Results 291 to 300 of about 941,916 (317)
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Discrimination learning without reward
Physiology & Behavior, 1973Abstract Three split-brain monkeys successfully learned a visual pattern discrimination in one hemisphere in a training sequence that did not make use of a reward. The results suggest that reward information is not a necessary condition for learning.
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Discrimination Learning and Inhibition
Science, 1966Pigeons learned to discriminate between a white vertical line on a dark background (S+) and a monochromatic circle of light (S—) either with or without responses to S— (errors). Gradients of inhibition, which were centered around S—, and which had greater than zero slopes, were obtained only from those subjects who learned to discriminate with errors ...
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Measuring Discrimination Learning
1992Publisher Summary This chapter discusses the most common form of discrimination learning that involves the simultaneous presentation of two visual stimuli. It presents an experiment investigating how mice learn simple black/white visual discrimination. A black/white discrimination experiment is one of the simplest to run.
Victor H. Denenberg, Gerry H. Kenner
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Discrimination Pretraining and Sound Learning
Perceptual and Motor Skills, 1965Sound production learning as a function of sound discrimination learning was investigated. First grade Ss who were observed to utter /skrə'b/ for /srə'b/ were assigned to two discrimination pretraining groups ( N = 15 in each group): Group A, discrimination training on /skrə'b/-/srə'b/ and Group B, discrimination training on /sliyp/-/∫liyp/.
H, WINITZ, L, PREISLER
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Brightness Discrimination Learning in Caimans
Perceptual and Motor Skills, 1970Caimans were trained to escape shock in a T-maze with either brightness cues or confounded brightness and spatial cues relevant. After criterion was reached on the confounded problem, the positions of the brightness cues were then varied for these Ss with position becoming an irrelevant cue and the color of the positive cue unchanged.
J T, Williams, S G, Robertson
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Note on Pitch Discrimination Learning
Perceptual and Motor Skills, 1968Miller (1956) has suggested that the number of stimuli which can be identified in an "absolute" discrimination task is 7-1 2, about 2.8 bits of transmitted information. Considering the abiliry of the human operator to handle very large amounts of stimulus information, under optimum conditions one might intuitively expect absolute discrimination to ...
M A, Vianello, S H, Evans
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Discrimination Learning Set in Children
1964Publisher Summary This chapter reviews part of the literature on discrimination learning set. It is limited to one general topic-the nature of learning set-and one research topic— “response shift”—which is theoretically important and has received considerable attention in the research literature.
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Discrimination Learning: Squirrels vs Raccoons
Perceptual and Motor Skills, 1963Squirrels and raccoons were compared in terms of their discrimination performance with respect to such form parameters as sidedness, axial rotation, and areal asymmetry. Sixteen two-choice discrimination problems were used; two problems from each of the eight classes representing the possible combinations of the presence and absence of differences in ...
L, HITCHCOCK, K M, MICHELS, D R, BROWN
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1987
In his tales of travels in the Far East, Marco Polo describes how the “Old Man on the Mountain” (Hassan Sabbah, year 1090, and followers) recruited loyal warriors, the assassins, to faithfully obey and follow their master. According to the tale, the old man invited the potential warrior to a delicious dinner in his fortress.
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In his tales of travels in the Far East, Marco Polo describes how the “Old Man on the Mountain” (Hassan Sabbah, year 1090, and followers) recruited loyal warriors, the assassins, to faithfully obey and follow their master. According to the tale, the old man invited the potential warrior to a delicious dinner in his fortress.
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Reinforcer Acquisition in Discrimination Learning
Psychological Reports, 1966This experiment extended an earlier study in which a buzzer sound was combined in pretraining with “Right” or “Wrong.” A two-choice discrimination learning task was presented immediately following the pretraining. Children learned that the buzz had meaning (in a direction opposite the verbal statement with which it was combined).
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