Delay of positive reinforcement in instrumental eyelid conditioning.

Cerekwicki, Louise E.; Grant, David A.

doi:10.1037/h0025049

Cited by 6 publications

(15 citation statements)

References 13 publications

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“…In a social analog of instrumental reward conditioning, employing five levels of delay, Weiss (1967) found negatively accelerated decreasing delay gradients for both response speed and response probability measures. Cerekwicki and Grant (1967) in a study involving five levels of delay found an inverted-U-shaped gradient of eyelid response probablity, and they were careful to demonstrate that this surprising finding was replicable (Cerekwicki, Kantowitz, & Grant, 1969). The results of the present study and other recent studies serve to deepen the mystery of the Cerekwicki and Grant results, particularly where closely comparable time intervals were employed (Karras, 1967), while providing instances of monotonic decreasing gradients in a variety of human conditioning situations.…”

Section: Discussionsupporting

confidence: 65%

A delay of reinforcement gradient and correlated reinforcement in the instrumental conditioning of conversational behavior.

Weiss¹,

Boyer²,

Colwick³

et al. 1971

Journal of Experimental Psychology

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Section: Discussionsupporting

confidence: 65%

A delay of reinforcement gradient and correlated reinforcement in the instrumental conditioning of conversational behavior.

Weiss¹,

Boyer²,

Colwick³

et al. 1971

Journal of Experimental Psychology

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“…Apparatus.-The apparatus and laboratory were the same as that used by Fleming and Grant (1966) and Cerekwicki and Grant (1967). The 5 1 sat in an ophthalmological examination chair in an inner soundproofed chamber and faced a rectangular wooden enclosure painted flat white and illuminated to about 2 mL.…”

Section: Methotfmentioning

confidence: 99%

Transfer of eyelid conditioning from instrumental to classical reinforcement and vice versa.

Grant¹,

Kroll²,

Kantowitz³

et al. 1969

Journal of Experimental Psychology

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Two parallel experiments investigated transfer to instrumental eyelid conditioning following 0, 5, 10, or 20 classical reinforcements with the same CS and transfer to classical eyelid conditioning following 0, 5, 10, or 20 instrumental reinforcements that were contingent on .Ss emitting an eyelid response that resembled a classically conditioned CR upon the appearance of the CS.Amount of transfer to instrumental conditioning was a progressively increasing function of the number of pretransfer classical reinforcements, and the instrumental acquisition curves were similar to those previously obtained. Also, the conditioned (C) or voluntary (V) classification of the instrumental response (IR) form resembled the response form that was recorded during pretransfer training. Transfer from instrumental to classical conditioning was not influenced by the number of pretransfer instrumental reinforcements, the classical acquisition curves were abnormal, and the response form in the transfer phase was not related to the response form recorded in the pretransfer phase. It is concluded that transfer from classical to instrumental training occurs readily and is a function of the number of pretraining classical reinforcements, but that a parallel transfer from instrumental to classical conditioning may be more difficult to demonstrate if it does occur.

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“…This result was surprising given the ease with which bobwhite chicks generally form strong preferences for the particular training stimulus used, maternal Call A (see Harshaw & Lickliter, ). Nevertheless, exceptions to strict hyperbolic discounting have been noted (e.g., Cerekwicki & Grant, ; Cerekwicki et al., ; Landauer, ), particularly for “very brief” delays of less than a second (see Schneider, ). Studies of brief unsignaled delay of reinforcement have, for example, often reported an increase in response rate with delayed compared to immediate reinforcement (Arbuckle & Lattal, ; Lattal & Ziegler, ; Richards, ; Sizemore & Lattal, ).…”

Section: Resultsmentioning

confidence: 99%

“…Although it is a truism in psychophysics and many areas of neuroscience that “timing is everything” when it comes to isolating the workings of a particular cognitive process, thinking about the effects of delay on learning in operant paradigms is dominated by the idea that the potency of reinforcers declines in a straightforward, hyperbolic fashion with increased delay (e.g., Mazur, ; Takahashi et al., ). Studies showing violations of hyperbolic decline with delays of less than one‐second have thus tended to be ignored and/or stand as unexplained anomalies in the literature (e.g., Cerekwicki et al., ; Cerekwicki & Grant, ; Landauer, ; cf. Schneider, ).…”

Section: Discussionmentioning

confidence: 99%

“…HARSHAW & LICKLITER nious explanation of our findings. Given the utility of operant approaches (e.g., in conjugate reinforcement) and paradigms with embedded operants in developmental work (e.g., infant controlled habituation, gaze-contingent presentation) as well as the fact that violations of hyperbolic discounting with brief (<1 sec) delays have occasionally been reported (e.g., Cerekwicki & Grant, 1967;Cerekwicki, Kantowitz, & Grant, 1969;Landauer, 1964), our findings may be instructive for developmental researchers employing contingencies in studies of infants of other species, including humans.…”

mentioning

confidence: 89%

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Blinking Bird Brains: A Timing Specific Deficit in Auditory Learning in Quail Hatchlings

Harshaw

Lickliter

2016

Infancy

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Contingency perception is critical during infancy, providing the basis for the continuous learning (and re-learning) of the relation between the developing body, self-produced actions, and the environment. Nevertheless, relatively few studies have systematically examined the spatiotemporal parameters that optimize learning during development. Here, we present a series of experiments exploring a novel timing-specific deficit in auditory learning in an animal model, the bobwhite quail (Colinus virginianus). In this paradigm, chicks vocalize to hear playback of an unfamiliar maternal call and are later tested for their filial preference for that call over a novel maternal call. Rather than a simple, hyperbolic decline in learning with increased delay between chick vocalization and playback, we found a window-450-900 msec after chicks ceased vocalizing-in which chicks appeared to have difficulty learning and forming a preference for the maternal call. This deficit nonetheless occurred only when the spatial location of call playback switched semi-randomly during training, suggesting an attentional explanation for this deficit. Our findings indicate that optimization of the temporal parameters in operant paradigms with infants can be complex, particularly if tasks requiring the switching of attention between spatial locations. Our findings may thus be instructive for other developmental research with infants employing operant components.

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Delay of positive reinforcement in instrumental eyelid conditioning.

Cited by 6 publications

References 13 publications

A delay of reinforcement gradient and correlated reinforcement in the instrumental conditioning of conversational behavior.

A delay of reinforcement gradient and correlated reinforcement in the instrumental conditioning of conversational behavior.

Transfer of eyelid conditioning from instrumental to classical reinforcement and vice versa.

Blinking Bird Brains: A Timing Specific Deficit in Auditory Learning in Quail Hatchlings

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