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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 (up) Department of Psychology, University of Kentucky Lexington 40506, USA
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0097-7403 ISBN Medium
Area Expedition Conference
Notes PMID:8568497 Approved no
Call Number refbase @ user @ Serial 255
Permanent link to this record
 
 
Author Zentall, T.R.
Title Timing, memory for intervals, and memory for untimed stimuli: The role of instructional ambiguity Type Journal Article
Year 2006 Publication Behavioural processes Abbreviated Journal Behav. Process.
Volume 71 Issue 2-3 Pages 88-97
Keywords
Abstract Theories of animal timing have had to account for findings that the memory for the duration of a timed interval appears to be dramatically shorted within a short time of its termination. This finding has led to the subjective shortening hypothesis and it has been proposed to account for the poor memory that animals appear to have for the initial portion of a timed interval when a gap is inserted in the to-be-timed signal. It has also been proposed to account for the poor memory for a relatively long interval that has been discriminated from a shorter interval. I suggest here a simpler account in which ambiguity between the gap or retention interval and the intertrial interval results in resetting the clock, rather than forgetting the interval. The ambiguity hypothesis, together with a signal salience mechanism that determines how quickly the clock is reset at the start of the intertrial interval can account for the results of the reported timing experiments that have used the peak procedure. Furthermore, instructional ambiguity rather than memory loss may account for the results of many animal memory experiments that do not involve memory for time.
Address (up) Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0376-6357 ISBN Medium
Area Expedition Conference
Notes PMID:16406373 Approved no
Call Number refbase @ user @ Serial 219
Permanent link to this record
 
 
Author Zentall, T.R.
Title Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity Type Journal Article
Year 2005 Publication Behavioural processes Abbreviated Journal Behav. Process.
Volume 70 Issue 3 Pages 209-222
Keywords Animals; *Attention; Columbidae; *Discrimination Learning; *Memory, Short-Term; Practice (Psychology); Reinforcement Schedule; *Retention (Psychology); *Time Perception
Abstract Theories of animal timing have had to account for findings that the memory for the duration of a timed interval appears to be dramatically shorted within a short time of its termination. This finding has led to the subjective shortening hypothesis and it has been proposed to account for the poor memory that animals appear to have for the initial portion of a timed interval when a gap is inserted in the to-be-timed signal. It has also been proposed to account for the poor memory for a relatively long interval that has been discriminated from a shorter interval. I suggest here a simpler account in which ambiguity between the gap or retention interval and the intertrial interval results in resetting the clock, rather than forgetting the interval. The ambiguity hypothesis, together with a signal salience mechanism that determines how quickly the clock is reset at the start of the intertrial interval can account for the results of the reported timing experiments that have used the peak procedure. Furthermore, instructional ambiguity rather than memory loss may account for the results of many animal memory experiments that do not involve memory for time.
Address (up) Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0376-6357 ISBN Medium
Area Expedition Conference
Notes PMID:16095851 Approved no
Call Number refbase @ user @ Serial 222
Permanent link to this record
 
 
Author Zentall, T.R.
Title Selective and divided attention in animals Type Journal Article
Year 2005 Publication Behavioural processes Abbreviated Journal Behav. Process.
Volume 69 Issue 1 Pages 1-15
Keywords Animals; *Attention; *Behavior, Animal; *Discrimination (Psychology); *Field Dependence-Independence; *Psychological Theory
Abstract This article reviews some of the research on attentional processes in animals. In the traditional approach to selective attention, it is proposed that in addition to specific response attachments, animals also learn something about the dimension along which the stimuli fall (e.g., hue, brightness, or line orientation). More recently, there has been an attempt to find animal analogs to methodologies originally applied to research with humans. One line of research has been directed to the question of whether animals can locate a target among distracters faster if they are prepared for the presentation of the target (search image and priming). In the study of search image, the target is typically a food item and the cue consists of previous trials on which the same target is presented. In research on priming effects, the cue is typically different from the target but is a good predictor of its occurrence. The study of preattentive processes shows that perceptually, certain stimuli stand out from distracters better than others, depending not only on characteristics of the target relative to the distracters, but also on relations among the distracters. Research on divided attention is examined with the goal of determining whether an animal can process two elements of a compound sample with the same efficiency as one. Taken together, the reviewed research indicates that animals are capable of centrally (not just peripherally) attending to selective aspects of a stimulus display.
Address (up) Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. Zentall@uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0376-6357 ISBN Medium
Area Expedition Conference
Notes PMID:15795066 Approved no
Call Number refbase @ user @ Serial 224
Permanent link to this record
 
 
Author Zentall, T.R.
Title The case for a cognitive approach to animal learning and behavior Type Journal Article
Year 2001 Publication Behavioral Processes Abbreviated Journal Behav Processes
Volume 54 Issue 1-3 Pages 65-78
Keywords
Abstract The dangers of hypothesizing about unobservable cognitive mechanisms are well known to behavior analysts. I propose, however, that carefully fashioned cognitive theories that make predictions that are inconsistent with current behavioral theories can provide useful research tools for the understanding of behavior. Furthermore, even if the results of such research may be accommodated by modifying existing behavioral theories, our understanding of behavior is often advanced by the empirical findings because it is unlikely that the research would have been conducted in the absence of such cognitive hypothesizing. Two examples of the development of emergent relations are described: The first deals with the nature of a pigeon's 'representation' of two stimuli both of which are associated with correct responding to a third in a many-to-one matching task (stimulus equivalence or common representations). The second has to do with transitive inference, the emergent relation between two stimuli mediated by their relation to a common stimulus in a simultaneous discrimination.
Address (up) Department of Psychology, University of Kentucky, 40506-0044, Lexington, KY, USA
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0376-6357 ISBN Medium
Area Expedition Conference
Notes PMID:11369461 Approved no
Call Number Serial 25
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Author Zentall, T.R.; Roper, K.L.; Sherburne, L.M.
Title Most directed forgetting in pigeons can be attributed to the absence of reinforcement on forget trials during training or to other procedural artifacts Type Journal Article
Year 1995 Publication Journal of the experimental analysis of behavior Abbreviated Journal J Exp Anal Behav
Volume 63 Issue 2 Pages 127-137
Keywords Animals; *Attention; Color Perception; Columbidae; Cues; *Discrimination Learning; *Mental Recall; Motivation; Pattern Recognition, Visual; *Reinforcement Schedule; Retention (Psychology)
Abstract In research on directed forgetting in pigeons using delayed matching procedures, remember cues, presented in the delay interval between sample and comparisons, have been followed by comparisons (i.e., a memory test), whereas forget cues have been followed by one of a number of different sample-independent events. The source of directed forgetting in delayed matching to sample in pigeons was examined in a 2 x 2 design by independently manipulating whether or not forget-cue trials in training ended with reinforcement and whether or not forget-cue trials in training included a simultaneous discrimination (involving stimuli other than those used in the matching task). Results were consistent with the hypothesis that reinforced responding following forget cues is sufficient to eliminate performance deficits on forget-cue probe trials. Only when reinforcement was omitted on forget-cue trials in training (whether a discrimination was required or not) was there a decrement in accuracy on forget-cue probe trials. When reinforcement is present, however, the pattern of responding established during and following a forget cue in training may also play a role in the directed forgetting effect. These findings support the view that much of the evidence for directed forgetting using matching procedures may result from motivational and behavioral artifacts rather than the loss of memory.
Address (up) Department of Psychology, University of Kentucky, Lexington 40506
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0022-5002 ISBN Medium
Area Expedition Conference
Notes PMID:7714447 Approved no
Call Number refbase @ user @ Serial 256
Permanent link to this record
 
 
Author Zentall, T.R.; Sherburne, L.M.
Title Role of differential sample responding in the differential outcomes effect involving delayed matching by pigeons Type Journal Article
Year 1994 Publication Journal of experimental psychology. Animal behavior processes Abbreviated Journal J Exp Psychol Anim Behav Process
Volume 20 Issue 4 Pages 390-401
Keywords Animals; Behavior, Animal; Choice Behavior; *Columbidae; *Discrimination Learning; Feeding Behavior; Task Performance and Analysis
Abstract The role of differential sample responding in the differential outcomes effect was examined. In Experiment 1, we trained pigeons on a one-to-many matching task with differential sample responding required. Differential outcomes were associated with samples and comparisons, with comparisons only, or with neither samples nor comparisons. Slopes of delay functions for trials with pecked versus nonpecked samples suggested use of a single-code-default strategy in the nondifferential-outcomes group but not in the differential-outcomes groups. In Experiment 2, differential sample responding and differential outcomes were manipulated independently. Again, there were significant differences in the relative slopes of the delay functions. Results suggest that differential outcomes exert their effect independently of differential sample responding.
Address (up) Department of Psychology, University of Kentucky, Lexington 40506
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0097-7403 ISBN Medium
Area Expedition Conference
Notes PMID:7964521 Approved no
Call Number refbase @ user @ Serial 257
Permanent link to this record
 
 
Author Zentall, T.R.; Sherburne, L.M.
Title Transfer of value from S+ to S- in a simultaneous discrimination Type Journal Article
Year 1994 Publication Journal of experimental psychology. Animal behavior processes Abbreviated Journal J Exp Psychol Anim Behav Process
Volume 20 Issue 2 Pages 176-183
Keywords Animals; *Appetitive Behavior; Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; Motivation; Orientation; Pattern Recognition, Visual; *Problem Solving; *Reinforcement Schedule; *Transfer (Psychology)
Abstract Value transfer theory has been proposed to account for transitive inference effects (L. V. Fersen, C. D. L. Wynne, J. D. Delius, & J. E. R. Staddon, 1991), in which following training on 4 simultaneous discriminations (A+B-, B+C-, C+D-, D+E-) pigeons show a preference for B over D. According to this theory, some of the value of reinforcement acquired by each S+ transfers to the S-. In the transitive inference experiment, C (associated with both reward and nonreward) can transfer less value to D than A (associated only with reward) can transfer to B. Support for value transfer theory was demonstrated in 2 experiments in which an S- presented in the context of a stimulus to which responses were always reinforced (S+) was preferred over an S- presented in the context of a stimulus to which responses were sometimes reinforced (S +/-).
Address (up) Department of Psychology, University of Kentucky, Lexington 40506
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0097-7403 ISBN Medium
Area Expedition Conference
Notes PMID:8189186 Approved no
Call Number refbase @ user @ Serial 258
Permanent link to this record
 
 
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 (up) Department of Psychology, University of Kentucky, Lexington 40506
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0033-2909 ISBN Medium
Area Expedition Conference
Notes PMID:8316612 Approved no
Call Number refbase @ user @ Serial 259
Permanent link to this record
 
 
Author Zentall, T.R.; Galizio, M.; Critchfied, T.S.
Title Categorization, concept learning, and behavior analysis: an introduction Type Journal Article
Year 2002 Publication Journal of the experimental analysis of behavior Abbreviated Journal J Exp Anal Behav
Volume 78 Issue 3 Pages 237-248
Keywords Animals; Association Learning; *Concept Formation; *Discrimination Learning; Humans; Language
Abstract Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To introduce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we define key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and briefly identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective.
Address (up) Department of Psychology, University of Kentucky, Lexington 40506, USA. zentall@pop.uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0022-5002 ISBN Medium
Area Expedition Conference
Notes PMID:12507002 Approved no
Call Number refbase @ user @ Serial 236
Permanent link to this record