Journal of Experimental Psychology-Animal Learning and Cognition最新文献

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Blocking and overshadowing in human geometry learning. 人类几何学习中的遮挡与遮蔽。

IF 1.3 4区心理学

Journal of Experimental Psychology-Animal Learning and Cognition

Pub Date : 2011-01-01 DOI: 10.1037/a0020715

Jose Prados

In a two-dimensional computer-based search task, human participants were required to learn the location of a goal by using the geometric information available on the screen. When the goal location was defined by two shapes that differed in salience, the more salient shape overshadowed learning based on the less salient shape but not the other way round. Furthermore, when one shape was pretrained as a signal for the location of the goal, learning about the geometric cues of the other shape was blocked. These results suggest that spatial learning based on geometry is ruled by associative principles and support learning models that do not invoke a special status for geometric cues (e.g., Miller & Shettleworth, 2007).

在一个基于计算机的二维搜索任务中，人类参与者被要求通过使用屏幕上可用的几何信息来学习目标的位置。当目标位置由两个显著性不同的形状定义时，更显著的形状掩盖了基于不显著形状的学习，而不是相反。此外，当一个形状被预训练为目标位置的信号时，学习另一个形状的几何线索被阻止。这些结果表明，基于几何的空间学习受联想原则支配，并支持不调用几何线索特殊地位的学习模型(例如，Miller & Shettleworth, 2007)。

引用次数: 39

Trial and intertrial durations in Pavlovian conditioning: issues of learning and performance. 巴甫洛夫条件反射的试验和间歇时间:学习和表现的问题。

IF 1.3 4区心理学

Journal of Experimental Psychology-Animal Learning and Cognition

Pub Date : 1999-10-01 DOI: 10.1037/0097-7403.25.4.433

K M Lattal

Four experiments assessed the effects of trial (T) and intertrial (I) durations on magazine approach behavior in rats. In Experiments 1 and 2, different groups of animals were conditioned with various combinations of I and T durations. The rate of acquisition, in terms of the number of trials required to reach various acquisition criteria, generally was faster in groups trained with large I:T ratios. There also were differences in rate of acquisition and terminal response rates between groups trained with identical I:T ratios but with different absolute I and T durations. Differences evident at the end of conditioning persisted during a common test with various combinations of I and T durations. Experiments 3 and 4 provided a more specific test of the predictions of 2 general classes of theories and found results that were consistent with those theories that characterize group differences as indicative of differences in learning, rather than in performance.

四项实验评估了试验(T)和间隔时间(I)对大鼠杂志接近行为的影响。在实验1和2中，不同组的动物接受不同的I和T持续时间组合。就达到各种习得标准所需的试验次数而言，习得率通常在I:T比率较大的组中更快。在I:T比率相同但绝对I和T持续时间不同的组之间，习得率和最终反应率也存在差异。在条件作用结束时的明显差异在不同I和T持续时间组合的共同测试中持续存在。实验3和4为两类理论的预测提供了更具体的测试，并发现了与这些理论一致的结果，这些理论将群体差异表征为学习差异，而不是表现差异。

引用次数: 98

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