SOME PROPERTIES OF CONFIGURAL LEARNING - AN INVESTIGATION OF THE TRANSVERSE-PATTERNING PROBLEM
SOME PROPERTIES OF CONFIGURAL LEARNING - AN INVESTIGATION OF THE TRANSVERSE-PATTERNING PROBLEM
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DOI：
10.1037/0097-7403.18.2.145
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发表时间：
1992-04-01
期刊：
影响因子：
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通讯作者：
RUDY, JW
中科院分区：
文献类型：
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作者：
ALVARADO, MC;RUDY, JW
对于鼓励动物学习使用脑联想来指导其行为的条件或这种学习转移的后果知之甚少。这项研究通过检查大鼠如何解决横向图案问题，提供了一些关于这些问题的信息，这需要一个模拟解决方案（Spence，1952）。动物必须同时解决3个同时视觉辨别，抽象地表示为A+与B-、B+与C-和C+与A-。实验1表明，即使问题有一个基本的解决方案，只要1个元素的重要性（例如，B）由2个问题共享是模糊的（例如，A+/B-;和B+/C-）。实验2和实验3表明，当大鼠被刺激使用一种图解法解决A+/B-和B+/C-问题时，大鼠会将图解法解决方案转移到没有歧义元素的问题上。
Little is known about the conditions that encourage animals to learn to use configural associations to guide their behavior or the consequences of such learning for transfer. This study provided some information about these issues by examining how rats solve the transverse-patterning problem, which requires a configural solution (Spence, 1952). Animals had to concurrently solve 3 simultaneous visual discriminations, represented abstractly as A+ versus B-, B+ versus C-, and C+ versus A-. Experiment 1 indicated that rats use a configural solution even when the problems have an elemental solution, provided that the significance of 1 element (e.g., B) shared by 2 problems is ambiguous (e.g., A+/B-; and B+/C-). Experiments 2 and 3 suggested that, when stimulated to use a configural solution by solving the A+/B- and B+/C- problems, rats transfer the configural solution to problems that have no ambiguous elements.