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Biomedical subjects

M Sidman

Publications and source records attributed to M Sidman.

46 records · Page 3Linked to original sources
PubMed1968

A demonstration of auto-shaping with monkeys.

The Brown-Jenkins auto-shaping procedure for pigeons was found applicable to monkeys. Repeated pairings of lighted keys with reinforcement generated key-pressing behavior. The animals rapidly learned a simultaneous light-dark discrimination. The topographies of key-pressing and magazine behavior differed; the food tray was not illuminated.

Animals↗
PubMed1967

The effects of errors on children's performance on a circle-ellipse discrimination.

Children first learned by means of a teaching program to discriminate a circle from relatively flat ellipses. Children in the control group then proceeded into a program which gradually reduced the difference between the circle and the ellipses. They advanced to a finer discrimination when they made a correct choice, and reversed to an easier discrimination after making errors ("backup" procedure). The children made relatively few errors until they approached the region of their difference threshold (empirically determined under the conditions described). When they could no longer discriminate the forms, they learned other bases for responding that could be classified as specifiable error patterns. Children in the experimental group, having learned the preliminary circle-ellipse discrimination, were started at the upper end of the ellipse series, where it was impossible for them to discriminate the forms. The backup procedure returned them to an easier discrimination after they made errors. They made many errors and reversed down through the ellipse series. Eventually, most of the children reached a point in the ellipse series where they abandoned their systematic errors and began to make correct first choices; then they advanced upward through the program. All of the children advanced to ellipse sizes that were much larger than the ellipse size at the point of their furthest descent.

Achievement↗
PubMed1967

The effectiveness of fading in programming a simultaneous form discrimination for retarded children.

A non-verbal teaching program, combined with reinforcement and extinction (Program Group), was compared with reinforcement and extinction alone (Test Group) in teaching retarded children to discriminate circles from ellipses. In the Program Group, fading techniques were used to transfer stimulus control from "bright vs. dark" to "form vs. no-form" and then to "circle vs. ellipse". The Test Group had the task of learning the circle-ellipse discrimination with no prior teaching program. With the program, seven of 10 children learned the circle-ellipse discrimination. Without the program, one of nine learned. The eight Test-Group children who failed to learn circle vs. ellipse were then given the opportunity to learn the form no-form discrimination by reinforcement and extinction alone, without fading. Six of the eight learned, but only three of these six then learned circle vs. ellipse on a second test. All seven Program-Group children who had learned form vs. no-form also learned the circle-ellipse discrimination by means of fading; each of the seven made fewer errors than any of the three who succeeded on the second test. Children who failed to learn circle vs. ellipse adopted response patterns incompatible with the development of appropriate stimulus control.

Journal Article↗
PubMed1967

Several methods for teaching serial position sequences to monkeys.

Three keys were available for monkeys to press. The objective was to teach the animals to press the keys in sequences up to 10 members in length. With fading procedures, a light that cued the correct key at a given serial member of the sequence faded out slightly each time the animal selected it, and became slightly brighter after the animal made an error at that sequence member. The correct keys were faded out, starting from the end of the sequence and proceeding toward the beginning. With control procedures, the cue lights were turned off suddenly, rather than being faded gradually. In almost every instance, the animals learned a longer series of unlighted key positions with the fading procedures than they did when each key-light was turned off suddenly. Also, requiring the animals to press a series of keys cued by lights before they could reach the sequence members they were to learn hampered them in learning the later serial members. By using several different sequences, it was possible to replicate these findings within the individual animal.

Animals↗