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Discrimination learning is defined in psychology as the ability to respond differently to different stimuli. This type of learning is used in studies regarding operant and classical conditioning . Operant conditioning involves the modification of a behavior by means of reinforcement or punishment.
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 ...
The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. [1] Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.
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.
Most behavior is under stimulus control. Several aspects of this may be distinguished: Discrimination typically occurs when a response is reinforced only in the presence of a specific stimulus. For example, a pigeon might be fed for pecking at a red light and not at a green light; in consequence, it pecks at red and stops pecking at green.
A response can then be made in the form of a saccade to the left or to the right stimulus. A juice reward is then administered after each response. The amount of juice reward is then varied to modulate choice. In a different application, the 2AFC is designed to test discrimination of motion perception.
Test trials: Group 1, which received both Phase 1- and 2-trials, elicits a weaker conditioned response (CR) to B compared to the Control group, which only received Phase 1-trials. The original RW model cannot account for this effect. But the revised model can: In Phase 2, stimulus B is indirectly activated through within-compound-association ...
The theory assumes that at the outset of a response priming experiment, participants acquire rules of stimulus-response assignment, which quickly become automatized. Following this practice phase, the motor response can be prepared so far that only a single critical stimulus feature (e.g., diamond vs. square) is still needed to specify the ...