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Biomedical subjects

M Sidman

Publications and source records attributed to M Sidman.

At least 19 recordsLinked to original sources
PubMed1992

Adventitious control by the location of comparison stimuli in conditional discriminations.

In a conditional discrimination procedure, samples appeared in a center key, and comparisons appeared in two of four outer keys. The location of comparison keys varied from trial to trial. Separate learning curves for each of the six possible pairs of comparison keys were plotted in a signal-detection space, revealing different patterns of progress on each pair. Also, when learned conditional discriminations were disrupted, pairs of keys differed in their patterns of disruption. Varying the location of comparison stimuli among six different pairs of keys had not eliminated key position as a controlling aspect of the stimuli. The variations simply increased the number of stimulus compounds--key position and experimental stimuli--that the subject learned. Plotting conditional-discrimination learning curves in a signal-detection space reveals relations among hits, false alarms, accuracy, and comparison preference that help to define a subject's progress.

Animals↗
PubMed1989

Contextual control of emergent equivalence relations.

Three college students in Experiment 1 and 1 student in Experiment 2 learned visual conditional discriminations under contextual control by tones; the visual comparison stimulus that was correct with a given sample stimulus depended on whether a high tone or a low tone was present. Two of the subjects in Experiment 1 then demonstrated the emergence of two sets of contextually controlled three-member classes of equivalent stimuli, and the subject in Experiment 2 showed the emergence of contextually controlled four-member classes; the class membership of each stimulus varied as a function of the tones. Class membership was demonstrated by the subjects' performance of new conditional discriminations that they had never been taught directly. In Experiment 2, the procedures were intended to ensure that the tones exerted second-order conditional control and did not simply form compounds with each of the visual stimuli, but the subject's verbal description of the tasks suggested that this intention might not have been successful. It could not be ascertained, therefore, whether the tones exerted contextual control as independent second-order conditional stimuli or simply as common elements of auditory-visual stimulus compounds.

Adult↗
PubMed1986

Stimulus definition in conditional discriminations.

With a customary arrangement of three horizontally aligned stimulus/response keys, two rhesus monkeys learned conditional hue and line discriminations--an "identity-matching" procedure. First, sample stimuli were presented on the center key, and comparison stimuli were presented on the two side keys. Next, the sample was allowed to appear on any one of the three keys, with the comparisons on the remaining two. The change from fixed to variable sample and comparison locations caused the horizontal and vertical lines to lose control over the animals' responses; the conditional hue discrimination remained intact. Accurate description of controlling stimuli in a matching-to-sample procedure may therefore require that their spatial location be specified.

Animals↗
PubMed1985

Six-member stimulus classes generated by conditional-discrimination procedures.

In conditional-discrimination procedures with three sets of stimuli, A, B, and C, three stimuli per set (A1A2A3, B1B2B3, and C1C2C3), subjects (children and adults) learned to select Set-B and Set-C comparisons conditionally upon Set-A samples (A1B1, A1C1, A2B2, A2C2, A3B3, A3C3). If the conditional-discrimination procedures also generated equivalence relations, three 3-member stimulus classes would be demonstrable, A1B1C1, A2B2C2, and A3B3C3. In addition to these three sets, the present experiments used three other sets of stimuli--D, E, and F. The subjects learned to select Set-E and Set-F comparisons conditionally upon Set-D samples (D1E1, D1F1, D2E2, D2F2, D3E3, D3F3). This established a second group of three 3-member stimulus classes, D1E1F1, D2E2F2, and D3E3F3. In all, two groups of three 3-member classes were established by teaching subjects 12 conditional discriminations. The two groups of 3-member classes were then combined (successfully for 5 of 8 subjects) into a single group of three 6-member classes by teaching the subjects three more conditional relations (E1C1, E2C2, and E3C3). With three other children, enlarging the classes one member at a time also produced 6-member classes. As a consequence of class formation, 60 untrained conditional relations emerged from 15 that had been explicitly taught. Six of the subjects also proved capable of naming the stimuli consistently in accord with their class membership, but two subjects demonstrated class formation even in the absence of consistent naming.

Adult↗
PubMed1975

Role of naming in delayed matching-to-sample.

A delayed matching-to-sample task, with pictures as sample and comparison stimuli, was given to four severely retarded youths. Although they matched accurately when the sample picture was available for comparison, they performed poorly on the delayed-matching in which the sample was removed a few seconds before the comparison stimuli appeared. When dictated names rather than pictures were presented as samples, three of the four subjects could match pictures to the names even under delay conditions which caused complete breakdown of picture-picture matching. Further tests indicated that these three subjects could name the pictures. Apparently, these three subjects were not applying existing skills (naming and remembering names during a delay) to the performances of the visual delayed-matching task. The second experiment confirmed that when the subjects were instructed to name the pictures during the matching task, they could do delayed picture-picture matching accurately. These findings suggested that some retarded persons, like some young children, may fail to bring existing language skills to the performance of a new task; instructions may bring out such skills, but the effect of the instructions may be transitory.

Adolescent↗
PubMed1974

Acquisition of matching to sample via mediated transfer.

Two severely retarded Down's-syndrome boys learned a matching-to-sample performance through mediated transfer. The transfer paradigm involved three sets of stimuli, one auditory set (A) and two visual sets (B and C). The subjects were taught directly to do B-A and C-B matching, but experienced no direct association between C and A. They acquired the ability to do C-A matching without having been taught that performance directly. They also learned indirectly to name some of the visual stimuli, but naming was apparently not the mediator in the emergent C-A matching. The use of words and letters as stimuli highlighted the possible relevance of mediated associations in the indirect acquisition of elementary reading comprehension and oral reading. The acquisition of matching via mediated transfer also raised some new considerations concerning the role of coding responses in arbitrary matching to sample.

Acoustic Stimulation↗
PubMed1971

The removal and restoration of stimulus control.

When a well-learned circle versus ellipse discrimination was made impossibly difficult for the subjects (rhesus monkeys), the controlling stimulus-response topographies were replaced by competing topographies. The identification of two training conditions sufficient to reinstate the original discrimination permitted the following inferences: the original controlling topography had merely decreased in probability of occurrence, whereas the "strength" of the stimulus-response relation remained unchanged; discriminations along the apparently continuous circle-ellipse dimension actually involved several distinct stimulus-control topographies.

Animals↗