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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 |
Nevin, J.A.; Shettleworth, S.J. |
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Title |
An analysis of contrast effects in multiple schedules |
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Journal Article |
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Year |
1966 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume |
9 |
Issue |
4 |
Pages |
305-315 |
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Keywords |
Animals; Birds; *Conditioning (Psychology); Conditioning, Operant; Discrimination Learning; *Extinction, Psychological; Male; Reaction Time; *Reinforcement (Psychology) |
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0022-5002 |
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PMID:5961499 |
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no |
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refbase @ user @ |
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392 |
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Author |
Ferguson, D.L.; Rosales-Ruiz, J. |
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Title |
Loading the problem loader: the effects of target training and shaping on trailer-loading behavior of horses |
Type |
Journal Article |
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Year |
2001 |
Publication |
Journal of Applied Behavior Analysis |
Abbreviated Journal |
J Appl Behav Anal |
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Volume |
34 |
Issue |
4 |
Pages |
409-423 |
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Keywords |
Animals; *Conditioning, Operant; *Escape Reaction; Female; Horses/*psychology; Reinforcement (Psychology); *Transportation |
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Abstract |
The purpose of this study was to develop an effective method for trailer loading horses based on principles of positive reinforcement. Target training and shaping were used to teach trailer-loading behavior to 5 quarter horse mares in a natural setting. All 5 had been trailer loaded before through the use of aversive stimulation. Successive approximations to loading and inappropriate behaviors were the dependent variables. After training a horse to approach a target, the target was moved to various locations inside the trailer. Horses started training on the left side of a two-horse trailer. After a horse was loading on the left side, she was moved to the right side, then to loading half on the right and half on the left. A limited-hold procedure and the presence of a companion horse seemed to facilitate training for 1 horse. Inappropriate behaviors fell to zero immediately after target training, and all the horses successfully completed the shaping sequence. Finally, these effects were observed to generalize to novel conditions (a different trainer and a different trailer). |
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University of North Texas, Denton 76203, USA |
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0021-8855 |
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PMID:11800182 |
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no |
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refbase @ user @ |
Serial |
1915 |
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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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Call Number |
refbase @ user @ |
Serial |
357 |
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Author |
Cerutti, D.T.; Staddon, J.E.R. |
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Title |
Immediacy versus anticipated delay in the time-left experiment: a test of the cognitive hypothesis |
Type |
Journal Article |
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Year |
2004 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
30 |
Issue |
1 |
Pages |
45-57 |
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Keywords |
Animals; Choice Behavior/*physiology; Cognition/*physiology; Columbidae; Male; Models, Psychological; Psychological Theory; *Reinforcement (Psychology); *Reinforcement Schedule; Time Perception/*physiology |
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Abstract |
In the time-left experiment (J. Gibbon & R. M. Church, 1981), animals are said to compare an expectation of a fixed delay to food, for one choice, with a decreasing delay expectation for the other, mentally representing both upcoming time to food and the difference between current time and upcoming time (the cognitive hypothesis). The results of 2 experiments support a simpler view: that animals choose according to the immediacies of reinforcement for each response at a time signaled by available time markers (the temporal control hypothesis). It is not necessary to assume that animals can either represent or subtract representations of times to food to explain the results of the time-left experiment. |
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Department of Psychological and Brain Sciences, Duke University, Durham, NC 27708-1050, USA. cerutti@psych.duke.edu |
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0097-7403 |
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Notes |
PMID:14709114 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2768 |
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Author |
Neuringer, A. |
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Title |
Reinforced variability in animals and people: implications for adaptive action |
Type |
Journal Article |
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Year |
2004 |
Publication |
The American Psychologist |
Abbreviated Journal |
Am Psychol |
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Volume |
59 |
Issue |
9 |
Pages |
891-906 |
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Keywords |
Animals; Behavior, Animal; *Choice Behavior; Conditioning, Operant; Creativeness; Discrimination (Psychology); Humans; Memory; Problem Solving; *Reinforcement (Psychology) |
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Abstract |
Although reinforcement often leads to repetitive, even stereotyped responding, that is not a necessary outcome. When it depends on variations, reinforcement results in responding that is diverse, novel, indeed unpredictable, with distributions sometimes approaching those of a random process. This article reviews evidence for the powerful and precise control by reinforcement over behavioral variability, evidence obtained from human and animal-model studies, and implications of such control. For example, reinforcement of variability facilitates learning of complex new responses, aids problem solving, and may contribute to creativity. Depression and autism are characterized by abnormally repetitive behaviors, but individuals afflicted with such psychopathologies can learn to vary their behaviors when reinforced for so doing. And reinforced variability may help to solve a basic puzzle concerning the nature of voluntary action. |
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Department of Psychology, Reed College, Portland, OR 97202, USA. allen.neuringer@reed.edu |
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0003-066X |
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PMID:15584823 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
4106 |
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Author |
Pickens, C.L.; Holland, P.C. |
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Title |
Conditioning and cognition |
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Journal Article |
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Year |
2004 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume |
28 |
Issue |
7 |
Pages |
651-661 |
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Keywords |
Animals; Association Learning/physiology; Cognition/*physiology; Conditioning (Psychology)/*physiology; Discrimination Learning/physiology; Humans; Memory; Models, Psychological; Reinforcement (Psychology); Visual Perception/physiology |
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Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized. |
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Department of Psychological and Brain Sciences, Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA |
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0149-7634 |
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PMID:15555675 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2803 |
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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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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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refbase @ user @ |
Serial |
222 |
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Author |
Coleman, K.; Tully, L.A.; McMillan, J.L. |
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Title |
Temperament correlates with training success in adult rhesus macaques |
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Journal Article |
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Year |
2005 |
Publication |
American journal of primatology |
Abbreviated Journal |
Am. J. Primatol. |
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Volume |
65 |
Issue |
1 |
Pages |
63-71 |
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Keywords |
Animals; Female; *Inhibition (Psychology); *Learning; Macaca mulatta/*psychology; *Reinforcement (Psychology); *Temperament |
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Abstract |
In recent years there has been a marked increase in awareness of issues involving the psychological well-being of nonhuman primates (NHPs) used in biomedical research. As a result, many facilities are starting to train primates to voluntarily cooperate with veterinary, husbandry, and research procedures, such as remaining still for blood draws or injections. Such training generally reduces the stress associated with these procedures, resulting in calmer animals and, ultimately, better research models. However, such training requires great investments in time, and there can be vast individual differences in training success. Some animals learn tasks quickly, while others make slower progress in training. In this study, we examined whether temperament, as measured by response to a novel food object, correlated with the amount of time it took to train 20 adult female rhesus macaques to perform a simple task. The monkeys were categorized as “exploratory” (i.e., inspected a novel object placed in the home cage within 10 sec), “moderate” (i.e., inspected the object within 10-180 sec), or “inhibited” (i.e., did not inspect the object within 3 min). We utilized positive reinforcement techniques to train the monkeys to touch a target (PVC pipe shaped like an elbow) hung on their cage. Temperament correlated with training success in this study (Pearson chi2=7.22, df=2, P=0.03). We easily trained over 75% of the animals that inspected the novel food (i.e., exploratory or moderate individuals) to touch the target. However, only 22% of the inhibited monkeys performed the task. By knowing which animals may not respond to conventional training methods, we may be able to develop alternate training techniques to address their specific needs. In addition, these results will allow us to screen monkeys to be assigned to research projects in which they will be trained, with the goal of obtaining the best candidates for those studies. |
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Oregon National Primate Research Center, Beaverton, Oregon 97006, USA. colemank@ohsu.edu |
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0275-2565 |
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PMID:15645460 |
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no |
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Equine Behaviour @ team @ |
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4112 |
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Author |
Nicol, C.J. |
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Title |
Development, direction, and damage limitation: social learning in domestic fowl |
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Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
32 |
Issue |
1 |
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72-81 |
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Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; *Chickens; *Feeding Behavior; *Food Preferences; *Imitative Behavior; Imprinting (Psychology); *Learning; Maternal Behavior; Reinforcement (Psychology); *Social Environment; *Social Facilitation |
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This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered. |
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Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk |
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1543-4494 |
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PMID:15161142 |
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no |
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Call Number |
refbase @ user @ |
Serial |
75 |
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