The learning curve: Implications of a quantitative analysis
The learning curve: Implications of a quantitative analysis
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DOI：
10.1073/pnas.0404965101
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发表时间：
2004-09-07
影响因子：
11.1
通讯作者：
Balsam, P
中科院分区：
文献类型：
--
作者：
Gallistel, CR;Fairhurst, S;Balsam, P
负加速、逐渐增加的学习曲线是几种常用的基本学习范式（鸽子自动成形、兔子和大鼠的延迟和跟踪眨眼条件反射、大鼠的自成形料斗进入、加上大鼠的迷宫表现和小鼠的水迷宫表现）中组平均的产物。各个受试者的学习曲线显示出从未经训练的受试者的反应水平到训练有素的受试者的反应水平的突然的、通常是阶梯式的增加。这种上升至少与刺激检测实验中心理测量函数中常见的上升一样突然。它可能表明条件行为的出现是由基于证据的决策过程介导的，如刺激检测实验。如果条件行为的出现被认为反映了潜在联想强度的增加，那么将联想强度与经验量相关的函数的一小部分在行为上是可见的。因此，学习率无法根据组平均曲线来估计；最好的衡量标准是反应开始的潜伏期，针对每个受试者单独确定。
The negatively accelerated, gradually increasing learning curve is an artifact of group averaging in several commonly used basic learning paradigms (pigeon autoshaping, delay- and trace-eye-blink conditioning in the rabbit and rat, autoshaped hopper entry in the rat, plus maze performance in the rat, and water maze performance in the mouse). The learning curves for individual subjects show an abrupt, often step-like increase from the untrained level of responding to the level seen in the well trained subject. The rise is at least as abrupt as that commonly seen in psychometric functions in stimulus detection experiments. It may indicate that the appearance of conditioned behavior is mediated by an evidence-based decision process, as in stimulus detection experiments. If the appearance of conditioned behavior is taken instead to reflect the increase in an underlying associative strength, then a negligible portion of the function relating associative strength to amount of experience is behaviorally visible. Consequently, rate of learning cannot be estimated from the group-average curve; the best measure is latency to the onset of responding, determined for each subject individually.