The effects of point loss for symmetrical probe performances on other performances of an observed equivalence class, on the emergence of equivalence performances, and on performances in other contexts were examined. After training six conditional discriminations in three contexts, probes (symmetry, transitivity, symmetrical transitivity) were introduced in contexts 1 and 2. In context 3, only trained conditional discrimination trials were delivered. After demonstrations of equivalence in contexts 1 and 2, point loss was placed on symmetrical performances in one of these contexts; probe trials and point loss for symmetrical performances were simultaneously introduced in context 3. Point loss for symmetrical performances may disrupt other probe performances of an observed equivalence class in that same context; does not necessarily disrupt the emergence of equivalence performances; and may disrupt probe performances in other contexts.

The role of point loss for symmetrical relations introduced simultaneously with probe trials in the absence of original relations on all probe trial performances was evaluated. Training was completed after six conditional discriminations were established in two contexts. Point loss was introduced simultaneously with probe trials in the absence of original relations in the first context. Probe trials with no point loss in the absence of original relations were introduced in the second context. The simultaneous introduction of probe trials and the point loss contingency may in some cases prevent the emergence of an equivalence class in the context that contained the point loss as well as in the context where no point loss occurred.

An experiment was conducted to examine the functionality of using auditory stimuli in isolation as fading stimuli. A review of the literature revealed very few reports regarding the usage of the auditory modality for fading purposes. The study employed auditory prompts as fading stimuli in the transfer of stimulus control across stimulus modalities, specifically, the transfer of stimulus control from auditory to visual stimulus properties. A single subject was employed for the experiment. The results were that the intensity of the auditory stimulus was an ineffective dimension to use for fading operations in the transfer of stimulus control across stimulus modalities, Further investigation is needed regarding the conditions that limit the transfer of stimulus control when auditory prompts are employed as fading stimuli.

A one-trial learning color discrimination task was extrapolated from Jarvik's (1953) teaching color discrimination to primates. A yellow-blue discrimination was selected to teach eleven autistic children. As in Jarvik's, SD and SA, reinforcer and punisher, were one and the same. Sugar-flavored water was the S D alum-flavored water, S . The instrumental response of reaching for a colored glass and drinking was established. Then one-trial learning occurred. The learning tests were a block of twenty-five trials for each individual subject on the following day. The second day another block of twenty-five trials was administered to each subject. It was hypothesized that the subjects would function at a ninety per cent criterion level. None of the subjects learned the task.

Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "May 2005." Includes bibliographical references (leaves 64-72). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

A relatively new phenomenon in learning research called highlighting occurs when participants show a seemingly irrational preference to attribute a stronger cue-outcome association to a later presented perfect predictor when it is paired with an imperfect predictor than that of an earlier presented perfect predictor paired with the same imperfect predictor (Kruschke, 1996). Current research suggests that the highlighting effect depends on the ability to learn to shift attention away from an irrelevant cue toward a more relevant cue in order to reduce errors in causal judgment and preserve an earlier formed association (Kruschke, 2003). Much research has suggested that older adults have difficulty disengaging attention from irrelevant information, which could be problematic in the highlighting procedure (Cohn, Dustman, & Bradford, 1984; Tipper, 1991; Mutter, Naylor, & Patterson, 2005). However, the results of the current experiment suggest that older adults can learn attentional shifts in order to guide associative learning and reduce errors in causal judgments. These data prove to be a problem for many models of associative learning (e.g., Mackintosh, 1975; Rescorla & Wagner, 1972; Van Hamme & Wasserman, 1994), but support a model proposed by Kruschke (2006).

Thesis (M.S.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

No description available.

Proefschrift--Leyden. / Bibliography: p. 101-108.

Thesis (M.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.