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Author |
Acuna, B.D.; Sanes, J.N.; Donoghue, J.P. |
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Title |
Cognitive mechanisms of transitive inference |
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Journal Article |
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Year |
2002 |
Publication |
Experimental brain research. Experimentelle Hirnforschung. Experimentation cerebrale |
Abbreviated Journal |
Exp Brain Res |
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Volume |
146 |
Issue |
1 |
Pages |
1-10 |
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Keywords |
Adolescent; Adult; Attention/*physiology; Cognition/*physiology; Female; Humans; Learning/physiology; Linear Models; Male; Photic Stimulation; Psychomotor Performance/physiology; Reaction Time/physiology |
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Abstract |
We examined how the brain organizes interrelated facts during learning and how the facts are subsequently manipulated in a transitive inference (TI) paradigm (e.g., if A<B and B<C, then A<C). This task determined features such as learned facts and behavioral goals, but the learned facts could be organized in any of several ways. For example, if one learns a list by operating on paired items, the pairs may be stored individually as separate facts and reaction time (RT) should decrease with learning. Alternatively, the pairs may be stored as a single, unified list, which may yield a different RT pattern. We characterized RT patterns that occurred as participants learned, by trial and error, the predetermined order of 11 shapes. The task goal was to choose the shape occurring closer to the end of the list, and feedback about correctness was provided during this phase. RT increased even as its variance decreased during learning, suggesting that the learnt knowledge became progressively unified into a single representation, requiring more time to manipulate as participants acquired relational knowledge. After learning, non-adjacent (NA) list items were presented to examine how participants reasoned in a TI task. The task goal also required choosing from each presented pair the item occurring closer to the list end, but without feedback. Participants could solve the TI problems by applying formal logic to the previously learnt pairs of adjacent items; alternatively, they could manipulate a single, unified representation of the list. Shorter RT occurred for NA pairs having more intervening items, supporting the hypothesis that humans employ unified mental representations during TI. The response pattern does not support mental logic solutions of applying inference rules sequentially, which would predict longer RT with more intervening items. We conclude that the brain organizes information in such a way that reflects the relations among the items, even if the facts were learned in an arbitrary order, and that this representation is subsequently used to make inferences. |
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Department of Neuroscience, Box 1953, Brown Medical School, Providence, RI 02912, USA |
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0014-4819 |
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PMID:12192572 |
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no |
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Call Number |
refbase @ user @ |
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602 |
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Author |
Zentall, S.S.; Zentall, T.R.; Barack, R.C. |
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Title |
Distraction as a function of within-task stimulation for hyperactive and normal children |
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Journal Article |
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Year |
1978 |
Publication |
Journal of learning disabilities |
Abbreviated Journal |
J Learn Disabil |
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Volume |
11 |
Issue |
9 |
Pages |
540-548 |
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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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Heyes, C.M.; Dawson, G.R. |
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Title |
A demonstration of observational learning in rats using a bidirectional control |
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Journal Article |
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Year |
1990 |
Publication |
Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology |
Abbreviated Journal |
Q J Exp Psychol B |
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Volume |
42 |
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1 |
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59-71 |
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appetite; attention; imitation; problem solving; psychomotor performance; Appetitive Behavior; Attention; Imitative Behavior; Problem Solving; Psychomotor Performance |
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Hungry rats observed a conspecific demonstrator pushing a single manipulandum, a joystick, to the right or to the left for food reward and were then allowed access to the joystick from a different orientation. The effects of right-pushing vs left-pushing observation experience on (1) response acquisition, (2) reversal of a left-right discrimination, and (3) responding in extinction, were examined. Rats that had observed left-pushing made more left responses during acquisition than rats that had observed right-pushing, and rats that had observed demonstrators pushing in the direction that had previously been reinforced took longer to reach criterion reversal and made more responses in extinction than rats that had observed demonstrators pushing in the opposite direction to that previously reinforced. These results provide evidence that rats are capable of learning a response, or a response-reinforcer contingency, through conspecific observation. |
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University of Cambridge, U.K. |
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02724995 (Issn) |
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Cited By (since 1996): 49; Export Date: 17 May 2007; Source: Scopus; Language of Original Document: English; Correspondence Address: Heyes, C.M. |
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1766 |
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Author |
Young, L.E.; Rogers, K.; Wood, J.L.N. |
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Title |
Left ventricular size and systolic function in Thoroughbred racehorses and their relationships to race performance |
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Journal Article |
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Year |
2005 |
Publication |
Journal of Applied Physiology (Bethesda, Md. : 1985) |
Abbreviated Journal |
J Appl Physiol |
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Volume |
99 |
Issue |
4 |
Pages |
1278-1285 |
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Keywords |
*Adaptation, Physiological; Aging/physiology; Animal Husbandry; Animals; *Echocardiography; Female; Heart/*physiology; Heart Ventricles; Horses/*physiology; Male; *Physical Conditioning, Animal; Running/*physiology; Stroke Volume; Systole; Task Performance and Analysis |
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Cardiac morphology in human athletes is known to differ, depending on the sports-specific endurance component of their events, whereas anecdotes abound about superlative athletes with large hearts. As the heart determines stroke volume and maximum O(2) uptake in mammals, we undertook a study to test the hypothesis that the morphology of the equine heart would differ between trained horses, depending on race type, and that left ventricular size would be greatest in elite performers. Echocardiography was performed in 482 race-fit Thoroughbreds engaged in either flat (1,000-2,500 m) or jump racing (3,200-6,400 m). Body weight and sex-adjusted measures of left ventricular size were largest in horses engaged in jump racing over fixed fences, compared with horses running shorter distances on the flat (range 8-16%). The observed differences in cardiac morphologies suggest that subtle differences in training and competition result in cardiac adaptations that are appropriate to the endurance component of the horses' event. Derived left ventricular mass was strongly associated with published rating (quality) in horses racing over longer distances in jump races (P < or = 0.001), but less so for horses in flat races. Rather, left ventricular ejection fraction and left ventricular mass combined were positively associated with race rating in older flat racehorses running over sprint (<1,408 m) and longer distances (>1,408 m), explaining 25-35% of overall variation in performance, as well as being closely associated with performance in longer races over jumps (23%). These data provide the first direct evidence that cardiac size influences athletic performance in a group of mammalian running athletes. |
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Centre for Equine Studies, Animal Health Trust, Newmarket, Suffolk, UK. lesley.young@aht.org.uk |
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English |
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8750-7587 |
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PMID:15920096 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
3768 |
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Author |
Stoinski, T.S.; Whiten, A. |
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Title |
Social learning by orangutans (Pongo abelii and Pongo pygmaeus) in a simulated food-processing task |
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Journal Article |
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Year |
2003 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
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Volume |
117 |
Issue |
3 |
Pages |
272-282 |
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Keywords |
*Animal Communication; Animals; *Feeding Behavior; Female; *Imitative Behavior; Male; Pongo pygmaeus/*psychology; Problem Solving; Psychomotor Performance; Social Environment; Species Specificity; *Transfer (Psychology) |
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Abstract |
Increasing evidence for behavioral differences between populations of primates has created a resurgence of interest in examining mechanisms of information transfer between individuals. The authors examined the social transmission of information in 15 captive orangutans (Pongo abelii and Pongo pygmaeus) using a simulated food-processing task. Experimental subjects were shown 1 of 2 methods for removing a suite of defenses on an “artificial fruit.” Control subjects were given no prior exposure before interacting with the fruit. Observing a model provided a functional advantage in the task, as significantly more experimental than control subjects opened the fruit. Within the experimental groups, the authors found a trend toward differences in the actual behaviors used to remove 1 of the defenses. Results support observations from the wild implying horizontal transfer of information in orangutans and show that a number of social learning processes are likely to be involved in the transfer of knowledge in this species. |
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Department of Primate Research, Zoo Atlanta, Atlanta, GA 30315, USA. tstoinski@zooatlanta.org |
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0735-7036 |
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PMID:14498803 |
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no |
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refbase @ user @ |
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737 |
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Author |
Beran, M.J.; Pate, J.L.; Washburn, D.A.; Rumbaugh, D.M. |
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Title |
Sequential responding and planning in chimpanzees (Pan troglodytes) and rhesus macaques (Macaca mulatta) |
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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 |
3 |
Pages |
203-212 |
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Keywords |
Animals; *Cognition; Female; Goals; Learning; Macaca mulatta/*psychology; Male; *Mathematics; Pan troglodytes/*psychology; Task Performance and Analysis |
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Abstract |
Chimpanzees (Pan troglodytes) and rhesus macaques (Macaca mulatta) selected either Arabic numerals or colored squares on a computer monitor in a learned sequence. On shift trials, the locations of 2 stimuli were interchanged at some point. More errors were made when this interchange occurred for the next 2 stimuli to be selected than when the interchange was for stimuli later in the sequence. On mask trials, all remaining stimuli were occluded after the 1st selection. Performance exceeded chance levels for only 1 selection after these masks were applied. There was no difference in performance for either stimulus type (numerals or colors). The data indicated that the animals planned only the next selection during these computerized tasks as opposed to planning the entire response sequence. |
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Language Research Center, Georgia State University, Atlanta 30303, USA. mjberan@yahoo.com |
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0097-7403 |
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PMID:15279511 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2767 |
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Author |
Dunbar, R.I.M.; McAdam, M.R.; O'connell, S. |
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Title |
Mental rehearsal in great apes (Pan troglodytes and Pongo pygmaeus) and children |
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Journal Article |
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Year |
2005 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
69 |
Issue |
3 |
Pages |
323-330 |
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Keywords |
Algorithms; Animals; Child; Child, Preschool; Food; Frontal Lobe/anatomy & histology/physiology; Humans; *Imagination; Pan troglodytes; Pongo pygmaeus; Problem Solving/*physiology; Psychomotor Performance/physiology; Reward |
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Abstract |
The ability to rehearse possible future courses of action in the mind is an important feature of advanced social cognition in humans, and the “social brain” hypothesis implies that it might also be a feature of primate social cognition. We tested two chimpanzees, six orangutans and 63 children aged 3-7 years on a set of four puzzle boxes, half of which were presented with an opportunity to observe the box before being allowed to open it (“prior view”), the others being given without an opportunity to examine the boxes before handling them (“no prior view”). When learning effects are partialled out, puzzle boxes in the “prior view” condition were opened significantly faster than boxes given in the “no prior view” condition by the children, but not by either of the great apes. The three species differ significantly in the speed with which they opened boxes in the “no prior view” condition. The three species' performance on this task was a function of relative frontal lobe volume, suggesting that it may be possible to identify quantitative neuropsychological differences between species. |
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Evolutionary Psychology Research Group, School of Biological Sciences, University of Liverpool, Biosciences Building, Crown Street, Liverpool L69 7ZB, UK. rimd@liv.ac.uk |
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English |
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0376-6357 |
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PMID:15896530 |
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no |
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Call Number |
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2097 |
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Author |
Poti, P. |
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Title |
Chimpanzees' constructional praxis (Pan paniscus, P. troglodytes) |
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Journal Article |
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Year |
2005 |
Publication |
Primates |
Abbreviated Journal |
Primates |
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Volume |
46 |
Issue |
2 |
Pages |
103-113 |
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Animals; *Cognition; *Discrimination Learning; Female; Male; Pan troglodytes/*physiology; Psychomotor Performance/*physiology; Spatial Behavior/*physiology; Species Specificity |
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Abstract |
This study investigated chimpanzees' spontaneous spatial constructions with objects and especially their ability to repeat inter-object spatial relations, which is basic to understanding spatial relations at a higher level than perception or recognition. Subjects were six chimpanzees-four chimpanzees and two bonobos-aged 6-21 years, all raised in a human environment from an early age. Only minor species differences, but considerable individual differences were found. The effect of different object samples was assessed through a comparison with a previous study. A common overall chimpanzee pattern was also found. Chimpanzees repeated different types of inter-object spatial relations such as insertion (I), or vertical (V), or next-to (H) relations. However chimpanzees repeated I or V relations with more advanced procedures than when repeating H relations. Moreover, chimpanzees never repeated combined HV relations. Compared with children, chimpanzees showed a specific difficulty in repeating H relations. Repeating H relations is crucial for representing and understanding multiple reciprocal spatial relations between detached elements and for coordinating independent positions in space. Therefore, the chimpanzees' difficulty indicates a fundamental difference in constructive space in comparison to humans. The findings are discussed in relation to issues of spatial cognition and tool use. |
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Address |
Istituto di Scienze e Tecnologie della Cognizione, CNR, via U. Aldrovandi 16b, 00197, Rome, Italy. p.poti@istc.cnr.it |
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0032-8332 |
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PMID:15378424 |
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Equine Behaviour @ team @ |
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2811 |
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Author |
Collier-Baker, E.; Davis, J.M.; Nielsen, M.; Suddendorf, T. |
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Title |
Do chimpanzees (Pan troglodytes) understand single invisible displacement? |
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Journal Article |
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Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
9 |
Issue |
1 |
Pages |
55-61 |
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Keywords |
Animals; Behavior, Animal; *Cognition; Male; Pan troglodytes/*psychology; *Space Perception; *Spatial Behavior; Task Performance and Analysis; *Visual Perception |
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Previous research suggests that chimpanzees understand single invisible displacement. However, this Piagetian task may be solvable through the use of simple search strategies rather than through mentally representing the past trajectory of an object. Four control conditions were thus administered to two chimpanzees in order to separate associative search strategies from performance based on mental representation. Strategies involving experimenter cue-use, search at the last or first box visited by the displacement device, and search at boxes adjacent to the displacement device were systematically controlled for. Chimpanzees showed no indications of utilizing these simple strategies, suggesting that their capacity to mentally represent single invisible displacements is comparable to that of 18-24-month-old children. |
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Early Cognitive Development Unit, School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia. e.collier-baker@psy.uq.edu.au |
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1435-9448 |
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PMID:16163481 |
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Equine Behaviour @ team @ |
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2482 |
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Author |
Horner, V.; Whiten, A. |
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Title |
Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
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Journal Article |
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Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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8 |
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3 |
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164-181 |
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Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity |
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This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.uk |
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1435-9448 |
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PMID:15549502 |
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no |
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refbase @ user @ |
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732 |
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