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Discrimination learning teaches us more about what other animals are capable of conceptual thought. Humans can use discrimination learning to detect danger, learn about differences, and more. One example of discrimination learning in humans would be a baby who reacts differently to their mother's voice than to a stranger's voice. [5]
The differential outcomes effect (DOE) is a theory in behaviorism, a branch of psychology, that shows that a positive effect on accuracy occurs in discrimination learning between different stimuli when unique rewards are paired with each individual stimulus.
The errorless learning procedure is highly effective in reducing the number of responses to the S− during training. In Terrace's (1963) experiment, subjects trained with the conventional discrimination procedure averaged over 3000 S− (errors) responses during 28 sessions of training; whereas subjects trained with the errorless procedure averaged only 25 S− (errors) responses in the same ...
Physiological evidence suggests that training for refined discrimination along basic dimensions (e.g. frequency in the auditory modality) also increases the representation of the trained parameters, though in these cases the increase may mainly involve lower-level sensory areas.
The controlling effects of stimuli are seen in quite diverse situations and in many aspects of behavior. For example, a stimulus presented at one time may control responses emitted immediately or at a later time; two stimuli may control the same behavior; a single stimulus may trigger behavior A at one time and behavior B at another; a stimulus may control behavior only in the presence of ...
In free-operant avoidance a subject periodically receives an aversive stimulus (often an electric shock) unless an operant response is made; the response delays the onset of the shock. In this situation, unlike discriminated avoidance, no prior stimulus signals the shock. Two crucial time intervals determine the rate of avoidance learning.
Gagné suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discrimination, concept formation, rule application, and problem solving.
Pairing a novel stimulus with a conditioned inhibitor A conditioned inhibitor is assumed to have a negative associative value. By presenting an inhibitor with a novel stimulus (i.e., its associative strength is zero), the model predicts that the novel cue should become a conditioned excitor. This is not the case in experimental situations.