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Related Experiment Videos

Expectancy mediation of concurrent conditional discriminations

G B Peterson, M A Trapold

    The American Journal of Psychology
    |January 1, 1982
    PubMed
    Summary
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    Pigeons learned two tasks simultaneously. When outcomes consistently matched stimuli (congruent), performance improved. When outcomes varied with task type (incongruent), learning was hindered, showing outcome expectancies influence behavior.

    Area of Science:

    • Animal behavior
    • Cognitive psychology
    • Learning and memory

    Background:

    • Conditional discriminations involve learning stimulus-response associations.
    • Outcome expectancies can influence learned behaviors.
    • Pigeons are widely used models for studying learning and cognition.

    Purpose of the Study:

    • To investigate how outcome expectancies affect concurrent conditional discrimination learning in pigeons.
    • To determine if congruent or incongruent outcome-stimulus relationships impact learning efficiency.
    • To examine the role of acquired expectancies in stimulus control.

    Main Methods:

    • Pigeons were trained on two concurrent conditional discriminations: identity matching (color) and feature-positive discrimination (line orientation).

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  • Two groups were used: congruent (stimulus consistently predicted outcome) and incongruent (outcome varied with choice type).
  • Performance was measured by accuracy levels and reversals between congruent and incongruent procedures.

    • Main Results:

    • The congruent group achieved significantly higher accuracy on both discrimination tasks compared to the incongruent group.
    • Switching procedures reversed the performance difference between groups, even with unchanged stimulus-response requirements.
    • This suggests acquired outcome expectancies exert significant stimulus control over instrumental behavior.

    Conclusions:

    • Consistent outcome-stimulus associations (congruent) facilitate concurrent learning.
    • Inconsistent associations (incongruent) impede learning, highlighting the impact of learned expectancies.
    • Outcome expectancies are crucial mediators in instrumental learning and stimulus control.