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Author |
Nevin, J.A.; Shettleworth, S.J. |
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Title |
An analysis of contrast effects in multiple schedules |
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Journal Article |
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Year |
1966 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume |
9 |
Issue |
4 |
Pages |
305-315 |
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Keywords |
Animals; Birds; *Conditioning (Psychology); Conditioning, Operant; Discrimination Learning; *Extinction, Psychological; Male; Reaction Time; *Reinforcement (Psychology) |
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0022-5002 |
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PMID:5961499 |
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no |
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refbase @ user @ |
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392 |
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Author |
Shettleworth, S.J. |
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Title |
Reinforcement and the organization of behavior in golden hamsters: Pavlovian conditioning with food and shock unconditioned stimuli |
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Journal Article |
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Year |
1978 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
4 |
Issue |
2 |
Pages |
152-169 |
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Keywords |
Acoustic Stimulation; Animals; *Behavior, Animal; *Conditioning, Classical; Conditioning, Operant; Cricetinae; *Electroshock; Female; *Food; Male; Punishment; *Reinforcement (Psychology); Reinforcement Schedule |
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Abstract |
The effects of Pavlovian conditioned stimuli (CSs) for food or shock on a variety of behaviors of golden hamsters were observed in three experiments. The aim was to see whether previously reported differences among the behaviors produced by food reinforcement and punishment procedures could be accounted for by differential effects of Pavlovian conditioning on the behaviors. There was some correspondence between the behaviors observed to the CSs and the previously reported effects of instrumental training. However, the Pavlovian conditioned responses (CRs) alone would not have predicted the effects of instrumental training. Moreover, CRs depended to some extent on the context in which training and testing occurred. These findings, together with others in the literature, suggest that the results of Pavlovian conditioning procedures may not unambiguously predict what system of behaviors will be most readily modified by instrumental training with a given reinforcer. |
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0097-7403 |
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PMID:670890 |
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refbase @ user @ |
Serial |
387 |
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Author |
Shettleworth, S.J.; Juergensen, M.R. |
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Title |
Reinforcement and the organization of behavior in golden hamsters: brain stimulation reinforcement for seven action patterns |
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Journal Article |
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Year |
1980 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
6 |
Issue |
4 |
Pages |
352-375 |
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Keywords |
Animals; Behavior, Animal/*physiology; Cricetinae; Electric Stimulation; Female; Hypothalamus/*physiology; Male; Medial Forebrain Bundle/physiology; Mesocricetus; *Reinforcement (Psychology) |
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Abstract |
Golden hamsters were reinforced with intracranial electrical stimulation of the lateral hypothalamus (ICS) for spending time engaging in one of seven topographically defined action patterns (APs). The stimulation used as reinforcer elicited hoarding and/or feeding and supported high rates of bar pressing. In Experiment 1, hamsters were reinforced successively for digging, open rearing, and face washing. Digging increased most in time spent, and face washing increased least. Experiments 2-5 examined these effects further and also showed that “scrabbling,” like digging, was performed a large proportion of the time, almost without interruption, for contingent ICS but that scratching the body with a hindleg and scent-marking showed relatively little effect of contingent ICS, the latter even in an environment that facilitated marking. In Experiment 6, naive hamsters received ICS not contingent on behavior every 30 sec (fixed-time 30-sec schedule). Terminal behaviors that developed on this schedule were APs that were easy to reinforce in the other experiments, but a facultative behavior, face washing, was one not so readily reinforced. Experiment 7 confirmed a novel prediction from Experiment 6--that wall rearing, a terminal AP, would be performed at a high level for contingent ICS. All together, the results point to both motivational factors and associative factors being involved in the considerable differences in performance among different reinforced activities. |
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0097-7403 |
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PMID:6968817 |
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no |
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refbase @ user @ |
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386 |
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Author |
Nallan, G.B.; Pace, G.M.; McCoy, D.F.; Zentall, T.R. |
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Title |
The role of elicited responding in the feature-positive effect |
Type |
Journal Article |
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Year |
1983 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
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Volume |
96 |
Issue |
3 |
Pages |
377-390 |
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Keywords |
Animals; Color Perception; Columbidae; *Discrimination (Psychology); Male; Practice (Psychology); Reinforcement (Psychology); Time Factors |
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Abstract |
Hearst and Jenkins proposed in 1974 that elicited responding accounts for the feature-positive effect. To test this position, pigeons were exposed to a feature-positive or feature-negative discrimination between successively presented displays--one consisted of a red and a green response key and the other consisted of two green response keys. There were four main conditions: 5-5 (5-sec trials, 5-sec intertrial intervals), 5-30, 30-30, and 30-180. Conditions 5-30 and 30-180 should produce the largest amount of elicited responding, and therefore the largest feature-positive effects. A response-independent bird was yoked to each response-dependent bird to allow direct assessment of the amount of elicited responding generated by each condition. Contrary to the predictions by Hearst and Jenkins's theory, response-dependent birds showed large feature-positive effects in each condition. The largest feature-positive effect was obtained in condition 5-5. Response-independent birds produced similar results, but manifested low response rates. |
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0002-9556 |
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Notes |
PMID:6650707 |
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no |
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Call Number |
refbase @ user @ |
Serial |
266 |
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Author |
Kaplan, A.I.; Borodovskii, M.I. |
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Title |
[Alternative animal behavior: a model and its statistical characteristics] |
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Journal Article |
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Year |
1989 |
Publication |
Nauchnye Doklady Vysshei Shkoly. Biologicheskie Nauki |
Abbreviated Journal |
Nauchnye Doki Vyss Shkoly Biol Nauki |
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3 |
Pages |
29-32 |
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Keywords |
Animals; *Behavior, Animal; Cognition; Male; Mathematics; *Models, Biological; *Models, Statistical; Rats; Reinforcement (Psychology) |
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Abstract |
The rats' alternative behaviour in T-maze at simultaneous two-sided food refreshment in 13 trials a day during 6 days has been studied. It has been found that in the first testing days the indexes of alternative behaviour of animals correspond to the characteristics of the random alternation. However, on the 5-6th day of testing in the overwhelming majority of rats the true deviation of alternation index above or below than the theoretical values has been revealed. A question on the existence of two strategies of cognitive behaviour alteration and perseveration in rat population is under discussion. |
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Russian |
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Al'ternativnoe povedenie zhivotnykh: model' i statisticheskie kharakteristiki |
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0470-4606 |
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PMID:2742929 |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2799 |
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Author |
Roper, K.L.; Zentall, T.R. |
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Title |
Directed forgetting in animals |
Type |
Journal Article |
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Year |
1993 |
Publication |
Psychological bulletin |
Abbreviated Journal |
Psychol Bull |
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Volume |
113 |
Issue |
3 |
Pages |
513-532 |
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Keywords |
Animals; Behavior, Animal; *Cognition; Columbidae; Conditioning (Psychology); Discrimination Learning; Female; Humans; Male; Memory Disorders/*psychology; Reinforcement (Psychology); Task Performance and Analysis |
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Abstract |
Directed-forgetting research with animals suggests that animals show disrupted test performance only under certain conditions. Important variables are (a) whether during training, the cue to forget (F cue) signals nonreward (i.e., that the trial is over) versus reward (i.e., that reinforcement can be obtained) and (b) given that reinforcement can be obtained on F-cue trials, whether the post-F-cue response pattern is compatible with the baseline memory task. It is proposed that some findings of directed forgetting can be attributed to trained response biases, whereas others may be attributable perhaps to frustration-produced interference. It is suggested that directed forgetting in animals should be studied using procedures similar to those used to study directed forgetting in humans. This can be accomplished by presenting, within a trial, both to-be-remembered and to-be-forgotten material. |
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Department of Psychology, University of Kentucky, Lexington 40506 |
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0033-2909 |
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PMID:8316612 |
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no |
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refbase @ user @ |
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259 |
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Author |
Dougherty, D.M.; Lewis, P. |
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Title |
Generalization of a tactile stimulus in horses |
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Journal Article |
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Year |
1993 |
Publication |
Journal of the Experimental Analysis of Behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume |
59 |
Issue |
3 |
Pages |
521-528 |
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Keywords |
Animals; Behavior, Animal; Female; *Horses; Male; Reinforcement (Psychology); *Touch |
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Abstract |
Using horses, we investigated the control of operant behavior by a tactile stimulus (the training stimulus) and the generalization of behavior to six other similar test stimuli. In a stall, the experimenters mounted a response panel in the doorway. Located on this panel were a response lever and a grain dispenser. The experimenters secured a tactile-stimulus belt to the horse's back. The stimulus belt was constructed by mounting seven solenoids along a piece of burlap in a manner that allowed each to provide the delivery of a tactile stimulus, a repetitive light tapping, at different locations (spaced 10.0 cm apart) along the horse's back. Two preliminary steps were necessary before generalization testing: training a measurable response (lip pressing) and training on several reinforcement schedules in the presence of a training stimulus (tapping by one of the solenoids). We then gave each horse two generalization test sessions. Results indicated that the horses' behavior was effectively controlled by the training stimulus. Horses made the greatest number of responses to the training stimulus, and the tendency to respond to the other test stimuli diminished as the stimuli became farther away from the training stimulus. These findings are discussed in the context of behavioral principles and their relevance to the training of horses. |
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Human Behavioral Pharmacology Laboratory, University of Texas Health Science Center, Houston 77030 |
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0022-5002 |
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PMID:8315368 |
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no |
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Call Number |
Equine Behaviour @ team @ |
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3571 |
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Author |
Heyes, C.M. |
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Title |
Social learning in animals: categories and mechanisms |
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Journal Article |
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Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
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69 |
Issue |
2 |
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207-231 |
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Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
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Abstract |
There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
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Department of Psychology, University College London |
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1464-7931 |
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PMID:8054445 |
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no |
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Call Number |
refbase @ user @ |
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708 |
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Author |
Boysen, S.T.; Berntson, G.G. |
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Title |
Responses to quantity: perceptual versus cognitive mechanisms in chimpanzees (Pan troglodytes) |
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Journal Article |
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Year |
1995 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
21 |
Issue |
1 |
Pages |
82-86 |
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Animals; Behavior, Animal; Choice Behavior; Cognition/*physiology; Female; *Pan troglodytes; Perception/*physiology; Reinforcement (Psychology); Task Performance and Analysis |
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Abstract |
Two chimpanzees were trained to select among 2 different amounts of candy (1-6 items). The task was designed so that selection of either array by the active (selector) chimpanzee resulted in that array being given to the passive (observer) animal, with the remaining (nonselected) array going to the selector. Neither animal was able to select consistently the smaller array, which would reap the larger reward. Rather, both animals preferentially selected the larger array, thereby receiving the smaller number of reinforcers. When Arabic numerals were substituted for the food arrays, however, the selector animal evidenced more optimal performance, immediately selecting the smaller numeral and thus receiving the larger reward. These findings suggest that a basic predisposition to respond to the perceptual-motivational features of incentive stimuli can interfere with task performance and that this interference can be overridden when abstract symbols serve as choice stimuli. |
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Comparative Cognition Project, Ohio State University, Columbus 43210-1222 |
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0097-7403 |
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PMID:7844508 |
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no |
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Equine Behaviour @ team @ |
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2783 |
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Author |
Zentall, T.R.; Sherburne, L.M.; Roper, K.L.; Kraemer, P.J. |
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Title |
Value transfer in a simultaneous discrimination appears to result from within-event pavlovian conditioning |
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Journal Article |
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Year |
1996 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
22 |
Issue |
1 |
Pages |
68-75 |
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Animals; Behavior, Animal; Columbidae; *Conditioning, Classical; *Discrimination Learning; Female; Male; *Reinforcement (Psychology) |
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When pigeons acquire a simple simultaneous discrimination, some of the value acquired by the S+ transfers to the S-. The mechanism underlying this transfer of value was examined in three experiments. In Experiment 1, pigeons trained on two simultaneous discriminations (A + B- and C +/- D-) showed a preference for B over D. This preference was reduced, however, following the devaluation of A. In Experiment 2, when after the same original training, value was given to D, the pigeons' preference for C did not significantly increase. In Experiment 3, when both discriminations involved partial reinforcement (S +/-), A + C- training resulted in a preference for B over D, whereas B + D- training resulted in a preference for A over C. Thus, simultaneous discrimination training appears to result in bidirectional within-event conditioning involving the S+ and S-. |
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Department of Psychology, University of Kentucky Lexington 40506, USA |
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0097-7403 |
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PMID:8568497 |
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Call Number |
refbase @ user @ |
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255 |
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