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Author |
Lonon, A.M.; Zentall, T.R. |
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Title |
Transfer of value from S+ to S- in simultaneous discriminations in humans |
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Journal Article |
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Year |
1999 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
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Volume |
112 |
Issue |
1 |
Pages |
21-39 |
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Keywords |
Adolescent; Adult; Animals; Color Perception; Columbidae; Conditioning, Classical; *Discrimination Learning; Female; Humans; Male; Middle Aged; *Motivation; Orientation; Pattern Recognition, Visual; Psychomotor Performance; Reaction Time; *Transfer (Psychology) |
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When animals learn a simultaneous discrimination, some of the value of the positive stimulus (S+) appears to transfer to the negative stimulus (S-). The present experiments demonstrate that such value transfer can also be found in humans. In Experiment 1 humans were trained on 2 simple simultaneous discriminations, the first between a highly positive stimulus, A (1,000 points); and a negative stimulus, B (0 points); and the second between a less positive stimulus, C (100 points); and a negative stimulus, D (0 points). On test trials, most participants preferred B over D. In Experiments 2 and 3 the value of the 2 original discriminations was equated in training (A[100]B[0] and C[100]D[0]). In Experiment 2 the values of the positive stimuli were then altered (A[1,000]C[0]); again, most participants preferred B over D. In Experiment 3, however, when the values of B and D were altered (B[1,000]D[0]), participants were indifferent to A and C. Thus, the mechanism that underlies value transfer in humans appears to be related to Pavlovian second-order conditioning. Similar mechanisms may be involved in assimilation processes in social contexts. |
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University of Kentucky, USA |
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0002-9556 |
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PMID:10696277 |
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no |
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refbase @ user @ |
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249 |
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Author |
Pepperberg, I.M. |
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Title |
In search of king Solomon's ring: cognitive and communicative studies of Grey parrots (Psittacus erithacus) |
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Journal Article |
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Year |
2002 |
Publication |
Brain, behavior and evolution |
Abbreviated Journal |
Brain Behav Evol |
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59 |
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1-2 |
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54-67 |
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*Animal Communication; Animals; Attention/physiology; Cognition/*physiology; Cues; Form Perception/physiology; Humans; Intelligence; Learning/physiology; Male; Models, Psychological; Parrots/*physiology; Psychomotor Performance/physiology; Reward; Social Behavior |
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During the past 24 years, I have used a modeling technique (M/R procedure) to train Grey parrots to use an allospecific code (English speech) referentially; I then use the code to test their cognitive abilities. The oldest bird, Alex, labels more than 50 different objects, 7 colors, 5 shapes, quantities to 6, 3 categories (color, shape, material) and uses 'no', 'come here', wanna go X' and 'want Y' (X and Y are appropriate location or item labels). He combines labels to identify, request, comment upon or refuse more than 100 items and to alter his environment. He processes queries to judge category, relative size, quantity, presence or absence of similarity/difference in attributes, and show label comprehension. He semantically separates labeling from requesting. He thus exhibits capacities once presumed limited to humans or nonhuman primates. Studies on this and other Greys show that parrots given training that lacks some aspect of input present in M/R protocols (reference, functionality, social interaction) fail to acquire referential English speech. Examining how input affects the extent to which parrots acquire an allospecific code may elucidate mechanisms of other forms of exceptional learning: learning unlikely in the normal course of development but that can occur under certain conditions. |
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The MIT Media Lab, Cambridge, Mass. 02139, USA. impepper@media.mit.edu |
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0006-8977 |
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PMID:12097860 |
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refbase @ user @ |
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579 |
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Acuna, B.D.; Sanes, J.N.; Donoghue, J.P. |
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Title |
Cognitive mechanisms of transitive inference |
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Journal Article |
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Year |
2002 |
Publication |
Experimental brain research. Experimentelle Hirnforschung. Experimentation cerebrale |
Abbreviated Journal |
Exp Brain Res |
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146 |
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1 |
Pages |
1-10 |
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Adolescent; Adult; Attention/*physiology; Cognition/*physiology; Female; Humans; Learning/physiology; Linear Models; Male; Photic Stimulation; Psychomotor Performance/physiology; Reaction Time/physiology |
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We examined how the brain organizes interrelated facts during learning and how the facts are subsequently manipulated in a transitive inference (TI) paradigm (e.g., if A<B and B<C, then A<C). This task determined features such as learned facts and behavioral goals, but the learned facts could be organized in any of several ways. For example, if one learns a list by operating on paired items, the pairs may be stored individually as separate facts and reaction time (RT) should decrease with learning. Alternatively, the pairs may be stored as a single, unified list, which may yield a different RT pattern. We characterized RT patterns that occurred as participants learned, by trial and error, the predetermined order of 11 shapes. The task goal was to choose the shape occurring closer to the end of the list, and feedback about correctness was provided during this phase. RT increased even as its variance decreased during learning, suggesting that the learnt knowledge became progressively unified into a single representation, requiring more time to manipulate as participants acquired relational knowledge. After learning, non-adjacent (NA) list items were presented to examine how participants reasoned in a TI task. The task goal also required choosing from each presented pair the item occurring closer to the list end, but without feedback. Participants could solve the TI problems by applying formal logic to the previously learnt pairs of adjacent items; alternatively, they could manipulate a single, unified representation of the list. Shorter RT occurred for NA pairs having more intervening items, supporting the hypothesis that humans employ unified mental representations during TI. The response pattern does not support mental logic solutions of applying inference rules sequentially, which would predict longer RT with more intervening items. We conclude that the brain organizes information in such a way that reflects the relations among the items, even if the facts were learned in an arbitrary order, and that this representation is subsequently used to make inferences. |
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Department of Neuroscience, Box 1953, Brown Medical School, Providence, RI 02912, USA |
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0014-4819 |
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PMID:12192572 |
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no |
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refbase @ user @ |
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602 |
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Sterling, E.J.; Povinelli, D.J. |
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Title |
Tool use, aye-ayes, and sensorimotor intelligence |
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Journal Article |
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Year |
1999 |
Publication |
Folia Primatologica; International Journal of Primatology |
Abbreviated Journal |
Folia Primatol (Basel) |
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70 |
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1 |
Pages |
8-16 |
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Animals; *Behavior, Animal; Feeding Behavior; Female; *Intelligence; Male; Problem Solving; *Psychomotor Performance; Strepsirhini/*physiology/psychology |
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Humans, chimpanzees, capuchins and aye-ayes all display an unusually high degree of encephalization and diverse omnivorous extractive foraging. It has been suggested that the high degree of encephalization in aye-ayes may be the result of their diverse, omnivorous extractive foraging behaviors. In combination with certain forms of tool use, omnivorous extractive foraging has been hypothesized to be linked to higher levels of sensorimotor intelligence (stages 5 or 6). Although free-ranging aye-ayes have not been observed to use tools directly in the context of their extractive foraging activities, they have recently been reported to use lianas as tools in a manner that independently suggests that they may possess stage 5 or 6 sensorimotor intelligence. Although other primate species which display diverse, omnivorous extractive foraging have been tested for sensorimotor intelligence, aye-ayes have not. We report a test of captive aye-ayes' comprehension of tool use in a situation designed to simulate natural conditions. The results support the view that aye-ayes do not achieve stage 6 comprehension of tool use, but rather may use trial-and-error learning to develop tool-use behaviors. Other theories for aye-aye encephalization are considered. |
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Deutsches Primatenzentrum, Gottingen, Germany |
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0015-5713 |
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PMID:10050062 |
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Equine Behaviour @ team @ |
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4178 |
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Lagarde, J.; Kelso, J.A.S.; Peham, C.; Licka, T. |
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Title |
Coordination dynamics of the horse-rider system |
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Journal Article |
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Year |
2005 |
Publication |
Journal of Motor Behavior |
Abbreviated Journal |
J Mot Behav |
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37 |
Issue |
6 |
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418-424 |
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Animals; Biomechanics; *Horses; Humans; Professional Competence; Psychomotor Performance/*physiology; *Sports; Time Factors |
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The authors studied the interaction between rider and horse by measuring their ensemble motions in a trot sequence, comparing 1 expert and 1 novice rider. Whereas the novice's movements displayed transient departures from phase synchrony, the expert's motions were continuously phase-matched with those of the horse. The tight ensemble synchrony between the expert and the horse was accompanied by an increase in the temporal regularity of the oscillations of the trunk of the horse. Observed differences between expert and novice riders indicated that phase synchronization is by no means perfect but requires extended practice. Points of contact between horse and rider may haptically convey effective communication between them. |
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Center for Complex Systems and Brain Sciences, Florida Atlantic University, Boca Raton, FL 33431-771, USA. lagarde@ccs.fau.edu |
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0022-2895 |
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PMID:16280312 |
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no |
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Equine Behaviour @ team @ |
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4034 |
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Author |
Parr, L.A.; Hopkins, W.D.; de Waal, F.B. |
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Title |
Haptic discrimination in capuchin monkeys (Cebus apella): evidence of manual specialization |
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Journal Article |
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Year |
1997 |
Publication |
Neuropsychologia |
Abbreviated Journal |
Neuropsychologia |
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35 |
Issue |
2 |
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143-152 |
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Aging/psychology; Animals; Cebus; Cues; Discrimination (Psychology)/*physiology; Female; Functional Laterality/*physiology; Male; Psychomotor Performance/physiology; Sex Characteristics; Touch/physiology |
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Two experiments investigated the effects of haptic and visual discrimination on hand preference in 22 brown capuchin monkeys (Cebus apella). The percentage of left-handed subjects in Experiment 1 were 63.6%, 45.5%, and 18.2% for haptic, bipedal, and quadrupedal reaching, respectively. In Experiment 2, the haptic demands of the task were manipulated by using additional food types and another tactile medium. Left-hand preferences were further strengthened when reaching into water compared to pineshavings in Experiment 1. Reaching with no tactile interference resulted in equal numbers of lateralized and nonlateralized subjects. These results show that when reaching demands the use of haptic cues, as opposed to visual ones, monkeys shift towards greater left hand use. This is consistent with what is known about right hemisphere superiority for haptic discrimination in humans. |
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Division of Psychobiology, Yerkes Regional Primate Research Center, Atlanta, GA 30329, USA. parr@rmy.-emory.edu |
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0028-3932 |
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PMID:9025118 |
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no |
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refbase @ user @ |
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201 |
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Author |
Poti, P. |
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Title |
Chimpanzees' constructional praxis (Pan paniscus, P. troglodytes) |
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Journal Article |
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2005 |
Publication |
Primates |
Abbreviated Journal |
Primates |
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46 |
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2 |
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103-113 |
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Animals; *Cognition; *Discrimination Learning; Female; Male; Pan troglodytes/*physiology; Psychomotor Performance/*physiology; Spatial Behavior/*physiology; Species Specificity |
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This study investigated chimpanzees' spontaneous spatial constructions with objects and especially their ability to repeat inter-object spatial relations, which is basic to understanding spatial relations at a higher level than perception or recognition. Subjects were six chimpanzees-four chimpanzees and two bonobos-aged 6-21 years, all raised in a human environment from an early age. Only minor species differences, but considerable individual differences were found. The effect of different object samples was assessed through a comparison with a previous study. A common overall chimpanzee pattern was also found. Chimpanzees repeated different types of inter-object spatial relations such as insertion (I), or vertical (V), or next-to (H) relations. However chimpanzees repeated I or V relations with more advanced procedures than when repeating H relations. Moreover, chimpanzees never repeated combined HV relations. Compared with children, chimpanzees showed a specific difficulty in repeating H relations. Repeating H relations is crucial for representing and understanding multiple reciprocal spatial relations between detached elements and for coordinating independent positions in space. Therefore, the chimpanzees' difficulty indicates a fundamental difference in constructive space in comparison to humans. The findings are discussed in relation to issues of spatial cognition and tool use. |
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Istituto di Scienze e Tecnologie della Cognizione, CNR, via U. Aldrovandi 16b, 00197, Rome, Italy. p.poti@istc.cnr.it |
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0032-8332 |
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PMID:15378424 |
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Equine Behaviour @ team @ |
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2811 |
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Milgram, N.W.; Head, E.; Muggenburg, B.; Holowachuk, D.; Murphey, H.; Estrada, J.; Ikeda-Douglas, C.J.; Zicker, S.C.; Cotman, C.W. |
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Title |
Landmark discrimination learning in the dog: effects of age, an antioxidant fortified food, and cognitive strategy |
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Journal Article |
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Year |
2002 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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26 |
Issue |
6 |
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679-695 |
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Age Factors; Aging/*physiology; Analysis of Variance; Animals; Antioxidants/*pharmacology; Blood Chemical Analysis/methods; Cognition/*physiology; *Diet; Discrimination Learning/*drug effects/*physiology; Distance Perception/drug effects/physiology; Dogs/physiology; Female; Male; Psychomotor Performance/physiology; Retention (Psychology)/drug effects/physiology; Spatial Behavior/*drug effects/*physiology; Task Performance and Analysis; Time Factors; Vitamin E/blood |
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The landmark discrimination learning test can be used to assess the ability to utilize allocentric spatial information to locate targets. The present experiments examined the role of various factors on performance of a landmark discrimination learning task in beagle dogs. Experiments 1 and 2 looked at the effects of age and food composition. Experiments 3 and 4 were aimed at characterizing the cognitive strategies used in performance on this task and in long-term retention. Cognitively equivalent groups of old and young dogs were placed into either a test group maintained on food enriched with a broad-spectrum of antioxidants and mitochondrial cofactors, or a control group maintained on a complete and balanced food formulated for adult dogs. Following a wash-in period, the dogs were tested on a series of problems, in which reward was obtained when the animal responded selectively to the object closest to a thin wooden block, which served as a landmark. In Experiment 1, dogs were first trained to respond to a landmark placed directly on top of coaster, landmark 0 (L0). In the next phase of testing, the landmark was moved at successively greater distances (1, 4 or 10 cm) away from the reward object. Learning varied as a function of age group, food group, and task. The young dogs learned all of the tasks more quickly than the old dogs. The aged dogs on the enriched food learned L0 significantly more rapidly than aged dogs on control food. A higher proportion of dogs on the enriched food learned the task, when the distance was increased to 1cm. Experiment 2 showed that accuracy decreased with increased distance between the reward object and landmark, and this effect was greater in old animals. Experiment 3 showed stability of performance, despite using a novel landmark, and new locations, indicating that dogs learned the landmark concept. Experiment 4 found age impaired long-term retention of the landmark task. These results indicate that allocentric spatial learning is impaired in an age-dependent manner in dogs, and that age also affects performance when the distance between the landmark and target is increased. In addition, these results both support a role of oxidative damage in the development of age-associated cognitive dysfunction and indicate that short-term administration of a food enriched with supplemental antioxidants and mitochondrial cofactors can partially reverse the deleterious effects of aging on cognition. |
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Life Science Division, University of Toronto at Scarborough, 1265 Military Trail, Scarborough, Ont., Canada M1C 1A4. milgram@psych.utoronto.ca |
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0149-7634 |
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PMID:12479842 |
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Equine Behaviour @ team @ |
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2806 |
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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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1766 |
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Dunbar, R.I.M.; McAdam, M.R.; O'connell, S. |
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Mental rehearsal in great apes (Pan troglodytes and Pongo pygmaeus) and children |
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Journal Article |
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2005 |
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Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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69 |
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3 |
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323-330 |
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Algorithms; Animals; Child; Child, Preschool; Food; Frontal Lobe/anatomy & histology/physiology; Humans; *Imagination; Pan troglodytes; Pongo pygmaeus; Problem Solving/*physiology; Psychomotor Performance/physiology; Reward |
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The ability to rehearse possible future courses of action in the mind is an important feature of advanced social cognition in humans, and the “social brain” hypothesis implies that it might also be a feature of primate social cognition. We tested two chimpanzees, six orangutans and 63 children aged 3-7 years on a set of four puzzle boxes, half of which were presented with an opportunity to observe the box before being allowed to open it (“prior view”), the others being given without an opportunity to examine the boxes before handling them (“no prior view”). When learning effects are partialled out, puzzle boxes in the “prior view” condition were opened significantly faster than boxes given in the “no prior view” condition by the children, but not by either of the great apes. The three species differ significantly in the speed with which they opened boxes in the “no prior view” condition. The three species' performance on this task was a function of relative frontal lobe volume, suggesting that it may be possible to identify quantitative neuropsychological differences between species. |
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Evolutionary Psychology Research Group, School of Biological Sciences, University of Liverpool, Biosciences Building, Crown Street, Liverpool L69 7ZB, UK. rimd@liv.ac.uk |
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| |
ISSN |
0376-6357 |
ISBN |
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Medium |
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| |
Area |
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Expedition |
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Conference |
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Notes |
PMID:15896530 |
Approved |
no |
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| |
Call Number |
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Serial |
2097 |
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| Permanent link to this record |
