46453379
Perceptual learning in an appetitive Pavlovian procedure: Analysis of the effectiveness of the common element
Non-reinforced preexposure to two stimuli often enhances discrimination between them. Analyses of this perceptual learning phenomenon have mainly focused on the role played by the distinctive stimulus features; this study examined the contribution of the non-distinctive common elements. A standard appetitive Pavlovian procedure was used. Rats received two different schedules of exposure--alternated or blocked--to two compound auditory stimuli, AX and BX. In Experiment 1 a generalization test to BX that followed conditioning to AX showed that animals responded less, and hence discriminated better, following alternated exposure, thus extending the generality of this perceptual learning effect to standard appetitive Pavlovian procedures. The degree to which the common element X was mediating this effect was explored in the next three experiments. Experiment 2 assessed the effectiveness of X following conditioning to AX. Experiment 3 explored X's effectiveness throughout extensive conditioning to X. Experiment 4 tested the ability of X to overshadow a novel stimulus Y. The results were consistent with the suggestion that alternated preexposure can reduce the relative effectiveness of the common element.
712251
Learned Changes in the Sensitivity of Stimulus Representations: Associative and Nonassociative Mechanisms
Central to associative learning theory is the proposal that the concurrent activation of a pair of event representations will establish or strengthen a link between them. Associative theorists have devoted much energy to establishing what representations are involved in any given learning paradigm and the rules that determine the degree to which the link is strengthened. They have paid less attention to the question of what determines that a representation will be activated, assuming, for the case of classical conditioning, that presentation of an appropriately intense stimulus from an appropriate modality will be enough. But this assumption is unjustified. Ipresent the results of experiments on the effects of stimulus exposure in rats that suggest that mere exposure to a stimulus can influence its perceptual effectiveness—that the ability of a stimulus to activate its representation can be changed by experience. This conclusion is of interest for two reasons. First, it supplies a direct explanation for the phenomenon of perceptual learning—the enhancement of stimulus discriminability produced by some forms of stimulus exposure. Second, it poses a theoretical challenge in that it seems to require the existence of a learning mechanism outside the scope of those envisaged by current formal theories of associative learning. I offer some speculations as to how this mechanism might be incorporated into such theories.
144694032
Latent Inhibition and Conditioned Attention Theory
Preface 1. Introduction 2. Latent inhibition testing procedures 3. Variables affecting latent inhibition 4. Organismic variables affecting latent inhibition 5. Associative learning tests of the effects of stimulus preexposure in children and adults 6. Neural substrates of latent inhibition 7. Theories and explanations of latent inhibition in animals 8. Conditioned attention theory of latent inhibition 9. Conditioned attention theory as applied to latent inhibition in humans 10. Some applications of conditioned attention theory: learned helplessness and schizophrenia Notes References Author index Subject index.
11257671
Perceptual learning; differentiation or enrichment?
The term "perceptual learning" means different things to different psychologists. To some it implies that human perception is, in large part, learned—that we learn to see depth, for instance, or form, or meaningful objects. In that case the theoretical issue involved is how much of perception is learned, and the corresponding controversy is that of nativism or empiricism. To others the term implies that human learning is in whole or part a matter of perception—that learning depends on comprehension, expectation, or insight, and that the learning process is to be found in a central process of cognition rather than in a motor process of performance. . In this second case, the theoretical issue involved is whether or not one has to study a man's perceptions before one can understand his behavior, and the controversy is one of long standing which began with oldfashioned behaviorism. These two sets of implications are by no means the same, and the two problems should be separated. The problem of the role of learning in perception has to do with perception and the effect of past experience or practice on it. The problem of the role of perception in learning has to do with behavior and the question of whether we can learn to do something by perceiving, or whether we can only learn by doing it. The questions, then, are these: (a) In
14124815
The effect of prolonged exposure to visually presented patterns on learning to discriminate them.
Recent literature on the development of discrimination has shown an increasing trend toward acceptance of empiricistic explanations (2, 9). That ability to discriminate visually presented patterns develops with the experience and environmental reinforcement of the growing animal may be the case, but the evidence for this view is still inconclusive. Early studies by Lashlcy and Russell (11) and by Hebb (8) on the rat favored a nativistic interpretation of the differentiation of visual qualities, but later comparable studies with the chimpanzee and pigeon (13, 14) apparently favored an empiricistic explanation. Recent experiments by students of Hebb (5, 6, 10) have employed, an "enrichment" technique, with results which appear to favor a learning hypothesis. These studies attempted to provide a generally "rich" environment and used as criteria tests of a rather general type. If opportunity to view a varied and patterned environment is important in the differentiation of visual qualities, we do not know how general or how specific the relevant experience must be. The experiment to be reported proposed to investigate the dependence of visual form discrimination in adult rats on a specific variation in visual stimulation during growth. To this end, an experimental group of animals was raised from birth in cages which exhibited on the walls circles and triangles identical in form with ones later to be discriminated. The control group was raised under the same standard conditions but without opportunity to see these forms before the discrimination learning began. If the opportunity to view specific form,s favors development of the ability to differentiate them in a later discrimination learning problem, the experimental animals should learn faster and show a higher proportion of 5s reaching the criterion than the control group.
53200870
Exposure learning in young and adult laboratory rats
Abstract Hooded rats born in the laboratory were exposed in their home cages to objects (cut-out triangles and circles) which were to be used as the stimuli in a subsequent visual simultaneous discrimination task. Control subjects received no prior exposure. In confirmation of the results of Gibson & Walk (1956) it was found that rats given exposure to the stimuli when still immature showed positive transfer to discrimination learning in adulthood. Facilitation of learning was also found in subjects exposed to the stimuli in adulthood. The relevance of these findings to theories of the ‘special’ effects of early experience and to current theories of the effects of stimulus-exposure is discussed.
143465766
Exposure learning in animals
Reviews experimental studies (using animal Ss) that investigated the effects of prior exposure to a pair of stimuli on subsequent visual discrimination learning. The bulk of these experiments used young rats as Ss, with stimulus exposure taking place in the home cage over a long period of time. When
151372582
Latent learning and latent inhibition in maze discriminations
Rats were trained on an elevated maze where the rewarded alternative was defined either in terms of intra-maze or in terms of extra-maze cues. Pre-exposure to these cues produced a small latent or perceptual learning effect, i.e. facilitated subsequent learning of both problems, by comparison with animals pre-exposed to the maze with no cues present. Experiment 2 examined whether the effect of pre-exposure on intra-maze discrimination learning varied with the nature of the intra-maze cues. When positive and negative arms were further differentiated by painting the walls white and black, a marginal perceptual learning effect was turned into significant latent inhibition, i.e. a retardation of subsequent learning. Pre-exposure thus reliably facilitated extra-maze discrimnation learning, and its beneficial effects on intra-maze discrimination could be reversed by reducing the overlap between the intra-maze cues. Perceptual learning may therefore depend on requiring animals to discriminate between stimuli containing many common elements.
22229554
Perceptual Learning in Maze Discriminations
In Experiment 1, rats were trained on a discrimination between rubber- and sandpaper-covered arms of a maze after one group had been pre-exposed to these intra-maze cues. Pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made easier by adding further discriminative stimuli, when it now significantly retarded learning. In Experiment 2, rats were trained on an extra-maze spatial discrimination, again after one group, but not another, had been pre-exposed to the extra-maze landmarks. Here too, pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made substantially easier by arranging that the two arms between which rats had to choose were always separated by 135°. The results of both experiments can be explained by supposing that perceptual learning depends on the presence of features common to S+ and S-.
27538
Latent inhibition and perceptual learning in a swimming-pool navigation task.
In each of 3 experiments, rats were preexposed to the 4 distinct landmarks surrounding a circular pool before being trained to find a submerged platform located in a fixed position in the pool. When preexposure was to pairs of adjacent landmarks, it consistently retarded subsequent learning (a latent inhibition effect). When preexposure was to 1 landmark at a time, then, provided the 4 landmarks all contained a salient feature in common, preexposure facilitated subsequent learning (a perceptual learning effect). The results provide little support for the notion of a cognitive map and are quite consistent with an associative analysis.
30971947
Stimulus Comparison and Perceptual Learning: Further Evidence and Evaluation from an Imprinting Procedure
Two experiments used chicks to investigate the role of stimulus comparison in perceptual learning. In Experiment 1, chicks received exposure to two views of a jungle fowl, SV (side view) and BV (back view), intermixed within a session (mixed exposure), exposure to SV in one session and BV in a different session (separate exposure), or no exposure to either view. All chicks then received a heat-reinforced discrimination with SV and BV serving as discriminanda. Chicks given mixed exposure acquired the discrimination more readily than did either those given separate exposure or those given no exposure. In Experiment 2, all chicks received mixed exposure to the two stimuli. For one group the interval between presentations of the stimuli was short (short-mixed), for the other group it was long (long-mixed). Subjects in the long-mixed condition acquired the heat-reinforced discrimination more rapidly than those in the short-mixed condition. These results suggest that the intermixed nature of stimulus exposure is an important determinant of the magnitude of perceptual learning effects.
40440242
The Role of Stimulus Comparison in Perceptual Learning: An Investigation with the Domestic Chick
In two experiments an imprinting procedure was used to familiarize chicks with two stimuli, A and B, that subsequently served as the discriminanda in a simultaneous discrimination. On the first day of each experiment, subjects either received presentations of A and B that were intermixed within a session (mixed exposure) or presentations of A in one session and of B in another (separate exposure). For half of the subjects in each of the exposure conditions, A and B differed in both colour and form; for the remainder A and B differed in form alone. On the second day of the experiments, the chicks were placed into a cool test apparatus and given training in which approaching A was rewarded by the delivery of a stream of warm air, but approaching B was not. Acquisition of this discrimination was more rapid when A and B differed in two respects than when they differed in form alone. When A and B differed in both colour and form, the heat-reinforced discrimination was acquired more rapidly after separate exposure than after mixed exposure; but when A and B differed in form alone, discrimination learning was more rapid following mixed exposure than separate exposure. The latter finding, that the opportunity to compare stimuli differing in only one dimension facilitates subsequent discrimination learning, is consistent with earlier suggestions (Gibson, 1969) regarding the conditions that promote perceptual learning.
143915775
Enhanced discriminability and reduced associability following flavor preexposure
Four experiments examined generalization of a flavor aversion to novel and familiar test stimuli. Experiment 1 showed that the generalization of an aversion from one stimulus, A, to another, B, was reduced when B had been preexposed (cf. M. R. Best and J. D. Batson, 1977, Journal of Experimental Psychology: Animal Behavior Processes, 3, 132–143). Experiments 2, 3, and 4 demonstrated that generalization of an aversion to a novel simulus was greater than to a familiar B stimulus irrespective of whether the A flavor had itself been preexposed. Experiment 3 also showed that preeposure to A retarded the acquisition of an aversion to A. These results were interpreted as indicating that exposure to flavors reduces their associability and increases their discriminability. Two possible mechanisms for these effects were explored.
10822637
Perceptual learning in flavor aversion conditioning: Roles of stimulus comparison and latent inhibition of common stimulus elements☆
Abstract In three experiments, rats received training in which an aversion was established to one flavor and the extent to which this aversion generalized to a second flavor was tested. Experiment 1 showed that nonreinforced preexposure to both flavors resulted in reduced generalization between them. Experiments 2 and 3 demonstrated that this reduction in generalization required the two flavors to be presented on alternate trials during preexposure. Subjects given preexposure consisting of a block of trials with one flavor followed by a block of trials with the other showed the same degree of generalization as subjects given no preexposure. The two schedules of stimulus presentation were equated in the total amount of exposure given to each stimulus, making it unlikely that differences in latent inhibition could be responsible for the difference seen on the test. It is suggested that the opportunity for stimulus comparison offered by the alternating schedule might be important in a process of perceptual learning that is responsible for the reduced generalization.
7021566
Perceptual learning in humans: Roles of preexposure schedule, feedback, and discrimination assay
In three experiments, humans received preexposure to two compound flavours (AX and BX: saline–lemon and sucrose–lemon) that were presented either in an intermixed (e.g., AX, BX,… BX, AX,…) or a blocked (e.g., AX, AX,… BX, BX…) fashion. Subsequently, AX was paired with an unpleasant bitter taste, and the discriminability of AX and BX was assessed using the accuracy of same/different judgements and by the extent to which any learned dislike of AX generalized to BX. When participants received feedback about the accuracy of their same/different judgements during preexposure those given intermixed preexposure were more accurate in making these judgements during the test than those given blocked preexposure (Experiments 1 and 2A), however, there was no evidence of any learned dislike in these experiments. In Experiment 2B, in which participants did not receive feedback about the accuracy of their judgements, there was no effect of the preexposure regime on same/different judgements, but there was a learned dislike of AX, and this generalized less to BX in participants given intermixed than in those given blocked preexposure. The beneficial effects of intermixed preexposure are consistent with results from other species (chicks and rats), but the differences created by the presence or absence of feedback place constraints on the analysis of these effects.
44411447
Effects of Preexposure on Stimulus Discrimination: An Investigation of the Mechanisms Responsible for Human Perceptual Learning
The effect of preexposure on human perceptual learning was investigated in four experiments. In Experiments 1a and 1b, participants were preexposed to one pair of visual stimuli on an intermixed schedule (AX/BX) and one on a blocked schedule (CX_DX). The ability to discriminate between AX and BX and between CX and DX was then assessed by examining the extent to which key presses assigned to each member of a stimulus pair generalized to the other member (Experiment 1a) and by looking at the accuracy of same–different responses (Experiment 1b). Stimuli were more easily discriminated following intermixed than following blocked preexposure on both the generalization and same–different tasks. This suggests that two stimuli are more perceptually distinct after intermixed preexposure. Experiments 2a and 2b investigated the mechanisms responsible for perceptual learning using same–different tasks. The results support the suggestion that the enhanced discrimination observed after intermixed preexposure is due to increases in the salience of the unique elements.
13713607
An elemental model of associative learning: I. Latent inhibition and perceptual learning
This paper presents a brief, informal outline followed by a formal statement of an elemental associative learning model first described by McLaren, Kaye, and Mackintosh (1989). The model assumes representation of stimuli by sets of elements (i.e., microfeatures) and a set of associative algorithms that incorporate the following: real-time simulation of learning; an error-correcting learning rule; weight decay that distinguishes between transient and permanent associations; and modulation of associative learning that gives high salience to and, hence, promotes rapid learning with novel, unpredicted stimuli and reduces the salience for a stimulus as its error term declines. The model is applied in outline fashion to some of the basic phenomena of simple conditioning and, in greater detail, to the phenomena of latent inhibition and perceptual learning. A detailed account of generalization and discrimination will be provided in a later paper.
14438847
Perceptual learning.
Perceptual learning involves relatively long-lasting changes to an organism's perceptual system that improve its ability to respond to its environment. Four mechanisms of perceptual learning are discussed: attention weighting, imprinting, differentiation, and unitization. By attention weighting, perception becomes adapted to tasks and environments by increasing the attention paid to important dimensions and features. By imprinting, receptors are developed that are specialized for stimuli or parts of stimuli. By differentiation, stimuli that were once indistinguishable become psychologically separated. By unitization, tasks that originally required detection of several parts are accomplished by detecting a single constructed unit representing a complex configuration. Research from cognitive psychology, psychophysics, neuroscience, expert/novice differences, development, computer science, and cross-cultural differences is described that relates to these mechanisms. The locus, limits, and applications of perceptual learning are also discussed.
35160006
Stimulus generalization: some predictions from a model of Pavlovian conditioning.
Three experiments examined predictions generated by incorporating a common-elements account of stimulus generalization within the Rescorla-Wagner model of conditioning. All experiments employed rats in a conditioned suppression situation. Experiments 1 and 2 found that conditioning of a similar stimulus augmented the excitation controlled by a near-asymptotic target stimulus more than did further conditioning of the target itself. Prior discrimination training between the target and the similar stimulus enlarged this effect, compared with prior discrimination between the target and another dissimilar stimulus. Nonreinforced exposure of the similar stimulus prior to its reinforcement also increased the effect. Experiment 3 examined a related prediction for inhibition. After discrimination training, extinction of the previously reinforced stimulus revealed more inhibition to the previously nonreinforced stimulus when those two stimuli were more similar. These outcomes are consistent with deductions from the present model and encourage further testing of its expansion to the case of stimulus generalization.
4845131
Analysis of the Perceptual Learning Effect in Flavour Aversion Learning: Evidence for Stimulus Differentiation
Rats received exposure to two compound flavours, AX and BX, where A and B were sucrose and saline and X was acid. For group intermixed (I), exposure consisted of alternating trials with AX and BX; group blocked (B) received a block of AX trials and a separate block of BX trials. Experiment 1 showed that generalization to BX after conditioning with AX was less profound in group I than in group B. Separate examination of the elements of the compound showed that the source of this difference lay in the strength acquired by the X element. X acquired less strength in group I than in group B (Experiments 1 and 2), whereas for the A element (Experiments 3 and 4) the reverse pattern was obtained. These results support the proposal that the perceptual learning effect (restricted generalization from AX to BX in group I) depends on a process that enhances the effectiveness of unique stimulus elements (A and B) and reduces that of common elements (such as X).
7755061
Stimulus generalization as a function of stimulus novelty and familiarity in rats.
Three experiments used rats as subjects to investigate the generalization of conditioned responding between stimuli as a function of the subjects' exposure to these cues prior to conditioning. Experiment 1 used a between-subjects design, food as the reinforcer, and measured the tendency of subjects to approach the site of food delivery during the stimuli. Generalization of this response was more marked when the training and test stimuli were equated in terms of their novelty (i.e., when both were novel or both were familiar) than when the stimuli differed in this respect (i.e., when one was novel and the other was familiar). Experiments 2a and 2b used within-subjects designs to confirm the reliability of the results of Experiment 1. Implications of these results for current theories of stimulus representation are discussed.
40543386
Perceptual learning in flavor aversion: evidence for learned changes in stimulus effectiveness.
Rats were exposed to the compound flavors AX and BX, presented in alternation, and to CX on a separate block of trials. Generalization to BX after aversion conditioning with AX was less than to CX. An equivalent effect was found when the nature of the common element was changed after preexposure but not when the common element was omitted during preexposure, during conditioning and test, or both. Rats conditioned with X alone again showed less aversion to BX than to CX; similarly, rats conditioned with a novel flavor (Y) showed less aversion to BY than to CY. These effects support the proposal that intermixed preexposure to AX and BX enhances the perceptual effectiveness of their unique features, A and B.
22307154
Evidence for Inhibitory Associations between the Unique Elements of two Compound Flavours
In each of two experiments, rats were pre-exposed to two flavoured solutions, saline-lemon and sucrose-lemon. For group ALT, trials with one solution alternated with trials with the other. Group BLK received all trials with one solution in a block, before any trials with the other. An associative theory suggests that the alternating, but not the blocked, schedule would establish an inhibitory association between sucrose and saline. To provide a retardation test of this inhibition, some animals in each group were then given a single pairing of saline and sucrose, experienced sodium depletion, and were finally tested for their consumption of sucrose. Sodium depletion increased consumption of sucrose more in group BLK than in group ALT. In groups given no saline-sucrose pairing, sodium depletion had only a small effect on sucrose consumption, which was the same in both groups. After multiple pairings of saline and sucrose, sodium depletion had an equally large effect on sucrose consumption in both ALT and BLK groups. These results imply that alternating pre-exposure to two compound solutions does establish an inhibitory association between their unique elements, and thus provide support for an associative theory of perceptual learning.
22774250
Alternating exposure to two compound flavors creates inhibitory associations between their unique features
Rats were exposed to two compound solutions, saline-lemon and sucrose-lemon. In Group ALT, trials with one solution alternated with trials with the other. Group BLK received all trials with one solution before any trials with the other. Previous retardation tests had implied that only alternating exposure would establish sucrose as an inhibitor of saline. To provide a complementary summation test for this inhibition, in Experiment 1, all the animals received pairings of peppermint and saline and were tested for consumption of peppermint-sucrose under sodium depletion. Consumption was increased by sodium depletion only in Group BLK. In Experiment 2, a retardation test was used to show that presentation of saline-lemon before sucrose-lemon on each exposure day would establish sucrose as an inhibitor of saline. Neither exposure to sucrose-lemon before saline-lemon nor alternating exposure to sucrose and saline alone had the same effect. These results provide support for an associative theory of perceptual learning that suggests that exposure to complex stimuli aids later discrimination partially as a result of establishing inhibitory associations between their unique elements.
29214298
Comparison and Contrast as a Mechanism of Perceptual Learning?
In a series of flavour aversion experiments, rats received different schedules of pre-exposure to two compound flavours (AX and BX). Discrimination between them was assessed by establishing an aversion to AX and measuring generalization of this aversion to BX. Experiment 1 demonstrated that alternating pre-exposure to AX and BX resulted in less generalization than did blocked exposure, where animals received all exposure to AX before exposure to BX (or vice versa). This difference was not accompanied by any difference in the strength of the aversion conditioned to the common X element. Varying the interval between exposure to AX and BX in the alternating condition from a minute or two to several hours had no effect on generalization. However, Experiments 2 and 3 showed that when the interval between exposure to AX and that to BX was reduced to zero sec, the alternating schedule increased generalization between AX and BX. In this case, the increase in generalization was accompanied by an increase in the strength of the aversion conditioned to X.
197656244
A model for Pavlovian learning: Variations in the effectiveness of conditioned but not of unconditioned stimuli.
Several formal models of excitatory classical conditioning are reviewed. It is suggested that a central problem for all of them is the explanation of cases in which learning does not occur in spite of the fact that the conditioned stimulus is a signal for the reinforcer. We propose a new model that deals with this problem by specifying that certain procedures cause a conditioned stimulus (CS) to lose effectiveness; in particular, we argue that a CS will lose associability when its consequences are accurately predicted. In contrast to other current models, the effectiveness of the reinforcer remains constant throughout conditioning. The second part of the article presents a reformulation of the nature of the learning produced by inhibitory-conditioning procedures and a discussion of the way in which such learning can be accommodated within the model outlined for excitatory learning.
2039105
Stimulus Preexposure, Comparison, and Changes in the Associability of Common Stimulus Features
In four experiments, rats received preexposure either to both of two compound flavours (AX and BX), or to just one (BX). Experiment 1 demonstrated a perceptual learning effect, showing that, for animals given preexposure to both flavours, an aversion conditioned to AX generalized only poorly to BX. Subsequent experiments assessed the properties of the common feature, X. Experiment 3 showed that the two preexposure treatments did not differ in the extent to which they produced habituation of the neophobia evoked by X. Experiment 2 showed that conditioning to X proceeded more rapidly in subjects given preexposure to both AX and BX than in subjects preexposed to BX alone. In Experiment 4, a similar effect was found when the elements of the compounds were presented serially. It is concluded that the perceptual learning effect of Experiment 1 occurs in spite of the fact that preexposure to two stimuli tends to maintain the associability of their common elements.