DOCSLIB.ORG

CHAPTER Personality TEN Psychology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

10/14/08 CHAPTER Personality TEN Psychology Psychology 370 Sheila K. Grant, Ph.D. SKINNER AND STAATS: Professor California State University, Northridge The Challenge of Behaviorism Chapter Overview Chapter Overview RADICAL BEHAVIORISM: SKINNER Part IV: The Learning Perspective PSYCHOLOGICAL BEHAVIORISM: STAATS Illustrative Biography: Tiger Woods Reinforcement Behavior as the Data for Scientific Study The Evolutionary Context of Operant Behavior Basic Behavioral Repertoires The Rate of Responding The Emotional-Motivational Repertoire Learning Principles The Language-Cognitive Repertoire Reinforcement: Increasing the Rate of Responding The Sensory-Motor Repertoire Punishment and Extinction: Decreasing the Rate of Situations Responding Additional Behavioral Techniques Psychological Adjustment Schedules of Reinforcement The Nature-Nurture Question from the Applications of Behavioral Techniques Perspective of Psychological Behaviorism Therapy Education Radical Behaviorism and Personality Theory: Some Concerns Chapter Overview Part IV: The Learning Perspective Personality Assessment from a Ivan Pavlov: Behavioral Perspective Heuristic Accendental Discovery The Act-Frequency Approach to Personality Classical Conditioning Measurement John B. Watson: Contributions of Behaviorism to Personality Theory and Measurement Early Behaviorist B. F. Skinner: Radical Behaviorism Arthur Staats: Psychological Behaviorism 1 10/14/08 Conditioning—the process of learning associations . Ivan Pavlov Classical Conditioning Operant Conditioning . 1849-1936 . Russian physician/ (aka Pavlovian Responses are learned neurophysiologist Conditioning) because of their . Studied digestive Reflexive or respondent consequences secretions of dogs behavior Behavior is strengthened . Nobel Prize 1904 Automatic response to a by a reinforcer; . Discovered classical stimulus diminished by a conditioning punishment Behavior is voluntary Unconditioned Stimulus Pavlov’s Discovery of (US)- a stimulus that Classical Conditioning naturally (automatically) brings about a response Unconditioned Response (UR)- a natural response that requires no training Neutral Stimulus (NS)- a stimulus that in the absence of conditioning does not elicit a response Conditioned Stimulus (CS)- a once neutral stimulus that becomes associated with an unconditioned stimulus to produce a Conditioned Response Conditioned Response (CR)- the learned response to a once neutral stimulus Watson’s Classic “Little Albert” John Watson—Founder of Behaviorism Experiments John Watson and Give me a dozen healthy infants, well-formed, and my Rosalie Rayner own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select Little Albert (click to view) —doctor, lawyer, artist, merchant-chief, and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. -- John Watson (1924) 2 10/14/08 Illustrative Biography: Illustrative Biography: Tiger Woods Tiger Woods Development Description Adaptation & Adjustment Illustrative Biography: Preview of Skinner’s and Staats’s Theory Tiger Woods Cognitive Processes Society Biological Influences http://www.boreme.com/boreme/ funny-2006/tiger-just-do-it-p1.php B. F. Skinner • Burrhus Frederic Skinner born in 1904 in Pennsylvania • Inventor and writer as a Radical Behaviorism: youngster • Doctorate in Psychology Skinner from Harvard (1931) • Professorships at Minnesota, Indiana and Harvard • Died in 1990 of Leukemia 3 10/14/08 Behavior as the Data for The Evolutionary Context Of Scientific Study Operant Behavior The Evolutionary behavior Context of Operant selected by the Behavior environment The Rate of Responding operant conditioning The Rate of Responding Skinner box Definition: Mode of learning in which controls the the frequency of environment responding is influenced by the consequences that are operant contingent upon a response response response Examples: bar-pressing in rats, reinforced by food smiling in a child, reinforced by parental approval Learning Principles Reinforcement—anything that increases the likelihood that the behavior will be repeated Reinforcement: Increasing the Rate Positive Negative Reinforcement of Responding Reinforcement removing an aversive rewards or other stimulus; engaging in positive consequences behavior to remove a Punishment and Extinction: that follow behaviors “negative” stimulus Decreasing the Rate of Responding Taking an aspirin to get rid Additional Behavioral Techniques A pat on the back for of a headache scoring the winning goal 4 10/14/08 Reinforcement: Increasing the Punishment and Extinction: Rate of Responding Decreasing the Rate of Responding positive reinforcer base rate punishment: a stimulus contingent primary reinforcer upon a response and secondary reinforcer that has the effect of decreasing the rate negative reinforcer of responding extinction: reduction in the rate of responding when reinforcement ends Additional Behavioral Techniques Schedules of Reinforcement shaping: reinforcement of successive Continuous Reinforcement approximations of behavior chaining: one response produces or Partial Reinforcement alters some of the variables that fixed ratio schedule (FR) control another response discrimination learning: learning to variable ratio schedule (VR) respond differentially, depending on fixed interval schedule (FI) environmental stimuli variable interval schedule (VI) generalization: responding to stimuli that are similar to, but not identical to, the stimuli present during training Applications of Behavioral Applications of Behavioral Techniques Techniques Therapy Therapy behavior modification behavior modification functional analysis functional analysis token economies token economies Education Education teaching machines (programmed teaching machines (programmed instruction) instruction) 5 10/14/08 Radical Behaviorism and Personality Theory: Some Concerns Psychological Walden Two (Utopian Behaviorism: Staats community) unique human capacities (including language) freedom and dignity Reinforcement Reinforcement Time-out: a procedure or environment based on in which no reinforcements emotion are given in an effort to extinguish unwanted contrast with behavior Skinner's Example: removal of a disruptive radical child from a school class, empiricism to improve behavior Basic Behavioral Repertoires Basic Behavioral Repertoires The Emotional-Motivational The Emotional-Motivational Repertoire Repertoire The Language-Cognitive The Language-Cognitive Repertoire Repertoire The Sensory-Motor Repertoire The Sensory-Motor Repertoire 6 10/14/08 Personality as a Basic Behavioral Repertoires Basic Behavioral Repertoire The Emotional-Motivational Repertoire The Language-Cognitive Repertoire The Sensory-Motor Repertoire Basic Behavioral Repertoire The Emotional-Motivational Repertoire The Emotional-Motivational Repertoire Situations A-R-D theory A: affects and attitudes R: reinforcements D: direct behavior 7 10/14/08 The Nature-Nurture Question Psychological Adjustment from the Perspective of Psychological Behaviorism depends on learning (basic behavioral repertoire) intensive learning for example: learning builds on nature emotions (phobias, depression, biology can influence a person anxiety) before learning social skills during learning positive self-concept after learning standards for behavior (perfectionism) The Nature-Nurture Question from the Perspective of Psychological Behaviorism Personality Assessment from a Behavioral Perspective Contributions of Behaviorism to The Act-Frequency Approach to Personality Theory and Personality Measurement Measurement measuring personality Definition: traits by assessing the frequency of prototypical behaviors Examples: affiliation needs assessed by frequency of choosing to work with friends dominance assessed by frequency of interrupting others 8 10/14/08 Chapter Review 9 .
Recommended publications
  • A(Nthony) Charles Catania Curriculum Vitae August 2018

    A(Nthony) Charles Catania Curriculum Vitae August 2018

    A(nthony) Charles Catania Curriculum Vitae August 2018 Date of Birth, New York, NY: 22 June 1936 Married: Constance Julia Britt, 10 February 1962 Children: William John, 3 February 1964 Kenneth Charles, 5 November 1965 Educational History P.S. 132, Manhattan; Bronx High School of Science, Class of 1953 A.B., Columbia College, 1957 New York State Regents Scholarship; Phi Beta Kappa; Highest Honors with Distinction in Psychology M.A., Columbia University, 1958 Ph.D. in Psychology, Harvard University, 1961 (March) National Science Foundation Fellow, 1958-60 Professional History Columbia College Teaching Assistant, 1956-58 Bell Telephone Laboratories Research Technician (under H. M. Jenkins), Summer 1958 Harvard University Research Fellow in Psychology (supported by B. F. Skinner’s NSF Grant), 1960-62 Smith Kline and French Laboratories Senior Pharmacologist (under L. Cook), 1962-64 University College of Arts and Science, New York University Assistant Professor, 1964-66; Associate Professor, 1966-69; Professor and Department Chair, 1969-73 University of Maryland, Baltimore County (UMBC) Professor, 1973-2008; Program Director/CoDirector, Applied Behavior Analysis MA track, 1998- 2007; Professor Emeritus, Departmental Curmudgeon, 2008- University of Wales (formerly University College of North Wales) Professorial Fellow and Fulbright Senior Research Fellow, 1986-87; Visiting Research Fellow, 1989- Keio University, Tokyo, Japan Visiting Professor, July 1992 Office: Department of Psychology (Emeritus Faculty office, Sondheim 012) University of
  • On Spirituality Century with the Rise of Secular Views on Spirituality [10, 11]

    On Spirituality Century with the Rise of Secular Views on Spirituality [10, 11]

    February 2008 The Irish Psychologist ARTICLE historical and conceptual coupling between religiosity and spirituality, a conceptual coupling that has been thrown into disarray over the past On Spirituality century with the rise of secular views on spirituality [10, 11]. I recently asked a group of third year Part 1: Deconstructing, students, "Do you think psychologists should study spirituality?" Some of grappling, and moving in the them said, "No, spirituality cannot be observed or objectively measured – it has no place in psychological field of others science." I wondered if this reply reflected a misunderstanding of Michael J. Hogan the goals of psychological science - a curious negation of certain Mike Hogan is a lecturer in psychology at the National University of Ireland, categories of human experience as a Galway. Correspondence regarding this article may be addressed by email to focus of inquiry - or simply a dislike [email protected]. for entertaining ideas that are in some way associated with orthodox religion. In truth, I cannot claim to have direct The highest activity a human being can and every attempt to construct an access to the minds of my students, attain is learning for understanding, objective account of consciousness and I can only speculate as to why because to understand is to be free struggles with the problem of human they think the way they think. At the Baruch Spinoza, Ethics subjectivity [6, 7]. Consciousness same time, even though the students itself - coupled with our prolific failed to tell me what spirituality is, We are staggeringly lucky to find imaginations - can offer us a sense many students did at least consider ourselves in the spotlight.
  • 175 Alexandra Rutherford's Major Premise, She Tells Us, Is That B.F. Skinner Has Had an Enduring Impact on American Society An

    175 Alexandra Rutherford's Major Premise, She Tells Us, Is That B.F. Skinner Has Had an Enduring Impact on American Society An

    Behavior and Social Issues, 18, 175-177 (2009). © Peter Lamal. Readers of this article may copy it without the copyright owner’s permission, if the author and publisher are acknowledged in the copy and the copy is used for educational, not-for-profit purposes. FROM RATS AND PIGEONS TO CULTURAL PRACTICES: A REVIEW OF BEYOND THE BOX: B. F. SKINNER’S TECHNOLOGY OF BEHAVIOR FROM LABORATORY TO LIFE, 1950S TO 1970S BY ALEXANDRA RUTHERFORD (2009). Toronto: University of Toronto Press. ISBN 978-0-8020-9774-3. 224 pp. $55.00. Alexandra Rutherford’s major premise, she tells us, is that B.F. Skinner has had an enduring impact on American society and her book describes the how, when, where, and why of this impact. Furthermore, although the experimental analysis of behavior and the philosophy of radical behaviorism continue to be vibrant areas, Rutherford’s thesis is that Skinner’s lasting impact is due to his development of, and adoption by others, of his technology of behavior, “Skinner’s most enduring achievement was to treat human behavior change like any other technological problem” (p. 10). At the same time, however, Rutherford reminds us that Skinner’s system was and continues to be rejected by many on philosophical grounds and by others on ethical grounds. This book outlines the evolution of Skinner’s behavioral technology by describing several projects undertaken during the 1950s through the 1970s. The development of the experimental analysis of behavior relied heavily upon experiments with pigeons and rats in free operant chambers, the latter often referred to as Skinner Boxes, after their inventor.
  • Learning Theory of Conditioning

    Learning Theory of Conditioning

    JOURNAL OF CRITICAL REVIEWS ISSN- 2394-5125 VOL 7, ISSUE 08, 2020 Learning Theory of Conditioning Hasan Basri1, Shofia Amin2, Mirsa Umiyati3, Hamid Mukhlis4, Rita Irviani5 1Universitas Islam 45, Bekasi, Indonesia. 2Universitas Jambi, Jambi, Indonesia. 3Universitas Warmadewa, Bali, Indonesia. 4Universitas Aisyah Pringsewu, Lampung, Indonesia 5STMIK Pringsewu, Lampung, Indonesia. E-mail: [email protected], [email protected], [email protected] Received: 11.03.2020 Revised: 12.04.2020 Accepted: 28.05.2020 ABSTRACT: This paper presents learning theory of conditioning. According to conditioning theory, learning is a process of change that occurs because of the conditions which then cause a reaction. To make that person study, we must give certain conditions. The most important thing in learning according to conditioning theory is continuous practice. Priority in this theory is learning that occurs automatically. This theory says that all human behavior is also the result of conditioning, that is the result of training or habit of reacting to certain conditions or stimuli experienced in life. The weakness of this theory is that learning only happens automatically and activeness and personal determination in certain learning such as learning about certain skills and habituation in young children. KEYWORDS: learning theory, conditioning, children, student, learning process I. INTRODUCTION In the learning process the priority is how the individual can adapt to environmental stimuli and then this individual can react. The reaction is an attempt to create activities as well as finish them, and finally get result that make changes to the individual as a new thing and increase knowledge. The behavioral change must be in the form of repetitive stimuli that are beneficial to individual and have a positive value in learning new thing.
  • Chapter 11: Behaviorism

    Chapter 11: Behaviorism

    Chapter 11: Behaviorism Megan Davis, Nicole Pelley and Stephanie Quinlan Behaviorism (1892-1956) ● Psychology has been the study of the mind since the Greeks ○ The definition of the mind has been debated extensively ○ 20th century: Shift from what the mind was to what it did ■ Mind causes behavior ● New field of research ○ Psychology was redefined with help from animal psychology ○ People started believing humans evolved from animal forms ○ Had to rethink Descartes’ definition of the mind New Directions in Animal Psychology New Directions in Animal Psychology Animal psychology as Romanes begun it, used 2 methods: 1. Anecdotal Method → Collect data 2. Method of Inference → Interpret data Close examination in late 19th, early 20th century. Anecdote → Experiment From Anecdote to Experiment ● Experiment replaced anecdotes and informal, naturalistic experiments ● Aim of animal psychology - produce natural science and anecdote not the path to science ● Two important research programs: ○ Thorndike ○ Pavlov From Anecdote to Experiment Edward Lee Thorndike (1874-1949): ● Initially wanted to study children ● Not many readily available, took up animals ● Studied with William James ● Developed “connectionism” ○ Methodological and theoretical approach to animal learning ○ Formulation of an S-R psychology he called “connectionism” ○ Anecdotal method overestimated animal intelligence From Anecdote to Experiment Thorndike’s Puzzle Boxes ● Trap cat inside box ● Each box opened by cat in different way ● Rewarded with salmon for escaping ○ Ex. of instrumental
  • Biologicau Co~Ntrir~Utio~Rne to the Development Of

    Biologicau Co~Ntrir~Utio~Rne to the Development Of

    ,- B BiologicaU Co~ntriR~utio~rneto the Development of Psychology KARL H. PRIBRAM AND DANIEL N. ROBINSON INTRODUCTION This chapter concerns several important influences that biology has had on the development of psychology as a science. Specifically, we attempt to account for an apparent paradox: In the nineteenth century, rapid advances were made in relating biology in general and brain func- tion in particular to the phenomena of mind. Throughout much of the first half of the twentieth century, however, these same relationships were all but ignored and the foundations for a scientific psychology were sought in the environment. The biological aspects of psychology, perhaps more than other special branches of the discipline, resist historical compression. Psychobiology, as we shall call the subject,' is deeply rooted in both philosophy and 4 ' There is still no universally accepted criterion for distinguishing among the terms physiological psychology, psychobiology, neuropsychology, and biopsychology. A grow- ' ing convention would reserve the term neuropsychology to theory about the human ; nervous system based on research involving complex cognitive processes, often in settings in which clinical findings are directly relevant. Physiological psychology strikes many as too restricted, for much current work falls under headings such as biophysics, computer science, or microanatomy that are synonymous with physiology. Thus, psychobiology is used here to refer to the broadest range of correlative studies in which biobehavioral investigations are undertaken and referenced to phenomenal experience. 345 POINTS OF VIEW IN THE Copyright 0 1985 by Academic Press, Inc. MODERN HISTORY OF PSYCHOLOGY All rights of reprod~lctionin any form resewed. ISBN 0-12-148510-2 346 Karl H.
  • Tutorial Stimulus Control: Part II James A

    Tutorial Stimulus Control: Part II James A

    The Behavior Analyst 1995, 18, 253-269 No. 2 (Fall) Tutorial Stimulus Control: Part II James A. Dinsmoor Indiana University The second part of my tutorial stresses the systematic importance of two parameters of discrimi- nation training: (a) the magnitude of the physical difference between the positive and the negative stimulus (disparity) and (b) the magnitude of the difference between the positive stimulus, in par- ticular, and the background stimulation (salience). It then examines the role these variables play in such complex phenomena as blocking and overshadowing, progressive discrimination training, and the transfer of control by fading. It concludes by considering concept formation and imitation, which are important forms of application, and recent work on equivalence relations. Key words: stimulus control, disparity, salience, blocking, overshadowing, transfer, fading, con- cept formation, imitation, equivalence relations The first part of this tutorial dealt a positive correlation between the S + with the basic principles that account and the primary reinforcer that selects for the acquisition of stimulus control the one relevant stimulus out of the under what is conventionally known as many that impinge upon the organism discrimination training. Among the sa- and transforms it into a conditioned re- lient points that were raised were sug- inforcer of observing behavior. Note gestions that (a) control by antecedent also that if the subject is exposed ex- stimuli is just as important in operant clusively to S + training or to a single as it is in respondent behavior; (b) Pav- period of S + training followed by a lov's conditional stimulus is a discrim- single period of S - training rather than inative stimulus; (c) stimulus general- to a continued alternation, control is ization is not a behavioral process in- less adequate (Honig, Thomas, & Gutt- dependent of and antagonistic to dis- man, 1959; Yarczower & Switalski, crimination but is simply another way 1969).
  • What Interbehavioral Psychology Has to Offer Education--Now

    What Interbehavioral Psychology Has to Offer Education--Now

    DOCUMENT RESUME ED 288 755 SO 018 331 AUTHOR Cornwell, David; Hobbs, Sandy TITLE What Interbehavioral Psychology Has To Offer Education--Now. PUB DATE 87 NOTE 27p.; Paper and Appendix Two presented at the Annual Conference of the Experimental Analysis of Behavior Group (Fife, Scotland, 1986). PUB TYPE Viewpoints (120) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Behavioral Science Research; *Educational Psychology; Educational Research; Experimental Psychology; Learning Processes; *Learning Theories; *Psychoeducational Methods; Psychological Studies; Psychologists IDENTIFIERS EKRIB System of Analyzing Teaching; *Interbehavioral Psychology; Kantor (J R); Skinner (B F); Thyne (J M) ABSTRACT B. F. Skinner's influence on various applications of psychology in education has been greater than J. R. Kantor's, the founder of interbehaviorism. However, the field of education might benefit from a greater input of Kantorian, as apposed to Skinnerian, theory. Policymakers, administrators, and teachers have failed to totally adopt Skinner's educational proposals, which focus heavily on programmed instruction and do not consider how teaching is actually practiced or how educators discuss educational goals. Two examples of interbehavioral educational approaches are presented. One, based on "The Psychology of Learning and Techniques of Teaching" by J. M. Thyne, explains learning as the adoption of a new response to a situation. The second example, the EXRIB System of Analyzing Teaching, was developed as an indisciplinary endeavor and as part of the Classroom Interaction Project (CIP) at Jordanhill College. Project participants analyzed statements about teaching and observations of actual teaching situations and devised a model based on teaching as a goal-oriented activity. Appendices include an explanation of the EICRIB system and a report entitled "An Interbehavioral Perspective on Applied Behavior Analysis." Figures and tables are included.
  • Methodological Behaviorism As a Radical Behaviorist Views It

    Methodological Behaviorism As a Radical Behaviorist Views It

    Behavior and Philosophy, 39/40, 145-202 (2011/2012). © 2011 Cambridge Center for Behavioral Studies METHODOLOGICAL BEHAVIORISM AS A RADICAL BEHAVIORIST VIEWS IT J. Moore University of Wisconsin – Milwaukee ABSTRACT: Methodological behaviorism is a stance on verbal processes and the meaning of “psychological” terms and concepts that are deployed in theories and explanations of behavior. According to this stance, all such terms and concepts should be based on observable stimuli and behavior. Over the years, psychologists have interpreted the phrase “based on” in at least three different ways. One interpretation was that psychologists should remain formally silent on causal mental terms, and not speak at all about unobservables. A second interpretation allowed psychologists to appeal indirectly to mediating mental terms, provided the psychologists could logically connect the terms to observables through operational definitions, where those definitions were exhaustive. A third interpretation again allowed psychologists to appeal indirectly to mediating mental terms, provided the psychologists could logically connect the terms to observables through operational definitions. This time, however, the definitions need be only partial instead of exhaustive. We argue the interpretations lead to an incomplete psychology, if not also an institutionalized mentalism, because they fail to recognize private behavioral events. None of the interpretations are consistent with the radical behaviorism of B. F. Skinner. Key words: methodological behaviorism, radical behaviorism, operationism, logical positivism, theoretical terms, psychological terms Methodological Behaviorism as a Radical Behaviorist Views It Skinner (1964) opened one of his canonical articles with the following paragraph: Behaviorism, with an accent on the last syllable, is not the scientific study of behavior but a philosophy of science concerned with the subject matter and methods of psychology.
  • Willis and the Virtuosi

    Willis and the Virtuosi

    Forum on Public Policy The Scientific Method through the Lens of Neuroscience; From Willis to Broad J. Lanier Burns, Professor, Research Professor of Theological Studies, Senior Professor of Systematic Theology, Dallas Theological Seminar Abstract: In an age of unprecedented scientific achievement, I argue that the neurosciences are poised to transform our perceptions about life on earth, and that collaboration is needed to exploit a vast body of knowledge for humanity’s benefit. The scientific method distinguishes science from the humanities and religion. It has evolved into a professional, specialized culture with a common language that has synthesized technological forces into an incomparable era in terms of power and potential to address persistent problems of life on earth. When Willis of Oxford initiated modern experimentation, ecclesial authorities held intellectuals accountable to traditional canons of belief. In our secularized age, science has ascended to dominance with its contributions to progress in virtually every field. I will develop this transition in three parts. First, modern experimentation on the brain emerged with Thomas Willis in the 17th Century. A conscientious Anglican, he postulated a “corporeal soul,” so that he could pursue cranial research. He belonged to a gifted circle of scientifically minded scholars, the Virtuosi, who assisted him with his Cerebri anatome. He coined a number of neurological terms, moved research from the traditional humoral theory to a structural emphasis, and has been remembered for the arterial structure at the base of the brain, the “Circle of Willis.” Second, the scientific method is briefly described as a foundation for understanding its development in neuroscience.
  • Points of View in the Modern History of Psychology

    Points of View in the Modern History of Psychology

    Points of View in the Modern History of Psychology Edited by Claude E. Buxton Department of Psychology Yale University New Haven, Connecticut 1985 ACADEMIC PRESS, INC. (Harcourt Brace Jovanovich, Publishers) Orlando San Diego New York London Toronto Montreal Sydney Tokyo Passages from the following are reprinted by permission of the publishers: Newell, Α., Duncker on Thinking, in S. Koch & D. Leary (Eds.), A Century of Psychology as Science. Copyright 1985 by McGraw-Hill. Neisser, U., Cognitive Psychology. © 1967 by Prentice-Hall. COPYRIGHT © 1985 BY ACADEMIC PRESS, INC. ALL RIGHTS RESERVED. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. ACADEMIC PRESS, INC. Orlando, Florida 32887 United Kingdom Edition published by ACADEMIC PRESS INC. (LONDON) LTD. 24-28 Oval Road, London NW1 7DX LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Main entry under title: Points of view in the modern history of psychology. Includes indexes. 1. Psychology— History. I. Buxton, Claude E. BF81.P57 1985 150\9 85-4010 ISBN 0-12-148510-2 (alk. paper) PRINTED IN THE UNITED STATES OF AMERICA 85 86 87 88 9 8 7 6 5 4 3 2 1 Contributors Numbers in parentheses indicate the pages on which the authors' contributions begin. Mitchell G. Ash (295), Department of History, University of Iowa, Iowa City, Iowa 52242 William Bevan (259), John D. and Catherine T. MacArthur Foundation, Chicago, Illinois 60603 Arthur L. Blumenthal (19, 51), Department of Psychology, University of Massachusetts at Boston, Boston, Massachusetts 02125 Claude E.
  • Configural Associations in Discrimination Learning

    Configural Associations in Discrimination Learning

    Journal of Experimental Psychology: Copyright 1990 by the American Psychological Association, Inc. Animal Behavior Processes 0097-7403/90,r$00.75 1990. Vol. 16, No. 3, 250-261 Configural Associations in Discrimination Learning John M. Pearce and Paul N. Wilson University of Wales, College of Cardiff, Cardiff, Wales In 4 experiments, Sprague-Dawley rats and homing pigeons received training with an A+ AB0 BC+ discrimination, in which food (+) accompanied trials with A and EtC. Food was not presented (0) on trials with the compound AB. Subsequent test trials revealed that responding during C by itself, or the compound ABC, was slower than during either A or BC. Responding during the ABC compound was also found to be slower after training with the A+ AB0 BC+ than an A0 AB+ BC+ discrimination. We argue that these findings demonstrate the importance of configural associations in discrimination learning. Two accounts for the way in which these associations exert their influence are considered. A major concern relating to theories of conditioning has Saavedra, 1975; Whitlow & Wagner, 1972; Woodbury, 1943~ been to identify the associations that are formed when a For example, animals can solve a negative patterning problem compound conditioned stimulus (CS) is paired with an un- in which the US follows two stimuli when they are presented conditioned stimulus (US). By far the most influential line of separately but not when they are presented together (Bel- theorizing has been to assume that this training provides the lingham et al., 1985; Rescorla, 1972; Woodbury, 1943). Ac- potential for each stimulus within the compound to enter cording to the Rescorla and Wagner (1972) model, without separately into an association with the US (Frey & Sears, the influence of confignral cues, this discrimination would be 1978; Mackintosh, 1975; Moore & Stickney, 1980; Pearce & insoluble, because it is impossible for a CS by itself to signal Hall, 1980; Rescorla & Wagner, 1972).