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Author |
Pepperberg, I.M. |
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Title |
In search of king Solomon's ring: cognitive and communicative studies of Grey parrots (Psittacus erithacus) |
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Journal Article |
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Year |
2002 |
Publication |
Brain, behavior and evolution |
Abbreviated Journal |
Brain Behav Evol |
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Volume |
59 |
Issue |
1-2 |
Pages |
54-67 |
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Keywords |
*Animal Communication; Animals; Attention/physiology; Cognition/*physiology; Cues; Form Perception/physiology; Humans; Intelligence; Learning/physiology; Male; Models, Psychological; Parrots/*physiology; Psychomotor Performance/physiology; Reward; Social Behavior |
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Abstract |
During the past 24 years, I have used a modeling technique (M/R procedure) to train Grey parrots to use an allospecific code (English speech) referentially; I then use the code to test their cognitive abilities. The oldest bird, Alex, labels more than 50 different objects, 7 colors, 5 shapes, quantities to 6, 3 categories (color, shape, material) and uses 'no', 'come here', wanna go X' and 'want Y' (X and Y are appropriate location or item labels). He combines labels to identify, request, comment upon or refuse more than 100 items and to alter his environment. He processes queries to judge category, relative size, quantity, presence or absence of similarity/difference in attributes, and show label comprehension. He semantically separates labeling from requesting. He thus exhibits capacities once presumed limited to humans or nonhuman primates. Studies on this and other Greys show that parrots given training that lacks some aspect of input present in M/R protocols (reference, functionality, social interaction) fail to acquire referential English speech. Examining how input affects the extent to which parrots acquire an allospecific code may elucidate mechanisms of other forms of exceptional learning: learning unlikely in the normal course of development but that can occur under certain conditions. |
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The MIT Media Lab, Cambridge, Mass. 02139, USA. impepper@media.mit.edu |
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0006-8977 |
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PMID:12097860 |
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no |
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refbase @ user @ |
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579 |
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Author |
Pepperberg, I.M.; Brezinsky, M.V. |
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Title |
Acquisition of a relative class concept by an African gray parrot (Psittacus erithacus): discriminations based on relative size |
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Journal Article |
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Year |
1991 |
Publication |
Journal of Comparative Psychology |
Abbreviated Journal |
J Comp Psychol |
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Volume |
105 |
Issue |
3 |
Pages |
286-294 |
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Keywords |
Animals; Aptitude; *Concept Formation; *Discrimination Learning; Form Perception; Male; Mental Recall; *Parrots; *Size Perception; Vocalization, Animal |
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Abstract |
We report that an African gray parrot (Psittacus erithacus), Alex, responds to stimuli on a relative basis. Previous laboratory studies with artificial stimuli (such as pure tones) suggest that birds make relational responses as a secondary strategy, only after they have acquired information about the absolute values of the stimuli. Alex, however, after learning to respond to a small set of exemplars on the basis of relative size, transferred this behavior to novel situations that did not provide specific information about the absolute values of the stimuli. He responded to vocal questions about which was the larger or smaller exemplar by vocally labeling its color or material, and he responded “none” if the exemplars did not differ in size. His overall accuracy was 78.7%. |
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Northwestern University |
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Washington, D.C. : 1983 |
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0735-7036 |
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PMID:1935007 |
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yes |
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Call Number |
Equine Behaviour @ team @ |
Serial |
3610 |
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Author |
Petherick, J.C.; Seawright, E.; Waddington, D. |
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Title |
Influence of motivational state on choice of food or a dustbathing/foraging substrate by domestic hens |
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Journal Article |
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Year |
1993 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
28 |
Issue |
3 |
Pages |
209-220 |
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Keywords |
Food; Learning; Litter; Motivation; Poultry; Preference |
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Abstract |
Domestic hens were trained to run a Y-maze and make an association between differently coloured doorways and access to food pellets or sand. The hens were tested for their choice of doorway when the goals were not visible from the choice point and when they were food or sand deprived. Hens made the choice appropriate to their deprivation state (correct choice) significantly more often for food than sand and were faster at choosing and entering the goal box when food deprived. In a follow up experiment, the goals were visible from the choice point. Again the hens chose correctly significantly more often when food than sand deprived and made the choice and entered the goal box faster when food deprived. Thus, failure to choose sand in the first experiment was not due to an inability to learn the association, but appears to result from a strong motivation to feed in the Y-maze, even when not food deprived, and a weak motivation to dustbathe or forage, even when sand deprived. |
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no |
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Equine Behaviour @ team @ |
Serial |
3608 |
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Author |
Petherick, J.C.; Waddington, D.; Duncan, I.J.H. |
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Title |
Learning to gain access to a foraging and dustbathing substrate by domestic fowl: is `out of sight out of mind'? |
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Journal Article |
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Year |
1991 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
22 |
Issue |
3 |
Pages |
213-226 |
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Keywords |
Domestic fowl; Dustbathing; Welfare; Learning; Cognition |
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Abstract |
Domestic fowl were deprived of the opportunity to perform litter-related behaviour for three or four days and were tested in a Y-maze (which they had previously been trained to run) for their ability to associate a coloured cue with gaining access to peat. When the goal boxes were within sight of the choice point, most birds chose peat. However, when the birds had to rely solely on the coloured cue only one bird from 12 showed learning. However, the birds seemed to have some expectation of a reward, as they ran faster if, on the previous trial, they had chosen peat. The inability of the birds to learn the association may have been an artefact of the schedule of deprivation and testing, for when they were hungry and tested in the same way they were again unable to learn an association between the same coloured cue and food reward. The experiment with peat was repeated using “massed” trials (several trials in immediate succession) during training and testing and six from 15 birds showed learning. These results suggest that the initial failure to learn was probably due to the training and testing schedule, that access to peat appears to be rewarding and that hens can learn an association between an abstract cue and a rewarding consequence. This is consistent with the possibility that domestic fowls may have some cognitive representation of peat when it is out of sight. |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
3609 |
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Author |
Petruso, E.J.; Fuchs, T.; Bingman, V.P. |
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Title |
Time-space learning in homing pigeons (Columba livia): orientation to an artificial light source |
Type |
Journal Article |
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Year |
2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
10 |
Issue |
2 |
Pages |
181-188 |
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Keywords |
Animals; Circadian Rhythm; Columbidae/*physiology; Homing Behavior/physiology; Learning/*physiology; *Light; Orientation/*physiology; Space Perception/*physiology; Time Perception/*physiology |
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Abstract |
Time-space learning reflects an ability to represent in memory event-stimulus properties together with the place and time of the event; a capacity well developed in birds. Homing pigeons were trained in an indoor octagonal arena to locate one food goal in the morning and a different food goal in the late afternoon. The goals differed with respect to their angular/directional relationship to an artificial light source located outside the arena. Further, the angular difference in reward position approximated the displacement of the sun's azimuth that would occur during the same time period. The experimental birds quickly learned the task, demonstrating the apparent ease with which birds can adopt an artificial light source to discriminate among alternative spatial responses at different times of the day. However, a novel midday probe session following successful learning revealed that the light source was interpreted as a stable landmark and not as a surrogate sun that would support compass orientation. Probe sessions following a phase shift of the light-dark cycle revealed that the mechanism employed to make the temporal discrimination was prevailingly based on an endogenous circadian rhythm and not an interval timing mechanism. |
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Department of Psychology and J.P. Scott Center for Neuroscience, Mind and Behavior Bowling Green State University, Bowling Green, OH 43403, USA |
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1435-9448 |
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Notes |
PMID:17160343 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2432 |
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Author |
Pick, D. Kendra, B.; Steciuch, C. |
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Title |
The Familiarity Heuristic in the Horse (Equus caballus) |
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Conference Article |
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Year |
2015 |
Publication |
Proceedings of the 3. International Equine Science Meeting |
Abbreviated Journal |
Proc. 3. Int. Equine. Sci. Mtg |
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Keywords |
color perception, learning theory, prospect theory |
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This study replicated an unreported finding observed in a color perception experiment (Pick, Lovell, Brown, & Dail, 1994) where, after using the method of successive approximations to train a blue-gray discrimination, red-gray trials were initiated without further training. Although a gray choice had never been reinforced, the subject chose gray on the first 20 trials (p < .000001). In the study reported here, a horse was trained to approach a red feed bucket and not a green feed bucket. After the subject mastered the discrimination, a blue bucket was substituted for the previously reinforced red bucket. With double-blind controls in place, the subject chose the unreinforced green bucket on 15 out of the first 20 blue-green trials yielding a binomial p = 0.0148 that this outcome could be due to chance alone. These results are contrary to all behavioristic psychological learning theories, but consistent with prospect theory (Kahneman & Tversky, 1979). Prospect theory predicts that given a choice between two previously unreinforced stimuli, one familiar and the other novel, humans will choose the familiar. It is argued that the bias toward the familiar is the basis to a heuristic that has a genetic origin and should exist in other animals on the phylogenetic scale. The results of this study indicate that the heuristic is available at least as far down the scale as the horse. Conceptual replications using shape stimuli and sound stimuli are in progress. |
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Corporate Author |
Pick, D. |
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Xenophon Publishing |
Place of Publication |
Wald |
Editor |
; Krueger, K. |
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978-3-95625-000-2 |
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Id - |
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no |
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Equine Behaviour @ team @ |
Serial |
5899 |
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Author |
Pickens, C.L.; Holland, P.C. |
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Title |
Conditioning and cognition |
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Journal Article |
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Year |
2004 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume |
28 |
Issue |
7 |
Pages |
651-661 |
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Keywords |
Animals; Association Learning/physiology; Cognition/*physiology; Conditioning (Psychology)/*physiology; Discrimination Learning/physiology; Humans; Memory; Models, Psychological; Reinforcement (Psychology); Visual Perception/physiology |
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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. |
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Department of Psychological and Brain Sciences, Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA |
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0149-7634 |
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Notes |
PMID:15555675 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2803 |
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Permanent link to this record |
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Author |
Pokorná, M.; Bartošová, J. |
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Title |
Social learning in horses |
Type |
Conference Article |
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Year |
2012 |
Publication |
Proceedings of the 2. International Equine Science Meeting |
Abbreviated Journal |
Proc. 2. Int. Equine. Sci. Mtg |
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Volume |
in press |
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Keywords |
horse, human demonstrator, interspecific observational learning |
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Social observational learning is one of learning abilities expected in domestic horses (Equus caballus) because of their ecological and evolutional history. However, a few studies on this type of learning in horses failed to provide clear evidence of observational learning and/or could not distinguished it from other types of learning. We tested interspecific observational learning abilities using the spatial task and a human demonstrator. We hypothesised that 1) horses with possibility of observing a human demonstrator will complete the task in shorter time than control horses without any demonstrator, and 2) horses observing a familiar demonstrator will carry out the task in shorter time than horses with an unfamiliar demonstrator due to established positive human-horse relationship. We randomly allocated 24 riding horses of mixed age and breed to three groups per 8 and started the task either with observing a familiar demonstrator, unfamiliar demonstrator or without demonstrator (control group). Each horse was released individually at the starting point in the experimental paddock and the latency to pass the task was recorded. A horse completed the task once it walked 25 m from the starting point to the squared area (4x4 m) fenced by a tape, went into it through the entrance on the opposite side and touched the bucket with food. Eight people served as demonstrators, each for one familiar and one unfamiliar horse. Horses from groups with a demonstrator, either familiar or unfamiliar, reached the food bucket significantly faster than control horses during the first trial (mean±SE: 29.1±3.13 s with familiar, 28.9±3.13 s unfamiliar and 41.5 ± 3.13 s without demonstrator, P<0.02, GLMM, PROC MIXED, SAS). Horses did not differ in time needed to reach the fence of the squared area, but in “solving time”, i.e. time from reaching the fence of the squared area and touching the bucket (14.6±2.34, 14.3±2.34 and 27.6±2.34 s in horses with familiar, unfamiliar or without demonstrator, P<0.001). Despite our presumption, the horses observing a familiar demonstrator finished the task in comparable time as horses with an unfamiliar demonstrator (P=0.85) which indicated little effect of long lasting positive relationship between a horse and a particular human. We found, however, large individual variability in performance of individual demonstrators. Further, horses did not differ in time needed to pass the same task without a demonstrator repeated either shortly or 7 days after the first test which supported that interspecific observational learning rather than social facilitation occurred. In conclusion, horses with a human demonstrator, regardless familiar or unfamiliar, were able to solve the task in shorter time compared to control horses but they did not differ in performing repeated task if they learned it by individual or social learning process. This indicates that interspecific observational learning does occur in horses. Supported by AWIN, EU FP7 project No. 266213. |
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Corporate Author |
Pokorná, M. |
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Xenophon Publishing |
Place of Publication |
Wald |
Editor |
Krueger, K. |
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978-3-9808134-26 |
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no |
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Equine Behaviour @ team @ |
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5529 |
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Author |
Pongrácz, P.; Miklósi, Á.; Vida, V.; Csányi, V. |
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Title |
The pet dogs ability for learning from a human demonstrator in a detour task is independent from the breed and age |
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Journal Article |
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Year |
2005 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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90 |
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3 |
Pages |
309-323 |
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Dog; Breed differences; Social learning |
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There are many indications and much practical knowledge about the different tasks which various breeds of dogs are selected for. Correspondingly these different breeds are known to possess different physical and mental abilities. We hypothesized that commonly kept breeds will show differences in their problem solving ability in a detour task around a V-shaped fence, and also, that breed differences will affect their learning ability from a human demonstrator, who demonstrates a detour around the fence. Subjects were recruited in Hungarian pet dog schools. We compared the results of the 10 most common breeds in our sample when they were tested in the detour task without human demonstration. There was no significant difference between the latencies of detour, however, there was a trend that German Shepherd dogs were the quickest and Giant Schnauzers were the slowest in this test. For testing the social learning ability of dogs we formed three breed groups (“utility”, “shepherd” and “hunting”). There were no significant differences between these, all the breed groups learned equally well from the human demonstrator. However, we found that dogs belonging to the “shepherd” group looked back more frequently to their owner than the dogs in the “hunting” group. Further, we have found that the age of pet dogs did not affect their social learning ability in the detour task. Our results showed that the pet status of a dog has probably a stronger effect on its cognitive performance and human related behaviour than its age or breed. These results emphasize that socialization and common activities with the dog might overcome the possible breed differences, if we give the dogs common problem solving, or social learning tasks. |
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0168-1591 |
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no |
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Equine Behaviour @ team @ |
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6584 |
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Author |
Poti, P. |
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Title |
Chimpanzees' constructional praxis (Pan paniscus, P. troglodytes) |
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Journal Article |
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2005 |
Publication |
Primates |
Abbreviated Journal |
Primates |
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46 |
Issue |
2 |
Pages |
103-113 |
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Animals; *Cognition; *Discrimination Learning; Female; Male; Pan troglodytes/*physiology; Psychomotor Performance/*physiology; Spatial Behavior/*physiology; Species Specificity |
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This study investigated chimpanzees' spontaneous spatial constructions with objects and especially their ability to repeat inter-object spatial relations, which is basic to understanding spatial relations at a higher level than perception or recognition. Subjects were six chimpanzees-four chimpanzees and two bonobos-aged 6-21 years, all raised in a human environment from an early age. Only minor species differences, but considerable individual differences were found. The effect of different object samples was assessed through a comparison with a previous study. A common overall chimpanzee pattern was also found. Chimpanzees repeated different types of inter-object spatial relations such as insertion (I), or vertical (V), or next-to (H) relations. However chimpanzees repeated I or V relations with more advanced procedures than when repeating H relations. Moreover, chimpanzees never repeated combined HV relations. Compared with children, chimpanzees showed a specific difficulty in repeating H relations. Repeating H relations is crucial for representing and understanding multiple reciprocal spatial relations between detached elements and for coordinating independent positions in space. Therefore, the chimpanzees' difficulty indicates a fundamental difference in constructive space in comparison to humans. The findings are discussed in relation to issues of spatial cognition and tool use. |
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Istituto di Scienze e Tecnologie della Cognizione, CNR, via U. Aldrovandi 16b, 00197, Rome, Italy. p.poti@istc.cnr.it |
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0032-8332 |
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PMID:15378424 |
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no |
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Equine Behaviour @ team @ |
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2811 |
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