The Pavlovian theory of generalization.

Lashley, K. S.; Wade, Matthew

doi:10.1037/h0059999

Cited by 244 publications

(172 citation statements)

References 23 publications

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“…As a result they have been conditioned not to respond when the positive stimulus is abruptly removed, as it is at the beginning of the fading procedure. This explanation is in accordance with Lashley and Wade's (1946) contention that once an organism has been reinforced for emitting a particular response he will not selectively refrain from responding to stimuli other than S + until he has experienced differential reinforcement from responding to S + and its alternati ves.…”

supporting

confidence: 86%

Errorless learning in newborn chicks

Robinson

Foster

Bridges

1976

Animal Learning & Behavior

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Nine newborn chicks were trained on a successive, red-green discrimination task. At the start of discrimination training, the intensity of the green light (S -) was slowly faded in for six chicks and was presented at full intensity for the remaining three. While meeting the response criterion for errorless learning, the chicks conditioned with the fading procedure made five times fewer errors than the full-intensity group. It was concluded that preexperimental error experience is not a necessary condition for the development of errorless learning.

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supporting

confidence: 86%

Errorless learning in newborn chicks

Robinson

Foster

Bridges

1976

Animal Learning & Behavior

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“…That is, as training with the target CS becomes more extensive, responding to this CS will more precisely adjust to its own potential to activate the representation of the US. This progressively weaker influence of X's companion CSs on the response elicited by X as this CS becomes more familiar resembles the well-known transition from stimulus generalization to stimulus discrimination (e.g., Lashley & Wade, 1946;Pavlov, 1927; for recent reviews, see Pearce, 1987Pearce, , 1994. Although the processes involved in each effect are certainly unrelated, in both cases the response elicited by a novel CS, X, is strongly affected by the associative status of other CSs (i.e., companion CSs in our rule, and physically similar CSs in stimulus generalization).…”

Section: Meaning Of the Rulementioning

confidence: 99%

A response rule for positive and negative stimulus interaction in associative learning and performance

Pineño

2007

Psychonomic Bulletin & Review

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“…One interpretation of these data is that the animals become progressively more able to distinguish changes along a single perceptual dimension from general changes in acoustic stimulation. The role of early experience in this "learning" is, at present, unknown, but the work of many investigators predicts that experiences with frequency shifts are necessary for the animals to separate this dimension from other dimensions (Gans, 1968;Gottlieb, 1971aGottlieb, , 1976Kerr et al, 1979;Lashley & Wade, 1946;Peterson, 1962;Tees, 1976;Tracy, 1970).…”

Section: "Perceptual Sharpening"mentioning

confidence: 99%

Development of responsiveness to suprathreshold acoustic stimulation in chickens.

Gray

Rubel²

1981

Journal of Comparative and Physiological Psychology

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Developmental changes in an unconditioned response to acoustic stimulation were observed in young chickens. Specifically, durations of distress call (peep) suppression were measured after the onsets of tones that differed in intensity and frequency in 384 newly hatched and 4-day-old chicks. Resuppression was also measured after a 6% change in the frequency of these tones, once the animals had habituated to the original tone. The data showed that the suppression varied systematically as a function of age, intensity, and frequency: (a) the duration of suppression increased with increasing stimulus intensity, as expected; (b) responsiveness to high frequencies grew more rapidly over the first 4 days than responsiveness to low frequencies, an effect indicating a developmental gradient across frequencies with age; (c) resuppression to the 6% change in frequency increased in duration with age; and (d) young birds suppressed vocalizations longer to loud tones in the range of their species' maternal assembly call than to other frequency-intensity combinations. These developmental trends indicate rapid changes in "perceived loudness" and "perceptual sharpening" over the first few days of postnatal life.The normally occurring processes that culminate in mature or asymptotic responses to sensory stimulation remain largely undocumented despite the fact that nearly all animals must somehow come to attend to relevant stimuli and stimulus changes in their environment. This gap in our knowledge is understandable, given the difficulties inherent in interpreting animals' responses to different stimuli and the still greater difficulties in measuring rapid developmental changes in these traits. Nevertheless, these problems in "developmental animal psychophysics" (as this area of inquiry might be termed) can be simplified by describing the functions that relate changes in responses to changes in stimulation, and by describing how these functions change over the first few days of life. To this end, this research is an example of how one stereotyped response (peep suppression in young chickens) is affected bypure tones that differ in frequency and intensity and how the effect of those stimuli changes over the first 96 hr of life.

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The Pavlovian theory of generalization.

Cited by 244 publications

References 23 publications

Errorless learning in newborn chicks

Errorless learning in newborn chicks

A response rule for positive and negative stimulus interaction in associative learning and performance

Development of responsiveness to suprathreshold acoustic stimulation in chickens.

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