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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 |
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Journal Article |
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1995 |
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Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
63 |
Issue |
2 |
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127-137 |
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Animals; *Attention; Color Perception; Columbidae; Cues; *Discrimination Learning; *Mental Recall; Motivation; Pattern Recognition, Visual; *Reinforcement Schedule; Retention (Psychology) |
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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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256 |
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Author |
Friedrich, A.M.; Zentall, T.R. |
![find record details (via OpenURL) openurl](img/xref.gif)
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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 ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
67 |
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3 |
Pages |
405-415 |
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Animals; *Behavior, Animal; *Choice Behavior; Columbidae; *Exertion; *Feeding Behavior; Reward |
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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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227 |
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Friedrich, A.M.; Clement, T.S.; Zentall, T.R. |
![find record details (via OpenURL) openurl](img/xref.gif)
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Title |
Functional equivalence in pigeons involving a four-member class |
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Journal Article |
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2004 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
67 |
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3 |
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395-403 |
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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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refbase @ user @ |
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228 |
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Author |
Zentall, T.R. |
![find record details (via OpenURL) openurl](img/xref.gif)
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Title |
Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity |
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Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
70 |
Issue |
3 |
Pages |
209-222 |
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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 |
Zentall, T.R. |
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Title |
Mental time travel in animals: a challenging question |
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Journal Article |
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Year |
2006 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
72 |
Issue |
2 |
Pages |
173-183 |
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Animals; *Behavior, Animal; Columbidae; Concept Formation; Conditioning, Operant; *Imagination; *Memory; Mental Recall; Planning Techniques; Rats; *Time Perception; Transfer (Psychology) |
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Humans have the ability to mentally recreate past events (using episodic memory) and imagine future events (by planning). The best evidence for such mental time travel is personal and thus subjective. For this reason, it is particularly difficult to study such behavior in animals. There is some indirect evidence, however, that animals have both episodic memory and the ability to plan for the future. When unexpectedly asked to do so, animals can report about their recent past experiences (episodic memory) and they also appear to be able to use the anticipation of a future event as the basis for a present action (planning). Thus, the ability to imagine past and future events may not be uniquely human. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. zentall@uky.edu |
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0376-6357 |
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PMID:16466863 |
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no |
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refbase @ user @ |
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218 |
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Author |
Zentall, T.R. |
![find record details (via OpenURL) openurl](img/xref.gif)
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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 ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
72 |
Issue |
3 |
Pages |
467-472 |
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Animals; Behavior, Animal/physiology; Columbidae; Conditioning, Operant/physiology; Discrimination Learning/physiology; Memory/*physiology; *Psychological Theory; Time Factors; Time Perception/physiology |
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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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refbase @ user @ |
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251 |
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Author |
Rilling, M.E.; Neiworth, J.J. |
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Title |
How animals use images |
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Journal Article |
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Year |
1991 |
Publication |
Science Progress |
Abbreviated Journal |
Sci Prog |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
75 |
Issue |
298 Pt 3-4 |
Pages |
439-452 |
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Animals; Association Learning; Columbidae; *Concept Formation; *Imagination; *Mental Recall; Motion Perception; Problem Solving; *Thinking; *Visual Perception |
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Animal cognition is a field within experimental psychology in which cognitive processes formerly studied exclusively with people have been demonstrated in animals. Evidence for imagery in the pigeon emerges from the experiments described here. The pigeon's task was to discriminate, by pecking the appropriate choice key, between a clock hand presented on a video screen that rotated clockwise with constant velocity from a clock hand that violated constant velocity. Imagery was defined by trials on which the line rotated from 12.00 o'clock to 3.00 o'clock, then disappeared during a delay, and reappeared at a final stop location beyond 3.00 o'clock. After acquisition of a discrimination with final stop locations at 3.00 o'clock and 6.00 o'clock, the evidence for imagery was the accurate responding of the pigeons to novel locations at 4.00 o'clock and 7.00 o'clock. Pigeons display evidence of imagery by transforming a representation of movement that includes a series of intermediate steps which accurately represent the location of a moving stimulus after it disappears. |
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Department of Psychology, Michigan State University, East Lansing 48824 |
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0036-8504 |
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PMID:1842858 |
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Equine Behaviour @ team @ |
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2831 |
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Author |
Nallan, G.B.; Pace, G.M.; McCoy, D.F.; Zentall, T.R. |
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Title |
Temporal parameters of the feature positive effect |
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Journal Article |
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Year |
1979 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
92 |
Issue |
4 |
Pages |
703-710 |
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Animals; Columbidae; Conditioning, Operant; *Discrimination Learning; Form Perception; Male; *Time Perception |
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Trial duration and intertrial interval duration were parametrically varied between groups of pigeons exposed to a discrimination involving the presence vs. the absence of a dot. Half the groups received the dot as the positive stimulus (feature positive groups) and half the groups received the dot as the negative stimulus (feature negative groups). Faster learning by the feature positive birds (feature positive effect) was found when the trial duration was short (5 sec) regardless of whether the intertrial interval was short (5 sec) or long (30 sec). No evidence for a feature positive effect was found when the trial duration was long (30 sec) regardless of the length of the intertrial interval (30 sec or 180 sec). The results suggest that short trial duration is a necessary condition for the occurrence of the feature positive effect, and neither intertrial interval nor trial duration/intertrial interval ratio are important for its occurrence. The suggestion that mechanisms underlying the feature positive effect and autoshaping might be similar was not supported by the present experiment since the trial duration/intertrial interval ration parameter appears to play an important role in autoshaping but not the feature positive effect. |
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0002-9556 |
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PMID:532834 |
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refbase @ user @ |
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269 |
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Author |
Hogan, D.E.; Zentall, T.R.; Pace, G. |
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Title |
Control of pigeons' matching-to-sample performance by differential sample response requirements |
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Journal Article |
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1983 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
96 |
Issue |
1 |
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37-49 |
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Animals; Association; *Color Perception; Columbidae; Cues; *Discrimination Learning; Reinforcement Schedule; Time Factors |
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Pigeons were trained on a matching-to-sample task in which sample hue and required sample-specific observing behavior provided redundant, relevant cues for correct choices. On trials that involved red and yellow hues as comparison stimuli, a fixed-ratio 16 schedule (FR 16) was required to illuminate the comparisons when the sample was red, and a differential-reinforcement-of-low-rates 3-sec schedule (DRL 3-sec) was required when the sample was yellow. On trials involving blue and green hues as comparison stimuli, an FR 16 schedule was required when the sample was blue and a DRL 3-sec schedule was required when the sample was green. For some pigeons, a 0-sec delay intervened between sample offset and comparison onset, whereas other pigeons experienced a random mixture of 0-sec and 2-sec delay trials. Test trial performance at 0-sec delay indicated that sample-specific behavior controlled choice performance considerably more than sample hue did. Test performance was independent of whether original training involved all 0-sec delay trials or a mixture of 0-sec and 2-sec delays. Sample-specific observing response requirements appear to facilitate pigeons' matching-to-sample performance by strengthening associations between the observing response and correct choice. |
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0002-9556 |
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PMID:6859346 |
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refbase @ user @ |
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265 |
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Nallan, G.B.; Pace, G.M.; McCoy, D.F.; Zentall, T.R. |
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Title |
The role of elicited responding in the feature-positive effect |
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Journal Article |
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Year |
1983 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
96 |
Issue |
3 |
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377-390 |
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Animals; Color Perception; Columbidae; *Discrimination (Psychology); Male; Practice (Psychology); Reinforcement (Psychology); Time Factors |
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Hearst and Jenkins proposed in 1974 that elicited responding accounts for the feature-positive effect. To test this position, pigeons were exposed to a feature-positive or feature-negative discrimination between successively presented displays--one consisted of a red and a green response key and the other consisted of two green response keys. There were four main conditions: 5-5 (5-sec trials, 5-sec intertrial intervals), 5-30, 30-30, and 30-180. Conditions 5-30 and 30-180 should produce the largest amount of elicited responding, and therefore the largest feature-positive effects. A response-independent bird was yoked to each response-dependent bird to allow direct assessment of the amount of elicited responding generated by each condition. Contrary to the predictions by Hearst and Jenkins's theory, response-dependent birds showed large feature-positive effects in each condition. The largest feature-positive effect was obtained in condition 5-5. Response-independent birds produced similar results, but manifested low response rates. |
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0002-9556 |
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PMID:6650707 |
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refbase @ user @ |
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266 |
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