Facilitation of discrimination learning-set in squirrel monkeys by colored food stimuli

King, James E.; Newberry, Paul A.

doi:10.3758/bf03337104

Cited by 3 publications

(1 citation statement)

References 10 publications

(7 reference statements)

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“…The present experiments took advantage of previous findings demonstrating that relative to standard object-guided tasks, learning is substantially facilitated when test items serve as both discriminative stimuli and reinforcers (Jarvik, 1953(Jarvik, , 1956Miller, 1955, 1958;Miller and Murphy, 1964;Smith et al, 1976). In the present experiments, custom-made sugar cookies, distinct in shape and color but similar in taste and overall size (1.5-2.0 cm across), were used as stimuli.…”

Section: Relational Tasksmentioning

confidence: 99%

Entorhinal Cortex Lesions Disrupt the Relational Organization of Memory in Monkeys

Buckmaster¹,

Eichenbaum²,

Amaral³

et al. 2004

J. Neurosci.

183

129

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Recent accounts suggest that the hippocampal system critically supports two central characteristics of episodic memory: the ability to establish and maintain representations for the salient relationships between experienced events (relational representation) and the capacity to flexibly manipulate memory (flexible memory expression). To test this proposal in monkeys, intact controls and subjects with bilateral aspiration lesions of the entorhinal cortex were trained postoperatively on two standard memory tasks, delayed nonmatchingto-sample (DNMS) and two-choice object discrimination (OD) learning, and three procedures intended to emphasize relational representation and flexible memory expression: a paired associate (PA) task, a transitive inference (TI) test of learning and memory for hierarchical stimulus relationships, and a spatial delayed recognition span (SDRS) procedure. The latter assessments each included critical "probe" tests that asked monkeys to evaluate the relationships among previously learned stimuli presented in novel combinations. Subjects with entorhinal cortex lesions scored as accurately as controls on all phases of DNMS and OD, procedures that can be solved on the basis of memory for individual stimuli. In contrast, experimental monkeys displayed deficits relative to controls on all phases of the PA, TI, and SDRS tasks that emphasized the flexible manipulation of memory for the relationships between familiar items. Together, the findings support the conclusion that the primate hippocampal system critically enables the relational organization of declarative memory.

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Section: Relational Tasksmentioning

confidence: 99%

Entorhinal Cortex Lesions Disrupt the Relational Organization of Memory in Monkeys

Buckmaster¹,

Eichenbaum²,

Amaral³

et al. 2004

J. Neurosci.

183

129

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Cognition in Squirrel Monkeys A Contemporary Perspective

Fragaszy

1985

Handbook of Squirrel Monkey Research

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Learning and transposition of an extended sameness-difference concept by slow and fast learning capuchin monkeys

Scanlon

King

1976

Animal Learning & Behavior

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Capuchin monkeys were trained on a series of learning-set problems which required discrimination between stimulus arrays having ABA and BBA configurations. Transposition was later tested by presenting training configurations with CCC or ABC configurations. Considerable negative transposition and a small amount of positive transposition occurred, a result suggesting that the original learning set was based at least partly on perceived differences in the homogeneity of the ABA and BBA configurations. Fast-learning subjects manifested more persistent random responding and less position responding than did slow-learning subjects. This difference suggests that random responding during the initial stages of learning may be used as an index of attention.During the past 25 years, a highly diversified variety of learning sets have been demonstrated in learning research on nonhuman primates (French, 1965;Miles, 1965). For some varieties of learning sets, such as discrimination learning-set, the positive and negative stimulus within a given problem are differentiated by a constant difference in object quality. However, for other types of learning sets, such as oddity and sameness-difference, the positive and negative stimuli within a problem are not defined by any constant stimulus quality of the positive and negative stimulus but by the relationship either between the positive and negative stimuli, or between 1 he stimuli within the positive or negative complexes. King and Fobes (1975) demonstrated that capuchin monkeys could learn a sameness-difference learning set which required discrimination between simullaneously presented same (AA) and different (AB) object pairs with a new object combination appearing on each trial. Previously, King (1973) found that after learning a sameness-difference learning set, with the sameness pair (AA) positive, chimpanzees and organgutans preferred an AAB stimulus configuration over an ABA configuration. Conversely, after sameness-difference learning with the different (AB) pair positive, the apes preferred the ABA over the AAB configuration. Thus, although AAB and ABA configurations both contained two identical and one dissimilar element. the AAB configuration was apparently perceived by the apes as more homogeneous than the ABA configuration.The above results suggest the question of whether monkeys can learn a modified sameness-difference learning set based upon discriminations between two

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Facilitation of discrimination learning-set in squirrel monkeys by colored food stimuli

Cited by 3 publications

References 10 publications

Entorhinal Cortex Lesions Disrupt the Relational Organization of Memory in Monkeys

Entorhinal Cortex Lesions Disrupt the Relational Organization of Memory in Monkeys

Cognition in Squirrel Monkeys A Contemporary Perspective

Learning and transposition of an extended sameness-difference concept by slow and fast learning capuchin monkeys

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