Differential outcomes facilitate same/different concept learning.
Differential outcomes facilitate same/different concept learning.
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不同的结果有助于相同/不同概念的学习。
DOI：
10.1007/s10071-009-0292-2
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发表时间：
2010
期刊：
影响因子：
2.7
通讯作者：
Wright,AnthonyA
中科院分区：
文献类型：
--
作者：
Schmidtke,KellyA;Katz,JeffreyS;Wright,AnthonyA
众所周知，一个人所采用的训练程序往往会影响他们所获得的结果。在这里，我们第一次证明了抽象概念学习受到采用不同结果程序的影响。不同的结果效应已经被证明发生在特定项目的策略上，但还没有建立在关系策略上。为了测试不同的结果预期是否有助于关系策略，八只鸽子被训练并测试了两个项目相同/不同的任务和图片。在点击上面的图片后，如果图片相同，他们就会点击下面的图片，如果图片不同，他们就会点击白色矩形。两组鸽子要么得到不同的结果(声音和食物量)，要么得到相同的结果。两组受试者都接受了连续较大图片集(8-1,024个项目)的标准训练，并在每次习得后接受了新图片的迁移测试。在训练集最小的情况下，两组都没有表现出任何新的刺激转移。但在获得了32张图片的任务后，不同结果组对新图片的反应比相同结果组的反应更准确。随着训练集规模的增加，两组的迁移成绩趋于一致，并与训练成绩相当。这些结果首次表明，不同结果的训练有助于抽象概念的学习。
Commonly recognized, the training procedure one employs often affects the results they obtain. Here, we demonstrate for the first time that abstract-concept learning is affected by employing a differential-outcomes procedure. The differential-outcome effect has been shown to occur for item-specific strategies but has not been established for relational strategies. To test whether different-outcome expectancies can facilitate a relational strategy, eight pigeons were trained and tested in a two-itemsame/differenttask with pictures. After pecking an upper picture, they pecked a lower picture if the pictures were thesameor a white rectangle if the pictures weredifferent. Two groups of pigeons were rewarded with either different outcomes (sounds and food amounts) or same outcomes. Both groups were trained to criterion with successively larger picture sets (8–1,024 items) and were transfer tested with novel pictures following each acquisition. With the smallest training sets, neither group showed any novel-stimulus transfer. But after acquiring the task with 32 pictures, the different-outcomes group responded more accurately to novel pictures than the same-outcome group. As the training set-size increased, both groups’ transfer performance converged and became equivalent to training performance. These results show for the first time that training with different outcomes facilitates abstract-concept learning.