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Perceptual Learning with Partial Verbal Reinforcement

1958; SAGE Publishing; Volume: 8; Issue: 2 Linguagem: Inglês

10.2466/pms.1958.8.h.183

1558-688X

Charles M. Solley, John F. Santos,

Neural and Behavioral Psychology Studies

At the present time there are great differences of opinion regarding the nature and explanation of perceptual learning. Many different explanatory concepts have been suggested or emphasized. Gibsons (4 ) have proposed that such learning involves essentially a central differentiation process. Posunan ( 7 ) has chosen to bypass internal aspects and define perceptual learning in terms of changes in S--R relationships. On the other hand, Bruner ( 2 ) has based his explanatory system on psychological and physiological readiness concepts. Finally, Murphy (6) suggests that the course of perceptual development is dependent upon affective states. There are, of course, other points of view (e.g., 9 ) . While there is no dearth of opinion regarding the explanation of perceptual learning, there are very few published studies which deal directly wich the issues. In fact, very little is known about the process of perceptual learning. In many investigations, as the Gibsons say, The learning process is assumed to have occurred in the past life of the experimental subject; it is seldom controlled by the experimenter. These are not learning experiments insofar as they do not control practice or take measures before and after training (4, p. 35 ) . present investigations were planned to provide information about perceptual learning, how it is affected by reinforcement, and the nature and extent of its progress. Necker Cube seemed to have appealing properties for such experimentation. It is a traditional perceptual figure which gives rise to spontaneous perceptual changes independent of physical stimulus changes, i.e., rapid reversals in perspective. In addition, a report of changes in cube perspective is a more direct measure of perceptual change than are most of the behavioral indices which have been used.