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Fabre-Thorpe, M.; Fagot, J.; Lorincz, E.; Levesque, F.,; Vauclair, J. |
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Title |
Laterality in cats: Paw preference and performance in a visuomotor activity. |
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1993 |
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Cortex |
Abbreviated Journal |
Cortex |
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29 |
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15-24 |
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In a two-choice discrimination paradigm, a bottlenose dolphin discriminated relational dimensions between visual numerosity stimuli under monocular viewing conditions. After prior binocular acquisition of the task, two monocular test series with different number stimuli were conducted. In accordance with recent studies on visual lateralization in the bottlenose dolphin, our results revealed an overall advantage of the right visual field. Due to the complete decussation of the optic nerve fibers, this suggests a specialization of the left hemisphere for analysing relational features between stimuli as required in tests for numerical abilities. These processes are typically right hemisphere-based in other mammals (including humans) and birds. The present data provide further evidence for a general right visual field advantage in bottlenose dolphins for visual information processing. It is thus assumed that dolphins possess a unique functional architecture of their cerebral asymmetries. |
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Bottlenose dolphin; Hemispheric specialization; Monocular vision; Numerical ability |
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Equine Behaviour @ team @ |
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5367 |
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Fagot, J.; Kruschke, J.K.; Dépy, D.; Vauclair, J. |
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Associative learning in baboons (Papio papio) and humans (Homo sapiens): species differences in learned attention to visual features |
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Journal Article |
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Year |
1998 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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1 |
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2 |
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123-133 |
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We examined attention shifting in baboons and humans during the learning of visual categories. Within a conditional matching-to-sample task, participants of the two species sequentially learned two two-feature categories which shared a common feature. Results showed that humans encoded both features of the initially learned category, but predominantly only the distinctive feature of the subsequently learned category. Although baboons initially encoded both features of the first category, they ultimately retained only the distinctive features of each category. Empirical data from the two species were analyzed with the 1996 ADIT connectionist model of Kruschke. ADIT fits the baboon data when the attentional shift rate is zero, and the human data when the attentional shift rate is not zero. These empirical and modeling results suggest species differences in learned attention to visual features. |
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Equine Behaviour @ team @ |
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3267 |
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Bovet, D.; Vauclair, J.; Blaye, A. |
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Categorization and abstraction abilities in 3-year-old children: a comparison with monkey data |
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2005 |
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Animal Cognition |
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Anim. Cogn. |
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8 |
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1 |
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53-59 |
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Animals; Child Development; Child, Preschool; *Classification; *Concept Formation; *Discrimination Learning; Female; *Form Perception; Humans; Male; Papio; Pattern Recognition, Visual; *Problem Solving; Species Specificity |
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Three-year-old children were tested on three categorization tasks of increasing levels of abstraction (used with adult baboons in an earlier study): the first was a conceptual categorization task (food vs toys), the second a perceptual matching task (same vs different objects), and the third a relational matching task in which the children had to sort pairs according to whether or not the two items belonged to the same or different categories. The children were tested using two different procedures, the first a replication of the procedure used with the baboons (pulling one rope for a category or a relationship between two objects, and another rope for the other category or relationship), the second a task based upon children's prior experiences with sorting objects (putting in the same box objects belonging to the same category or a pair of objects exemplifying the same relation). The children were able to solve the first task (conceptual categorization) when tested with the sorting into boxes procedure, and the second task (perceptual matching) when tested with both procedures. The children were able to master the third task (relational matching) only when the rules were clearly explained to them, but not when they could only watch sorting examples. In fact, the relational matching task without explanation requires analogy abilities that do not seem to be fully developed at 3 years of age. The discrepancies in performances between children tested with the two procedures, with the task explained or not, and the discrepancies observed between children and baboons are discussed in relation to differences between species and/or problem-solving strategies. |
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Center for Research in Psychology of Cognition, Language and Emotion, Universite de Provence, Aix-en-Provence, France. dbovet@u-paris10.fr |
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1435-9448 |
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PMID:15300466 |
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Equine Behaviour @ team @ |
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2516 |
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