Abstract-concept learning and list-memory processing by capuchin and rhesus monkeys.

Wright, Anthony A.; Rivera, Jacquelyne J.; Katz, Jeffrey S.; Bachevalier, Jocelyne

doi:10.1037/0097-7403.29.3.184

Cited by 64 publications

(87 citation statements)

References 51 publications

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“…These more recent experiments have shown that experience with several examples of same/different relations increases the tendency of pigeons and both old-and new-world monkeys to transfer that training to new stimuli (Katz, Wright, & Bachevalier, 2002;Wright et al, 1988;Wright, Rivera, Katz & Bachevalier, 2003). However, no such constraint or limitation of stimulus set size seems to hold for chimpanzees (Oden, Thompson, & Premack, 1988).…”

Section: Same/different Learningmentioning

confidence: 96%

Concept Learning in Animals

Zentall¹,

Wasserman²,

Lazareva³

et al. 2008

CCBR

166

141

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Generally speaking, the study of concepts in cognitive psychology is anthropocentric with respect to both content and theory. A broader comparative perspective on the various forms of concept learning not only provides a more inclusive view of conceptual behavior, but it also provides a more objective perspective from which to identify underlying processes. We suggest that several of the major varieties of conceptual classes claimed to be uniquely human are also exhibited by nonhuman animals. We present evidence for the formation of several sorts of conceptual stimulus classes by nonhuman animals: perceptual classes involving classification according to the shared attributes of objects, associative classes or functional equivalences in which stimuli form a class based on common associations, relational classes, in which the conceptual relationship between or among stimuli defines the class, and relations between relations, in which the conceptual (analogical) relationship is defined by the relation between classes of stimuli. We conclude that not only are nonhuman animals capable of acquiring a wide variety of concepts, but that the underlying processes that determine concept learning are also likely to be quite similar.

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Section: Same/different Learningmentioning

confidence: 96%

Concept Learning in Animals

Zentall¹,

Wasserman²,

Lazareva³

et al. 2008

CCBR

166

141

View full text Add to dashboard Cite

show abstract

“…This approach to studying abstract-concept learning is supported by positive transfer results from phylogenetically diverse species which were once thought to be incapable of S/D abstract-concept learning (i.e., a qualitative absence in this cognitive module), including language-naïve chimpanzees (Thompson, Oden, & Boysen, 1997), baboons (Bovet & Vauclair, 2001), capuchin monkeys (Wright, Rivera, Katz, & Bachevalier, 2003), rhesus monkeys (Wright, Santiago, Urcuioli, & Sands, 1984), parrots (Pepperberg, 1987), and pigeons . Additional studies have found evidence consistent with S/D abstract-concept learning, however, due to procedural limitations, the results are open to alternative explanations.…”

mentioning

confidence: 94%

Issues in the Comparative Cognition of Abstract-Concept Learning

Katz

Wright

Bodily³

2006

ccbr

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Abstract-concept learning, including same/different and matching-to-sample concept learning, provides the basis for many other forms of "higher" cognition. The issue of which species can learn abstract concepts and the extent to which abstractconcept learning is expressed across species is discussed. Definitive answers to this issue are argued to depend on the subjects' learning strategy (e.g., a relational-learning strategy) and the particular procedures used to test for abstract-concept learning. Some critical procedures that we have identified are: How to present the items to-be-compared (e.g., in pairs), a high criterion for claiming abstract-concept learning (e.g., transfer performance equivalent to baseline performance), and systematic manipulation of the training set (e.g., increases in the number of rule exemplars when transfer is less than baseline performance). The research covered in this article on the recent advancements in abstract-concept learning show this basic ability in higher-order cognitive processing is common to many animal species and that "uniqueness" may be limited more to how quickly new abstract concepts are learned rather than to the ability itself.Abstract concepts are said to be the basis of higher order cognition in human, and no concept is more important than the concept of identity. William James (1890/1950) was perhaps the first to note that our "sense of sameness is the very keel and backbone of our thinking." (p. 459). Over the past century, the ability to judge whether items are the same or different has been a central focus in cognitive develop-

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“…During Phase 1, a requirement of three touches of the sample was implemented to promote better control by the sample (Wright, Rivera, Katz, & Bachevalier, 2003). A change from a 0 to 1 s delay was introduced to avoid accidental touches recorded as incorrect choices.…”

Section: Studymentioning

confidence: 99%

Cebus cf. apella exhibits rapid acquisition of complex stimulus relations and emergent performance by exclusion.

Brino¹,

Assumpção²,

Campos³

et al. 2010

Psychology & Neuroscience

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A "second generation" matching-to-sample procedure that minimizes past sources of artifacts involves (1) successive discrimination between sample stimuli, (2) stimulus displays ranging from four to 16 comparisons, (3) variable stimulus locations to avoid unwanted stimulus-location control, and (4) high accuracy levels (e.g., 90% correct on a 16-choice task in which chance accuracy is 6%). Examples of behavioral engineering with experienced capuchin monkeys included four-choice matching problems with video images of monkeys with substantially above-chance matching in a single session and 90% matching within six sessions. Exclusion performance was demonstrated by interspersing non-identical sample-comparison pairs within a baseline of a nine-comparison identity-matching-to-sample procedure with pictures as stimuli. The test for exclusion presented the newly "mapped" stimulus in a situation in which exclusion was not possible. Degradation of matching between physically non-identical forms occurred while baseline identity accuracy was sustained at high levels, thus confirming that Cebus cf. apella is capable of exclusion. Additionally, exclusion performance when baseline matching relations involved non-identical stimuli was shown.

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Abstract-concept learning and list-memory processing by capuchin and rhesus monkeys.

Cited by 64 publications

References 51 publications

Concept Learning in Animals

Concept Learning in Animals

Issues in the Comparative Cognition of Abstract-Concept Learning

Cebus cf. apella exhibits rapid acquisition of complex stimulus relations and emergent performance by exclusion.

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