Perceptual learning in pigeons: Decreased ability to Discriminate samples mapped onto the same comparison in many-to-one matching

Kaiser, Daren H.; Sherburne, Lou M.; Steirn, Janice; Zentall, Thomas R.

doi:10.3758/bf03210796

Cited by 22 publications

(18 citation statements)

References 17 publications

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“…Consistent with the common coding hypothesis, Kaiser, Sherburne, Steirn, and Zentall (1997) found that it was more difficult for pigeons to learn to discriminate between samples associated with the same comparison stimulus than between samples associated with different comparison stimuli. In this experiment, following training on many-to-one matching, pigeons were trained on a simple successive discrimination involving the four samples (see Table 2).…”

Section: Note R = Red G = Green V = Three Vertical Black Lines H supporting

confidence: 72%

Concept Learning in Animals

Zentall¹,

Wasserman²,

Lazareva³

et al. 2008

CCBR

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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: Note R = Red G = Green V = Three Vertical Black Lines H supporting

confidence: 72%

Concept Learning in Animals

Zentall¹,

Wasserman²,

Lazareva³

et al. 2008

CCBR

Self Cite

166

141

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show abstract

“…If relations have formed between samples associated with the same comparison selection, then it should be harder to discriminate between those samples than between samples associated with different comparison selections. Recent research suggests that this is indeed the case (Kaiser, Sherburne, Steirn, & Zentall, 1997).…”

Section: Associative Conceptsmentioning

confidence: 95%

Categorization, Concept Learning, and Behavior Analysis: An Introduction

Zentall

Galizio

Critchfied

2002

J Exper Analysis Behavior

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164

128

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Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To introduce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we define key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and briefly identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior‐analytic perspective or can inform or constructively challenge this perspective.

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“…In their basic experimental design (based on one used with pigeons by Bonardi, Rey, Richmond, & Hall, 1993; see also Kaiser, Sherburne, Steirn, & Zentall, 1997), human participants received initial training in which four different geometrical figures (A, B, C, and D) were used to signal two different outcomes. Presentations of A and B were both followed by, for example, the presentation of the nonsense syllable wug; presentations of C and D were both followed by the nonsense syllable zif.…”

mentioning

confidence: 99%

Acquired distinctiveness and equivalence in human discrimination learning: Evidence for an attentional process

Bonardi

Graham

Hall

et al. 2005

Psychonomic Bulletin & Review

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In a first stage of training, participants learned to associate four visual cues (two different colors and two different shapes) with verbal labels. For Group S, one label was applied to both colors and another to both shapes; for Group D, one label was applied to one color and one shape, and the other label to the other cues. When subsequently required to learn a task in which a given motor response was required to one of the colors and one of the shapes, and a different response to the other color and the other shape, Group D learned more readily than Group S. The task was designed so that the associations formed during the first stage of training could not generate differential transfer to the second stage. The results are consistent, however, with the proposal that training in which similar cues are followed by different outcomes will engage a learning process that boosts the attention paid to features that distinguish these cues.

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Perceptual learning in pigeons: Decreased ability to Discriminate samples mapped onto the same comparison in many-to-one matching

Cited by 22 publications

References 17 publications

Concept Learning in Animals

Concept Learning in Animals

Categorization, Concept Learning, and Behavior Analysis: An Introduction

Acquired distinctiveness and equivalence in human discrimination learning: Evidence for an attentional process

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