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Related Experiment Videos

Incentive processes and the peak shift.

S J Weiss, R J Dacanay

    Journal of the Experimental Analysis of Behavior
    |May 1, 1982
    PubMed
    Summary
    This summary is machine-generated.

    Operant conditioning in pigeons reveals how stimulus-reinforcement contingencies shape behavior. Positive and negative contingencies influence peak shift, impacting learning processes in both instrumental and classical conditioning.

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    Area of Science:

    • Behavioral psychology
    • Animal cognition
    • Operant conditioning

    Background:

    • Traditional operant baselines often show response and reinforcement covariation.
    • Intradimensional discrimination schedules offer a novel approach to studying stimulus control.
    • Understanding stimulus-reinforcement contingencies is crucial for dissecting learning mechanisms.

    Purpose of the Study:

    • To investigate the influence of positive and negative stimulus-reinforcement contingencies on operant discrimination in pigeons.
    • To examine the phenomenon of peak shift under controlled experimental conditions.
    • To explore the role of classically conditioned states in instrumental learning.

    Main Methods:

    • Employed intradimensional operant discrimination schedules with pigeons.

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  • Manipulated stimulus-reinforcement contingencies in two phases.
  • Recorded treadle pressing and reinforcement rates.
  • Analyzed generalization gradients for treadle pressing and autoshaped key pecking.

    • Main Results:

    • Phase 1 (negative contingency) showed flat generalization gradients peaking at the controlling stimulus (S(1)).
    • Phase 2 (positive contingency) demonstrated peak shift, with gradients shifting away from the non-controlling stimulus (S(2)).
    • Autoshaped key pecking exhibited sharp peaks at the food-correlated stimulus (S(2)) in Phase 1, failing to show peak shift.

    Conclusions:

    • Positive and negative stimulus-reinforcement contingencies differentially affect peak shift.
    • Classically conditioned central motive states may mediate peak shift in instrumental learning.
    • Elicited responses (autoshaped pecking) show different discriminative processes compared to instrumental responses.