Oddity learning in the pigeon as a function of the number of incorrect alternatives.
Oddity learning in the pigeon as a function of the number of incorrect alternatives.
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鸽子的奇怪学习是错误选择数量的函数。
DOI：
10.1037//0097-7403.6.3.278
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发表时间：
1980
期刊：
影响因子：
--
通讯作者：
E. Hearst
中科院分区：
文献类型：
--
作者：
T. Zentall;D. Hogan;C. A. Edwards;E. Hearst
在实验1、2和3中，鸽子学习双色怪任务的速度随着错误选项的数量从2个增加到24个而增加。一般来说，从多个错误选项转换到两个错误选项的鸽子比对照组表现更好，但远低于基线（实验2和3）。在实验4中，当对24个不正确的选项进行无差别强化时，鸽子没有无条件地啄食奇数刺激的倾向；在实验5中，当进行奇数训练之前，鸽子啄食奇数刺激的倾向逐渐下降。在实验6中，鸽子被暴露在9个刺激阵列中，其中奇数刺激出现在(a)中心或(b)与阵列分开，比奇数刺激出现在边缘时学习得更快。这一结果表明，奇数刺激和错误选项之间的图底关系在增加错误选项数量所产生的促进中发挥了作用，但在标准的三选项奇数任务中表现不佳似乎是由于中心奇数试验提供了困难的大小或数量歧视。
Pigeons' rate of learning a two-color oddity task increased as a function of the number of incorrect alternatives from 2 to 24 in Experiments 1, 2, and 3. In general, pigeons that were transferred from many-incorrect-alternative to two-incorrect-alternative oddity performed better than controls, but considerably below baseline (Experiments 2 and 3). In Experiment 4, pigeons showed no unconditioned tendency to peck the odd stimulus among 24 incorect alternatives, when pecks were nondifferentially reinforced, and in Experiment 5, when this procedure was preceded by oddity training, a progressive drop in odd-stimulus pecking was found. In Experiment 6, pigeons exposed to a nine-stimulus array in which the odd stimulus appeared (a) in the center or (b) separate from the array learned faster than when the odd stimulus was at the edge. This outcome suggests ththe figure-ground relation between the odd stimulus and the incorrect alternatives plays a role in the facilitation produced by increasing the number of incorrect alternatives but that poor performance on the standard, three-alternative oddity task appears to be due to center-odd trials which provide a difficult size or number discrimination.