Effects of reversal and nonreversal shifts with CVC stimuli

Bogartz, William

doi:10.1016/s0022-5371(65)80046-9

Cited by 28 publications

(22 citation statements)

References 14 publications

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“…The transfer behavior of this group should serve as a baseline of what to expect when subjects learn problems where only exemplar-specific knowledge is available. Previous research (Bogartz, 1965;Medin, 1972;Trinder et al, 1969) suggests that some conceptual behavior may be exhibited based purely on the response equivalence during training of unrelated stimuli. Thus this condition is essential to determine the baseline rate of spontaneous reversals and ratio of changed-to-total errors that can be attributed to response equivalence rather than abstract category structure.…”

Section: Methodsmentioning

confidence: 98%

“…During the initial phase, subjects learned to apply the labels 1 and 2, respectively, to four distortions each of two different prototypes. After a training criterion was reached, subjects were given a half-reversal shift (Bogartz, 1965;Slamecka, 1968;Trinder, Richman, & Gulkin, 1969); that is, half of the exemplar-response combinations were reversed. Thus, two exemplars from each prototype category did not change their response (unchanged subproblems), while the remaining two exemplars from each prototype category were shifted to the response of the other category (changed subproblems).…”

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confidence: 99%

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The genesis and use of exemplar vs. prototype knowledge in abstract category learning

et al. 1978

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Accurate classification of new exemplars in an abstraction paradigm may be due to their similarity to old exemplars rather than to abstract category (or prototype) knowledge. In the present study, subjects received initial training on a two-category problem before being transferred to a task in which half of the exemplar-response pairs had their responses reversed while the remaining half of the pairs were unchanged. When transfer occurred with no delay and involved old exemplars, more errors occurred for changed than for unchanged pairs. This result implies the use of exemplar-specific rather than abstract category knowledge. However, when transfer was delayed by 24 or 72 h, errors occurred equally often for changed and unchanged pairs. This result suggests that exemplar-specific knowledge is no longer used.. Since subjects were still able to accurately classify exemplars prior to the transfer task at these delays, some form of abstract category knowledge is implicated.

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Section: Methodsmentioning

confidence: 98%

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confidence: 99%

The genesis and use of exemplar vs. prototype knowledge in abstract category learning

et al. 1978

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“…Correspondence concerning this article should be sent to Masaki Tomonaga, Department of Behavioral and Brain Sciences, Primate Research Institute, Kyoto University, Inuyama, Aichi 484-8506, Japan (E-mail: tomonaga@pri.kyoto-u.ac.jp). formation is also testable in simple discriminations (de Rose, McIlvane, Dube, Galpin, & Stoddard, 1988;Sidman et al, 1989;Vaughan, 1988), in sequential responding (Green, Sigurdardottir, & Saunders, 1991;Lazar, 1977;Sigurdardottir, Green, & Saunders, 1990;Wulfert & Hayes, 1988), in categorization tasks (Bogartz, 1965;Schaeffer & Ellis, 1970), and in discrimination under respondent contingencies (Honey & Hall, 1988). We can say that the establishment of an equivalence class is a special case of stimulus class formation.…”

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confidence: 99%

ESTABLISHING FUNCTIONAL CLASSES IN A CHIMPANZEE (PAN TROGLODYTES) WITH A TWO‐ITEM SEQUENTIAL‐RESPONDING PROCEDURE

Tomonaga¹

1999

J Exper Analysis Behavior

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A 9-year-old female chimpanzee was trained on a two-item sequential-responding task. Attempts were made with successive-reversal training to establish functional classes. In Experiment 1, the subject was exposed to between-session successive-reversal training in which one of two pairs of stimuli was reversed, and transfer of reversal responding to the other pair was tested with nonreinforcement probe trials. She did not show transfer during the course of reversals. Stimulus control established in the original training was maintained on nonreinforcement probe trials. In Experiment 2, withinsession reversals were introduced. She showed transfer from the initially reversed pair to the other. The results were consistent with Vaughan's (1988) results with pigeons on successive discriminations, which indicated the formation of functional classes. In Experiment 3, crossover and wild-card tests were conducted to clarify the stimulus control of sequential responding. The results suggested that the sequential responding was controlled only by the first stimulus of each pair. To establish control by both first and second stimuli, trial-unique stimuli or wild cards were substituted for one of the items of the lists in Experiment 4. Further transfer tests, in which stimuli for the two new pairs appeared, were also given to the subject. She successfully responded to these two merged lists and reversed the order as the result of reversal training.

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“…On the other hand, Bogartz (1965) has provided evidence suggesting that performance on RS tasks need not be mediated by a preexperimentally acquired representational response: Performance on the RS was superior to that on the NRS even though the locus of the mediational re-sponse was not based on a clearly defined stimulus dimension. From these findings, Bogartz pointed out that the difference of performance on conventional RS and NRS tasks could be attributed to mediation through stimulus equivalence or to S's utilization of the preexperimental habit of "doing th e opposite " on the RS.…”

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confidence: 99%

A Developmental Change of Strategies in Reversal Shift Process

Maruno

1975

Jpn. Psychol. Res

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The purposes of this study was to assess the developmental changes of strategies in reversal shift process. A reversal shift with verbal materials containing 2 dimensions simultaneously was investigated at 4 developmental levels: Second grade, fourth grade, junior high school, and college. After the shift problem was completed, the level of information-processing of Ss was inquired under some questions. The results showed that (1) in all developmental levels, 3 strategies, conceptual, response-switching, and associative strategies were found , (2) in the shift problem, the response-switching strategy group as well as the conceptual strategy group learned more quickly than the associative strategy group, and (3) the use of conceptual strategy increased with age. It was suggested that developmental changes of strategies in reversal shift process may reflect differences in the level of information-processing Ss reached at the end of original learning. Yamauchi for suggesting this investigation. Requests for reprints should be sent to Syunichi Maruno,

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Effects of reversal and nonreversal shifts with CVC stimuli

Cited by 28 publications

References 14 publications

The genesis and use of exemplar vs. prototype knowledge in abstract category learning

The genesis and use of exemplar vs. prototype knowledge in abstract category learning

ESTABLISHING FUNCTIONAL CLASSES IN A CHIMPANZEE (PAN TROGLODYTES) WITH A TWO‐ITEM SEQUENTIAL‐RESPONDING PROCEDURE

A Developmental Change of Strategies in Reversal Shift Process

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