Effective use of the blank comparison procedure in simple discrimination by infant capuchin monkeys: A methodological note.

In studies of simple and conditional discrimination, procedures are needed to measure those aspects of stimuli that control behavior. The blank comparison procedure is one such procedure. It was designed explicitly for assessing S+ and S- functions when discriminative stimuli are presented simultaneously. In this procedure, a neutral stimulus serves sometimes as S+ and sometimes as S-. Its discriminative function is defined in relation to other stimuli in the display. The present study aimed to prepare 2 infant female capuchin monkeys for the effective use of the blank comparison procedure in a simple discrimination task. First, simple discrimination training was applied up to a stable accuracy criterion of ≥90%. This training was followed by the replacement of S+ and then of S- stimuli with new stimuli. Ultimately, trials with the blank comparison were introduced. Following this sequence, both monkeys immediately displayed highly accurate blank-comparison performances without the need for stimulus control shaping or other preparatory discrimination training. Thus, this procedure sequence may be an efficient, effective method for establishing blank-comparison baselines for experimental analyses of S+/S- discriminative functions and perhaps for other applications in teaching simple and conditional discrimination performances to this species and others.

Acquisition and maintenance of delayed matching-to-sample in tufted capuchin monkeys.

Delayed matching-to-sample (DMTS) is a commonly used procedure to investigate short-term memory. For the study of functions of forgetting, the delay between the disappearance of the sample stimulus and appearance of choices is manipulated. The intertrial interval (ITI) is also varied to assess interference effects. Performance decrements have been observed as delay increases and, in some cases, performance recovery occurs when ITIs are increased. Other studies indicate that the higher the ITI/delay ratio, the greater the accuracy in DMTS. In this study, 2 experiments investigated DMTS performances of 3 tufted capuchin monkeys as function of delay and ITI. In Experiment 1, alternation of gradual increases of delay and ITI was effective in producing ≥90% accuracy at delays as long as 90 s. Individual monkeys differed in the highest value of delay at which this criterion was met. In Experiment 2, the monkeys were exposed to 5-s DMTS with different ITIs to assess the effects of various ITI/delay ratios on accuracy. Highest accuracy tended to occur at the higher ITI/delay ratios.

Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research.

A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities.

Stimulus control in a go/no-go procedure with compound stimuli with pigeons.

Our previous study using a go/no-go procedure with compound stimuli taught pigeons to peck at two-component compounds A1B1, A2B2, B1C1, B2C2 and refrain from pecking at A1B2, A2B1, B1C2, B2C1. Subjects showed training-consistent responding in tests presenting compounds rotated 180° (BA and CB relations) but not recombined (AC and CA relations). It is unclear whether the responses to BA and CB stimuli were controlled by the relation between the components (conditional discrimination) or by the compounds functioning as a unitary stimulus (simple discrimination). The present study assessed whether the four pigeons from our previous study would show maintained discrimination when the positions of the components of each compound were changed relative to the training stimuli. Training components were rotated 90° to the right and left (Tests 1 and 2, respectively), presented with a 1cm separation (Test 3), and presented with a 1cm separation and rotated 180° (Test 4). Subject P11 maintained discriminations in all tests. Maintained discriminations were only observed in Tests 1 and 2 for P21, 1-3 for P10, and 1, 2, and 4 for P9. Results indicate that pigeons may not maintain discrimination when stimulus elements are presented further apart and/or rotated 180° relative to training.

Discrimination and Reversal Learning by Toddlers Aged 15-23 Months.

Few studies have investigated simple discrimination and discrimination reversal learning by children younger than 2 years. Extant research has shown that teaching discrimination reversals may be challenging with this population. We used social reinforcement and correction procedures to teach simple simultaneous discrimination and discrimination reversal tasks involving three pairs of animal pictures displayed in a paper notebook. Participants were eight typically-developing toddlers aged 15-23 months. All learned at least one simple discrimination/discrimination reversal problem. Four children learned all problems and showed evidence of learning set formation. Perhaps surprisingly, discrimination reversals were sometimes learned more rapidly than original discriminations. The procedures suggest a potentially efficient methodology for investigating more complex aspects of relational learning in toddlers.

Generalized Identity Matching to Sample after Multiple-Exemplar Training in Capuchin Monkeys.

A multiple-exemplar identity matching-to-sample baseline was established to encourage development of generalized IDMTS performances in three adult male capuchins. Mask (blank comparison) or Shuffled S- procedures were used to promote select (sample-S+) control in baseline relations and to assess stimulus control relations in generalized IDMTS tests. The IDMTS baseline comprised eight 3-stimulus sets or four 4-stimulus sets. Probe trials with new stimulus sets were substituted for baseline sets in successive testing sessions and subsequently converted to new baseline relations. All monkeys exhibited high accuracy on generalized IDMTS tests. A monkey who was given the Mask procedure in training and tests showed generalized IDMTS with select relations predominating. Two monkeys who were given training and testing with the Shuffled S- procedure performed somewhat better on Shuffled S- IDMTS test trials than on test trials that contained non-shuffled test IDMTS trials thus suggesting that exclusion of familiar nonmatching comparison stimuli from baseline in Shuffled S-test trials contributed to the higher accuracy scores with the former procedures. Development of select relations appeared to be a positive predictor of development of generalized IDMTS.

Controlling Relations in Stimulus Equivalence Classes of Preschool Children and Individuals with Down Syndrome.

We evaluated emergent stimulus-stimulus relations after two different training procedures. Participants were five typically developing preschool children and three individuals with Down Syndrome. Experiment 1 used two-comparison matching to sample (MTS) to establish AB and BC relations. Experiment 2 used two-comparison and blank-comparison MTS, each on 50% of training trials to establish AB and BC relations. In both experiments, tests for emergent relations (AC, CA) were conducted to assess equivalence class formation. In Experiment 2 subsequently, class expansion was assessed after CD training. All participants showed positive equivalence test outcomes. Seven showed class expansion. After class formation tests in both studies, probe tests were conducted for select and reject relations in baseline relations. Initial results were somewhat variable, but became more consistent after class expansion.

Blank-comparison matching-to-sample reveals a false positive symmetry test in a capuchin monkey

A positive symmetry test result was obtained with a capuchin monkey that had previously exhibited virtually errorless AB and BA arbitrary matching-to-sample (MTS) with different stimuli. The symmetry test (BA) followed the acquisition of a new AB relation. It seemed possible, however, that the positive result could have occurred through the exclusion of previously defined comparison stimuli and not because the new AB and BA relations had the property of symmetry. To assess this possibility, a blank-comparison MTS procedure was implemented that permitted the separate assessment of select and reject (i.e., exclusion) control with both baseline and BA matching relations. In this assessment, the monkey did not exhibit reliable BA matching when exclusion was not possible, thus showing that the symmetry result was a false positive. However, the study demonstrated the feasibility of using a blank comparison MTS procedure with capuchins. The present results may set the stage for more successful methodology for establishing desired forms of relational stimulus control in capuchins and ultimately improving the assessment of relational learning capacity in that species, other nonhuman species, and nonverbal humans.(AU)

Blank-comparison matching-to-sample reveals a false positive symmetry test in a capuchin monkey

A positive symmetry test result was obtained with a capuchin monkey that had previously exhibited virtually errorless AB and BA arbitrary matching-to-sample (MTS) with different stimuli. The symmetry test (BA) followed the acquisition of a new AB relation. It seemed possible, however, that the positive result could have occurred through the exclusion of previously defined comparison stimuli and not because the new AB and BA relations had the property of symmetry. To assess this possibility, a blank-comparison MTS procedure was implemented that permitted the separate assessment of select and reject (i.e., exclusion) control with both baseline and BA matching relations. In this assessment, the monkey did not exhibit reliable BA matching when exclusion was not possible, thus showing that the symmetry result was a false positive. However, the study demonstrated the feasibility of using a blank comparison MTS procedure with capuchins. The present results may set the stage for more successful methodology for establishing desired forms of relational stimulus control in capuchins and ultimately improving the assessment of relational learning capacity in that species, other nonhuman species, and nonverbal humans...

Rapid generation of balanced trial distributions for discrimination learning procedures: a technical note.

We describe novel computer algorithms for rapid, sometimes virtually instantaneous generation of trial sequences needed to instrument many behavioral research procedures. Implemented on typical desktop or laptop computers, the algorithms impose constraints to forestall development of undesired stimulus control by position, recent trial outcomes, and other variables that could impede simple and conditional discrimination learning. They yield trial-by-trial lists of sequences that can serve (1) as inputs to procedure control software or (2) in generating templates for constructing sessions for implementation by hand or machine.

Eye-tracking measures reveal how changes in the design of aided AAC displays influence the efficiency of locating symbols by school-age children without disabilities.

PURPOSE Many individuals with communication impairments use aided augmentative and alternative communication (AAC) systems involving letters, words, or line drawings that rely on the visual modality. It seems reasonable to suggest that display design should incorporate information about how users attend to and process visual information. The organization of AAC symbols can influence the speed and accuracy with which children select a target symbol on a display. This research examined why some displays facilitate responding. METHOD Eye-tracking technology recorded point-of-gaze while children without disabilities engaged in a visual search task with 2 AAC displays. In 1 display, symbols sharing an internal color were clustered together. In the other display, like-colored symbols were distributed. Dependent measures were (a) latency to fixate on the target compared with distracters and (b) the number of fixations to target and distracters. RESULTS Participants were significantly slower to fixate on the target when like-colored symbols were distributed; there was a significant increase in the number of fixations to distracters that did not share color with the target. CONCLUSIONS Efficient search was related to minimizing fixations to nonrelevant distracters. Vulnerability to distraction can be a significant problem in individuals with disabilities who use AAC. Minimizing the intrusion of such distraction may, therefore, be of importance in AAC display design.

Perceptual factors influence visual search for meaningful symbols in individuals with intellectual disabilities and Down syndrome or autism spectrum disorders.

Augmentative and alternative communication (AAC) systems often supplement oral communication for individuals with intellectual and communication disabilities. Research with preschoolers without disabilities has demonstrated that two visual-perceptual factors influence speed and/or accuracy of finding a target: the internal color and spatial organization of symbols. Twelve participants with Down syndrome and 12 with autism spectrum disorders (ASDs) completed two search tasks. In one, the symbols were clustered by internal color; in the other, the identical symbols had no arrangement cue. Visual search was superior in participants with ASDs compared to those with Down syndrome. In both groups, responses were significantly faster when the symbols were clustered by internal color. Construction of aided AAC displays may benefit from attention to their physical and perceptual features.

Go/No-Go Procedure with Compound Stimuli: Effects of Training Structure On the Emergence of Equivalence Classes.

When the matching-to-sample (MTS) procedure is used, different training structures imply differences in the successive discriminations required in training and test conditions. When the go/no-go procedure with compound stimuli is used, however, differences in training structures do not imply such differences. This study assessed whether the go/no-go procedure with compound stimuli with different training structures would produce significant variations in emergent performances. Fourteen undergraduate students were divided into two training groups: OTM and MTO (one-to-many and many-to-one). During training, responses emitted in the presence of compounds defined as related were reinforced. Responses emitted in the presence of compounds defined as not-related were not. During tests, new compounds structurally emulated MTS equivalence tests. All participants finished training with comparable number of sessions and 13 of 14 showed emergent performances. These results suggest that differences in equivalence-test outcomes with OTM and MTO training structures in MTS procedures may be due to their different successive discrimination requirements.

Non-Mendelian etiologic factors in neuropsychiatric illness: pleiotropy, epigenetics, and convergence.

The target article by Charney on behavior genetics/genomics discusses how numerous molecular factors can inform heritability estimations and genetic association studies. These factors find application in the search for genes for behavioral phenotypes, including neuropsychiatric disorders. We elaborate upon how single causal factors can generate multiple phenotypes, and discuss how multiple causal factors may converge on common neurodevelopmental mechanisms.

Restricted stimulus control in stimulus control shaping with a capuchin monkey

Teaching the first instances of arbitrary matching-to-sample to nonhumans can prove difficult and time consuming. Stimulus control relations may develop that differ from those intended by the experimenter-even when stimulus control shaping procedures are used. We present, in this study, efforts to identify sources of shaping program failure with a capuchin monkey. Procedures began with a baseline of identity matching. During subsequent shaping trials, compound comparison stimuli had two components-one identical to and another different from the sample. The identical component was eliminated gradually by removing portions across trials (i.e., subtracting stimulus elements). The monkey performed accurately throughout shaping. At a late stage in the program, probe tests were conducted: (1) arbitrary matching trials that had all elements of the identical comparison removed and (2) other trials that included residual elements. During the test, the monkey performed at low levels on the former trials and higher levels on the latter. These results suggested that higher accuracy was due merely to continued control by the residual elements: the target arbitrary matching relations had not been learned. Thus, it appears that procedures that gradually transform identity matching baselines into arbitrary matching can fail by inadvertently shaping restricted control by residual elements. Subsequent probes at the end of the shaping series showed a successful transfer of stimulus control from identity to arbitrary matching after further programming steps apparently overcame the restricted stimulus control.(AU)

Restricted stimulus control in stimulus control shaping with a capuchin monkey

Teaching the first instances of arbitrary matching-to-sample to nonhumans can prove difficult and time consuming. Stimulus control relations may develop that differ from those intended by the experimenter-even when stimulus control shaping procedures are used. We present, in this study, efforts to identify sources of shaping program failure with a capuchin monkey. Procedures began with a baseline of identity matching. During subsequent shaping trials, compound comparison stimuli had two components-one identical to and another different from the sample. The identical component was eliminated gradually by removing portions across trials (i.e., subtracting stimulus elements). The monkey performed accurately throughout shaping. At a late stage in the program, probe tests were conducted: (1) arbitrary matching trials that had all elements of the identical comparison removed and (2) other trials that included residual elements. During the test, the monkey performed at low levels on the former trials and higher levels on the latter. These results suggested that higher accuracy was due merely to continued control by the residual elements: the target arbitrary matching relations had not been learned. Thus, it appears that procedures that gradually transform identity matching baselines into arbitrary matching can fail by inadvertently shaping restricted control by residual elements. Subsequent probes at the end of the shaping series showed a successful transfer of stimulus control from identity to arbitrary matching after further programming steps apparently overcame the restricted stimulus control.