Positive transfer from successive reversal training to learning set in blue jays ( Cyanocitta cristata ).

Kamil, Alan C.; Jones, Thony B.; Pietrewicz, Alexandra T.; Mauldin, John E.

doi:10.1037/h0077295

Cited by 36 publications

(22 citation statements)

References 18 publications

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“…In contrast, standard psychological tests of the win-stay/lose-shift strategy define a win as a response that leads to reward, and a loss as a response that leads to no reward. Interestingly, blue jays are known to implement win-stay/loseshift in such standard tests (Kamil et al 1977), but they did not cooperate in our tests of the Iterated Prisoner's Dilemma.…”

Section: Pavlovmentioning

confidence: 92%

Testing models of non-kin cooperation: mutualism and the Prisoner’s Dilemma

1995

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Section: Pavlovmentioning

confidence: 92%

Testing models of non-kin cooperation: mutualism and the Prisoner’s Dilemma

1995

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“…An important new tool that could be incorporated in the MAB procedure and that could be revealing in comparisons of flexible problem solving may be ‘reversal learning’ 5 , 53 - 55 . Species with different ecological backgrounds may have been selected for different strategies in trial and error learning and problem solving.…”

Section: The Multi Access Box Approachmentioning

confidence: 99%

A new approach to comparing problem solving, flexibility and innovation

Gajdon

Bayern

2012

Communicative & Integrative Biology

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Comparative cognition aims at unfolding the cognitive processes underlying animal behavior and their evolution, and is concerned with testing hypotheses about the evolution of the brain and intelligence in general. It is a developing field still challenged by conceptual and methodological issues. Systematic cross-species comparisons of cognitive abilities, taking both phylogeny and ecology into account are still scarce. One major reason for this is that it is very hard to find universally applicable paradigms that can be used to investigate the same cognitive ability or ‘general intelligence’ in several species. Many comparative paradigms have not paid sufficient attention to interspecific differences in anatomical, behavioral and perceptual features, besides psychological variables such as motivation, attentiveness or neophobia, thus potentially producing misrepresentative results. A new stance for future comparative research may be to establish behavioral and psychological profiles prior or alongside to comparing specific cognitive skills across species. Potentially revealing profiles could be obtained from examining species differences in how novel experimental (extractive foraging) tasks are explored and approached, how solutions are discovered and which ones are preferred, how flexibly multiple solutions are used and how much individual variation occurs, before proceeding to more detailed tests. Such new comparative approach is the Multi-Access-Box. It presents the animal with a novel problem that can be solved in several ways thus offering the possibility to examine species differences in all the above, and extract behavioral and perceptual determinants of their performance. Simultaneously, it is a suitable paradigm to collect comparative data about flexibility, innovativeness and problem solving ability, i.e., theoretical covariates of ‘general intelligence’, in a standardized manner.

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“…Both primates and blue jays are good at transferring the win-stay, lose-shift rule. Trained on reversals of a single discrimination task, they show immediate transfer to a series of new discriminations in a learning-set task (Kamil, Jones, Pietrewicz & Mauldin, 1977;Warren, 1966). Since pigeons are so poor at the standard learning-set task, we set them a simpler transfer problem.…”

Section: Reanalysis Of Learning-set Datamentioning

confidence: 99%

Approaches to the study of animal intelligence

Mackintosh

1988

British J of Psychology

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One tradition has seen the task of comparative psychology as that of ordering animals by their degree of intelligence. A more appropriate goal for psychology, however, is to elucidate the structure of animal intelligence, and comparative studies have a valuable part to play in this endeavour. Thus rather than being content to show that several species can be rank ordered by their performance on, say, learning sets, comparative psychologists would be better occupied analysing the nature of the processes involved in learning‐set formation and seeing whether animals more or less proficient at learning sets differed in terms of these presumed processes. This argument is illustrated by an analysis of the behaviour of crows and pigeons which suggests that they differ not only in learning‐set formation but also in other tasks that require the abstraction of a general rule across a change of stimuli. Put crudely, pigeons are rote learners, crows rule learners.

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Positive transfer from successive reversal training to learning set in blue jays ( Cyanocitta cristata ).

Cited by 36 publications

References 18 publications

Testing models of non-kin cooperation: mutualism and the Prisoner’s Dilemma

Testing models of non-kin cooperation: mutualism and the Prisoner’s Dilemma

A new approach to comparing problem solving, flexibility and innovation

Approaches to the study of animal intelligence

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