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Author |
Kaiser, D.H.; Zentall, T.R.; Neiman, E. |
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Title |
Timing in pigeons: effects of the similarity between intertrial interval and gap in a timing signal |
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Journal Article |
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Year |
2002 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
28 |
Issue |
4 |
Pages |
416-422 |
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Keywords |
Animals; *Attention; Columbidae; *Conditioning, Operant; Discrimination Learning; Mental Recall; Probability Learning; *Reinforcement (Psychology); *Reinforcement Schedule; Retention (Psychology); Time Factors; *Time Perception/physiology |
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Abstract |
Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately. |
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Department of Psychology, East Carolina University, Greenville, North Carolina 27858, USA. kaiserd@mail.ecu.edu |
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0097-7403 |
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PMID:12395499 |
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refbase @ user @ |
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238 |
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Author |
Dougherty, D.M.; Lewis, P. |
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Title |
Stimulus generalization, discrimination learning, and peak shift in horses |
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Journal Article |
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Year |
1991 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
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Volume |
56 |
Issue |
1 |
Pages |
97-104 |
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Keywords |
Animals; *Appetitive Behavior; Attention; *Conditioning, Operant; *Discrimination Learning; Female; *Generalization, Stimulus; Horses/*psychology; Male; *Pattern Recognition, Visual; Size Perception |
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Abstract |
Using horses, we investigated three aspects of the stimulus control of lever-pressing behavior: stimulus generalization, discrimination learning, and peak shift. Nine solid black circles, ranging in size from 0.5 in. to 4.5 in. (1.3 cm to 11.4 cm) served as stimuli. Each horse was shaped, using successive approximations, to press a rat lever with its lip in the presence of a positive stimulus, the 2.5-in. (6.4-cm) circle. Shaping proceeded quickly and was comparable to that of other laboratory organisms. After responding was maintained on a variable-interval 30-s schedule, stimulus generalization gradients were collected from 2 horses prior to discrimination training. During discrimination training, grain followed lever presses in the presence of a positive stimulus (a 2.5-in circle) and never followed lever presses in the presence of a negative stimulus (a 1.5-in. [3.8-cm] circle). Three horses met a criterion of zero responses to the negative stimulus in fewer than 15 sessions. Horses given stimulus generalization testing prior to discrimination training produced symmetrical gradients; horses given discrimination training prior to generalization testing produced asymmetrical gradients. The peak of these gradients shifted away from the negative stimulus. These results are consistent with discrimination, stimulus generalization, and peak-shift phenomena observed in other organisms. |
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Department of Psychology, Ohio University, Athens 45701 |
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0022-5002 |
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PMID:1940765 |
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1764 |
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Okamoto, S.; Tomonaga, M.; Ishii, K.; Kawai, N.; Tanaka, M.; Matsuzawa, T. |
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Title |
An infant chimpanzee (Pan troglodytes) follows human gaze |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
2 |
Pages |
107-114 |
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Keywords |
Animals; Animals, Newborn/*psychology; Attention; *Cognition; Conditioning, Operant; Male; Pan troglodytes/*psychology; *Social Behavior; *Visual Perception |
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Abstract |
The ability of non-human primates to follow the gaze of other individuals has recently received much attention in comparative cognition. The aim of the present study was to investigate the emergence of this ability in a chimpanzee infant. The infant was trained to look at one of two objects, which an experimenter indicated by one of four different cue conditions: (1) tapping on the target object with a finger; (2) pointing to the target object with a finger; (3) gazing at the target object with head orientation; or (4) glancing at the target object without head orientation. The subject was given food rewards independently of its responses under the first three conditions, so that its responses to the objects were not influenced by the rewards. The glancing condition was tested occasionally, without any reinforcement. By the age of 13 months, the subject showed reliable following responses to the object that was indicated by the various cues, including glancing alone. Furthermore, additional tests clearly showed that the subject's performance was controlled by the “social” properties of the experimenter-given cues but not by the non-social, local-enhancing peripheral properties. |
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Department of Psychology, School of Letters, Nagoya University, Nagoya, Aichi 464-8601, Japan. sokamot@yahoo.co.jp |
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1435-9448 |
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PMID:12150035 |
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Equine Behaviour @ team @ |
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2609 |
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Author |
Fremouw, T.; Herbranson, W.T.; Shimp, C.P. |
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Title |
Dynamic shifts of pigeon local/global attention |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
4 |
Pages |
233-243 |
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Keywords |
Animals; Attention/*physiology; *Behavior, Animal; Columbidae/*physiology; Male; Reaction Time; Visual Perception/*physiology |
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It has previously been shown that pigeons can shift attention between parts and wholes of complex stimuli composed of larger, “global” characters constructed from smaller, “local” characters. The base-rate procedure used biased target level within any condition at either the local or global level; targets were more likely at one level than at the other. Biasing of target level in this manner demonstrated shifts of local/global attention over a time span consisting of several days with a fixed base rate. Experiment 1 examined the possibility that pigeons can shift attention between local and global levels of perceptual analysis in seconds rather than days. The experiment used priming cues the color of which predicted on a trial-by-trial basis targets at different perceptual levels. The results confirmed that pigeons, like humans, can display highly dynamic stimulus-driven shifts of local/global attention. Experiment 2 changed spatial relations between features of priming cues and features of targets within a task otherwise similar to that used in experiment 1. It was predicted that this change in cues might affect asymmetry but not the occurrence of a priming effect. A priming effect was again obtained, thereby providing generality to the claim that pigeons can learn that trial-by-trial primes predict targets at different levels of perceptual analysis. Pigeons can display perceptual, stimulus-driven priming of a highly dynamic nature. |
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Department of Psychology, University of California-Berkeley, Berkeley, CA 94720-1650, USA |
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1435-9448 |
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PMID:12461601 |
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no |
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Equine Behaviour @ team @ |
Serial |
2589 |
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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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Abstract |
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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ISSN |
0376-6357 |
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Notes |
PMID:16095851 |
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no |
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Call Number |
refbase @ user @ |
Serial |
222 |
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Author |
Zentall, T.R. |
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Title |
Selective and divided attention in animals |
Type |
Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
69 |
Issue |
1 |
Pages |
1-15 |
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Keywords |
Animals; *Attention; *Behavior, Animal; *Discrimination (Psychology); *Field Dependence-Independence; *Psychological Theory |
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This article reviews some of the research on attentional processes in animals. In the traditional approach to selective attention, it is proposed that in addition to specific response attachments, animals also learn something about the dimension along which the stimuli fall (e.g., hue, brightness, or line orientation). More recently, there has been an attempt to find animal analogs to methodologies originally applied to research with humans. One line of research has been directed to the question of whether animals can locate a target among distracters faster if they are prepared for the presentation of the target (search image and priming). In the study of search image, the target is typically a food item and the cue consists of previous trials on which the same target is presented. In research on priming effects, the cue is typically different from the target but is a good predictor of its occurrence. The study of preattentive processes shows that perceptually, certain stimuli stand out from distracters better than others, depending not only on characteristics of the target relative to the distracters, but also on relations among the distracters. Research on divided attention is examined with the goal of determining whether an animal can process two elements of a compound sample with the same efficiency as one. Taken together, the reviewed research indicates that animals are capable of centrally (not just peripherally) attending to selective aspects of a stimulus display. |
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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:15795066 |
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no |
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Call Number |
refbase @ user @ |
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224 |
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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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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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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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Notes |
PMID:7714447 |
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Call Number |
refbase @ user @ |
Serial |
256 |
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Author |
Zentall, T.R.; Sherburne, L.M. |
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Title |
Transfer of value from S+ to S- in a simultaneous discrimination |
Type |
Journal Article |
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Year |
1994 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
20 |
Issue |
2 |
Pages |
176-183 |
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Keywords |
Animals; *Appetitive Behavior; Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; Motivation; Orientation; Pattern Recognition, Visual; *Problem Solving; *Reinforcement Schedule; *Transfer (Psychology) |
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Abstract |
Value transfer theory has been proposed to account for transitive inference effects (L. V. Fersen, C. D. L. Wynne, J. D. Delius, & J. E. R. Staddon, 1991), in which following training on 4 simultaneous discriminations (A+B-, B+C-, C+D-, D+E-) pigeons show a preference for B over D. According to this theory, some of the value of reinforcement acquired by each S+ transfers to the S-. In the transitive inference experiment, C (associated with both reward and nonreward) can transfer less value to D than A (associated only with reward) can transfer to B. Support for value transfer theory was demonstrated in 2 experiments in which an S- presented in the context of a stimulus to which responses were always reinforced (S+) was preferred over an S- presented in the context of a stimulus to which responses were sometimes reinforced (S +/-). |
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Department of Psychology, University of Kentucky, Lexington 40506 |
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0097-7403 |
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PMID:8189186 |
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no |
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Call Number |
refbase @ user @ |
Serial |
258 |
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Permanent link to this record |
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Author |
Zentall, T.R.; Riley, D.A. |
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Title |
Selective attention in animal discrimination learning |
Type |
Journal Article |
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Year |
2000 |
Publication |
The Journal of general psychology |
Abbreviated Journal |
J Gen Psychol |
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Volume |
127 |
Issue |
1 |
Pages |
45-66 |
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Keywords |
Animals; Attention/*physiology; Behavior, Animal/physiology; Conditioning (Psychology)/physiology; Cues; Discrimination Learning/*physiology; Generalization, Response; Rats |
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Abstract |
The traditional approach to the study of selective attention in animal discrimination learning has been to ask if animals are capable of the central selective processing of stimuli, such that certain aspects of the discriminative stimuli are partially or wholly ignored while their relationships to each other, or other relevant stimuli, are processed. A notable characteristic of this research has been that procedures involve the acquisition of discriminations, and the issue of concern is whether learning is selectively determined by the stimulus dimension defined by the discriminative stimuli. Although there is support for this kind of selective attention, in many cases, simpler nonattentional accounts are sufficient to explain the results. An alternative approach involves procedures more similar to those used in human information-processing research. When selective attention is studied in humans, it generally involves the steady state performance of tasks for which there is limited time allowed for stimulus input and a relatively large amount of relevant information to be processed; thus, attention must be selective or divided. When this approach is applied to animals and alternative accounts have been ruled out, stronger evidence for selective or divided attention in animals has been found. Similar processes are thought to be involved when animals search more natural environments for targets. Finally, an attempt is made to distinguish these top-down attentional processes from more automatic preattentional processes that have been studied in humans and other animals. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@pop.uky.edu |
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0022-1309 |
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PMID:10695951 |
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no |
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Call Number |
refbase @ user @ |
Serial |
250 |
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Author |
Zentall, T.R. |
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Title |
A cognitive behaviorist approach to the study of animal behavior |
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Journal Article |
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Year |
2002 |
Publication |
The Journal of general psychology |
Abbreviated Journal |
J Gen Psychol |
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Volume |
129 |
Issue |
4 |
Pages |
328-363 |
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Keywords |
Animals; *Attention; *Behavior, Animal; *Cognition; Learning; *Memory; Social Behavior |
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Abstract |
Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@uky.edu |
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0022-1309 |
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PMID:12494989 |
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no |
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Call Number |
refbase @ user @ |
Serial |
214 |
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