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Author |
Epstein, R. |
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Title |
Animal cognition as the praxist views it |
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Journal Article |
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Year |
1985 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume |
9 |
Issue |
4 |
Pages |
623-630 |
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Keywords |
Animals; *Behavior, Animal; Behavioral Sciences/*trends; Behaviorism; *Cognition; Columbidae; History, 18th Century; History, 19th Century; Humans; Models, Psychological; Problem Solving; Psychological Theory; Psychology/history/trends |
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Abstract |
The distinction between psychology and praxics provides a clear answer to the question of animal cognition. As Griffin and others have noted, the kinds of behavioral phenomena that lead psychologists to speak of cognition in humans are also observed in nonhuman animals, and therefore those who are convinced of the legitimacy of psychology should not hesitate to speak of and to attempt to study animal cognition. The behavior of organisms is also a legitimate subject matter, and praxics, the study of behavior, has led to significant advances in our understanding of the kinds of behaviors that lead psychologists to speak of cognition. Praxics is a biological science; the attempt by students of behavior to appropriate psychology has been misguided. Generativity theory is an example of a formal theory of behavior that has proved useful both in the engineering of intelligent performances in nonhuman animals and in the prediction of intelligent performances in humans. |
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0149-7634 |
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PMID:3909017 |
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Equine Behaviour @ team @ |
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2809 |
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Author |
Friedrich, A.M.; Zentall, T.R. |
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Title |
Pigeons shift their preference toward locations of food that take more effort to obtain |
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Journal Article |
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Year |
2004 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
67 |
Issue |
3 |
Pages |
405-415 |
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Keywords |
Animals; *Behavior, Animal; *Choice Behavior; Columbidae; *Exertion; *Feeding Behavior; Reward |
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Abstract |
Although animals typically prefer to exert less effort rather than more effort to obtain food, the present research shows that requiring greater effort to obtain food at a particular location appears to increase the value of that location. In Experiment 1, pigeons' initial preference for one feeder was significantly reduced by requiring 1 peck to obtain food from that feeder and requiring 30 pecks to obtain food from the other feeder. In Experiment 2, a similar decrease in preference was not found when pigeons received reinforcement from both feeders independently of the amount of effort required. These results are consistent with the within-trial contrast effect proposed by in which the relative hedonic value of a reward depends on the state of the animal immediately prior to the reward. The greater the improvement from that prior state the greater the value of the reinforcer. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA |
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0376-6357 |
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PMID:15518990 |
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refbase @ user @ |
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227 |
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Author |
Martin, T.I.; Zentall, T.R. |
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Title |
Post-choice information processing by pigeons |
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Journal Article |
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Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
4 |
Pages |
273-278 |
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Keywords |
Animals; *Behavior, Animal; *Choice Behavior; *Columbidae; Discrimination Learning |
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In a conditional discrimination (matching-to-sample), a sample is followed by two comparison stimuli, one of which is correct, depending on the sample. Evidence from previous research suggests that if the stimulus display is maintained following an incorrect response (the so-called penalty-time procedure), acquisition by pigeons is facilitated. The present research tested the hypothesis that the penalty-time procedure allows the pigeons to review and learn from the maintained stimulus display following an incorrect choice. It did so by including a penalty-time group for which, following an incorrect choice, the sample changed to match the incorrect comparison, thus providing the pigeons with post-choice 'misinformation.' This misinformation group acquired the matching task significantly slower than the standard penalty-time group (that had no change in the sample following an error). Furthermore, acquisition of matching by a control group that received no penalty time fell midway between the other two groups, suggesting that the pigeons did not merely take more care in making choices because of the aversiveness of penalty-time. Thus, it appears that in the acquisition of matching-to-sample, when the stimulus display is maintained following an incorrect choice, the pigeons can review or acquire information from the display. This is the first time that such an effect has been reported for a nonhuman species. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506, USA |
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1435-9448 |
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PMID:15744507 |
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no |
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Call Number |
refbase @ user @ |
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225 |
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Author |
Zentall, T.R. |
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Title |
Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity |
Type |
Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
70 |
Issue |
3 |
Pages |
209-222 |
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Keywords |
Animals; *Attention; Columbidae; *Discrimination Learning; *Memory, Short-Term; Practice (Psychology); Reinforcement Schedule; *Retention (Psychology); *Time Perception |
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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. |
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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:16095851 |
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no |
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Call Number |
refbase @ user @ |
Serial |
222 |
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Author |
Kaiser, D.H.; Zentall, T.R.; Neiman, E. |
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Title |
Timing in pigeons: effects of the similarity between intertrial interval and gap in a timing signal |
Type |
Journal Article |
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Year |
2002 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
28 |
Issue |
4 |
Pages |
416-422 |
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Keywords |
Animals; *Attention; Columbidae; *Conditioning, Operant; Discrimination Learning; Mental Recall; Probability Learning; *Reinforcement (Psychology); *Reinforcement Schedule; Retention (Psychology); Time Factors; *Time Perception/physiology |
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Abstract |
Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately. |
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Department of Psychology, East Carolina University, Greenville, North Carolina 27858, USA. kaiserd@mail.ecu.edu |
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0097-7403 |
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PMID:12395499 |
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no |
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Call Number |
refbase @ user @ |
Serial |
238 |
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Author |
Zentall, T.R.; Roper, K.L.; Sherburne, L.M. |
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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 |
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Year |
1995 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume |
63 |
Issue |
2 |
Pages |
127-137 |
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Keywords |
Animals; *Attention; Color Perception; Columbidae; Cues; *Discrimination Learning; *Mental Recall; Motivation; Pattern Recognition, Visual; *Reinforcement Schedule; Retention (Psychology) |
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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. |
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Department of Psychology, University of Kentucky, Lexington 40506 |
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0022-5002 |
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PMID:7714447 |
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no |
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Call Number |
refbase @ user @ |
Serial |
256 |
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Author |
Clement, T.S.; Weaver, J.E.; Sherburne, L.M.; Zentall, T.R. |
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Title |
Simultaneous discrimination learning in pigeons: value of S- affects the relative value of its associated S+ |
Type |
Journal Article |
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Year |
1998 |
Publication |
The Quarterly journal of experimental psychology. B, Comparative and physiological psychology |
Abbreviated Journal |
Q J Exp Psychol B |
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Volume |
51 |
Issue |
4 |
Pages |
363-378 |
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Keywords |
Animals; *Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; *Motivation; Orientation; Transfer (Psychology) |
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In a simple simultaneous discrimination involving a positive stimulus (S+) and a negative stimulus (S-), it has been hypothesized that positive value can transfer from the S+ to the S- (thus increasing the relative value of the S-) and also that negative value can transfer from the S- to the S+ (thus diminishing the relative value of the S+; Fersen, Wynne, Delius, & Staddon, 1991). Evidence for positive value transfer has been reported in pigeons (e.g. Zentall & Sherburne, 1994). The purpose of the present experiments was to determine, in a simultaneous discrimination, whether the S- diminishes the value of the S+ or the S- is contrasted with the S+ (thus enhancing the value of the S+). In two experiments, we found evidence for contrast, rather than value transfer, attributable to simultaneous discrimination training. Thus, not only does the S+ appear to enhance the value of the S-, but the S- appears to enhance rather than reduce the value of the S+. |
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Department of Psychology, University of Kentucky, Lexington 40506-0044, USA |
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0272-4995 |
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PMID:9854439 |
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Call Number |
refbase @ user @ |
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252 |
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Author |
Brodbeck, D.R. |
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Title |
Picture fragment completion: priming in the pigeon |
Type |
Journal Article |
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Year |
1997 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
23 |
Issue |
4 |
Pages |
461-468 |
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Animals; *Attention; *Awareness; Columbidae; *Mental Recall; *Pattern Recognition, Visual; *Perceptual Masking; Problem Solving |
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It has been suggested that the system behind implicit memory in humans is evolutionarily old and that animals should readily show priming. In Experiment 1, a picture fragment completion test was used to test priming in pigeons. After pecking a warning stimulus, pigeons were shown 2 partially obscured pictures from different categories and were always reinforced for choosing a picture from one of the categories. On control trials, the warning stimulus was a picture of some object (not from the S+ or S- category), on study trials the warning stimulus was a picture to be categorized on the next trial, and on test trials the warning stimulus was a randomly chosen picture and the S+ picture was the warning stimulus seen on the previous trial. Categorization was better on study and test trials than on control trials. Experiment 2 ruled out the possibility that the priming effect was caused by the pigeons' responding to familiarity by using warning stimuli from both S+ and S- categories. Experiment 3 investigated the time course of the priming effect. |
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Department of Psychology, University of Western Ontario, London, Ontario, Canada. brodbeck@thunderbird.auc.laurentian.ca |
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0097-7403 |
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PMID:9411019 |
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Equine Behaviour @ team @ |
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2777 |
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Author |
Friedrich, A.M.; Clement, T.S.; Zentall, T.R. |
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Title |
Functional equivalence in pigeons involving a four-member class |
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Journal Article |
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Year |
2004 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
67 |
Issue |
3 |
Pages |
395-403 |
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Keywords |
Animals; *Association Learning; *Behavior, Animal; *Cognition; Columbidae; *Concept Formation |
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Research suggests that animals are capable of forming functional equivalence relations or stimulus classes of the kind usually demonstrated by humans (e.g., the class defined by an object and the word for that object). In pigeons, such functional equivalences are typically established using many-to-one matching-to-sample in which two samples are associated with one comparison stimulus and two different samples are associated with the other. Evidence for the establishment of functional equivalences between samples associated with the same comparison comes from transfer tests. In Experiment 1, we found that pigeons can form a single class consisting of four members (many-to-one matching) when the alternative class has only one member (one-to-one matching). In Experiment 2, we ruled out the possibility that the pigeons acquired the hybrid one-to-one/many-to-one task by developing a single-code/default coding strategy as earlier research suggested that it might. Thus, pigeons can develop a functional class consisting of as many as four members, with the alternative class consisting of a single member. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA |
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0376-6357 |
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PMID:15518989 |
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Call Number |
refbase @ user @ |
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228 |
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Author |
Zentall, T.R.; Sherburne, L.M. |
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Title |
Transfer of value from S+ to S- in a simultaneous discrimination |
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Journal Article |
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Year |
1994 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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20 |
Issue |
2 |
Pages |
176-183 |
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Animals; *Appetitive Behavior; Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; Motivation; Orientation; Pattern Recognition, Visual; *Problem Solving; *Reinforcement Schedule; *Transfer (Psychology) |
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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 +/-). |
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Department of Psychology, University of Kentucky, Lexington 40506 |
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0097-7403 |
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PMID:8189186 |
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refbase @ user @ |
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258 |
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