GENERALIZATION OF SERIAL-LEARNING IN THE PIGEON
GENERALIZATION OF SERIAL-LEARNING IN THE PIGEON
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DOI：
10.3758/bf03209775
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发表时间：
1981-01-01
期刊：
影响因子：
--
通讯作者：
TERRACE, HS
中科院分区：
文献类型：
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作者：
STRAUB, RO;TERRACE, HS
鸽子的序列学习是在一个同时链接的范例中进行研究的：所有的刺激和对每个刺激做出反应的机会都是同时可用的。与传统的连续链接范式相比，同时链接范式在每个响应之后（除了最后一个）不提供差分反馈。受试者首先接受训练，以执行2（AB），然后3（ABC），然后4种颜色（ABCD）的序列。性能大大超过了随机选择模型的预测。完成了对3色和4色新阵列的推广。在用4种颜色序列训练之后，用由4种训练颜色中的2种和3种的所有可能组合组成的连续性来测试受试者（例如，BD、AD、BC、ACD、BCD等）。成功地完成这些序列表明，原始序列的组织并不需要对该序列的连续元素进行明显的啄。受试者能够对不相邻的子集做出准确的反应，这一点很难用连锁理论来解释，也很难用任何假设对元素n做出反应会为对元素n + 1做出反应提供线索的理论来解释。
Sequence learning in pigeons was studied in a simultaneous chaining paradigm: all stimuli and the opportunity to respond to each stimulus were available simultaneously. In contrast to the traditional successive chaining paradigm, a simultaneous chaining paradigm provides no differential feedback following each response (except the last). Subjects were 1st trained to perform on sequences of 2 (AB), then 3 (ABC), and then 4 colors (ABCD). Performance greatly exceeded that predicted by models of random choice. Generalization to novel arrays of 3 and 4 colors was complete. After training with a 4-color sequence, the subjects were tested with subsequences consisting of all possible combinations of 2 and 3 of the 4 training colors (e.g., BD, AD, BC, ACD, BCD, etc.). The successful completion of these subsequences showed that the organization of the original sequence did not entail overt pecks to successive elements of that sequence. That subjects can respond accurately on nonadjacent subsets is not readily explained by a chaining theory, or by any theory that assumes that responding to element n provides a cue for responding to element n + 1.