MATHEMATICAL-THEORY OF CONCEPT-IDENTIFICATION
MATHEMATICAL-THEORY OF CONCEPT-IDENTIFICATION
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DOI：
10.1037/h0041365
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发表时间：
1959-01-01
影响因子：
5.4
通讯作者：
RESTLE, F
中科院分区：
文献类型：
--
作者：
BOURNE, LE;RESTLE, F
假设二选项和四选项情境下的学习速率受相关线索的比例控制，推导了相关线索条件作用和无关线索自适应的线性差分方程。将估计的参数与5组实验的结果进行比较，以检验3个假设：(a)来自不同刺激维度的线索的可加性，(b)刺激痕迹的指数衰减，以及(c) 4选项问题是2个2选项问题的结合吗？实验数据支持前两个假设，但与第三个假设相冲突。（15个参考文献）（PsycINFO Database Record (c) 2016 APA，版权所有）
Under the assumption that the rate of learning in 2-and 4-choice situations is controlled by the proportion of relevant cues, linear difference equations for conditioning of relevant cues and adaption of irrelevant cues were derived. Estimated parameters were compared with the results of 5 groups of experiments to test 3 hypotheses:(a) additivity of cues from various stimulus dimensions,(b) exponential decay of stimulus traces, and (c) is the 4-choice problem a conjunction of 2 2-choice problems? The experimental data supported the first 2 hypotheses, but conflicted with the 3rd.(15 ref.)(PsycINFO Database Record (c) 2016 APA, all rights reserved)