Observing responses as an index of attention in chickens.

Hamlin, Paul H.

doi:10.1037/0097-7403.1.3.221

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…Two arms covered in black rubber were used for both groups in this second phase, thus there was no new set of irrelevant visuo-tactile cues. But ID shifts have been learned faster than ED shifts in other experiments where there has been no variation in the second phase in the formerly relevant ED stimuli (e.g., Durlach & Mackintosh, 1986;Hamlin, 1975).…”

mentioning

confidence: 87%

Intradimensional and extradimensional shifts in spatial learning.

Trobalón

Miguelez²,

McLaren

et al. 2003

Journal of Experimental Psychology: Animal Behavior Processes

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Animals trained on 2 discriminations learn the 2nd rapidly if the relevant stimuli are from the same dimension as the 1st (an intradimensional or ID shift) but slowly if the relevant stimuli for the 2 problems are from different dimensions (an extradimensional or ED shift). Four experiments examined ID and ED shifts in spatial learning. Rats trained on 2 spatial problems learned the 2nd more rapidly than rats whose 1st problem had been nonspatial. But this difference between ID and ED shifts depended on the spatial relationship between rewarded (S+) and unrewarded (S-) alternatives in the 2 spatial problems. The results imply that rats trained on a spatial discrimination do not learn to attend to all spatial landmarks but only to those that serve to differentiate S+ and S-.

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mentioning

confidence: 87%

Intradimensional and extradimensional shifts in spatial learning.

Trobalón

Miguelez²,

McLaren

et al. 2003

Journal of Experimental Psychology: Animal Behavior Processes

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show abstract

“…Second, if the principles governing what the organism observes turn out to be different from those governing attention, then we will need to understand both if we are to make the best possible prediction of what the organism will do in a given situation. On the other hand, if the principles are the same, then the strength of the observing behavior maintained by various stimuli can serve as a concrete, measurable index to the somewhat evanescent construct of attention (e.g., Dinsmoor, Sears, & Dout, 1976;Eimas, 1969aEimas, , 1969bHamlin, 1975;Singh & Beale, 1978). Such an index would offer a number of advantages, not the least of which is that it would provide a valuable safeguard against purely ad hoc interpretation.…”

Section: Differential Reinforcementmentioning

confidence: 99%

The Role of Observing and Attention in Establishing Stimulus Control

Dinsmoor¹

1985

J Exper Analysis Behavior

120

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Early theorists (Skinner, Spence) interpreted discrimination learning in terms of the strengthening of the response to one stimulus and its weakening to the other. But this analysis does not account for the increasing independence of the two performances as training continues or for increases in control by dimensions of a stimulus other than the one used in training. Correlation of stimuli with different densities of reinforcement produces an increase in the behavior necessary to observe them, and greater observing of and attending to the relevant stimuli may account for the increase in control by these stimuli. The observing analysis also encompasses errorless training, and the selective nature of observing explains the feature-positive effect and the relatively shallow gradients of generalization generated by negative discriminative stimuli. The effectiveness of the observing analysis in handling these special cases adds to the converging lines of evidence supporting its integrative power and thus its validity.

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“…In the present experiment, shortly after probes were introduced, the compound stimuli signaled reinforcement with a likelihood approximating 1.0, whereas the probes signaled reinforcement with a much lower likelihood, thus satisfying the conditions needed for compounds and probes to acquire control. When stimuli acquire control, however, subjects first learn to attend to relevant stimuli, and then learn to emit the reinforceable operant in the presence of the relevant stimuli (Fields, 1980;Hamlin, 1975;Zeaman & House, 1963). In the current experiment, then, when probes were introduced, subjects would learn to attend to dot patterns during probe presentations, but would not necessarily learn to emit the reinforceable operant in their presence.…”

Section: Discussionmentioning

confidence: 99%

Early and Late Introduction of Probes and Stimulus Control Acquisition in Fading

Fields

1981

J Exper Analysis Behavior

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College students learned to name Braille patterns presented visually using a fading procedure in which Braille patterns were superimposed on letter names after which letter names were attenuated. Measurement of acquisition was accomplished by presenting probes-consisting of the Braille stimuli only-throughout fading. Effects of probes upon acquisition were assessed by introducing probes early or late in fading. Fewer fading levels were needed for Braille elements to acquire control when probes were introduced early rather than late. When probes were introduced late, all subjects learned to name the Braille elements as the letters were being faded out. When probes were introduced early, however, most subjects learned to name the Braille elements as they were being faded in. Since virtually no errors occurred during compound-stimulus presentations, the probe procedure did not induce errors during acquisition. Quantitative analysis of probe data suggested that inclusion of probes enhanced the control acquired by the Braille elements during compound-stimulus presentations. The reported effects may have been due to differences in the relative frequency of reinforcement presented during compounds and probes.

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Observing responses as an index of attention in chickens.

Cited by 5 publications

References 17 publications

Intradimensional and extradimensional shifts in spatial learning.

Intradimensional and extradimensional shifts in spatial learning.

The Role of Observing and Attention in Establishing Stimulus Control

Early and Late Introduction of Probes and Stimulus Control Acquisition in Fading

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