シロネズミの反応固定現象

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• 7. Abstract<BR>7. 1. Purpose : The present experiment was designed to consider what effect the number of inconsistent trials (the frequency of inconsistent rewards or punish-ments) exerts on the development and strength of response fixation. Some grades, therefore, were set up in an insoluble discrimination problem on the Lashley's jumping apparatus for certain length of time.<BR>7. 2. Results.<BR>7. 2. 1. First Experiment : Subjects showing random response entered, respectively, each insoluble problem situation. (Fig. 1) More subjects developed response-fixation in 1/2 insoluble problem situation than in 1/3 and 1/6 insoluble situations. Subjects which developed response-fixation in 1/2 insoluble situation continued to show the position response longer in test stage than others. (Table 1. & 2.)<BR>7. 2. 2. Second Experiment : Subjects showing discriminative response entered insoluble problem. (Fig. 2.) More subjects developed position response in 2/3 and 5/6 insoluble situations than in the 1/2 situation and they established this response in fewer trials than others. In the next stage of test subjects which fixated response in 2/3 and 5/6 situations continued to show longer response than those in 1/2 situation. (Table 3, 4, 5, 6, 7, 8.)<BR>7. 2. 3. Third Experiment : As the total number of trials in the insoluble situation was the same in each subject in the second experiment, the residual number of the trials after the establishment of position response became different in each subject. Then in this experiment the total number of trials was not the same, but that of the trials after the establishment of position response was the same. However, the result did not differ from that of the second experiment. (Table 9, 10.)<BR>7. 3. Conclusion.<BR>7. 3. 1. When subjects showing both random response and discriminative response entered the insoluble problems, the greater number of inconsistent trials were included in each insoluble problem, the more subjects established position response and the more promptly they established fixated response. (1/6 : 1/3 : 1/2, 1/2 : 2/3 : 5/6) In test stage the greater numbers of inconsistent trials were used in the insoluble problem, the more stronger were response fixations. (1/2 : 2/3 : 5/6).<BR>7. 3. 2. The latency in each subject does not differ from that in the ordinary learning. (Fig. 3. & 4.)

• 公益社団法人 日本心理学会の論文

著者

• 平井 久

  早稲田大学

• 平井 久

  早稲田大学心理学教室

関連論文

• 203 概念形成過程の研究 (I) : 幼児における逆転・非逆転の一考察 (日本教育心理学会第4回総会部門別研究発表要旨・討論の概要 : 5. 学習・思考)
• 421 概念構成の研究(II) : 正・負インスタンス配合の効果(4 学習・思考)
• シロネズミの反応固定現象
• シロネズミの回避反応の消去に及ぼすトランキライザーの効果

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