Zentall, T. R. (1999). Support for a theory of memory for event duration must distinguish between test-trial ambiguity and actual memory loss. J Exp Anal Behav, 72(3), 467–472.
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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Farmer-Dougan, V., & Dougan, J. (1999). The Man Who Listens To Behavior: Folk Wisdom And Behavior Analysis From A Real Horse Whisperer. J Exp Anal Behav, 72(1), 139–149.
Abstract: The popular novel and movie The Horse Whisperer are based on the work of several real-life horse
whisperers, the most famous of whom is Monty Roberts. Over the last 50 years, Roberts has developed
a technique for training horses that is both more effective and less aversive than traditional training
techniques. An analysis of Roberts` methods (as described in his book, The Man Who Listens to Horses)
indicates a deep understanding of behavioral principles including positive reinforcement, timeout,
species-specific defense reactions, learned helplessness, and the behavioral analysis of language.
Roberts developed his theory and techniques on the basis of personal experience and folk wisdom,
and not as the result of formal training in behavior analysis. Behavior analysts can clearly learn from
such insightful yet behaviorally incorrect practitioners, just as such practitioners can benefit from
the objective science of behavior analysts.
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Miyashita, Y., Nakajima, S., & Imada, H. (2000). Differential outcome effect in the horse. J Exp Anal Behav, 74(2), 245–253.
Abstract: hree horses were trained with a discrimination task in which the color (blue or yellow) of a center panel signaled the correct (left or right) response (lever press). Reinforcing outcomes for the two correct color-position combinations (blue-left and yellow-right) were varied across phases. Discrimination performance was better when the combinations were differentially reinforced by two types of food (chopped carrot pieces and a solid food pellet) than when the combinations were randomly reinforced by these outcomes or when there was a common reinforcer for each of the correct combinations. However, the discrimination performance established by the differential outcome procedure was still 80% to 90% correct, and an analysis of two-trial sequences revealed that the stimulus color of the preceding trial interfered with discrimination performance on a given trial. Our demonstration of the differential outcome effect in the horse and its further analysis might contribute to more efficient control of equine behavior in the laboratory as well as in horse sports.
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Zentall, T. R., Galizio, M., & Critchfied, T. S. (2002). Categorization, concept learning, and behavior analysis: an introduction. J Exp Anal Behav, 78(3), 237–248.
Abstract: Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To introduce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we define key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and briefly identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective.
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Lazareva, O. F., Smirnova, A. A., Bagozkaja, M. S., Zorina, Z. A., Rayevsky, V. V., & Wasserman, E. A. (2004). Transitive responding in hooded crows requires linearly ordered stimuli. J Exp Anal Behav, 82(1), 1–19.
Abstract: Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding.
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