Family resemblances facilitate formation and expansion of functional equivalence classes in pigeons

Jitsumori, Masako; Shimada, Noriaki; Inoue, Sana

doi:10.3758/bf03193192

Cited by 7 publications

(5 citation statements)

References 32 publications

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“…If AB is “perceptually” similar to BC, and BC is “perceptually” similar to CD, then the “perceptually” dissimilar AB and CD are “cognitively” similar to each other. Jitsumori, Shimada, and Inoue (2006) referred to such a relationship as perceptual transitivity . They showed, using morphed images of human faces as stimuli, that functional equivalence training between AB and BC and between BC and CD enabled pigeons to exhibit the untrained, emergent equivalence between AB and CD (thus, if AB↔BC and BC↔CD, then AB↔CD).…”

Section: Discussionmentioning

confidence: 99%

Discrimination of artificial categories structured by family resemblances: A comparative study in people (Homo sapiens) and pigeons (Columba livia).

Makino

Jitsumori

2007

Journal of Comparative Psychology

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Adult humans (Homo sapiens) and pigeons (Columba livia) were trained to discriminate artificial categories that the authors created by mimicking 2 properties of natural categories. One was a family resemblance relationship: The highly variable exemplars, including those that did not have features in common, were structured by a similarity network with the features correlating to one another in each category. The other was a polymorphous rule: No single feature was essential for distinguishing the categories, and all the features overlapped between the categories. Pigeons learned the categories with ease and then showed a prototype effect in accord with the degrees of family resemblance for novel stimuli. Some evidence was also observed for interactive effects of learning of individual exemplars and feature frequencies. Humans had difficulty in learning the categories. The participants who learned the categories generally responded to novel stimuli in an all-or-none fashion on the basis of their acquired classification decision rules. The processes that underlie the classification performances of the 2 species are discussed.

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Section: Discussionmentioning

confidence: 99%

Discrimination of artificial categories structured by family resemblances: A comparative study in people (Homo sapiens) and pigeons (Columba livia).

Makino

Jitsumori

2007

Journal of Comparative Psychology

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“…investigating a variety of issues in associative class formation, including the role of perceptual resemblance (Delius, Jitsumori, & Siemann, 2000;Jitsumori, Shimada, & Inoue, 2006;Jitsumori, Siemann, Lehr, & Delius, 2002). Further follow-up findings have been reported for dolphins by von Fersen and and for a chimpanzee by Tomonaga (1999).…”

Section: Other Procedures For Creating Associative Classesmentioning

confidence: 93%

“…Jitsumori and her colleagues later deployed Vaughan's reversal design in an innovative series of experiments with pigeons further investigating a variety of issues in associative class formation, including the role of perceptual resemblance (Delius, Jitsumori, & Siemann, ; Jitsumori, Shimada, & Inoue, ; Jitsumori, Siemann, Lehr, & Delius, ). Further follow‐up findings have been reported for dolphins by von Fersen and Delius () and for a chimpanzee by Tomonaga ().…”

Section: Associative Classesmentioning

confidence: 99%

Associative concept learning in animals

Zentall

Wasserman

Urcuioli

2013

J Exper Analysis Behavior

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Nonhuman animals show evidence for three types of concept learning: perceptual or similarity-based in which objects/stimuli are categorized based on physical similarity; relational in which one object/stimulus is categorized relative to another (e.g., same/different); and associative in which arbitrary stimuli become interchangeable with one another by virtue of a common association with another stimulus, outcome, or response. In this article, we focus on various methods for establishing associative concepts in nonhuman animals and evaluate data documenting the development of associative classes of stimuli. We also examine the nature of the common within-class representation of samples that have been associated with the same reinforced comparison response (i.e., many-to-one matching) by describing manipulations for distinguishing possible representations. Associative concepts provide one foundation for human language such that spoken and written words and the objects they represent become members of a class of interchangeable stimuli. The mechanisms of associative concept learning and the behavioral flexibility it allows, however, are also evident in the adaptive behaviors of animals lacking language.

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“…There were four basic topics within stimulus control research: category formation, sequence/serial learning, concept learning (such as same/different) and a miscellaneous category including how choice of stimuli affects other learning processes. The first included stimulus equivalence and category formation -how animals perceive or learn categories, and how this information is encoded and used (e.g., Astley, Peissig, & Wasserman, 2001;Honey & Ward-Robinson, 2002;Jitsumori, Shimada, & Inoue, 2006;Loidolt, Aust, Meran, & Huber, 2003;Urcuioli, 2007). Included in this topic are the more basic questions about how animals discriminate stimuli and manipulations that affect generalization gradients (Lazareva, Miner, Wasserman, & Young, 2008;Livesey & McLaren, 2009;Pearce, Esber, George, & Haselgrove, 2008).…”

Section: Stimulus Controlmentioning

confidence: 99%

The Comparative Study of Learning from 1994-2013

Blaser¹,

Bellizzi²

2014

IJCP

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The study of learning has long held a central position in the field of comparative psychology. Here we present a survey of the past 20 years of comparative learning research, covering publications from 1994 to 2013. We selected seven journals with a strong focus on comparative learning, and identified five major topics of study represented by the publications in those journals: non-associative learning, associative learning, perceptual/object learning, social learning, and neural correlates of learning. Of these topics, associative learning was by far the most popular, comprising about 85% of the research in comparative learning. We therefore subdivided this topic into seven subcategories of research questions, which included causal reasoning, compound cue interactions, extinction, stimulus control, outcome learning and motivation, spatial learning, and temporal integration or timing. The number of publications addressing each topic or research question, as well as the number of citations received by these publications, was examined for the combined seven journals across the 20 year period of review. The subject of spatial learning has grown rapidly over the past 20 years, and has attracted robust interest by researchers both in and outside of the field of comparative psychology. Although much less popular in terms of publication number, recent growth was also identified for studies of causal reasoning, social learning, and perceptual or object learning.

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Family resemblances facilitate formation and expansion of functional equivalence classes in pigeons

Cited by 7 publications

References 32 publications

Discrimination of artificial categories structured by family resemblances: A comparative study in people (Homo sapiens) and pigeons (Columba livia).

Discrimination of artificial categories structured by family resemblances: A comparative study in people (Homo sapiens) and pigeons (Columba livia).

Associative concept learning in animals

The Comparative Study of Learning from 1994-2013

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