|
Records |
Links |
|
Author |
Zentall, T.R. |
|
|
Title |
Configural/holistic processing or differential element versus compound similarity |
Type |
Journal Article |
|
Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
|
|
Volume |
8 |
Issue |
2 |
Pages |
141-142 |
|
|
Keywords |
Animals; *Chickens; Conditioning, Classical; *Discrimination Learning; Female; *Pattern Recognition, Visual; Photic Stimulation; *Visual Perception |
|
|
Abstract |
Before accepting a configural or holistic account of visual perception, one should be sure that an analytic (elemental) account does not provide an equal or better explanation of the results. I suggest that when one forms a compound of a color and a line orientation with one element previously trained as an S+ and the other as an S-, the resulting transfer found will depend on the relative salience of the two elements, and most important, the similarity of the compound to each of the training stimuli. Thus, if a line orientation is placed on a colored background (a separable compound), it will appear more like the colored field used in training, and color will control responding. However, if the line itself is colored (an integral compound), the compound will appear more like the line used in training, and line orientation will control responding. Not only does this account do a better job of explaining the data but it is simpler and it is testable. |
|
|
Address |
Department of Psychology, University of Kentucky, 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 |
1435-9448 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:15449103 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
229 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R. |
|
|
Title |
Action imitation in birds |
Type |
Journal Article |
|
Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
|
|
Volume |
32 |
Issue |
1 |
Pages |
15-23 |
|
|
Keywords |
Adaptation, Psychological; Animals; *Birds; *Imitative Behavior; Imprinting (Psychology); *Learning; Motivation; Psychological Theory; *Social Environment; *Social Facilitation; Vocalization, Animal |
|
|
Abstract |
Action imitation, once thought to be a behavior almost exclusively limited to humans and the great apes, surprisingly also has been found in a number of bird species. Because imitation has been viewed by some psychologists as a form of intelligent behavior, there has been interest in how it is distributed among animal species. Although the mechanisms responsible for action imitation are not clear, we are now at least beginning to understand the conditions under which it occurs. In this article, I try to identify and differentiate the various forms of socially influenced behavior (species-typical social reactions, social effects on motivation, social effects on perception, socially influenced learning, and action imitation) and explain why it is important to differentiate imitation from other forms of social influence. I also examine some of the variables that appear to be involved in the occurrence of imitation. Finally, I speculate about why a number of bird species, but few mammal species, appear to imitate. |
|
|
Address |
Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, 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 |
1543-4494 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:15161137 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
230 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R. |
|
|
Title |
Support for a theory of memory for event duration must distinguish between test-trial ambiguity and actual memory loss |
Type |
Journal Article |
|
Year |
1999 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
|
|
Volume |
72 |
Issue |
3 |
Pages |
467-472 |
|
|
Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Conditioning, Operant/physiology; Discrimination Learning/physiology; Memory/*physiology; *Psychological Theory; Time Factors; Time Perception/physiology |
|
|
Abstract |
Staddon and Higa's (1999) trace-strength theory of timing and memory for event duration can account for pigeons' bias to “choose short” when retention intervals are introduced and to “choose long” when, following training with a fixed retention interval, retention intervals are shortened. However, it does not account for the failure of pigeons to choose short when the intertrial interval is distinct from the retention interval. That finding suggests that stimulus generalization (or ambiguity) between the intertrial interval and the retention interval may result in an effect that has been attributed to memory loss. Such artifacts must be eliminated before a theory of memory for event duration can be adequately tested. |
|
|
Address |
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:10605105 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
251 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R.; Clement, T.S. |
|
|
Title |
Memory mechanisms in pigeons: evidence of base-rate neglect |
Type |
Journal Article |
|
Year |
2002 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
|
|
Volume |
28 |
Issue |
1 |
Pages |
111-115 |
|
|
Keywords |
Animals; Columbidae; Discrimination Learning; Memory/*physiology; Random Allocation; Reaction Time; Reinforcement (Psychology); Retention (Psychology) |
|
|
Abstract |
In delayed matching to sample, once acquired, pigeons presumably choose comparisons according to their memory for (the strength of) the sample. When memory for the sample is sufficiently weak, comparison choice should depend on the history of reinforcement associated with each of the comparison stimuli. In the present research, pigeons acquired two matching tasks in which Sample S1 was associated with one comparison from each task, C1 and C3, whereas Sample S2 was associated with Comparison C2, and Sample S3 was associated with Comparison C4. As the retention interval increased, the pigeons showed a bias to choose the comparison (C1 or C3) associated with the more frequently occurring sample (S1). Thus, pigeons were sensitive also to the (irrelevant) likelihood that each of the samples was presented. The results suggest that pigeons may allow their reference memory for the overall sample frequency to influence comparison choice, independent of the comparison stimuli present. |
|
|
Address |
Department of Psychology, University of Kentucky, Lexington, Kentucky 40506-0044, 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 |
0097-7403 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:11868229 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
242 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R.; Clement, T.S.; Bhatt, R.S.; Allen, J. |
|
|
Title |
Episodic-like memory in pigeons |
Type |
Journal Article |
|
Year |
2001 |
Publication |
Psychonomic bulletin & review |
Abbreviated Journal |
Psychon Bull Rev |
|
|
Volume |
8 |
Issue |
4 |
Pages |
685-690 |
|
|
Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Memory, Short-Term/*physiology; Teaching |
|
|
Abstract |
It has been proposed that memory for personal experiences (episodic memory, rather than semantic memory) relies on the conscious review of past experience and thus is unique to humans. In an attempt to demonstrate episodic-like memory in animals, we first trained pigeons to respond to the (nonverbal) question “Did you just peck or did you just refrain from pecking?” by training them on a symbolic matching task with differential responding required to the two line-orientation samples and reinforcing the choice of a red comparison if they had pecked and the choice of a green comparison if they had not pecked. Then, in Experiment 1, after providing the conditions for (but not requiring) the pigeons to peck at one new stimulus (a yellow hue) but not at another (a blue hue), we tested them with the new hue stimuli and the red and green comparisons. In Experiment 2, we tested the pigeons with novel stimuli (a circle, which they spontaneously pecked, and a dark response key, which they did not peck) and the red and green comparisons. In both experiments, pigeons chose the comparison appropriate to the response made to the test stimulus. Thus, the pigeons demonstrated that they could remember specific details about their past experiences, a result consistent with the notion that they have the capacity for forming episodic-like memories. |
|
|
Address |
Department of Psychology, University of Kentucky, Lexington 40506-0044, 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 |
1069-9384 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:11848586 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
243 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R.; Clement, T.S.; Weaver, J.E. |
|
|
Title |
Symmetry training in pigeons can produce functional equivalences |
Type |
Journal Article |
|
Year |
2003 |
Publication |
Psychonomic bulletin & review |
Abbreviated Journal |
Psychon Bull Rev |
|
|
Volume |
10 |
Issue |
2 |
Pages |
387-391 |
|
|
Keywords |
Animals; Association; Behavior, Animal; Columbidae; Conditioning (Psychology)/*physiology; Teaching/*methods; *Transfer (Psychology) |
|
|
Abstract |
Functional stimulus equivalence has been demonstrated using a transfer of training design with matching-to-sample training in which two sample stimuli are associated with the same comparison stimulus (A-B, C-B; many-to-one matching). Equivalence is shown by training a new association (A-D) and demonstrating the presence of an emergent relation (C-D). In the present experiment, we show that symmetry training, in which a bidirectional association is trained between two stimuli (A-B, B-A, using successive stimulus presentations followed by reinforcement), can also produce functional equivalence using a transfer of training design (i.e., train B-C, test A-C). The results suggest that training pigeons in the substitutability of two stimuli may be sufficient to produce functional stimulus equivalence between them. The results also have implications for the development of an emergent transitive relation, because training on A-B and B-C relations results in the emergence of an untrained A-C relation, if B-A training also is provided. |
|
|
Address |
Department of Psychology, University of Kentucky, Lexington, Kentucky 40506-0044, 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 |
1069-9384 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:12921414 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
235 |
|
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 |
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 |
|
|
|
|
Author |
Zentall, T.R.; Hogan, D.E.; Edwards, C.A.; Hearst, E. |
|
|
Title |
Oddity learning in the pigeon as a function of the number of incorrect alternatives |
Type |
Journal Article |
|
Year |
1980 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
|
|
Volume |
6 |
Issue |
3 |
Pages |
278-299 |
|
|
Keywords |
Animals; Choice Behavior; *Color Perception; Columbidae; *Discrimination Learning |
|
|
Abstract |
Pigeons' rate of learning a two-color oddity task increased as a function of the number of incorrect alternatives from 2 to 24 in Experiments 1, 2, and 3. In general, pigeons that were transferred from many-incorrect-alternative to two-incorrect-alternative oddity performed better than controls, but considerably below baseline (Experiments 2 and 3). In Experiment 4, pigeons showed no unconditioned tendency to peck the odd stimulus among 24 incorect alternatives, when pecks were nondifferentially reinforced, and in Experiment 5, when this procedure was preceded by oddity training, a progressive drop in odd-stimulus pecking was found. In Experiment 6, pigeons exposed to a nine-stimulus array in which the odd stimulus appeared (a) in the center or (b) separate from the array learned faster than when the odd stimulus was at the edge. This outcome suggests ththe figure-ground relation between the odd stimulus and the incorrect alternatives plays a role in the facilitation produced by increasing the number of incorrect alternatives but that poor performance on the standard, three-alternative oddity task appears to be due to center-odd trials which provide a difficult size or number discrimination. |
|
|
Address |
|
|
|
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:7391753 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
268 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R.; Jackson-Smith, P.; Jagielo, J.A.; Nallan, G.B. |
|
|
Title |
Categorical shape and color coding by pigeons |
Type |
Journal Article |
|
Year |
1986 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
|
|
Volume |
12 |
Issue |
2 |
Pages |
153-159 |
|
|
Keywords |
Animals; *Color Perception; Columbidae; *Discrimination Learning; *Form Perception; *Generalization, Stimulus; Psychophysics; Transfer (Psychology) |
|
|
Abstract |
Categorical coding is the tendency to respond similarly to discriminated stimuli. Past research indicates that pigeons can categorize colors according to at least three spectral regions. Two present experiments assessed the categorical coding of shapes and the existence of a higher order color category (all colors). Pigeons were trained on two independent tasks (matching-to-sample, and oddity-from-sample). One task involved red and a plus sign, the other a circle and green. On test trials one of the two comparison stimuli from one task was replaced by one of the stimuli from the other task. Differential performance based on which of the two stimuli from the other task was introduced suggested categorical coding rules. In Experiment 1 evidence for the categorical coding of sample shapes was found. Categorical color coding was also found; however, it was the comparison stimuli rather than the samples that were categorically coded. Experiment 2 replicated the categorical shape sample effect and ruled out the possibility that the particular colors used were responsible for the categorical coding of comparison stimuli. Overall, the results indicate that pigeons can develop categorical rules involving shapes and colors and that the color categories can be hierarchical. |
|
|
Address |
|
|
|
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:3701264 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
262 |
|
Permanent link to this record |
|
|
|
|
Author |
Zentall, T.R.; Kaiser, D.H. |
|
|
Title |
Interval timing with gaps: gap ambiguity as an alternative to temporal decay |
Type |
Journal Article |
|
Year |
2005 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
|
|
Volume |
31 |
Issue |
4 |
Pages |
484-486 |
|
|
Keywords |
Animals; Behavior, Animal; Discrimination (Psychology)/*physiology; Memory/*physiology; Rats; Time Perception/*physiology |
|
|
Abstract |
C. V. Buhusi, D. Perera, and W. H. Meck (2005) proposed a hypothesis of timing in rats to account for the results of experiments that have used the peak procedure with gaps. According to this hypothesis, the introduction of a gap causes the animal's memory for the pregap interval to passively decay (subjectively shorten) in direct proportion to the duration and salience of the gap. Thus, animals should pause with short, nonsalient gaps but should reset their clock with longer, salient gaps. The present authors suggest that the ambiguity of the gap (i.e., the similarity between the gap and the intertrial interval in both appearance and relative duration) causes the animal to actively reset the clock and prevents adequate assessments of the fate of timed intervals prior to the gap. Furthermore, when the intertrial interval is discriminable from the gap, the evidence suggests that timed intervals prior to the gap are not lost but are retained in memory. |
|
|
Address |
Department of Psychology, University of Kentucky, Lexington, KY 40506, 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 |
0097-7403 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:16248734 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
220 |
|
Permanent link to this record |