Durlach P J, Dawson G R
Department of Psychology, McMaster University, Hamilton, Ontario, Canada.
J Exp Anal Behav. 1991 Jan;55(1):11-20. doi: 10.1901/jeab.1991.55-11.
The stimuli that control responding in the peak procedure were investigated by training rats, in separate sessions, to make two different responses for food reinforcement. During one type of session, lever pressing was normally reinforced 32 s after the onset of a light. During the other type of session, chain pulling was normally reinforced either 8 s after the onset of one auditory cue or 128 s after the onset of a different auditory cue. For both types of sessions, only the appropriate manipulandum was available, and 20% of the trials lasted 240 s and involved no response-contingent consequences. Rats were then tested with the auditory cues in the presence of the lever and the light in the presence of the chain. If the time of reinforcement associated with each stimulus was learned, response rates should peak at these times during transfer testing. However, if a specific response pattern was learned for each stimulus, little transfer should occur. The results did not clearly support either prediction, leading to the conclusion that both a representation of the time of reinforcement and the rat's own behavior may control responding in this situation.
通过在不同的实验环节训练大鼠对食物强化做出两种不同反应，研究了在峰值程序中控制反应的刺激因素。在一种实验环节中，通常在灯光亮起32秒后按压杠杆可得到强化。在另一种实验环节中，通常在一种听觉提示开始8秒后或另一种不同听觉提示开始128秒后拉动链条可得到强化。对于这两种实验环节，只有相应的操作手柄可用，并且20%的试验持续240秒且不涉及与反应相关的结果。然后让大鼠在有杠杆的情况下接受听觉提示测试，在有链条的情况下接受灯光测试。如果与每个刺激相关的强化时间被学习到了，那么在转移测试期间反应率应该在这些时间达到峰值。然而，如果为每个刺激学习到了特定的反应模式，那么几乎不会发生转移。结果并未明确支持任何一种预测，从而得出结论：强化时间的表征和大鼠自身的行为都可能在这种情况下控制反应。
