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Related Experiment Videos

A procedure for generating differential "sample" responding without different exteroceptive stimuli.

Karen M Lionello-DeNolf1, Peter J Urcuioli

  • 1Purdue University, USA. Karen.Lionello-DeNolf@umassmed.edu

Journal of the Experimental Analysis of Behavior
|April 17, 2003
PubMed
Summary

Pigeons learned to associate specific response patterns, like differential-reinforcement-of-low-rate (DRL) or fixed-ratio (FR) schedules, with different outcomes. This demonstrates that response characteristics, not just external stimuli, can form learned associations.

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Area of Science:

  • Behavioral Psychology
  • Animal Cognition
  • Learning and Conditioning

Background:

  • Equivalence class formation typically involves stimuli, but Sidman proposed responses can also join these classes.
  • Testing response-based equivalence is challenging due to confounding stimulus differences.
  • A novel procedure was developed to isolate response properties in pigeons.

Purpose of the Study:

  • To investigate whether differential response patterns can function as stimuli in learned associations.
  • To test Sidman's hypothesis that responses, not just stimuli, can join equivalence classes.
  • To develop and validate an 'unsignaled response' procedure for studying response-based learning.

Main Methods:

  • Experiment 1: Pigeons were trained on differential-reinforcement-of-low-rate (DRL) and fixed-ratio (FR) schedules associated with different outcomes in a matching task.

Related Experiment Videos

  • The response pattern itself served as a conditional cue for choosing comparison stimuli.
  • Experiment 2: Mixed DRL-FR training preceded a transfer test where response patterns acted as samples.

    • Main Results:

    • Pigeons learned to associate specific response patterns (DRL vs. FR) with distinct outcomes.
    • The correct response pattern functioned as a conditional cue, influencing subsequent choice behavior.
    • In transfer tests, pigeons reliably selected comparisons previously associated with specific response patterns.

    Conclusions:

    • The 'unsignaled response' procedure successfully demonstrated that differential response patterns can acquire stimulus functions.
    • This supports the hypothesis that responses can become members of learned equivalence classes.
    • The findings suggest a new method for studying response-based learning and equivalence.