ABSTRACT
Rather, the present discussion will focus on the second type, the discrimination learning paradigm developed initially by Hobhouse (1901), Yerkes (1907), and Lashley (1938) and brought to prominence within comparative psy chology by Harlow (1949). In this procedure, two (or more) stimuli are simultaneously pre sented to the subject, whose task it is to learn which stimulus is the “positive” or correct stimulus. Selection of this positive stimulus is reinforced, whereas no reward follows selection of the negative stimuli. After a specified num ber of trials at such a time that some criterion of learning is achieved, these stimuli are typi cally replaced with new ones.
