Records |
Author |
Cerutti, D.T.; Staddon, J.E.R. |
Title |
Immediacy versus anticipated delay in the time-left experiment: a test of the cognitive hypothesis |
Type |
Journal Article |
Year |
2004 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
30 |
Issue |
1 |
Pages |
45-57 |
Keywords |
Animals; Choice Behavior/*physiology; Cognition/*physiology; Columbidae; Male; Models, Psychological; Psychological Theory; *Reinforcement (Psychology); *Reinforcement Schedule; Time Perception/*physiology |
Abstract |
In the time-left experiment (J. Gibbon & R. M. Church, 1981), animals are said to compare an expectation of a fixed delay to food, for one choice, with a decreasing delay expectation for the other, mentally representing both upcoming time to food and the difference between current time and upcoming time (the cognitive hypothesis). The results of 2 experiments support a simpler view: that animals choose according to the immediacies of reinforcement for each response at a time signaled by available time markers (the temporal control hypothesis). It is not necessary to assume that animals can either represent or subtract representations of times to food to explain the results of the time-left experiment. |
Address |
Department of Psychological and Brain Sciences, Duke University, Durham, NC 27708-1050, USA. cerutti@psych.duke.edu |
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0097-7403 |
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PMID:14709114 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2768 |
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Author |
Pickens, C.L.; Holland, P.C. |
Title |
Conditioning and cognition |
Type |
Journal Article |
Year |
2004 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
Volume |
28 |
Issue |
7 |
Pages |
651-661 |
Keywords |
Animals; Association Learning/physiology; Cognition/*physiology; Conditioning (Psychology)/*physiology; Discrimination Learning/physiology; Humans; Memory; Models, Psychological; Reinforcement (Psychology); Visual Perception/physiology |
Abstract |
Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized. |
Address |
Department of Psychological and Brain Sciences, Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA |
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English |
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ISSN |
0149-7634 |
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Notes |
PMID:15555675 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2803 |
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Author |
Urcuioli, P.J.; DeMarse, T.B.; Zentall, T.R. |
Title |
Transfer across delayed discriminations: II. Differences in the substitutability of initial versus test stimuli |
Type |
Journal Article |
Year |
1998 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
24 |
Issue |
1 |
Pages |
47-59 |
Keywords |
Animals; Behavior, Animal; Columbidae/physiology; Discrimination Learning/*physiology; Pattern Recognition, Visual/*physiology; Reinforcement (Psychology); Retention (Psychology)/physiology |
Abstract |
In 2 experiments, pigeons were trained on, and then transferred to, delayed simple discriminations in which the initial stimuli signalled reinforcement versus extinction following a retention interval. Experiment 1 showed that discriminative responding on the retention test transferred to novel test stimuli that had appeared in another delayed simple discrimination but not to stimuli having the same reinforcement history off-baseline. By contrast, Experiment 2 showed that performances transferred to novel initial stimuli whether they had been trained on-baseline or off-baseline. These results suggest that the test stimuli in delayed simple discriminations acquire control over responding only in the memory task itself. On the other hand, control by the initial stimuli, if coded as outcome expectancies, does not require such task-specific training. |
Address |
Department of Psychological Sciences, Purdue University, West Lafayette, Indiana 47907-1364, USA. uche@psych.purdue.edu |
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0097-7403 |
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Notes |
PMID:9438965 |
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no |
Call Number |
refbase @ user @ |
Serial |
253 |
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Author |
Dorrance, B.R.; Zentall, T.R. |
Title |
Imitation of conditional discriminations in pigeons (Columba livia) |
Type |
Journal Article |
Year |
2002 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
Volume |
116 |
Issue |
3 |
Pages |
277-285 |
Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Conditioning (Psychology)/*physiology; Discrimination Learning/*physiology; Habituation, Psychophysiologic; *Imitative Behavior; Light; Reinforcement (Psychology) |
Abstract |
In the present experiments, the 2-action method was used to determine whether pigeons could learn to imitate a conditional discrimination. Demonstrator pigeons (Columba livia) stepped on a treadle in the presence of 1 light and pecked at the treadle in the presence of another light. Demonstration did not seem to affect acquisition of the conditional discrimination (Experiment 1) but did facilitate its reversal of the conditional discrimination (Experiments 2 and 3). The results suggest that pigeons are not only able to learn a specific behavior by observing another pigeon, but they can also learn under which circumstances to perform that behavior. The results have implications for proposed mechanisms of imitation in animals. |
Address |
Department of Psychology, Augustana College, Rock Island, Illinois 61201, USA. psdorrance@augustana.edu |
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English |
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Edition |
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ISSN |
0735-7036 |
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Notes |
PMID:12234078 |
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no |
Call Number |
refbase @ user @ |
Serial |
240 |
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Author |
Kaiser, D.H.; Zentall, T.R.; Neiman, E. |
Title |
Timing in pigeons: effects of the similarity between intertrial interval and gap in a timing signal |
Type |
Journal Article |
Year |
2002 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
28 |
Issue |
4 |
Pages |
416-422 |
Keywords |
Animals; *Attention; Columbidae; *Conditioning, Operant; Discrimination Learning; Mental Recall; Probability Learning; *Reinforcement (Psychology); *Reinforcement Schedule; Retention (Psychology); Time Factors; *Time Perception/physiology |
Abstract |
Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately. |
Address |
Department of Psychology, East Carolina University, Greenville, North Carolina 27858, USA. kaiserd@mail.ecu.edu |
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0097-7403 |
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Notes |
PMID:12395499 |
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no |
Call Number |
refbase @ user @ |
Serial |
238 |
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Author |
Neuringer, A. |
Title |
Reinforced variability in animals and people: implications for adaptive action |
Type |
Journal Article |
Year |
2004 |
Publication |
The American Psychologist |
Abbreviated Journal |
Am Psychol |
Volume |
59 |
Issue |
9 |
Pages |
891-906 |
Keywords |
Animals; Behavior, Animal; *Choice Behavior; Conditioning, Operant; Creativeness; Discrimination (Psychology); Humans; Memory; Problem Solving; *Reinforcement (Psychology) |
Abstract |
Although reinforcement often leads to repetitive, even stereotyped responding, that is not a necessary outcome. When it depends on variations, reinforcement results in responding that is diverse, novel, indeed unpredictable, with distributions sometimes approaching those of a random process. This article reviews evidence for the powerful and precise control by reinforcement over behavioral variability, evidence obtained from human and animal-model studies, and implications of such control. For example, reinforcement of variability facilitates learning of complex new responses, aids problem solving, and may contribute to creativity. Depression and autism are characterized by abnormally repetitive behaviors, but individuals afflicted with such psychopathologies can learn to vary their behaviors when reinforced for so doing. And reinforced variability may help to solve a basic puzzle concerning the nature of voluntary action. |
Address |
Department of Psychology, Reed College, Portland, OR 97202, USA. allen.neuringer@reed.edu |
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ISSN |
0003-066X |
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Notes |
PMID:15584823 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
4106 |
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Author |
Heyes, C.M. |
Title |
Social learning in animals: categories and mechanisms |
Type |
Journal Article |
Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
Volume |
69 |
Issue |
2 |
Pages |
207-231 |
Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
Abstract |
There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
Address |
Department of Psychology, University College London |
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ISSN |
1464-7931 |
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Notes |
PMID:8054445 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
708 |
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Author |
Zentall, T.R.; Sherburne, L.M.; Roper, K.L.; Kraemer, P.J. |
Title |
Value transfer in a simultaneous discrimination appears to result from within-event pavlovian conditioning |
Type |
Journal Article |
Year |
1996 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
22 |
Issue |
1 |
Pages |
68-75 |
Keywords |
Animals; Behavior, Animal; Columbidae; *Conditioning, Classical; *Discrimination Learning; Female; Male; *Reinforcement (Psychology) |
Abstract |
When pigeons acquire a simple simultaneous discrimination, some of the value acquired by the S+ transfers to the S-. The mechanism underlying this transfer of value was examined in three experiments. In Experiment 1, pigeons trained on two simultaneous discriminations (A + B- and C +/- D-) showed a preference for B over D. This preference was reduced, however, following the devaluation of A. In Experiment 2, when after the same original training, value was given to D, the pigeons' preference for C did not significantly increase. In Experiment 3, when both discriminations involved partial reinforcement (S +/-), A + C- training resulted in a preference for B over D, whereas B + D- training resulted in a preference for A over C. Thus, simultaneous discrimination training appears to result in bidirectional within-event conditioning involving the S+ and S-. |
Address |
Department of Psychology, University of Kentucky Lexington 40506, USA |
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English |
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0097-7403 |
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PMID:8568497 |
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no |
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refbase @ user @ |
Serial |
255 |
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Author |
Roper, K.L.; Zentall, T.R. |
Title |
Directed forgetting in animals |
Type |
Journal Article |
Year |
1993 |
Publication |
Psychological bulletin |
Abbreviated Journal |
Psychol Bull |
Volume |
113 |
Issue |
3 |
Pages |
513-532 |
Keywords |
Animals; Behavior, Animal; *Cognition; Columbidae; Conditioning (Psychology); Discrimination Learning; Female; Humans; Male; Memory Disorders/*psychology; Reinforcement (Psychology); Task Performance and Analysis |
Abstract |
Directed-forgetting research with animals suggests that animals show disrupted test performance only under certain conditions. Important variables are (a) whether during training, the cue to forget (F cue) signals nonreward (i.e., that the trial is over) versus reward (i.e., that reinforcement can be obtained) and (b) given that reinforcement can be obtained on F-cue trials, whether the post-F-cue response pattern is compatible with the baseline memory task. It is proposed that some findings of directed forgetting can be attributed to trained response biases, whereas others may be attributable perhaps to frustration-produced interference. It is suggested that directed forgetting in animals should be studied using procedures similar to those used to study directed forgetting in humans. This can be accomplished by presenting, within a trial, both to-be-remembered and to-be-forgotten material. |
Address |
Department of Psychology, University of Kentucky, Lexington 40506 |
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0033-2909 |
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PMID:8316612 |
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no |
Call Number |
refbase @ user @ |
Serial |
259 |
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Author |
Dorrance, B.R.; Zentall, T.R. |
Title |
Imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation |
Type |
Journal Article |
Year |
2001 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
Volume |
115 |
Issue |
1 |
Pages |
62-67 |
Keywords |
Animals; *Behavior, Animal; *Coturnix; Female; *Imitative Behavior; *Learning; Male; *Motivation; Reinforcement (Psychology); Time Factors |
Abstract |
The 2-action method was used to examine whether imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation of the demonstrated behavior. Two groups of observers were fed before observation (satiated groups), whereas 2 other groups of observers were deprived of food before observation (hungry groups). Quail were tested either immediately following observation or after a 30-min delay. Results indicated that quail in the hungry groups imitated, whereas those in the satiated groups did not, regardless of whether their test was immediate or delayed. The results suggest that observer quail may not learn (through observation) behavior that leads to a reinforcer for which they are unmotivated at the time of test. In addition, the results show that quail are able to delay the performance of a response acquired through observation (i.e., they show deferred imitation). |
Address |
Department of Psychology, University of Kentucky, Lexington 40506-0044, USA |
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0735-7036 |
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Notes |
PMID:11334220 |
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no |
Call Number |
refbase @ user @ |
Serial |
245 |
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