Issues in the Comparative Cognition of Abstract-Concept Learning

Abstract

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-

Monitoring same/different discrimination behavior in time and space: Finding differences and anticipatory discrimination behavior

“…The ability to categorize a set of items as "same" or "different" is often deemed to be foundational to human cognition (Katz, Wright, & Bodily, 2007;Wasserman & Young, 2010). These abstract relations have been intensively studied because they are vital to adaptation in a complex and changing world; sensitivity to same and different relations allows us to draw important comparisons among the many objects and environments that we encounter.…”

Two perils of binary categorization: Why the study of concepts can’t afford true/false testing

“…Contrary to the recommendations of Katz et al (2007), we recommend that test conditions require subjects to identify more than one stimulus category during each trial. Unfortunately, few validated methods provide an appropriate level of response complexity.…”

“…When subjects exceed chance levels of performance, they are alleged to have learned "the concept." Critics are quick to point out that although subjects have learned something, confounds may explain performance more simply (Katz et al, 2007;Wright and Lickteig, 2010;Zentall et al, 2014). Despite a growing literature on both sides, supporters of "concept learning in animals" seem no closer to persuading the skeptics, while skeptics are no closer to persuading proponents.…”

Task-specific modulation of adult humans’ tool preferences: number of choices and size of the problem

“…What are the most important or revealing manipulations? Specific answers are elusive, but studies of concept learning have provided general guidelines (e.g., Katz, Wright, & Bodily, 2007;Vonk & MacDonald, 2002;Zentall, Galizio, & Critchfield, 2002).…”