| Records |
| 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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PMID:11369461 |
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no |
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25 |
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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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1435-9448 |
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PMID:17024510 |
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no |
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refbase @ user @ |
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217 |
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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 |
| Keywords |
*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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PMID:731119 |
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no |
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refbase @ user @ |
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270 |
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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 |
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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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PMID:16812097 |
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no |
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refbase @ user @ |
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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 |
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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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PMID:16811840 |
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no |
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refbase @ user @ |
Serial |
273 |
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| Author |
Martin, T.I.; Zentall, T.R.; Lawrence, L. |
| Title |
Simple discrimination reversals in the domestic horse (Equus caballus): Effect of discriminative stimulus modality on learning to learn |
Type |
Journal Article |
| Year |
2006 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
101 |
Issue |
3-4 |
Pages |
328-338 |
| Keywords |
Horse; Learning-to-learn; Discrimination Reversal |
| Abstract |
The cognitive capacity of an organism, relative to that of other species, can be assessed by using a relative measure of learning. One such measure is the ability of an organism to learn about the reversal of a discrimination. The present study compared the performance of two groups of horses on a simple discrimination reversal task when the only difference between the groups was the modality of the relevant cue. For the visual group (absence or presence of a light), the spatial position was irrelevant. For the spatial group, a spatial cue (left/right) was available and the visual cue was irrelevant. Horses in the spatial group learned the original discrimination and six reversals; they also showed evidence of learning to learn. Horses in the visual group did not reach criterion during the study. As a result, there was no evidence of learning to learn. |
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no |
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refbase @ user @ |
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289 |
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| Author |
Zentall, T.R |
| Title |
Imitation In Animals: Evidence, Function, And Mechanisms |
Type |
Journal Article |
| Year |
2001 |
Publication |
Cybernetics and Systems |
Abbreviated Journal |
Cybern Syst |
| Volume |
32 |
Issue |
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Pages |
53-96 |
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| Abstract |
The terms sociallearning and social influence have been used descriptively and theoretically to characterize a broad range of animal behavior from physical antipredatory adaptations such as eye spots, which are totally under genetic control, to the human capacity for the exaggeration of individual characteristics, known as caricature, which are largely under cognitive control. In the present review, the various forms of social influence and social learning are identified and distinghished from imitation, a term that generally has been reserved for behavioral matching that cannot be accounted for using simpler specifically predisposed, motivational, or learning mechanisms. It is suggested that much of the ambiguity in the literature concerning the various forms of social learning can be attributed to the distinction between the function of a behavior and the mechanisms responsible for its occurrence. Finally, the various mechanisms that have been proposed to account for imitative learning are presented and an attempt is made to evaluate them. |
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refbase @ user @ |
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747 |
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Zentall, T.R. |
| Title |
A cognitive behaviorist approach to the study of animal behavior |
Type |
Journal Article |
| Year |
2002 |
Publication |
The Journal of general psychology |
Abbreviated Journal |
J Gen Psychol |
| Volume |
129 |
Issue |
4 |
Pages |
328-363 |
| Keywords |
Animals; *Attention; *Behavior, Animal; *Cognition; Learning; *Memory; Social Behavior |
| Abstract |
Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results. |
| Address |
Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@uky.edu |
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0022-1309 |
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PMID:12494989 |
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no |
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refbase @ user @ |
Serial |
214 |
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Singer, R.A.; Klein, E.D.; Zentall, T.R. |
| Title |
Use of a single-code/default strategy by pigeons to acquire duration sample discriminations |
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Journal Article |
| Year |
2006 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
34 |
Issue |
4 |
Pages |
340-347 |
| Keywords |
Animals; Behavior, Animal/*physiology; Columbidae; *Discrimination (Psychology); *Reaction Time; Retention (Psychology); *Signal Detection (Psychology) |
| Abstract |
Past evidence that pigeons may adopt a single-code/default strategy to solve duration sample discriminations may be attributable to the similarity between the intertrial interval (ITI) and the retention interval. The present experiments tested whether pigeons would adopt a single-code/default strategy when possible ITI-retention-interval ambiguity was eliminated and sample salience was increased. Previous studies of duration sample discriminations that have purported to show evidence for the use of a single-code/default coding strategy have used durations of 0, 2, and 10 sec (Zentall, Klein, and Singer, 2004). However, the results of Experiment 1 suggest that the use of a 0-sec sample may produce an artifact resulting in inadvertent present/absent sample matching. In Experiment 2, when pigeons were trained with three nonzero duration samples (2, 8, and 32 sec), clear evidence for the use of a single-code/default strategy was found. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. rasing2@uky.edu |
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1543-4494 |
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PMID:17330523 |
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no |
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refbase @ user @ |
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215 |
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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. |
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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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refbase @ user @ |
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216 |
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