作者: Betty J. House , David Zeaman
DOI: 10.1016/S0065-2407(08)60333-X
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摘要: Publisher Summary The area of discrimination learning can be a surprisingly complex one, with even the simplest classes problems solved by relatively unsophisticated subjects. Two-choice visual discriminations children low developmental level reveal complexities not suggested traditional stimulus–response (S–R) theories. Such theories describe solution formation single-link associations—the subject learns to approach positive cue and avoid negative. But experimental theoretical analyses trainable retardates have led researchers conclusion that more than one associative link is formed. They infer chain at least two responses: response attending relevant stimulus dimensions an instrumental approach–avoidance cues dimension. Some measure complexity this idealized conception discriminative process had counting number different, theoretically possible outcomes simple two-choice experiment.