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Author |
Mitchell, D.; Kirschbaum, E.H.; Perry, R.L. |
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Title |
Effects of neophobia and habituation on the poison-induced avoidance of exteroceptive stimuli in the rat |
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Journal Article |
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Year |
1975 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J Exp Psychol Anim Behav Process |
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Volume |
1 |
Issue |
1 |
Pages |
47-55 |
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Animals; Avoidance Learning/*drug effects; *Awareness; *Cognition; Conditioning, Operant; Feeding Behavior/drug effects; *Habituation, Psychophysiologic; Injections, Intraperitoneal; Lithium/administration & dosage/poisoning; Male; Rats; *Taste; Time Factors; *Visual Perception |
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Abstract |
Two experiments on the role of neophobia in poison-induced aversions to exteroceptive stimuli are reported. In Experiment 1, rats were given either 10 or 25 days of habituation to the test situation prior to conditioning. Those animals with the longer habituation period avoided a complex of novel exteroceptive stimuli while those with the shorter habituation period did not. In Experiment 2 rats initially avoided the more novel of two containers, but gradually came to eat equal amounts from both. A single pairing of toxicosis with consumption from either the novel or the familiar container reinstated the avoidance of the novel container in both cases. The results were discussed in terms of an interaction between habituation and conditioning procedures. It was suggested that previously reported differences between interoceptive and exteroceptive conditioning effects may have been influenced by the differential novelty of the two classes of stimuli in the test situation. It was further suggested that non-contingently poisoned control groups should routinely be included in poison avoidance conditioning studies. |
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0097-7403 |
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PMID:1151289 |
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no |
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Equine Behaviour @ team @ |
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2791 |
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Author |
Beckers, T.; Miller, R.R.; De Houwer, J.; Urushihara, K. |
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Title |
Reasoning rats: forward blocking in Pavlovian animal conditioning is sensitive to constraints of causal inference |
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Journal Article |
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Year |
2006 |
Publication |
Journal of experimental psychology. General |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J Exp Psychol Gen |
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Volume |
135 |
Issue |
1 |
Pages |
92-102 |
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Animals; *Association Learning; *Cognition; *Conditioning, Classical; Cues; Fear; Female; Inhibition (Psychology); Male; Motivation; *Problem Solving; Rats; Rats, Sprague-Dawley |
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Forward blocking is one of the best-documented phenomena in Pavlovian animal conditioning. According to contemporary associative learning theories, forward blocking arises directly from the hardwired basic learning rules that govern the acquisition or expression of associations. Contrary to this view, here the authors demonstrate that blocking in rats is flexible and sensitive to constraints of causal inference, such as violation of additivity and ceiling considerations. This suggests that complex cognitive processes akin to causal inferential reasoning are involved in a well-established Pavlovian animal conditioning phenomenon commonly attributed to the operation of basic associative processes. |
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Department of Psychology, Binghamton University, State University of New York, NY, USA. tom.beckers@psy.kuleuven.be |
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0096-3445 |
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PMID:16478318 |
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refbase @ user @ |
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155 |
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Dunbar, K.; MacLeod, C.M. |
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Title |
A horse race of a different color: Stroop interference patterns with transformed words |
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Journal Article |
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Year |
1984 |
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Journal of Experimental Psychology. Human Perception and Performance |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J Exp Psychol Hum Percept Perform |
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10 |
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5 |
Pages |
622-639 |
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*Attention; *Color Perception; Discrimination Learning; Humans; Orientation; Reaction Time; Reading; *Semantics |
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Four experiments investigated Stroop interference using geometrically transformed words. Over experiments, reading was made increasingly difficult by manipulating orientation uncertainty and the number of noncolor words. As a consequence, time to read color words aloud increased dramatically. Yet, even when reading a color word was considerably slower than naming the color of ink in which the word was printed, Stroop interference persisted virtually unaltered. This result is incompatible with the simple horse race model widely used to explain color-word interference. When reading became extremely slow, a reversed Stroop effect--interference in reading the word due to an incongruent ink color--appeared for one transformation together with the standard Stroop interference. Whether or not the concept of automaticity is invoked, relative speed of processing the word versus the color does not provide an adequate overall explanation of the Stroop phenomenon. |
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0096-1523 |
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PMID:6238123 |
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Equine Behaviour @ team @ |
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4065 |
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Author |
Zentall, T.R. |
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Title |
A cognitive behaviorist approach to the study of animal behavior |
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Journal Article |
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Year |
2002 |
Publication |
The Journal of general psychology |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J Gen Psychol |
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Volume |
129 |
Issue |
4 |
Pages |
328-363 |
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Animals; *Attention; *Behavior, Animal; *Cognition; Learning; *Memory; Social Behavior |
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Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@uky.edu |
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0022-1309 |
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PMID:12494989 |
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no |
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Call Number |
refbase @ user @ |
Serial |
214 |
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Author |
Zentall, T.R.; Riley, D.A. |
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Title |
Selective attention in animal discrimination learning |
Type |
Journal Article |
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Year |
2000 |
Publication |
The Journal of general psychology |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J Gen Psychol |
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Volume |
127 |
Issue |
1 |
Pages |
45-66 |
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Keywords |
Animals; Attention/*physiology; Behavior, Animal/physiology; Conditioning (Psychology)/physiology; Cues; Discrimination Learning/*physiology; Generalization, Response; Rats |
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The traditional approach to the study of selective attention in animal discrimination learning has been to ask if animals are capable of the central selective processing of stimuli, such that certain aspects of the discriminative stimuli are partially or wholly ignored while their relationships to each other, or other relevant stimuli, are processed. A notable characteristic of this research has been that procedures involve the acquisition of discriminations, and the issue of concern is whether learning is selectively determined by the stimulus dimension defined by the discriminative stimuli. Although there is support for this kind of selective attention, in many cases, simpler nonattentional accounts are sufficient to explain the results. An alternative approach involves procedures more similar to those used in human information-processing research. When selective attention is studied in humans, it generally involves the steady state performance of tasks for which there is limited time allowed for stimulus input and a relatively large amount of relevant information to be processed; thus, attention must be selective or divided. When this approach is applied to animals and alternative accounts have been ruled out, stronger evidence for selective or divided attention in animals has been found. Similar processes are thought to be involved when animals search more natural environments for targets. Finally, an attempt is made to distinguish these top-down attentional processes from more automatic preattentional processes that have been studied in humans and other animals. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@pop.uky.edu |
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0022-1309 |
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PMID:10695951 |
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no |
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refbase @ user @ |
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250 |
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Author |
Leadbeater, E. |
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Title |
What evolves in the evolution of social learning? |
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Journal Article |
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Year |
2015 |
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Journal of Zoology |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J Zool |
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295 |
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1 |
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4-11 |
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social learning; associative learning; social information use |
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Social learning is fundamental to social life across the animal kingdom, but we still know little about how natural selection has shaped social learning abilities on a proximate level. Sometimes, complex social learning phenomena can be entirely explained by Pavlovian processes that have little to do with the evolution of sociality. This implies that the ability to learn socially could be an exaptation, not an adaptation, to social life but not that social learning abilities have been left untouched by natural selection. I discuss new empirical evidence for associative learning in social information use, explain how natural selection might facilitate the associative learning process and discuss why such studies are changing the way that we think about social learning. |
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1469-7998 |
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Equine Behaviour @ team @ |
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6015 |
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Author |
Houpt, K.A.; Zahorik, D.M.; Swartzman-Andert, J.A. |
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Title |
Taste aversion learning in horses |
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Journal Article |
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Year |
1990 |
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Journal of animal science |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J. Anim Sci. |
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68 |
Issue |
8 |
Pages |
2340-2344 |
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Animal Feed; Animals; *Avoidance Learning; Feeding Behavior/*psychology; *Food Preferences; Horses/physiology/*psychology; *Taste |
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The ability of ponies to learn to avoid a relatively novel food associated with illness was tested in three situations: when illness occurred immediately after consuming a feed; when illness occurred 30 min after consuming a feed; and when illness was contingent upon eating one of three feeds offered simultaneously. Apomorphine was used to produce illness. The feeds associated with illness were corn, alfalfa pellets, sweet feed and a complete pelleted feed. The ponies learned to avoid all the fees except the complete feed when apomorphine injection immediately followed consumption of the feed. However, the ponies did not learn to avoid a feed if apomorphine was delayed 30 min after feed consumption. They could learn to avoid alfalfa pellets, but not corn, when these feeds were presented with the familiar “safe foods,” oats and soybean meal. Ponies apparently are able to learn a taste aversion, but there were constraints on this learning ability. Under the conditions of this study, they did not learn to avoid a food that made them sick long after consumption of the food, and they had more difficulty learning to avoid highly palatable feeds. |
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Cornell University, Ithaca, NY 14853 |
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0021-8812 |
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PMID:2401656 |
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refbase @ user @ |
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41 |
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Houpt, K.A.; Parsons, M.S.; Hintz, H.F. |
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Title |
Learning ability of orphan foals, of normal foals and of their mothers |
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Journal Article |
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Year |
1982 |
Publication |
Journal of animal science |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J. Anim Sci. |
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55 |
Issue |
5 |
Pages |
1027-1032 |
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Age Factors; Animals; Body Weight; Dominance-Subordination; Female; Horses/*physiology; *Learning; *Maternal Deprivation; Mothers/*psychology |
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The maze learning ability of six pony foals that had been weaned at birth was compared to that of six foals reared normally. The foals' learning ability was also compared to their mothers' learning ability at the same task; the correct turn in a single choice point maze. The maze learning test was conducted when the foals were 6 to 8 mo old and after the mothered foals had been weaned. There was no significant difference between the ability of orphaned (weaned at birth) and mothered foals in their ability to learn to turn left (6 +/- .7 and 5.1 +/- .1 trials, respectively) or to learn the reversal, to turn right (6.7 +/- .6 and 6.2 +/- .6 trials, respectively). The orphan foals spent significantly more time in the maze in their first exposure to it than the mothered foals (184 +/- 42 vs 55 +/- 15 s. Mann Whitney U = 7, P less than .05). The mothers of the foals (n = 11) learned to turn left as rapidly as the foals (5.9 +/- .7 trials), but they were slower to learn to turn right (9.8 +/- 1.4 vs 6.4 +/- .4 trials, Mann Whitney U = 33, P less than .05), indicating that the younger horses learned more rapidly. There was no correlation between the trials to criteria of the mare and those of her foal, but there was a significant negative correlation between rank in trials to criteria and age (r = -65, P less than .05) when data from the mare and foal trials were combined. The dominance hierarchy of the mares was determined using a paired feeding test in which two horses competed for one bucket of feed. Although there was no correlation between rank in the hierarchy and maze learning ability, there was a correlation between body weight and rank in the hierarchy (r = .7, P less than .05). This may indicate either that heavier horses are likely to be dominant or that horses high in dominance gain more weight. Maternal deprivation did not appear to seriously retard learning of a simple maze by foals, although the orphans moved more slowly initially. The lack of maternal influence on learning is also reflected in the lack of correlation between the mare's learning ability and that of her foal. Young horses appear to learn more rapidly than older horses. |
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0021-8812 |
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PMID:7174546 |
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refbase @ user @ |
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58 |
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Author |
Mader, D.R.; Price, E.O. |
![find record details (via OpenURL) openurl](img/xref.gif)
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Title |
Discrimination learning in horses: effects of breed, age and social dominance |
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Journal Article |
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Year |
1980 |
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Journal of animal science |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J. Anim Sci. |
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50 |
Issue |
5 |
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962-965 |
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Aging; Animals; *Discrimination Learning; Female; Horses/*physiology; *Social Dominance |
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The discrimination learning ability of Quarter Horses and Thoroughbreds was compared by means of visual cues in a three-choice test with food as a reward. Quarter Horses learned significantly faster than Thoroughbreds, and learning progressed more rapidly for both breeds in a second discrimination task. Significant negative correlations were observed between age and rate of learning. Quarter Horses tended to be less reactive than Thoroughbreds, but individual emotional reactivity ratings and learning scores were not correlated. No correlation was found between social dominance and learning scores. Learning studies with horses may provide a better understanding of the behavioral traits that influence trainability in this species. |
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0021-8812 |
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PMID:7390949 |
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refbase @ user @ |
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679 |
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Hall, C.A.; Cassaday, H.J.; Derrington, A.M. |
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The effect of stimulus height on visual discrimination in horses |
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Journal Article |
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2003 |
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Journal of Animal Science |
Abbreviated Journal ![sorted by Abbreviated Journal field, ascending order (up)](img/sort_asc.gif) |
J. Anim Sci. |
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81 |
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7 |
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1715-1720 |
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Animals; *Discrimination Learning/physiology; Female; Horses/physiology/*psychology; Male; Orientation; *Photic Stimulation; Vision/*physiology |
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This study investigated the effect of stimulus height on the ability of horses to learn a simple visual discrimination task. Eight horses were trained to perform a two-choice, black/white discrimination with stimuli presented at one of two heights: ground level or at a height of 70 cm from the ground. The height at which the stimuli were presented was alternated from one session to the next. All trials within a single session were presented at the same height. The criterion for learning was four consecutive sessions of 70% correct responses. Performance was found to be better when stimuli were presented at ground level with respect to the number of trials taken to reach the criterion (P < 0.05), percentage of correct first choices (P < 0.01), and repeated errors made (P < 0.01). Thus, training horses to carry out tasks of visual discrimination could be enhanced by placing the stimuli on the ground. In addition, the results of the present study suggest that the visual appearance of ground surfaces is an important factor in both horse management and training. |
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School of Land-based Studies, Nottingham Trent University, Brackenhurst College Campus, Southwell, Nottinghamshire, England NG25 0QF. carol.hall@ntu.ac.uk |
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0021-8812 |
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PMID:12854807 |
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no |
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refbase @ user @ |
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835 |
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