Multimodal discrimination learning in humans: evidence for configural theory.
Human contingency learning was used to compare the predictions of configural and elemental theories. In three experiments, participants were required to learn which indicators were associated with an increase in core temperature of a fictitious nuclear plant. Experiments 1 and 2 investigated the rate at which a triple-element stimulus (ABC) could be discriminated from either single-element stimuli (A, B, and C) or double-element stimuli (AB, BC, and AC). Experiment 1 used visual stimuli, whilst Experiment 2 used visual, auditory, and tactile stimuli. In both experiments the participants took longer to discriminate the triple-element stimulus from the more similar double-element stimuli than from the less similar single-element stimuli. Experiment 3 tested for summation with stimuli from either a single or multiple modalities, and summation was found only in the latter case. Thus, the pattern of results seen in Experiments 1 and 2 was not dependent on whether the stimuli were single modal or multimodal, nor was it dependent on whether the stimuli could elicit summation. This pattern of results is consistent with predictions derived from Pearce's (1987, 1994) configural theory.
Redhead
Edward S
ES
School of Psychology, University of Southampton, Southampton, UK. er2@soton.ac.uk
D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D004193:Discrimination Learning / Q000502:physiology*; D005260:Female; D005795:Generalization, Stimulus / Q000502:physiology*; D006801:Humans; D007266:Inhibition, Psychological; D008297:Male; D010812:Physical Stimulation / Q000379:methods; D011582:Psychological Theory; D013334:Students / Q000523:psychology