Appropriateness of the stimulus-reinforcement contingency in instrumental differential conditioning of the eyelid response to the arithmetic concepts of "right" and "wrong."

Fleming, Robert A.; Cerekwicki, Louise E.; Grant, David A.

doi:10.1037/h0025764

Cited by 10 publications

(5 citation statements)

References 11 publications

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“…The present investigation was aimed at studying the phenomena of classical and differential conditioning when the differential stimulus was the truth or falsity of a visually presented verbal statement. The experiment extends and supplements earlier studies in which the correctness of arithmetic was the discriminandum (Fleming, Cerekwicki, & Grant, 1968;Fleming, Grant, North, & Levy, 1968). These earlier results confirmed and extended those of El'kin (19S7) who reported that true statements were more effective conditioned stimuli than false statements.…”

supporting

confidence: 84%

“…In Panel B, the between-5s comparison of T and F conditioned stimuli produced no significant difference over all trials, t (30) = 1.68, which corresponds to the results found by Fleming, Cerekwicki, and Grant (1968), but on the last 30 trials there were more CRs to T than to F sentences, * (30) -2.06, p < .05.…”

supporting

confidence: 70%

“…All 5s were given 60 trials, four groups receiving a random sequence of 30 true and 30 false sentences, one group receiving 60 true sentences, and one group receiving 60 false sentences. The experiment employed the same experimental design as that used by Fleming, Cerekwicki, and Grant (1968).…”

mentioning

confidence: 99%

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Truth and falsity of verbal statements as conditioned stimuli in classical and differential eyelid conditioning.

Fleming¹,

Grant²,

North³

1968

Journal of Experimental Psychology

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Those studies that report decreases in percentage of digits recalled with increases in series length (Posner, 1963) were confirmed. When the mean number of digits recalled was calculated from the percentage recalled at the various series lengths, it was found that the mean number of digits recalled in this study was close to the time honored magic number seven, plus or minus two (Miller, 1956).REFERENCES CORBALLIS, M. C. Memory span as a function of variable presentation speeds and stimulus durations.

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confidence: 84%

supporting

confidence: 70%

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Truth and falsity of verbal statements as conditioned stimuli in classical and differential eyelid conditioning.

Fleming¹,

Grant²,

North³

1968

Journal of Experimental Psychology

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“…It is here presented, however, because it led to the prediction that a rewarding, nonaversive reinforcement procedure would reverse the asymmetry of the conditioned discrimination found in this experiment. The authors have tested and confirmed this prediction (Fleming, Cerekwicki, & Grant, 1968), so that the post hoc interpretation has received sufficient support to justify presenting it as a proposed explanation of the present results. Although this appears to be going far afield for an interpretation of a conditioning experiment, it seems impossible to ignore the long history of the modes of reinforcement associated with truth value of arithmetic, and indeed it may be foolhardy to propose that this long history of reinforcement has no relevance to the particular contingencies presented to a college sophomore in one of his required psychology experiments.…”

Section: Discussionmentioning

confidence: 60%

Arithmetic correctness as the discriminandum in classical and differential eyelid conditioning.

Fleming¹,

Grant²,

North³

1968

Journal of Experimental Psychology

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“…Similarly, using positive and negative instrumental rewards of eyeblink responses, Fleming, Cerewicki, and Grant (1968) found better differentiation between "right" and "wrong" arithmetic problems when the former was positively and the latter negatively rewarded than when the reverse contingency was applied. These results, then, seem to indicate that a principle of "appropriateness" of the stimulus-reinforcement contingency or "belongingness" in the CS-UCS relationship is operating in eyeblink conditioning, at least when verbal CSs are used.…”

mentioning

confidence: 90%

The premise of equipotentiality in human classical conditioning: Conditioned electrodermal responses to potentially phobic stimuli.

Öhman¹,

Fredrikson²,

Hugdahl³

et al. 1976

Journal of Experimental Psychology: General

276

119

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The premise of equipotentiality, which has been widely adhered to among learning theorists, states that the laws of learning should not vary with the use of particular stimuli, responses, or reinforcements. This premise has recently been challenged by some data originating within the learning tradition itself, for example, studies on the effects of verbal stimuli in eye-lid conditioning. More importantly, however, the premise of equipotentiality is incompatible with data from experiments carried out within a biological-ethological framework. The results of such studies indicate that a given species is prepared to associate certain stimuli, responses, and reinforcers but not others. In an attempt to examine the validity of this premise in human classical conditioning, we investigated the effect of pictures of potentially phobic objects as conditioned stimuli (CSs) for electrodermal responses, since it has been suggested that phobias may be instances of biologically prepared learning. Three experiments are reported, all of them involving a long interstimulus interval differential conditioning paradigm with different pictures as CSs and electric shock as the unconditioned stimulus (UCS). In Experiment 1 we established that different pictures are differentially effective as CSs. A group conditioned to potentially phobic stimuli, snakes or spiders, showed greater resistance to extinction than a group conditioned to fear-irrelevant pictorial stimuli, that is, flowers or mushrooms. A third group conditioned to "representative laboratory stimuli," circles or triangles, fell in between these two groups. Experiment 2 showed that differences in salience did not produce similar effects to those observed with phobic and fear-irrelevant stimuli in Experiment 1. In Experiment 3 superior resistance to extinction for phobic stimuli was demonstrated when the UCS was an electric shock, but not when it was a tone to which the subject produced reaction times. Thus, the effect appears specific for aversive UCSs, and CS-UCS "belongingness" has been demonstrated. It was concluded that our data do challenge the premise of equipotentiality in human conditioning. There are several learning-theory accounts that could accommodate at least some aspects of the data, but they seem to be best explained in terms of biologically oriented constructs, such as preparedness.

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Appropriateness of the stimulus-reinforcement contingency in instrumental differential conditioning of the eyelid response to the arithmetic concepts of "right" and "wrong."

Cited by 10 publications

References 11 publications

Truth and falsity of verbal statements as conditioned stimuli in classical and differential eyelid conditioning.

Truth and falsity of verbal statements as conditioned stimuli in classical and differential eyelid conditioning.

Arithmetic correctness as the discriminandum in classical and differential eyelid conditioning.

The premise of equipotentiality in human classical conditioning: Conditioned electrodermal responses to potentially phobic stimuli.

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