Operant serial feature-positive conditional discrimination with composite features and different topography responses

• Main Authors: J.L.O. Bueno, A.A. Scaduto
• Format: Article
• Language: English
• Published: Associação Brasileira de Divulgação Científica 2008-02-01
• Series: Brazilian Journal of Medical and Biological Research
• Subjects: Conditional discrimination; Occasion setting; Non-matching-to-sample/matching-to-sample; Operant; Rats
• Online Access: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-879X2008000200011
• ISSN: 0100-879X; 1414-431X

In a serial feature-positive conditional discrimination procedure the properties of a target stimulus A are defined by the presence or not of a feature stimulus X preceding it. In the present experiment, composite features preceded targets associated with two different topography operant responses (right and left bar pressing); matching and non-matching-to-sample arrangements were also used. Five water-deprived Wistar rats were trained in 6 different trials: X-R®Ar and X-L®Al, in which X and A were same modality visual stimuli and the reinforcement was contingent to pressing either the right (r) or left (l) bar that had the light on during the feature (matching-to-sample); Y-R®Bl and Y-L®Br, in which Y and B were same modality auditory stimuli and the reinforcement was contingent to pressing the bar that had the light off during the feature (non-matching-to-sample); A- and B- alone. After 100 training sessions, the animals were submitted to transfer tests with the targets used plus a new one (auditory click). Average percentages of stimuli with a response were measured. Acquisition occurred completely only for Y-L®Br+; however, complex associations were established along training. Transfer was not complete during the tests since concurrent effects of extinction and response generalization also occurred. Results suggest the use of both simple conditioning and configurational strategies, favoring the most recent theories of conditional discrimination learning. The implications of the use of complex arrangements for discussing these theories are considered.