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Author |
Tebbich, S.; Seed, A.M.; Emery, N.J.; Clayton, N.S. |
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Title |
Non-tool-using rooks, Corvus frugilegus, solve the trap-tube problem |
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Journal Article |
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Year |
2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume  |
10 |
Issue |
2 |
Pages |
225-231 |
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Keywords |
Animals; Behavior, Animal/*physiology; Cognition/*physiology; Crows/*physiology; Female; Male; Problem Solving/*physiology |
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Abstract |
The trap-tube problem is used to assess whether an individual is able to foresee the outcome of its actions. To solve the task, an animal must use a tool to push a piece of food out of a tube, which has a trap along its length. An animal may learn to avoid the trap through a rule based on associative processes, e.g. using the distance of trap or food as a cue, or by understanding relations between cause and effect. This task has been used to test physical cognition in a number of tool-using species, but never a non-tool-user. We developed an experimental design that enabled us to test non-tool-using rooks, Corvus frugilegus. Our modification of the task removed the cognitive requirements of active tool use but still allowed us to test whether rooks can solve the trap-tube problem, and if so how. Additionally, we developed two new control tasks to determine whether rooks were able to transfer knowledge to similar, but novel problems, thus revealing more about the mechanisms involved in solving the task. We found that three out of seven rooks solved the modified trap-tube problem task, showing that the ability to solve the trap-tube problem is not restricted to tool-using animals. We found no evidence that the birds solved the task using an understanding of its causal properties, given that none of the birds passed the novel transfer tasks. |
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Department of Experimental Psychology, University of Cambridge, Cambridge, CB2 3EB, UK. st281@cam.ac.uk |
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1435-9448 |
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PMID:17171360 |
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Equine Behaviour @ team @ |
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2429 |
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Author |
Clement, T.S.; Zentall, T.R. |
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Title |
Development of a single-code/default coding strategy in pigeons |
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Journal Article |
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Year |
2000 |
Publication |
Psychological science : a journal of the American Psychological Society / APS |
Abbreviated Journal |
Psychol Sci |
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Volume |
11 |
Issue |
3 |
Pages |
261-264 |
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Keywords |
Animals; Attention; Columbidae; *Discrimination Learning; Female; Male; *Pattern Recognition, Visual; *Problem Solving; Retention (Psychology) |
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Abstract |
We tested the hypothesis that pigeons could use a cognitively efficient coding strategy by training them on a conditional discrimination (delayed symbolic matching) in which one alternative was correct following the presentation of one sample (one-to-one), whereas the other alternative was correct following the presentation of any one of four other samples (many-to-one). When retention intervals of different durations were inserted between the offset of the sample and the onset of the choice stimuli, divergent retention functions were found. With increasing retention interval, matching accuracy on trials involving any of the many-to-one samples was increasingly better than matching accuracy on trials involving the one-to-one sample. Furthermore, following this test, pigeons treated a novel sample as if it had been one of the many-to-one samples. The data suggest that rather than learning each of the five sample-comparison associations independently, the pigeons developed a cognitively efficient single-code/default coding strategy. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506, USA |
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0956-7976 |
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PMID:11273414 |
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refbase @ user @ |
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246 |
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Menzel, E.W.J. |
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Title |
Communication about the environment in a group of young chimpanzees |
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Year |
1971 |
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Folia Primatologica; International Journal of Primatology |
Abbreviated Journal |
Folia Primatol (Basel) |
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Volume |
15 |
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3 |
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220-232 |
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*Animal Communication; Animals; Environment; Fear; Leadership; *Pan troglodytes; Problem Solving; Social Behavior; Species Specificity; Vocalization, Animal |
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0015-5713 |
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PMID:5120654 |
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Equine Behaviour @ team @ |
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4184 |
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Author |
Rumbaugh, D.M.; Riesen, A.H.; Wright, S.C. |
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Title |
Creative responsiveness to objects: a report of a pilot study with young apes |
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Journal Article |
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Year |
1972 |
Publication |
Folia Primatologica; International Journal of Primatology |
Abbreviated Journal |
Folia Primatol (Basel) |
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Volume |
17 |
Issue |
5 |
Pages |
397-403 |
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Keywords |
Animals; *Creativeness; *Hominidae; Pan troglodytes; Play and Playthings; *Problem Solving |
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0015-5713 |
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PMID:5082622 |
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no |
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Equine Behaviour @ team @ |
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4183 |
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Urcuioli, P.J.; Zentall, T.R. |
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Title |
Transfer across delayed discriminations: evidence regarding the nature of prospective working memory |
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Journal Article |
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Year |
1992 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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18 |
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2 |
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154-173 |
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Keywords |
Animals; *Appetitive Behavior; Attention; *Color Perception; Columbidae; *Discrimination Learning; *Mental Recall; *Pattern Recognition, Visual; Problem Solving; Retention (Psychology); *Transfer (Psychology) |
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Abstract |
Pigeons were trained successively either on 2 delayed simple discriminations or on a delayed simple discrimination followed by delayed matching-to-sample. During subsequent transfer tests, the initial stimuli from the 1st task were substituted for those in the 2nd. Performances transferred immediately if both sets of initial stimuli had been associated with the presence versus absence of food on their respective retention tests, and the direction of transfer (positive or negative) depended on whether the substitution involved stimuli with identical or different outcome associates. No transfer was found, however, when the initial stimuli were associated with different patterns of responding but food occurred at the end of every trial. These results are consistent with outcome expectancy mediation but are incompatible with response intention and retrospective coding accounts. |
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Department of Psychological Sciences, Purdue University, West Lafayette, Indiana 47907-1364 |
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0097-7403 |
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PMID:1583445 |
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no |
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refbase @ user @ |
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260 |
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Zentall, T.R.; Sherburne, L.M. |
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Title |
Transfer of value from S+ to S- in a simultaneous discrimination |
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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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20 |
Issue |
2 |
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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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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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refbase @ user @ |
Serial |
258 |
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Author |
Brodbeck, D.R. |
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Title |
Picture fragment completion: priming in the pigeon |
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Journal Article |
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Year |
1997 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
23 |
Issue |
4 |
Pages |
461-468 |
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Keywords |
Animals; *Attention; *Awareness; Columbidae; *Mental Recall; *Pattern Recognition, Visual; *Perceptual Masking; Problem Solving |
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It has been suggested that the system behind implicit memory in humans is evolutionarily old and that animals should readily show priming. In Experiment 1, a picture fragment completion test was used to test priming in pigeons. After pecking a warning stimulus, pigeons were shown 2 partially obscured pictures from different categories and were always reinforced for choosing a picture from one of the categories. On control trials, the warning stimulus was a picture of some object (not from the S+ or S- category), on study trials the warning stimulus was a picture to be categorized on the next trial, and on test trials the warning stimulus was a randomly chosen picture and the S+ picture was the warning stimulus seen on the previous trial. Categorization was better on study and test trials than on control trials. Experiment 2 ruled out the possibility that the priming effect was caused by the pigeons' responding to familiarity by using warning stimuli from both S+ and S- categories. Experiment 3 investigated the time course of the priming effect. |
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Department of Psychology, University of Western Ontario, London, Ontario, Canada. brodbeck@thunderbird.auc.laurentian.ca |
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0097-7403 |
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PMID:9411019 |
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no |
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Equine Behaviour @ team @ |
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2777 |
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Author |
Levin, L.E. |
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Title |
Passage order through different pathways in groups of schooling fish, and the diversified leadership hypothesis |
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Journal Article |
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Year |
1996 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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37 |
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1 |
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1-8 |
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Animal sociality; Inter-individual variability; Aggregation-dispersion; Group problem solving |
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The diversified leadership hypothesis proposes that different individuals within a school of fish act as leaders in different circumstances. This `circumstantial leadership' results from inter-individual behavioral variability and a `cohesion-dispersion' tendency modulated by `failure-success' contingencies. The hypothesis predicts that when offered different pathways to escape the restriction of their swimming space, individuals within a group of fish will show 1. (a) consistent passage orders in each pathway, but2. (b) different passage orders in different pathways. Using an avoidance paddle and three different groups of fish (Aphyocharax erithrurus) the results confirmed prediction 1. (a) while prediction2. (b) was verified only in one group. |
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Equine Behaviour @ team @ room B 3.029 |
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2069 |
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Author |
Birch, H.G. |
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Title |
The relation of previous experience to insightful problem-solving |
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Journal Article |
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Year |
1945 |
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Journal of Comparative Psychology |
Abbreviated Journal |
J Comp Psychol |
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38 |
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367-383 |
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Keywords |
Humans; *Problem Solving; *Psychology, Comparative; *PSYCHOLOGY/comparative |
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0021-9940 |
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PMID:21010765 |
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Equine Behaviour @ team @ |
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6554 |
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Author |
Heyes, C.M.; Dawson, G.R. |
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A demonstration of observational learning in rats using a bidirectional control |
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Journal Article |
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1990 |
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Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology |
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Q J Exp Psychol B |
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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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