Formation of Transitivity in Conditional Matching to Sample by Pigeons

Kuno, Hiromichi; Kitadate, Tsutomu; Iwamoto, Takio

doi:10.1901/jeab.1994.62-399

Cited by 38 publications

(48 citation statements)

References 32 publications

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“…Choice of C I is taken to indicate that the tasks on which they have been training have established equivalences (that can be thought of as Al = BI' and B I = C I), allowing the transitive inference A I = C I. After some early failures (e.g., D 'Amato, Salmon, Loukas, & Tomie, 1985), appropriate responding on the transitivity test has now been successfully demonstrated in nonhuman subjects (Kuno, Kitadate, & Iwamoto, 1994).…”

Section: Extension To Equivalence Classes In Discrimination Learningmentioning

confidence: 99%

“…That is, Al will be an effective sample because it evokes the image of an event that has received appropriate training. For such a system to work requires that the AI-BIlink be well formed initially, and in this may lie the reason for the success of Kuno et al (1994). They gave extensive discrimination training with relatively prolonged exposure to both sample and comparison stimuli (their subjects, pigeons, were required to peck 10 times at each stimulus on each trial).…”

Section: Extension To Equivalence Classes In Discrimination Learningmentioning

confidence: 99%

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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: Extension To Equivalence Classes In Discrimination Learningmentioning

confidence: 99%

Section: Extension To Equivalence Classes In Discrimination Learningmentioning

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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“…Nonhuman subjects, however, have yielded mostly negative results (e.g., Hogan & Zentall, 1977;Lionello-DeNolf & Urcuioli, 2002;Lipkens, Kop, & Matthijs, 1988;Tomonaga, Matsuzawa, Fujita, & Yamamoto, 1991;Yamamoto & Asano, 1995). Reflexivity (Sweeney & Urcuioli, 2010), symmetry (Frank & Wasserman, 2005;Garcia & Benjumea 2006;Urcuioli, 2008;Vasconcelos & Urcuioli, 2011;Velasco, Huziwara, Machado, & Tomanari, 2010;Yamamoto & Asano, 1995), and transitivity (D'Amato, Salmon, Loukas, & Tomie, 1985;Kuno, Kitadate, & Iwamoto, 1994) have been reported in separate experiments with nonhuman animals. However, only one study with a California sea lion has obtained positive results with combined tests (Schusterman & Kastak, 1993).…”

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confidence: 93%

“…Antonitis, 1951;Dube & McIlvane, 1996;Epstein, 1983Epstein, , 1985Galvão, Calcagno & Sidman 1992;Kuno et al, 1994;Lerman & Iwata, 1996;Schusterman & Kastak, 1993;Wilson & Hayes, 1996), extinction during test trials is similar to the consequences of incorrect choices during training trials, in that in both cases the reinforcer is omitted. If this similarity changes the sources of stimulus control established during prior training, the subjects are likely to fail the tests for emergent relations (see Dube & McIlvane, 1996;Galvão et al, 1992;Kuno et al, 1994;. Because the approach of Velasco et al compares the speed of learning of two conditional relations within subjects, it increases the study's sensitivity with respect to the more common between-subjects design (see Velasco et al, 2010, for further discussion of design issues in tests of emergent relations).…”

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confidence: 99%

Emergent relations in pigeons following training with temporal samples

et al. 2012

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In two experiments, we investigated emergent conditional relations in pigeons using a symbolic matching-tosample task with temporal stimuli as the samples and hues as the comparisons. Both experiments comprised three phases. In Phase I, pigeons learned to choose a red keylight (R) but not a green keylight (G) after a 1-s signal. They also learned to choose G but not R after a 4-s signal. In Phase II, correct responding consisted of choosing a blue keylight (B) after a 4-s signal and a yellow keylight (Y) after a 16-s signal. Comparisons G and B were both related to the same 4-s sample, whereas comparisons R and Y had no common sample. In Phase III, R and G were presented as samples, and B and Y were presented as the comparisons. The choice of B was correct following G, and the choice of Y was correct following R. If a relation between comparisons that shared a common sample were to emerge, then responding to B given G would be more likely than responding to Y given R. The results were generally consistent with this prediction, suggesting, for the first time in pigeons, the emergence of novel relations that involve temporal stimuli as nodal samples.

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“…Os estudos avançaram para avaliar a generalidade do fenômeno entre espécies (Kuno, Kitadate, & Iwamoto, 1994;Sidman, Rauzin, Lazar, Cunningham, Tailby & Carrigan, 1982;Schusterman & Kastak, 1993) com fracas evidências favoráveis, bem como para esclarecer os princípios descritivos e explicativos subjacentes Sidman, Wilson-Morris e Kirk, 1986;Sidman, Wynne, Maguire & Barnes, 1989). Sidman e Tailby (1982) descreveram testes adicionais para determinar se um desempenho envolve algo mais do que relações condicionais entre o modelo e os estímulos de comparação.…”

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Inferências Sobre Classes De Operantes Precorrentes Verbais Privados

Simonassi

Cameschi

Vilela

et al. 2012

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RESUMOEste estudo replica sistematicamente e expande a validade da análise de Greenspoon (1955) de que processos simbólicos interpretados como "uso da linguagem", podem ser descritos como classes de respostas operantes. No Experimento I, 16 universitários foram distribuídos em dois grupos, em função de agruparem ou não palavras aleatórias por classe gramatical sem indução explícita. Posteriormente, cada participante foi exposto a palavras de diferentes classes gramaticais, em um delineamento ABA. Na Fase de Treino (B), tocar nas palavras pertencentes à classe dos verbos eram conseqüenciadas com "CERTO" e nas demais classes, com "ERRADO"; nas linhas de base (A), pré e pós-treino, não haviam conseqüências programadas. Os resultados mostraram que o grupo que classificou as palavras gramaticalmente teve melhor desempenho, como efeito do controle discriminativo subjacente aos processos privados denominados comportamento precorrente. No Experimento II, quatro participantes não alfabetizados foram submetidos ao mesmo delineamento do Experimento I. A conseqüenciação não produziu aumentos na freqüência de toques sobre os verbos, sendo semelhante a distribuição de respostas entre todas as classes gramaticais. Estes resultados demonstram a natureza operante de certas propriedades do comportamento verbal e o efeito das conseqüências controladoras como função das influências discriminativas de comportamentos precorrentes privados sobre comportamentos públicos.Palavras-chave: comportamento verbal, comportamento precorrente, eventos privados, controle discriminativo ABSTRACTThis study was designed to replicate systematically and expand the validity of Greenspoon's (1955) analysis of behavioral processes considered "usage of language" as operant responses classes. In Experiment I, 16 university students were assigned to two groups, according to the performance of classifying, or not, random words in grammatical classes without direct induction. Afterwards, participants were individually exposed to words of different grammatical classes, according to an ABA experimental design. In Training Condition (B), responses generated by touching on verbs were reinforced with "RIGHT" and responses to words of other classes were punished with "WRONG". In both baseline sessions (A) the touch responses were neither reinforced or punished. The group that was able to classify words on grammatical classes displayed a better performance, which indicates the discriminative control underlying the private processes called precurrent behavior. In Experiment II, 4 illiterate participants were exposed to the same design of Experiment I. The results show that the consequences did not increase the frequency of touching responses to verbs; the response distribution was the same to all grammatical classes. Results seem to demonstrate the operant nature of certain properties of verbal behavior and that the control of the consequences is a function of the discriminative effects of private precurrent behaviors on public behaviors.

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Formation of Transitivity in Conditional Matching to Sample by Pigeons

Cited by 38 publications

References 32 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

Emergent relations in pigeons following training with temporal samples

Inferências Sobre Classes De Operantes Precorrentes Verbais Privados

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