The current study examined the effects of a brief mindfulness induction on overselectivity. Participants were randomly assigned to a mindfulness, unfocused attention (relaxation), or no-intervention group. Participants experienced their designated intervention for 10 min, and they underwent simultaneous discrimination training (AB+ CD-) followed…

Learning to categorize perceptually similar stimuli can result in people becoming more sensitive to differences along perceptual dimensions that are relevant to category membership and/or less sensitive to equivalent differences along irrelevant perceptual dimensions. These effects of acquired distinctiveness and acquired equivalence may be caused…

Two experiments assessed the effects of extinguishing a conditioned cue on subsequent context conditioning. Each experiment used a different video-game method where sensors predicted attacking spaceships and participants responded to the sensor in a way that prepared them for the upcoming attack. In Experiment 1 extinction of a cue which signaled…

Object-substitution masking (OSM) occurs when a mask, such as four dots that surround a brief target item, onsets simultaneously with the target and offsets a short time after the target, rather than simultaneously with it. OSM is a reduction in accuracy of reporting the target with the temporally trailing mask, compared with the simultaneously…

A skill essential for successful inclusion in general education settings is the ability to learn by observing others. Research, however, has documented children with autism display significant deficits in the fundamental skills necessary for observational learning. This article outlines the skills essential for observational learning from an…

Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In…

In both healthy participants and various patient populations, performance on attentional set-shifting tasks has been found to be affected by learned irrelevance and/or perseveration. The present study examined whether or not these processes also play a role during the initial discrimination learning phase of those tasks. To this end, participants…

To meet an increasing need to examine the neurophysiological underpinnings of behavior in rats, we developed a behavioral system for studying sensory processing, attention and discrimination learning in rats while recording firing patterns of neurons in one or more brain areas of interest. Because neuronal activity is sensitive to variations in…

We compared the ability of auditory, visual, and audiovisual (bimodal) exogenous cues to capture visuo-spatial attention under conditions of no load versus high perceptual load. Participants had to discriminate the elevation (up vs. down) of visual targets preceded by either unimodal or bimodal cues under conditions of high perceptual load (in…

Twenty-four younger (18-35 years) and 24 older adult participants (65 or older) were exposed to three experimental conditions involving the memorization words and their associated contextual features, with contextual feature complexity increasing from Conditions 1 to 3. In Condition 1, words presented varied only on one binary feature (color,…

Research was conducted on two selective attention systems in learning situations. The theoretical and experimental approaches are presented in a set of six papers. One paper considered directions in attention theory and five papers report experiments with pigeon and children subjects. The two attention systems are (1) coding response, which…

Three experiments involving 20 severely and profoundly mentally retarded adults revealed that redundant color cues did not facilitate visual discrimination of lexigrams, while random assignment of color and distinctive-feature training did facilitate visual discrimination. (CL)

Two experiments show that response to explicit dimensions is not crucial to the change from easier nonreversal to easier reversal shifts during overlearning in grammar school children ages 7, 8, and 9. (WY)

The use of discrimination learning paradigms in the study of attentional transfer is discussed. (Editor)