The development of noncontinuity behavior through continuity learning.

Reid, Lyne Starling

doi:10.1037/h0062488

Cited by 171 publications

(127 citation statements)

References 8 publications

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“…These findings are consistent with the expectation according to the findings of Nakagawa (1980aNakagawa ( , 1980bNakagawa ( , 1999a. These findings are also explained by extant theories of discrimination learning: acquired cue distinctiveness theory (Lawrence, 1949(Lawrence, , 1950, response of discrimination theory (Pubols, 1956;Reid, 1953), selective attention theory (Mackintosh, 1965a), analyzer hierarchy theory (Sutherland & Mackintosh, 1971), and response strategy or response pattern theory (Hall, 1973a(Hall, , 1973b(Hall, , 1974Mandler, 1966Mandler, , 1968Mandler & Hooper, 1967). All these theories predict that overtraining should produce comparable positive ORE in Groups Wand eMS, and the results were observed.…”

Section: Discussionsupporting

confidence: 80%

Effects of Overtraining on Reversal and Nonreversal Learning on Concurrent Discriminations in Rats

Nakagawa

2000

Psychol Rec

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Two experiments examined the positive extradimensional shift effect of overtraining in concurrent mixed discriminations. In Experiment 1 rats were trained on two concurrent simultaneous discriminations and then either reversed on both tasks (Group W), or reversed on one task while a second novel discrimination was introduced (Group eMS). After initial training, two novel discrimination tasks were presented to a third group of rats (Group EDS). Overtraining facilitated extradimensional shift in Group eMS, whereas it neither facilitated nor retarded shift learning in Group EDS. In Experiment 2 using two concurrent go/no-go discriminations with the same design as in Experiment 1, overtraining facilitated extradimensional shift in Group eMS, whereas it delayed the corresponding shift in Group EDS. These findings make it clear that an important factor that determines the animals performance is not only stimulus properties but also the nature of the response required.The old dispute about whether or not overtraining facilitates reversal and non reversal (Le., extradimensional) shifts in a single discrimination task has generally been resolved by conceding that it facilitates reversal shift, whereas it delays or does not facilitate at least non reversal (Le., extradimensional) shift with a few exceptions, in which overtraining facilitates extradimensional shift (Hall, 1974;Mandler, 1968;Mandler & Hooper, 1967;Waller 1970Waller , 1971). However, recently some studies, using a . whole-partial reversal procedure, have reported that overtraining facilitated reversal shift (Le., a positive overtraining reversal effect: positive ORE) under one training condition, say, of a whole reversal condition, in which both discrimination tasks were reversed, whereas it retarded reversal shift (Le., a negative ORE) under the other training condition, say, of a partial reversal condition, in which only one of them was reversed, in concurrent discriminations (Nakagawa, 1978(Nakagawa, , 1986 Correspondence concerning this article should be sent to Esho Nakagawa,

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Section: Discussionsupporting

confidence: 80%

Effects of Overtraining on Reversal and Nonreversal Learning on Concurrent Discriminations in Rats

Nakagawa

2000

Psychol Rec

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“…The result agrees with our previous studies (3, 7) but disagrees with the REID study (6) . Fast and slow learners: The Ss in each group were divided into fast and slow learners of seven Ss each, based on their error scores in prior learning.…”

Section: Apparatussupporting

confidence: 42%

Ease of Discrimination Reversal as a Function of Degree of Original Training in the White Rat

Iwahara

1961

The Annual of Animal Psychology

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Women's UniversityOur previous studies have shown that ease of reversal as well as of non-reversal shift is not a simple monotonic function of degree of original training in human subjects whether the task is a simple discrimination learning (3, 7) or a verbal paired-associate learning (4) . In either case, a maximum negative transfer appears when the initial task has been well learned and the negative transfer decreases in either direction.The results were explained in terms of a two-factor theory of learning, according to which the initial negative transfer is attributed to specific S-R connections of Hullian type and the later facilitative effect is due to a general 'learning or discrimination set' acquired during later overtraining stages of the initial task. Our concept of set is similar to REID'S 'response of discriminating' (6) with the exception that motor factors emphasized by REID are not important in our theory (4) . It is also closely connected to the non-specific facilitative effects as suggested by UNDERWOOD (8) but the two positions are not quite identical since UNDERWOOD predicts a maximum interference when the first and second tasks are equally learned while our theory expects a maximum interference irrespective of degree of second task training.

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“…The obtained results were also explained by the two-factor theory of discrimination learning. On the other hand, other studies with human adults (Grant & Berg, 1948 ;Stevenson & Moushegian, 1956) and with rats (Capaldi & Stevenson, 1957 ;Pubols, 1956;Reid, 1953) found only a decrease in number of trials to reach criterion in the second discrimination problem with the increase of training trials on the original discrimination learning. It should he noticed that the effect of the prior training was examined only when the original discrimination task was completely learned or overlearned.…”

mentioning

confidence: 92%

Discrimination Shifts as a Function of Degree of Original Learning and Materials in the Original and Shifted Discrimination Tasks

Sugimura

1960

Jpn. Psychol. Res

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The development of noncontinuity behavior through continuity learning.

Cited by 171 publications

References 8 publications

Effects of Overtraining on Reversal and Nonreversal Learning on Concurrent Discriminations in Rats

Effects of Overtraining on Reversal and Nonreversal Learning on Concurrent Discriminations in Rats

Ease of Discrimination Reversal as a Function of Degree of Original Training in the White Rat

Discrimination Shifts as a Function of Degree of Original Learning and Materials in the Original and Shifted Discrimination Tasks

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