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At least 73 records · Page 4Linked to original sources
PubMed1992

Learning mechanisms in matching to sample.

A model system and an experiment on early learning and decision processes in matching-to-sample and oddity-from-sample tasks are presented. The model system is based, in part, on videotaped records of pigeons' looking responses before they chose 1 of 2 comparison stimuli. In order to see the wavelength stimuli recessed behind the pecking keys, the pigeons had to move in front of them. Although there were slight increases in the acceptance probability with switches between the stimuli before a choice response, the overall decision strategy was close to a Markov choice process in which choice proportions could be predicted by the product of each rejection probability and the final acceptance probability. Learning involved learning to discriminate rather than learning to adopt a stricter criterion for an acceptable sample match.

Animals↗
PubMed1986

Accepting error to make less error.

In this article I argue that the clinical and statistical approaches rest on different assumptions about the nature of random error and the appropriate level of accuracy to be expected in prediction. To examine this, a case is made for each approach. The clinical approach is characterized as being deterministic, causal, and less concerned with prediction than with diagnosis and treatment. The statistical approach accepts error as inevitable and in so doing makes less error in prediction. This is illustrated using examples from probability learning and equal weighting in linear models. Thereafter, a decision analysis of the two approaches is proposed. Of particular importance are the errors that characterize each approach: myths, magic, and illusions of control in the clinical; lost opportunities and illusions of the lack of control in the statistical. Each approach represents a gamble with corresponding risks and benefits.

Behavior↗
PubMed1992

The relation of children's single word utterances to single word utterances in the input.

The reported study investigated the relation between children's single-word utterances and maternal single-word utterances expressing similar communicative intents. Twenty-four Hebrew-speaking dyads (the children about 1;6) were videotaped for 30 min in an unstructured session. Single-word utterances were analysed for their communicative intent and the relationship of the expression to the underlying intent was defined in the form of realization rules. Of 17,471 child utterances, 97.0% were realizations that were also used by mothers for expressing the same communicative intent. The most frequently modelled rule for an intent had the highest chance of being adopted by children, and the probability sharply decreased for the relatively less frequently modelled rules. The results suggest that children's single-word utterances are similar to, and probably learned from, single-word utterances of caretakers expressing the same specific communicative intents.

Child Language↗
PubMed1990

Effect of frequent milkings on milk NAGase, plasmin, trypsin inhibitory capacity and the quality of whey as the growth medium for mastitis pathogens.

Unequal milking intervals affected milk somatic cell count and N-acetyl-beta-D-glucosaminidase (NAGase) activity. The total daily output of milk NAGase and plasmin decreased, if quarters were emptied frequently during the day. Mastitis pathogens showed stimulated growth in whey prepared from filled quarters as compared with growth in whey from quarters emptied frequently during the day. The quality of whey as growth medium for mastitis pathogens paralleled plasmin activity in respective milk samples. Adaptation of mastitis pathogens to grow in whey had an enhancing effect on bacterial growth during subsequent inoculations in whey. Bacteria probably "learn" to overcome the effect from endogenous antibacterial factors and to use nutrients present in whey.

Acetylglucosaminidase↗
PubMedDate not supplied

[The dependence of the rate of learning on the probability of the random performance of an acquired reaction under different regimens of aversive reinforcement in rats].

Learning of rats in the process of elaboration of instrumental conditioned reflex takes place much faster at the probability of random fulfillment of correct reaction (PRCR) equal to 0.25 and 0.125 than at PRCR 0.5 and 0.05. Decrease of the frequency of positive reinforcements of correct reactions from 100 to 25% does not influence the speed of learning at PRCR 0.25 and 0.125, however significantly retards the process of learning at PRCR 0.05. There exist optimum and pessimum for learning PRCR values at different regimes of reinforcement.

Animals↗
PubMed1989

Discrimination of duration ratios.

Trained pigeons to make discriminations on the basis of the ratio of two stimulus durations. A red light of one duration was followed by a green light of a different duration, with 900 red-green pairs intermixed over trials. A choice followed the red-green pair; a response to a green side key was reinforced if the red-green ratio was less than a criterion ratio, and a response to a red side key was reinforced if the ratio exceeded the criterion. Reinforcement depended on whether red or green was longer under the basic condition; in other conditions, however, reinforcement depended on whether one duration was two or four times longer than the other. Sensitivity was similar across conditions, for the basic shorter-longer rule, and for the more complex rule of one duration as two or four times the other. Most choices were made on the basis of the ratio relation between the two durations and according to Weber's law. These results extend the findings of Dreyfus, Fetterman, Smith, and Stubbs (1988), and provide a new methodology for psychophysical scaling with animals.

Animals↗