Two Parameters of Human Discrimination Learning

Abstract

115 undergraduates were tested to determine the number of trials required to learn a concept-identification task. An analysis was made based on a notational system which associated stimulus elements of the task with reinforcement (S), with non-reinforcement (S¹), or with either reinforcement or non-reinforcement (I). Whereas increases in the number of I-type stimulus elements in a task (associated randomly with reinforcement and non-reinforcement) made little difference in the number of training trials required to reach task mastery, a slight increase in the number of S and S¹ stimulus elements (associated systematically with reinforcement or non-reinforcement) produced a very great increase in the number of trials required to master the task.