Records |
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 |
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ISSN |
1435-9448 |
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PMID:15449103 |
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no |
Call Number |
refbase @ user @ |
Serial |
229 |
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Author |
Zentall, T.R.; Klein, E.D.; Singer, R.A. |
Title |
Evidence for detection of one duration sample and default responding to other duration samples by pigeons may result from an artifact of retention-test ambiguity |
Type |
Journal Article |
Year |
2004 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
30 |
Issue |
2 |
Pages |
129-134 |
Keywords |
Animals; Artifacts; Association Learning; Columbidae; *Discrimination Learning; *Recognition (Psychology); *Retention (Psychology); *Time Perception; *Transfer (Psychology) |
Abstract |
S. C. Gaitan and J. T. Wixted (2000) proposed that when pigeons are trained on a conditional discrimination to associate 1 duration sample with 1 comparison and 2 other duration samples with a 2nd comparison, they detect only the single duration, and on trials involving either of the 2 other duration samples, they respond to the other comparison by default. In 2 experiments, the authors show instead that pigeons lend to treat the retention intervals (such as those used by Gaitan and Wixted) as intertrial intervals, and thus, they tend to treat all trials with a delay as 0-s sample trials. The authors tested this hypothesis by showing that divergent retention functions do not appear when the retention interval is discriminably different from the intertrial interval. |
Address |
Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. zentall@uky.edu |
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ISSN |
0097-7403 |
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Notes |
PMID:15078122 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
232 |
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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 |
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ISSN |
1069-9384 |
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Notes |
PMID:12921414 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
235 |
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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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ISSN |
0022-5002 |
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Notes |
PMID:7714447 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
256 |
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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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ISSN |
0097-7403 |
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Conference |
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Notes |
PMID:8189186 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
258 |
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Author |
Urcuioli, P.J.; Zentall, T.R. |
Title |
Transfer across delayed discriminations: evidence regarding the nature of prospective working memory |
Type |
Journal Article |
Year |
1992 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
18 |
Issue |
2 |
Pages |
154-173 |
Keywords |
Animals; *Appetitive Behavior; Attention; *Color Perception; Columbidae; *Discrimination Learning; *Mental Recall; *Pattern Recognition, Visual; Problem Solving; Retention (Psychology); *Transfer (Psychology) |
Abstract |
Pigeons were trained successively either on 2 delayed simple discriminations or on a delayed simple discrimination followed by delayed matching-to-sample. During subsequent transfer tests, the initial stimuli from the 1st task were substituted for those in the 2nd. Performances transferred immediately if both sets of initial stimuli had been associated with the presence versus absence of food on their respective retention tests, and the direction of transfer (positive or negative) depended on whether the substitution involved stimuli with identical or different outcome associates. No transfer was found, however, when the initial stimuli were associated with different patterns of responding but food occurred at the end of every trial. These results are consistent with outcome expectancy mediation but are incompatible with response intention and retrospective coding accounts. |
Address |
Department of Psychological Sciences, Purdue University, West Lafayette, Indiana 47907-1364 |
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ISSN |
0097-7403 |
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Notes |
PMID:1583445 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
260 |
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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. |
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0097-7403 |
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Notes |
PMID:3701264 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
262 |
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Author |
Zentall, T.R.; Hogan, D.E.. |
Title |
Same/different concept learning in the pigeon: the effect of negative instances and prior adaptation to transfer stimuli |
Type |
Journal Article |
Year |
1978 |
Publication |
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Abbreviated Journal |
J Exp Anal Behav |
Volume |
30 |
Issue |
2 |
Pages |
177-186 |
Keywords |
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Abstract |
Pigeons were trained on a matching-to-sample or oddity-from-sample task with shapes (circle and plus). Half of each group was exposed to “negative instance” trials i.e., for matching birds, neither comparison key matched the sample, and for oddity birds both comparison keys matched the sample. When all birds were transferred to a new task involving colors (red and green), nonshifted birds (transferred from matching to matching, or oddity to oddity) performed significantly better than shifted birds (transferred from matching to oddity, or oddity to matching), but only if they had experienced negative instances of the training concept. When all birds were exposed to negative instances of the transfer task and then transferred to a new color task (yellow and blue), dramatic transfer effects were observed. The effect of pre-exposure to the yellow and blue colors, in order to reduce transfer-stimulus novelty, had a minor effect on transfer. |
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0022-5002 |
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Notes |
PMID:16812097 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
271 |
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Author |
Zentall, T.R; Hogan, D.E. |
Title |
Key pecking in pigeons produced by pairing keylight with inaccessible grain |
Type |
Journal Article |
Year |
1975 |
Publication |
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Abbreviated Journal |
J Exp Anal Behav |
Volume |
23 |
Issue |
2 |
Pages |
199-206 |
Keywords |
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Abstract |
In Experiment I, keylight was paired with inaccessible grain delivery (under two conditions of keylight intensity) to determine if autoshaping would occur in the absence of primary reinforcement. In Experiment II, the procedure was repeated with accessible grain, for comparison. In Experiment III, the procedures were repeated with explicitly unpaired presentations of keylight and either inaccessible or accessible grain. The results indicated that key pecking occurred as quickly in the presence of keylight pairings with inaccessible grain as with accessible grain, though (except for one bird) key pecking was not maintained with inaccessible grain. Furthermore, compared to the dim keylight, the bright keylight greatly suppressed key pecking when paired with inaccessible grain, and reduced the rate of key pecking when paired with accessible grain. Little key pecking occurred in groups exposed to explicitly unpaired presentations of keylight (whether bright or dim) and grain (whether accessible or inaccessible). When the birds in Experiment III were retested with explicitly paired presentations of keylight and grain, little key pecking was observed, suggesting suppressive effects of prior explicitly unpaired presentations. It is suggested that the effects of key-brightness manipulation were produced by the association of grain with cues other than the response key, or by distraction produced by partial illumination of the grain hopper. |
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0022-5002 |
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Notes |
PMID:16811840 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
273 |
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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 |
2006 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
Volume |
71 |
Issue |
2-3 |
Pages |
88-97 |
Keywords |
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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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0376-6357 |
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PMID:16406373 |
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refbase @ user @ |
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219 |
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