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Author |
Zentall, T.R.; Clement, T.S. |
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Title |
Memory mechanisms in pigeons: evidence of base-rate neglect |
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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 |
1 |
Pages |
111-115 |
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Keywords |
Animals; Columbidae; Discrimination Learning; Memory/*physiology; Random Allocation; Reaction Time; Reinforcement (Psychology); Retention (Psychology) |
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Abstract |
In delayed matching to sample, once acquired, pigeons presumably choose comparisons according to their memory for (the strength of) the sample. When memory for the sample is sufficiently weak, comparison choice should depend on the history of reinforcement associated with each of the comparison stimuli. In the present research, pigeons acquired two matching tasks in which Sample S1 was associated with one comparison from each task, C1 and C3, whereas Sample S2 was associated with Comparison C2, and Sample S3 was associated with Comparison C4. As the retention interval increased, the pigeons showed a bias to choose the comparison (C1 or C3) associated with the more frequently occurring sample (S1). Thus, pigeons were sensitive also to the (irrelevant) likelihood that each of the samples was presented. The results suggest that pigeons may allow their reference memory for the overall sample frequency to influence comparison choice, independent of the comparison stimuli present. |
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Department of Psychology, University of Kentucky, Lexington, Kentucky 40506-0044, USA. zentall@pop.uky.edu |
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0097-7403 |
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PMID:11868229 |
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refbase @ user @ |
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242 |
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Author |
Zentall, T.R.; Clement, T.S.; Bhatt, R.S.; Allen, J. |
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Title |
Episodic-like memory in pigeons |
Type |
Journal Article |
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Year |
2001 |
Publication |
Psychonomic bulletin & review |
Abbreviated Journal |
Psychon Bull Rev |
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Volume |
8 |
Issue |
4 |
Pages |
685-690 |
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Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Memory, Short-Term/*physiology; Teaching |
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Abstract |
It has been proposed that memory for personal experiences (episodic memory, rather than semantic memory) relies on the conscious review of past experience and thus is unique to humans. In an attempt to demonstrate episodic-like memory in animals, we first trained pigeons to respond to the (nonverbal) question “Did you just peck or did you just refrain from pecking?” by training them on a symbolic matching task with differential responding required to the two line-orientation samples and reinforcing the choice of a red comparison if they had pecked and the choice of a green comparison if they had not pecked. Then, in Experiment 1, after providing the conditions for (but not requiring) the pigeons to peck at one new stimulus (a yellow hue) but not at another (a blue hue), we tested them with the new hue stimuli and the red and green comparisons. In Experiment 2, we tested the pigeons with novel stimuli (a circle, which they spontaneously pecked, and a dark response key, which they did not peck) and the red and green comparisons. In both experiments, pigeons chose the comparison appropriate to the response made to the test stimulus. Thus, the pigeons demonstrated that they could remember specific details about their past experiences, a result consistent with the notion that they have the capacity for forming episodic-like memories. |
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Department of Psychology, University of Kentucky, Lexington 40506-0044, USA. zentall@pop.uky.edu |
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1069-9384 |
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PMID:11848586 |
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refbase @ user @ |
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243 |
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Author |
Zentall, T.R. |
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Title |
Support for a theory of memory for event duration must distinguish between test-trial ambiguity and actual memory loss |
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Journal Article |
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Year |
1999 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume |
72 |
Issue |
3 |
Pages |
467-472 |
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Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Conditioning, Operant/physiology; Discrimination Learning/physiology; Memory/*physiology; *Psychological Theory; Time Factors; Time Perception/physiology |
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Abstract |
Staddon and Higa's (1999) trace-strength theory of timing and memory for event duration can account for pigeons' bias to “choose short” when retention intervals are introduced and to “choose long” when, following training with a fixed retention interval, retention intervals are shortened. However, it does not account for the failure of pigeons to choose short when the intertrial interval is distinct from the retention interval. That finding suggests that stimulus generalization (or ambiguity) between the intertrial interval and the retention interval may result in an effect that has been attributed to memory loss. Such artifacts must be eliminated before a theory of memory for event duration can be adequately tested. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. zentall@pop.uky.edu |
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0022-5002 |
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PMID:10605105 |
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no |
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Call Number |
refbase @ user @ |
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251 |
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Author |
Roper, K.L.; Zentall, T.R. |
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Title |
Directed forgetting in animals |
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Journal Article |
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Year |
1993 |
Publication |
Psychological bulletin |
Abbreviated Journal |
Psychol Bull |
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Volume |
113 |
Issue |
3 |
Pages |
513-532 |
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Keywords |
Animals; Behavior, Animal; *Cognition; Columbidae; Conditioning (Psychology); Discrimination Learning; Female; Humans; Male; Memory Disorders/*psychology; Reinforcement (Psychology); Task Performance and Analysis |
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Abstract |
Directed-forgetting research with animals suggests that animals show disrupted test performance only under certain conditions. Important variables are (a) whether during training, the cue to forget (F cue) signals nonreward (i.e., that the trial is over) versus reward (i.e., that reinforcement can be obtained) and (b) given that reinforcement can be obtained on F-cue trials, whether the post-F-cue response pattern is compatible with the baseline memory task. It is proposed that some findings of directed forgetting can be attributed to trained response biases, whereas others may be attributable perhaps to frustration-produced interference. It is suggested that directed forgetting in animals should be studied using procedures similar to those used to study directed forgetting in humans. This can be accomplished by presenting, within a trial, both to-be-remembered and to-be-forgotten material. |
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Department of Psychology, University of Kentucky, Lexington 40506 |
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0033-2909 |
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Notes |
PMID:8316612 |
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no |
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Call Number |
refbase @ user @ |
Serial |
259 |
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Author |
Urcuioli, P.J.; Zentall, T.R. |
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Title |
Retrospective coding in pigeons' delayed matching-to-sample |
Type |
Journal Article |
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Year |
1986 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
12 |
Issue |
1 |
Pages |
69-77 |
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Keywords |
Animals; *Color Perception; Columbidae; *Discrimination Learning; *Form Perception; *Memory; *Mental Recall; Orientation; *Pattern Recognition, Visual; Retention (Psychology) |
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Abstract |
In this study we examined how coding processes in pigeons' delayed matching-to-sample were affected by the stimuli to be remembered. In Experiment 1, two groups of pigeons initially learned 0-delay matching-to-sample with identical comparison stimuli (vertical and horizontal lines) but with different sample stimuli (red and green hues or vertical and horizontal lines). Longer delays were then introduced between sample offset and comparison onset to assess whether pigeons were prospectively coding the same events (viz., the correct line comparisons) or retrospectively coding different events (viz., their respective sample stimuli). The hue-sample group matched more accurately and showed a slower rate of forgetting than the line-sample group. In Experiment 2, pigeons were trained with either hues or lines as both sample and comparison stimuli, or with hue samples and line comparisons or vice versa. Subsequent delay tests revealed that the hue-sample groups remembered more accurately and generally showed slower rates of forgetting than the line-sample groups. Comparison dimension had little or no effect on performance. Together, these data suggest that pigeons retrospectively code the samples in delayed matching-to-sample. |
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0097-7403 |
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PMID:3701260 |
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no |
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Call Number |
refbase @ user @ |
Serial |
263 |
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Author |
Seyfarth, R.M.; Cheney, D.L. |
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Title |
Cognitive strategies and the representation of social relations by monkeys |
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Journal Article |
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Year |
2001 |
Publication |
Nebraska Symposium on Motivation. Nebraska Symposium on Motivation |
Abbreviated Journal |
Nebr Symp Motiv |
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Volume |
47 |
Issue |
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Pages |
145-177 |
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Keywords |
Adaptation, Biological; Animals; *Evolution; Family; Female; Haplorhini; Male; Memory; Primates; *Selection (Genetics); *Social Behavior; Social Dominance; *Social Perception |
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University of Pennsylvania, USA |
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0146-7875 |
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PMID:11759347 |
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no |
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refbase @ user @ |
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345 |
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Author |
Skov-Rackette, S.I.; Miller, N.Y.; Shettleworth, S.J. |
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Title |
What-where-when memory in pigeons |
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Journal Article |
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Year |
2006 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
32 |
Issue |
4 |
Pages |
345-358 |
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Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Conditioning, Operant/physiology; Memory/*physiology; Reinforcement (Psychology); Space Perception/*physiology; Spatial Behavior/physiology; Teaching; Visual Perception/physiology |
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Abstract |
The authors report a novel approach to testing episodic-like memory for single events. Pigeons were trained in separate sessions to match the identity of a sample on a touch screen, to match its location, and to report on the length of the retention interval. When these 3 tasks were mixed randomly within sessions, birds were more than 80% correct on each task. However, performance on 2 different tests in succession after each sample was not consistent with an integrated memory for sample location, time, and identity. Experiment 2 tested binding of location and identity memories in 2 different ways. The results were again consistent with independent feature memories. Implications for tests of episodic-like memory are discussed. |
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Department of Psychology, University of Toronto, Toronto, ON, Canada |
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0097-7403 |
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PMID:17044738 |
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no |
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refbase @ user @ |
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357 |
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Author |
Gibson, B.M.; Shettleworth, S.J. |
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Title |
Place versus response learning revisited: tests of blocking on the radial maze |
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Journal Article |
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2005 |
Publication |
Behavioral neuroscience |
Abbreviated Journal |
Behav Neurosci |
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119 |
Issue |
2 |
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567-586 |
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Animals; *Association Learning; Male; *Maze Learning; Memory; Rats; Rats, Long-Evans; Reproducibility of Results |
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Abstract |
Neurobiological and behavioral research indicates that place learning and response learning occur simultaneously, in parallel. Such findings seem to conflict with theories of associative learning in which different cues compete for learning. The authors conducted place+response training on a radial maze and then tested place learning and response learning separately by reconfiguring the maze in various ways. Consistent with the effects of manipulating place and response systems in the brain (M. G. Packard & J. L. McGaugh, 1996), well-trained rats showed strong place learning and strong response learning. Three experiments using associative blocking paradigms indicated that prior response learning interferes with place learning. Blocking and related tests can be used to better understand how memory systems interact during learning. |
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Department of Psychology, University of New Hampshire, Durham, NH 03824-3567, USA. bgibson@cisunix.unh.edu |
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0735-7044 |
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PMID:15839803 |
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no |
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refbase @ user @ |
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362 |
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Author |
Shettleworth, S.J.; Westwood, R.P. |
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Title |
Divided attention, memory, and spatial discrimination in food-storing and nonstoring birds, black-capped chickadees (Poecile atricapilla) and dark-eyed juncos (Junco hyemalis) |
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 |
3 |
Pages |
227-241 |
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Keywords |
Animals; Attention/*physiology; Behavior, Animal/physiology; Birds; *Discrimination (Psychology); *Food Habits; Memory/*physiology; Space Perception/*physiology; Spatial Behavior/*physiology |
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Abstract |
Food-storing birds, black-capped chickadees (Poecile atricapilla), and nonstoring birds, dark-eyed juncos (Junco hyemalis), matched color or location on a touch screen. Both species showed a divided attention effect for color but not for location (Experiment 1). Chickadees performed better on location than on color with retention intervals up to 40 s, but juncos did not (Experiment 2). Increasing sample-distractor distance improved performance similarly in both species. Multidimensional scaling revealed that both use a Euclidean metric of spatial similarity (Experiment 3). When choosing between the location and color of a remembered item, food storers choose location more than do nonstorers. These results explain this effect by differences in memory for location relative to color, not division of attention or spatial discrimination ability. |
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Department of Psychology, University of Toronto, 100 Saint George Street, Toronto, Ontario M5S 3G3, Canada. shettle@psych.utoronto.ca |
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0097-7403 |
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PMID:12136700 |
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no |
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Call Number |
refbase @ user @ |
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370 |
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Author |
Shettleworth, S.J. |
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Title |
Varieties of learning and memory in animals |
Type |
Journal Article |
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Year |
1993 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
19 |
Issue |
1 |
Pages |
5-14 |
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Keywords |
Animals; Association Learning; Birds; Conditioning, Classical; Evolution; Imprinting (Psychology); *Learning; *Memory; Social Environment; Species Specificity; Taste |
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Abstract |
It is often assumed that there is more than one kind of learning--or more than one memory system--each of which is specialized for a different function. Yet, the criteria by which the varieties of learning and memory should be distinguished are seldom clear. Learning and memory phenomena can differ from one another across species or situations (and thus be specialized) in a number of different ways. What is needed is a consistent theoretical approach to the whole range of learning phenomena, and one is explored here. Parallels and contrasts in the study of sensory systems illustrate one way to integrate the study of general mechanisms with an appreciation of species-specific adaptations. |
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Department of Psychology, University of Toronto, Ontario, Canada |
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0097-7403 |
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PMID:8418217 |
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Call Number |
refbase @ user @ |
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380 |
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