| Records |
| Author |
Zentall, T.R. |
| Title |
Temporal discrimination learning by pigeons |
Type |
Journal Article |
| Year |
2007 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
74 |
Issue |
2 |
Pages |
286-292 |
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| Abstract |
Memory for time by animals appears to undergo a systematic shortening. This so-called choose-short effect can be seen in a conditional temporal discrimination when a delay is inserted between the sample and comparison stimuli. We have proposed that this temporal shortening may result from a procedural artifact in which the delay appears similar to the intertrial interval and thus, produces an inadvertent ambiguity or 'instructional failure'. When this ambiguity is avoided by distinguishing the intertrial interval from the delay, as well as the samples from the delay, the temporal shortening effect and other asymmetries often disappear. By avoiding artifacts that can lead to a misinterpretation of results, we may understand better how animals represent time. An alternative procedure for studying temporal discriminations is with the psychophysical bisection procedure in which following conditional discrimination training, intermediate durations are presented and the point of subjective equality is determined. Research using the bisection procedure has shown that pigeons represent temporal durations not only as their absolute value but also relative to durations from which they must be discriminated. Using this procedure, we have also found that time passes subjectively slower when animals are required to respond to the to-be-timed stimulus. |
| Address |
Department of Psychology, University of Kentucky, Lexington, KY 40506, United States. zentall@uky.edu |
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0376-6357 |
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PMID:17110057 |
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no |
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refbase @ user @ |
Serial |
216 |
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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 |
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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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no |
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refbase @ user @ |
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219 |
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| Author |
Zentall, T.R.; Sutton, J.E.; Sherburne, L.M. |
| Title |
True imitative learning in pigeons |
Type |
Journal Article |
| Year |
1996 |
Publication |
Psychol Sci |
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7 |
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Equine Behaviour @ team @ Zentall1996 |
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6372 |
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| 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 |
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| 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 |
Department of Psychology, University of Kentucky, 40506-0044, Lexington, KY, USA |
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English |
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0376-6357 |
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| Notes |
PMID:11369461 |
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no |
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25 |
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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 |
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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, S.S.; Zentall, T.R. |
| Title |
Optimal stimulation: a model of disordered activity and performance in normal and deviant children |
Type |
Journal Article |
| Year |
1983 |
Publication |
Psychological bulletin |
Abbreviated Journal |
Psychol Bull |
| Volume |
94 |
Issue |
3 |
Pages |
446-471 |
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*Arousal; Attention Deficit Disorder with Hyperactivity/*psychology; Autistic Disorder/*psychology; Behavior Therapy; Child; Humans |
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0033-2909 |
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| Notes |
PMID:6657825 |
Approved |
no |
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refbase @ user @ |
Serial |
264 |
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| Author |
Zentall, S.S.; Zentall, T.R.; Barack, R.C. |
| Title |
Distraction as a function of within-task stimulation for hyperactive and normal children |
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Journal Article |
| Year |
1978 |
Publication |
Journal of learning disabilities |
Abbreviated Journal |
J Learn Disabil |
| Volume |
11 |
Issue |
9 |
Pages |
540-548 |
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*Attention; Child; Child, Preschool; Color Perception; Female; Humans; Hyperkinesis/*psychology; Male; Motor Skills; *Task Performance and Analysis; Visual Perception |
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0022-2194 |
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| Notes |
PMID:731119 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
270 |
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| Author |
Zentall, S.S.; Zentall, T.R. |
| Title |
Activity and task performance of hyperactive children as a function of environmental stimulation |
Type |
Journal Article |
| Year |
1976 |
Publication |
Journal of consulting and clinical psychology |
Abbreviated Journal |
J Consult Clin Psychol |
| Volume |
44 |
Issue |
5 |
Pages |
693-697 |
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Achievement; Acoustic Stimulation; *Arousal; Auditory Perception; Child; Humans; Hyperkinesis/*etiology; Photic Stimulation; Visual Perception |
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0022-006X |
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PMID:965541 |
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no |
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refbase @ user @ |
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272 |
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| Author |
Zentall, T.R. |
| Title |
Imitation: definitions, evidence, and mechanisms |
Type |
Journal Article |
| Year |
2006 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
9 |
Issue |
4 |
Pages |
335-353 |
| Keywords |
Adaptation, Psychological; Animals; *Behavior, Animal; *Imitative Behavior; *Learning; Motivation; *Social Environment; Transfer (Psychology) |
| Abstract |
Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found. |
| Address |
Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@uky.edu |
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English |
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1435-9448 |
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| Notes |
PMID:17024510 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
217 |
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| 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 |
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English |
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1543-4494 |
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| Notes |
PMID:15161137 |
Approved |
no |
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refbase @ user @ |
Serial |
230 |
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