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Results for “Discrimination Learning”

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At least 829 records · Page 46Linked to original sources
PubMed1976

Verbal discrimination learning as a function of brain damage, aging, and institutionalization.

The relationship between young non-brain-damaged nonpatients, elderly non-brain-damaged patients and elderly brain-damaged patients and the acquisition and extinction of verbal discrimination conditioned responses were investigated in this study. Four groups of 10 Ss each were used: one group of elderly brain-damaged patients with no speech impairment; one group of elderly non-brain-damaged patients; and one group of young nonpatient Ss used as a comparison group. The three elderly, brain-damaged and non-brain-damaged groups were unable to make a simple verbal discrimination, while the younger nonpatient group had a nearly perfect record of discrimination responses. No significant differences were obtained between the three elderly patient groups.

Adult↗
PubMed2005

Seahorse wins all races: hippocampus participates in both linear and non-linear visual discrimination learning.

Consistent with configural/conjunctive theories of the hippocampus, we report that rats trained on the non-linear transverse patterning discrimination problem (A+ versus B-, B+ versus C-, and C+ versus A) displayed retrograde amnesia when the hippocampus was later damaged. They also failed to relearn the solution to this problem. Damage to the hippocampus following training also produced retrograde amnesia in rats trained on a set of elemental discrimination problems (A+ versus B-, C+ versus D-, and E+ versus F-) that could be solved based on the associative strengths of the individual choice cues. However, in contrast to transverse patterning, rats easily relearned and retained these elemental problems and learned a new set of elemental problems after the damage. These results support two theoretical conclusions: (a) elemental discriminations can be learned by both a system that depends on the hippocampus and a system that does not require the hippocampus, and (b) in the intact animal these two systems competitively interact with the hippocampal-dependent system inhibiting memory formation by the extra-hippocampal system.

Animals↗
PubMedDate not supplied

A comparison of static and dynamic presentation procedures on discrimination learning of individuals with severe or moderate mental retardation.

A dynamic presentation of stimulus materials may be more effective than a static presentation. To test this hypothesis, we taught 16 individuals with moderate or severe mental retardation to identify two comparative discriminations (more, longer) by each of two different procedures. In the static, or traditional, presentation procedure the stimuli were positioned before a trial began and not manipulated by the experimenter during the trial. In the dynamic presentation procedure the individual watched the experimenter manipulate the relevant dimension of the stimuli during a series of trials. Both procedures were used in combination with a procedure that relied on fading and on many examples of both the correct and incorrect stimuli across trials. Data were presented in four phases: training, generalization, 1-week maintenance, and 1-month maintenance. No differences in percentage of unprompted correct responses were found between the two procedures in training, generalization, or any of the four maintenance tests. Discussion included possible reasons these results differed from those of prior studies as well as the need for further investigation of the dynamic presentation procedure used with more traditional teaching procedures that rely on extrastimulus prompts.

Adolescent↗