Intelligence and learning.

Peterson, Joseph

doi:10.1037/h0069483

Cited by 7 publications

(8 citation statements)

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“…The trial-and-error exploration required by maze learning was therefore well suited to the objectives of early psychological science for investigating selective processes underlying adaptive behavior on the proposition that discrimination learning was the "basis of each and every act" (James, 1890 cited by Ruckmick, 1921, p. 3-5;Stephens, 1935). Tests of discrimination learning were also central to advancing theories that defined intelligence according to the ability to monitor performance on a complex task and adapt responses for the efficient pursuit of an end goal (Binet & Simon, 1909, cited in Peterson, 1922Porteus, 1918). Decisions made at each choice-point in a maze provided units of behaviour that could be analysed according to the ability to learn correct turns in the path from a blind alley (Brown HIDDEN PATHWAY MAZE LEARNING 6 & Buel, 1940;Hamilton, 1911;Miles, 1927;Peterson, 1920Peterson, , 1922Spence, 1932;Warden, 1924aWarden, , 1924bWarden, , 1925.…”

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

“…Tests of discrimination learning were also central to advancing theories that defined intelligence according to the ability to monitor performance on a complex task and adapt responses for the efficient pursuit of an end goal (Binet & Simon, 1909, cited in Peterson, 1922Porteus, 1918). Decisions made at each choice-point in a maze provided units of behaviour that could be analysed according to the ability to learn correct turns in the path from a blind alley (Brown HIDDEN PATHWAY MAZE LEARNING 6 & Buel, 1940;Hamilton, 1911;Miles, 1927;Peterson, 1920Peterson, , 1922Spence, 1932;Warden, 1924aWarden, , 1924bWarden, , 1925. The maze context was important because it allowed for the study of behaviour when there is only partial knowledge of the environment.…”

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

“…It was not simply a method for studying the learning process, but a method for measuring how an animal determines the nature of the environment (Tolman, 1948). Researchers investigated how expectancies of a task solution developed by the extent to which ineffective 'habits' of entry into blind alleys were eliminated (Brownwell, 1939;Lashley, 1923;Muenzinger, 1927;Pepper, 1934;Perry, 1918;Peterson, 1922;Tolman, Hall, & Bretnall, 1932). Thus, in animal studies maze learning was considered an appropriate operational definition for higher cognitive processes because it involved "the capacity to take in a large situation, and by response to remote conditions to delay action and inhibit motor tendencies aroused by immediate stimuli until they have been coordinated with the larger circumstance" (Peterson, 1922, p. 387).…”

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

“…Thus, in animal studies maze learning was considered an appropriate operational definition for higher cognitive processes because it involved "the capacity to take in a large situation, and by response to remote conditions to delay action and inhibit motor tendencies aroused by immediate stimuli until they have been coordinated with the larger circumstance" (Peterson, 1922, p. 387). Maze learning was therefore regarded as a measure of intelligent learning in which the experience of previously encountered elements of the maze was used to guide decisions toward a future state of reward (Peterson, 1922), such as food in animals, or task completion in humans.…”

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

“…These errors were described as 'perseveration' and were considered to define confused and irrational behavior (Gould & Perin, 1916;Peterson, 1920Peterson, , 1922.…”

Section: Analysis Of Performance In Early Hidden Pathway Maze Learninmentioning

confidence: 99%

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Behavior at the Choice Point: Decision Making in Hidden Pathway Maze Learning

et al. 2014

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Hidden pathway maze learning tasks (HPMLTs) have been used in neuropsychological research and practice for more than 80 years. These tasks require the use of visual and auditory task feedback signals to learn the order and direction of a pathway, typically within a grid of stepping-stones, or alleys. Hidden pathway maze learning tasks are purported to assess both visuospatial learning and executive processes. The original motivation for the HPMLT paradigm for humans was to reduce a complex tactual planning task to one in which decisions could be directly measured by discrete actions at choice points guided by visual cues. Hidden maze learning paradigms were used extensively throughout the 20th century, initially to study exploratory, anticipatory, and goal-related behavior within the context of memory research, and later as an experimental tool in neuropsychology. Computerization of HPMLTs have allowed for the measurement of different move categories according to the rule structure and ipso facto, clinically meaningful differences in memory and monitoring functions during spatial search and learning. Hidden pathway maze learning tests have been used to understand the cognitive effects of ageing, neurological disorders, and psychopharmacological challenges. We provide a review of historical antecedents relevant to contemporary applications of HPMLTs in neuropsychology. It is suggested that contemporary applications of HPMLTs could be advanced by analysis of component operations necessary for efficient performance that can inform theoretical interpretations of this class of tests in clinically meaningful terms.

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Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

Section: Hidden Pathway Maze Learning: Historical Considerationsmentioning

confidence: 99%

“…These errors were described as 'perseveration' and were considered to define confused and irrational behavior (Gould & Perin, 1916;Peterson, 1920Peterson, , 1922.…”

Section: Analysis Of Performance In Early Hidden Pathway Maze Learninmentioning

confidence: 99%

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Behavior at the Choice Point: Decision Making in Hidden Pathway Maze Learning

et al. 2014

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Early conceptions and tests of intelligence.

Peterson

1925

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Concentration, learning, and thinking.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene (2nd Ed.).

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This is a continuation of the discussion of adjustment to work, and the development of traits and behavior patterns which enable us to meet our responsibilities on a mature, efficient, and creative level. INCREASING CONCENTRATION Nature of concentration."My trouble is that I have no power of concentration. If I could concentrate like some of the girls living in our dormitory, I'd get good grades. Why, some of them spend an hour to my five hours of study!" This undergraduate believed that concentration involves a power or faculty which one uses as a wrench or hammer in time of need. To her, one either possesses a goodly quantity of this faculty, or one lacks it. Such a view is not substantiated by current scientific knowledge. Concentration is not a power with which some are born and which others never gain. It is a way of behaving which increases the clearness of the situation toward which we are reacting and enables, us to respond in a dynamic fashion. We always concentrate on something-we do not merely concentrate. Concentration is not extraneous to, or superimposed upon, normal mental functioning. It is, rather, a more efficient, more dynamic, more highly conscious form of normal activity brought about by greater interest, purposiveness, and a more active attitude toward the situation at hand. Concentration is the result of strong motivation and proper study habits, which we shall review (1).Concentration is specific. Many inefficient students can con-65

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Intelligence and learning.

Cited by 7 publications

References 0 publications

Behavior at the Choice Point: Decision Making in Hidden Pathway Maze Learning

Behavior at the Choice Point: Decision Making in Hidden Pathway Maze Learning

Early conceptions and tests of intelligence.

Concentration, learning, and thinking.

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