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| Author | Shettleworth, S.J.; Plowright, C.M. | ||||
| Title | How pigeons estimate rates of prey encounter | Type | Journal Article | ||
| Year | 1992 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 18 | Issue | 3 | Pages  |
219-235 |
| Keywords | Analysis of Variance; Animals; *Appetitive Behavior; Columbidae; Conditioning, Operant; Food Preferences/*psychology; Motivation; *Predatory Behavior; *Probability Learning; *Reinforcement Schedule; Social Environment | ||||
| Abstract | Pigeons were trained on operant schedules simulating successive encounters with prey items. When items were encountered on variable-interval schedules, birds were more likely to accept a poor item (long delay to food) the longer they had just searched, as if they were averaging prey density over a short memory window (Experiment 1). Responding as if the immediate future would be like the immediate past was reversed when a short search predicted a long search next time (Experiment 2). Experience with different degrees of environmental predictability appeared to change the length of the memory window (Experiment 3). The results may reflect linear waiting (Higa, Wynne, & Staddon, 1991), but they differ in some respects. The findings have implications for possible mechanisms of adjusting behavior to current reinforcement conditions. | ||||
| Address | Department of Psychology, University of Toronto, Ontario, Canada | ||||
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:1619391 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 382 | ||
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| 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 | Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0376-6357 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16095851 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 222 | ||
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| Author | Waite, T.A. | ||||
| Title | Interruptions improve choice performance in gray jays: prolonged information processing versus minimization of costly errors | Type | Journal Article | ||
| Year | 2002 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 5 | Issue | 4 | Pages |
209-214 |
| Keywords | Animals; *Behavior, Animal; *Choice Behavior; Female; Learning; Male; Models, Biological; Motivation; Reinforcement Schedule; Songbirds/*physiology; Time Factors | ||||
| Abstract | Under the assumption that selection favors minimization of costly errors, erroneous choice may be common when its fitness cost is low. According to an adaptive-choice model, this cost depends on the rate at which an animal encounters the choice: the higher this rate, the smaller the cost of choosing a less valuable option. Errors should thus be more common when interruptions to foraging are shorter. A previous experiment supported this prediction: gray jays, Perisoreus canadensis, were more error prone when subjected to shorter delays to access to food rewards. This pattern, though, is also predicted by an attentional-constraints model. Because the subjects were able to inspect the rewards during delays, their improved performance when subjected to longer delays could have been a byproduct of the experimentally prolonged opportunity for information processing. To evaluate this possibility, a follow-up experiment manipulated both delay to access and whether rewards could be inspected during delays. Depriving jays of the opportunity to inspect rewards (using opaque lids) induced only a small, nonsignificant increase in error rate. This effect was independent of length of delay and so the jays' improved performance when subjected to longer delays was not simply a byproduct of prolonged information processing. More definitively, even when the jays were prevented from inspecting rewards during delays, their performance improved when subjected to longer delays. The findings are thus consistent with the adaptive-choice model. | ||||
| Address | Department of Evolution, Ecology, and Organismal Biology, Ohio State University, 1735 Neil Avenue, Columbus, OH 43210-1293, USA. waite.1@osu.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:12461598 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2592 | ||
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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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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 1464-7931 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:8054445 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 708 | ||
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| Author | Watanabe, S. | ||||
| Title | How animal psychology contributes to animal welfare | Type | Journal Article | ||
| Year | 2007 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 106 | Issue | 4 | Pages |
193-202 |
| Keywords | Animal welfare; Anthropomorphism; Animal psychology; Reinforcement; Socially constructed concept | ||||
| Abstract | This article explores the contribution of animal psychology to animal welfare. Since animal welfare includes subjective welfare, it is crucial to know the subjective world of animals. Analysis of the concept of anthropomorphism is particularly important because it is a basic idea of animal ethics. The history of animal psychology, focusing on anthropomorphism and behaviourism, is briefly described, and then measurement of the subjective experience of animals in two ways, namely animal cognition and pleasure or reinforcing effects, is reported. Finally, it is suggested that animal welfare is not a permanently fixed idea, but a socially constructed one that can be changed. To gain widespread agreement about a socially constructed idea, it is important to know in which circumstances ordinary people employ metaphorical extension to an understanding of animal behaviour. In other words, a survey of “folk animal psychology” is important in order to establish a consensus about animal welfare. | ||||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 2888 | ||
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| Author | West, R.E.; Young, R.J. | ||||
| Title | Do domestic dogs show any evidence of being able to count? | Type | Journal Article | ||
| Year | 2002 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 5 | Issue | 3 | Pages |
183-186 |
| Keywords | Animal Feed; Animals; Behavior, Animal; *Cognition; *Dogs; Female; Male; *Mathematics; Reinforcement (Psychology); Visual Perception | ||||
| Abstract | Numerical competence has been demonstrated in a wide range of animal species. The level of numerical abilities shown ranges from simple relative numerousness judgements to true counting. In this study we used the preferential looking technique to test whether 11 pet dogs could count. The dogs were presented with three simple calculations: “1+1=2”; “1+1=1”; and “1+1=3”. These calculations were performed by presenting the dogs with treats that were placed behind a screen that allowed manipulation of the outcome of the calculation. When the dogs expected the outcome they spent the same amount of time looking at the result of the calculation as they did on the initial presentation. However, when the result was unexpected dogs spent significantly longer looking at the outcome of the calculation. The results suggest that the dogs were anticipating the outcome of the calculations they observed, thus suggesting that dogs may have a rudimentary ability to count. | ||||
| Address | De Montfort University-Lincoln, Caythorpe, Grantham, Lincolnshire, NG32 3EP, UK | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:12357291 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2594 | ||
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| 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 | Department of Psychology, University of Kentucky, Lexington 40506 | ||||
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:8189186 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 258 | ||
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| Author | Shettleworth, S.J. | ||||
| Title | Reinforcement and the organization of behavior in golden hamsters: Pavlovian conditioning with food and shock unconditioned stimuli | Type | Journal Article | ||
| Year | 1978 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 4 | Issue | 2 | Pages |
152-169 |
| Keywords | Acoustic Stimulation; Animals; *Behavior, Animal; *Conditioning, Classical; Conditioning, Operant; Cricetinae; *Electroshock; Female; *Food; Male; Punishment; *Reinforcement (Psychology); Reinforcement Schedule | ||||
| Abstract | The effects of Pavlovian conditioned stimuli (CSs) for food or shock on a variety of behaviors of golden hamsters were observed in three experiments. The aim was to see whether previously reported differences among the behaviors produced by food reinforcement and punishment procedures could be accounted for by differential effects of Pavlovian conditioning on the behaviors. There was some correspondence between the behaviors observed to the CSs and the previously reported effects of instrumental training. However, the Pavlovian conditioned responses (CRs) alone would not have predicted the effects of instrumental training. Moreover, CRs depended to some extent on the context in which training and testing occurred. These findings, together with others in the literature, suggest that the results of Pavlovian conditioning procedures may not unambiguously predict what system of behaviors will be most readily modified by instrumental training with a given reinforcer. | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:670890 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 387 | ||
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| Author | Farmer-Dougan, V.; Dougan, J. | ||||
| Title | The Man Who Listens To Behavior: Folk Wisdom And Behavior Analysis From A Real Horse Whisperer | Type | Journal Article | ||
| Year | 1999 | Publication | JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR | Abbreviated Journal | J Exp Anal Behav |
| Volume | 72 | Issue | 1 | Pages |
139-149 |
| Keywords | positive reinforcement, aversive control, learned helplessness, language, biological constraints, | ||||
| Abstract | The popular novel and movie The Horse Whisperer are based on the work of several real-life horse whisperers, the most famous of whom is Monty Roberts. Over the last 50 years, Roberts has developed a technique for training horses that is both more effective and less aversive than traditional training techniques. An analysis of Roberts` methods (as described in his book, The Man Who Listens to Horses) indicates a deep understanding of behavioral principles including positive reinforcement, timeout, species-specific defense reactions, learned helplessness, and the behavioral analysis of language. Roberts developed his theory and techniques on the basis of personal experience and folk wisdom, and not as the result of formal training in behavior analysis. Behavior analysts can clearly learn from such insightful yet behaviorally incorrect practitioners, just as such practitioners can benefit from the objective science of behavior analysts. |
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0022-5002 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16812908 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 1829 | ||
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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 | Department of Psychology, University of Kentucky, Lexington 40506 | ||||
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0022-5002 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:7714447 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 256 | ||
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