In the psychology of animal learning and animal behavior, psychologists have generally divided stimuli into two classes: Those that direct or control or initiate behavior, and those that provide the background, or setting for the behavior. The directive stimuli (as I shall call them) include the conditioned stimuli in Pavlovian conditioning, discriminative stimuli in instrumental learning, and
... [Show full abstract] sign stimuli in ethology. In contrast, the background, or environmental stimuli provide a favorable setting in which the control of behavior can be observed and even exercised by the experimenter. Directive stimuli are most often punctate and local: their location is restricted and consistent, and they are small enough so that the subject’s response to them, including approaches and withdrawals, are easily identified. In many procedures they are presented briefly, especially in classical conditioning and in discrete-trial instrumental learning. Acquisition of behavior is facilitated if the local cue is small in relation to its background, and brief in relation to its absence (Hearst and Jenkins, 1974). If the controlling stimuli can be held constant or made to vary along specific dimensions, this facilitates the study of habituation, discrimination, generalization, and other processes central to the area of animal learning.