TL;DR: This review summarizes the structure of the generalization literature and its implicit embryonic technology, categorizing studies designed to assess or program generalization according to nine general headings.
Abstract: Traditionally, discrimination has been understood as an active process, and a technology of its procedures has been developed and practiced extensively. Generalization, by contrast, has been considered the natural result of failing to practice a discrimination technology adequately, and thus has remained a passive concept almost devoid of a technology. But, generalization is equally deserving of an active conceptualization and technology. This review summarizes the structure of the generalization literature and its implicit embryonic technology, categorizing studies designed to assess or program generalization according to nine general headings: Train and Hope; Sequential Modification; Introduce to Natural Maintaining Contingencies; Train Sufficient Exemplars; Train Loosely; Use Indiscriminable Contingencies; Program Common Stimuli; Mediate Generalization; and Train “To Generalize”.
TL;DR: The extent to which stimuli are treated as being equivalent is partly determined by their reinforcement histories, as indicated by the results of Experiments 1 and 2.
Abstract: In Experiments 1 and 2, rats received initial training in which two stimuli (A and N) were either followed by the same consequence (food) or by different consequences (food and no food). Subsequently N was paired with electric shock and the generalization of conditioned suppression to A was assessed. Suppression to A was more marked when A and N had both been followed by food than when they had had different outcomes. In Experiment 3, 3 stimuli (A, B, and N) were presented initially. For one group, A and N were paired with food and B was nonreinforced; for a second group, B was paired with food and A and N were nonreinforced. Generalization of suppression was found to be more substantial to A than to B for both groups. These results indicate that the extent to which stimuli are treated as being equivalent is partly determined by their reinforcement histories. The observation that a conditioned response that has been established to one stimulus will also be elicited, to some extent, by other stimuli is known as stimulus generalization. A widely held interpretation of this phenomenon relies on the assumption that the presentation of a stimulus will unconditionally excite a number of representational elements. It is supposed that though some of these elements (unique elements) will be activated only by the trained stimulus itself, others (common elements) will be activated by a range of stimuli (see, e.g., Atkinson & Estes, 1963; Mackintosh, 1974; Rescorla, 1976). To the extent that two stimuli excite common elements, animals will perceive them as alike and will respond to them in similar ways. This analysis provides a ready explanation of stimulus generalization and of a range of other phenomena (Rescorla, 1976).
TL;DR: In this paper, the authors show that after mastering the task with an easy stimulus, subjects who have practiced briefly to discriminate the easy stimulus in a new direction generalize to a difficult stimulus in that direction.