarly, Gibson, Walk, Pick, & Tighe (1958) found that early experience with equilateral triangles and circles produced equivalent positive transfer to either an equilateral triangle-circle or isosceles triangle-ellipse discrimination problem_ The present analysis also indicated that the performance of Group I was superior to Group NR and that this latter group did not leam the discrimination task at a faster rate than did Group C. The results imply that for early experience to facilitate perceptual learning, the preexposed stimuli must be of the same general class as the to-be-discriminated stimuli. Preexposure to stimuli constructed from the same elements, straight and curved lines, but not of the same general family, Le., triangles and circles, as the to-be-discriminated stimuli did not yield a positive transfer effect as compared to the performance of nonpreexposed control animals.…”

Section: Methodsmentioning

confidence: 98%

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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“…In the case of the classical imprinting experiment, iiamely the investigation of perceptual learning during the following response of young birds or mammals, a number of workers had thought the sensitive period to be terminated by factors such ns nil increase in tlie tendency to flee from strange objects. Another response which can interfere with following is the imprinting of one chick on another in the group pen (GUITON 1959). HINDE, THoitrJl: and VINCL (1956) found that in the coot (Fulicu utru) practically all the waning of the following response can be attributed to an increasing tendency to flee.…”

Section: The Present Position Of Some Theories Due To Lorenzmentioning

confidence: 99%

“…Since, in producing their song, the birds are responding aggressively to potential rivals in neighbouring territories, it can scarcely be argued that learning the characteristics of these rivals and imitating them could be tension-reducing. Another response which can interfere with following is the imprinting of one chick on another in the group pen (GUITON 1959). Young chicks moving about the pen and calling, form such an important part of the environment that separation from them will induce searching behaviour and distress calls.…”

Section: Introductionmentioning

confidence: 99%

Ethology and the coding problem in germ cell and brain

Thorpe

1963

Zeitschrift für Tierpsychologie

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Summary 1. The present position of some of the ideas due wholly or in part to Lorenz is discussed. These concepts include imprinting, the fixed action pattern, innate releasing mechanisms, etc. Imprinting is now seen as a special case of the process of perceptual learning and as such has become a major interest of learning psychologists. The study of F. A. P. and I. R. M. is stressed as providing — the one on the motor, the other on the perceptual side — an important avenue of approach to the problem of quantifying the degree of behavioural complexity coded in the genome. 2. The importance of information theory as supplying the principles of a method for quantifying the complexity of biological systems is stressed. This extends equally to anatomical, physiological and behavioural complexity. The problem of increase of information during the evolution of life is compared with that during the development of the individual from the zygote. 3. It is suggested that information theory helps to make clear three of the prime functions and aims of ethology, namely: 1. To differentiate between complexity coded in the germ plasm (the truly innate components) and that impressed by the environment (imprinted or otherwise learned). 2. To quantify the innate components. 3. To quantify the learned components. 4. Present views on the method of coding information in the genome are briefly summarised. Difficulties due to the loss of information by thermal noise in ultra‐microscopic systems are considered. The problem and significance of redundancy in coding are briefly discussed. 5. It is suggested that modern work on macromolecular coding will bring new light on old disputes such as mechanism versus vitalism and prefor‐mationism versus epigenesis. 6. The problem of the acquisition and storage of information by the nervous system during ontogeny is briefly considered. It is argued that there are as yet no valid grounds for assuming that the method employed by the nervous system is based on any mechanism similar to that employed by the genome. 7. Elsasser's “Principle of Finite Classes” is referred to and some of its implications briefly considered. Zusammenfassung 1. Der gegenwärtige Stand der Auseinandersetzung mit einigen Begriffen, die ganz oder teilweise von Lorenz stammen, wird erörtert, unter anderem Prägung, Erbkoordination und angeborener Auslösemechanismus. Prägung gilt heute als ein Sonderfall wahrnehmenden Lernens und wird daher von manchen Lernpsychologen stark beachtet. Viele Untersuchungen über die Erbkoordination und den AAM bahnen, jener motorisch, dieser sensorisch, den Weg zur Quantifizierung hochkomplexen, im Genom kodifizierten Verhaltens. 2. Es wird die Wichtigkeit der Informationstätigkeit betont, die ein quantitatives Erfassen anatomisch, physiologisch und verhaltensmäßig komplexer biologischer Systeme ermöglicht. Das Problem des Informationszuwachses in der Stammesgeschichte wird mit dem in der Entwicklung des Individuums als der Zygote verglichen. 3. Die Informationstheorie dürfte drei Grundaufgaben und Zie...

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The effect of prolonged exposure to visual patterns on learning to discriminate similar and different patterns.

Cited by 50 publications

References 2 publications

Elemental representation and configural mappings: Combining elemental and configural theories of associative learning

Elemental representation and configural mappings: Combining elemental and configural theories of associative learning

Stimulus relevancy and transfer of perceptual learning

Ethology and the coding problem in germ cell and brain

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