Fluid intelligence and discriminative operant learning of reinforcement contingencies in a fixed ratio 3 schedule

Although intelligence has traditionally been identified as the ability to learn ( Peterson, 1925), this relationship has been questioned in simple operant learning tasks ( Spielberger, 1962). Nevertheless, recent pieces of research have demonstrated a strong and significant correlation between assoc...

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Bibliographic Details
Published in:Learning and individual differences 2011-10, Vol.21 (5), p.585-589
Main Authors: Lozano, J.H., Hernández, J.M., Rubio, V.J., Santacreu, J.
Format: Article
Language:English
Subjects:
Air Transportation
Associative Learning
Conditioning
Contingency
Correlation
Discrimination
Discrimination Learning
Intelligence
Learning
Measures (Individuals)
Novelty (Stimulus Dimension)
Operant conditioning
Reinforcement
Task Analysis
Traffic Safety
Training
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Summary:Although intelligence has traditionally been identified as the ability to learn ( Peterson, 1925), this relationship has been questioned in simple operant learning tasks ( Spielberger, 1962). Nevertheless, recent pieces of research have demonstrated a strong and significant correlation between associative learning measures and intelligence ( Kaufman, DeYoung, Gray, Brown, & Mackintosh, 2009; Williams, Myerson, & Hale, 2008). The present paper aims to examine the relationship between intelligence and learning, complying with the experimental conditions of discriminative conditioning in a relatively complex free operant task. To that end, a sample of 1600 subjects applying for an ab initio Air Traffic Control training course was tested. The task is expected to allow identifying the specific influence of intelligence on the discrimination between stimulus dimensions. The results show how the relation among learning and intelligence strengthen on those trials which are critical in terms of discrimination. ► A FR-3 schedule was used to study the relationship between intelligence and learning. ► 10% of the sample effectively discriminate the contingency schedule. ► Significant differences in intelligence were found between high and low performers. ► Discrimination between stimuli dimensions mainly occurs on trials 2 to 4. ► The relation between intelligence and learning strengthens in trials 2 to 4.
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2011.07.009