Discrimination of compound stimuli involving the presence or absence of a distinctive visual feature.
Reinforcing a clear feature inside a busy picture teaches learners what to watch and what to ignore.
01Research in Context
What this study did
Pigeons pecked a key for food. The key showed two kinds of pictures. One picture had a special mark. The other looked the same but the mark was gone.
Birds learned go/no-go: peck when the mark is there, hold still when it is missing. The team then checked how the birds reacted to new pictures that looked almost the same.
What they found
Reinforcement history shaped later choices. Birds that got food for pecking the marked picture pecked faster to any picture close to it.
When the mark was missing, pecking dropped. The drop followed a smooth curve, showing clear generalization.
How this fits with other research
Snapper et al. (1969) ran a similar pigeon study two years earlier. They used color-form mixes and saw form cues win over color. Both papers show compound pictures steer pigeon behavior, but the 1969 task was conditional while this one was go/no-go.
Catania (1973) came next and added that pigeons use both cues if both predict food. The 1971 data fit right in: birds tracked which part of the picture mattered for payoff.
Bennett et al. (1973) seems to disagree. They found compound samples hurt matching accuracy. The clash is only skin-deep. Their birds had to pick a comparison after seeing the sample, a harder task. Go/no-go is simpler, so compounds helped here but hurt there.
Why it matters
Your client also faces compound cues: a red card plus the word STOP, or a beep plus a light. Reinforce the right combo early and you will see clean discrimination later. If you mix in too many extras, switch to a matching task, or demand conditional choices, expect errors. Start simple, reinforce the key feature, then test generalization before you fade support.
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02At a glance
03Original abstract
Pigeons learned a free operant, go/no-go discrimination between stimuli produced by rapid alternation of different features on the response key. The 0 degrees -B compound consisted of a vertical black line on a white background (the 0 degrees feature) alternated with a blank white field (the B feature), with successive 0.75-sec feature on periods separated by 0.20-sec dark periods. Pecks at the alternating 0 degrees and B features were recorded separately. When pecks at the 0 degrees -B compound were reinforced and pecks at the B-B stimulus (repeated brief presentations of the B feature) were extinguished, the birds pecked more at the 0 degrees feature than at the B feature in the 0 degrees -B compound; subsequently, decremental line-tilt generalization gradients were obtained. When pecks at B-B were reinforced and pecks at 0 degrees -B were extinguished, the rate of pecking at the 0 degrees feature decreased to a low level much more rapidly than did the rate of pecking at the B feature in the 0 degrees -B compound; incremental line-tilt gradients were obtained. Following training with pecks at 0 degrees -B reinforced and pecks at 0 degrees -0 degrees extinguished, incremental line-tilt gradients were obtained, whereas the gradients were decremental following training with 0 degrees -0 degrees reinforced and 0 degrees -B extinguished.
Journal of the experimental analysis of behavior, 1971 · doi:10.1901/jeab.1971.16-327