Studies in Discrimination Learning by Monkeys: VI. Discriminations Between Stimuli Differing in Both Color and Form, Only in Color, and Only in form

Hf, Harlow

doi:10.1080/00221309.1945.10544507

Cited by 40 publications

(24 citation statements)

References 7 publications

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“…At worst, when there is a weak and strong cue (in salience or reinforcement predictiveness), the multiple-cue case produces performance equal to (not worse than) the single-cue case (Sutherland & Mackintosh, 1971, ch. 4, p. 131; Warren, 1953; Harlow, 1945). These additivity effects were analyzed and modeled in work by Restle (1955, 1957) and by Sutherland and Macintosh, (1971, ch.…”

Section: Discussionmentioning

confidence: 98%

Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens).

Smith¹,

Beran²,

Crossley³

et al. 2010

Journal of Experimental Psychology: Animal Behavior Processes

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An influential theoretical perspective differentiates in humans an explicit, rule-based system of category learning from an implicit system that slowly associates different regions of perceptual space with different response outputs. This perspective was extended for the first time to the category learning of nonhuman primates. Humans and macaques learned categories composed of sine-wave gratings that varied across trials in bar width and bar orientation. The categories had either a singledimensional, rule-based solution or a two-dimensional, information-integration solution. Humans strongly dimensionalized the stimuli and learned the rule-based task far more quickly. Six macaques showed the same performance advantage in the rule-based task. In humans, rule-based category learning is linked to explicit cognition, consciousness, and to declarative reports about the contents of cognition. The present results demonstrate an empirical continuity between human and nonhuman primate cognition, suggesting that nonhuman primates may have some structural components of humans' capacity for explicit cognition.Keywords category learning; implicit/explicit cognition; primate cognition; comparative cognition; rhesus monkeys Learning and using categories is a basic cognitive function for humans and animals. Consequently, categorization is a focus of research involving humans (Ashby & Maddox, 2005;Brooks, 1978;Murphy, 2003; Nosofsky, 1987;Rosch & Mervis, 1975; Correspondence concerning this article should be addressed to J. David Smith, 346 Park Hall, SUNY Buffalo, Buffalo, NY 14260 psysmith@buffalo.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at www.apa.org/pubs/journals/xan. NIH Public AccessAuthor Manuscript J Exp Psychol Anim Behav Process. Author manuscript; available in PMC 2011 January 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript 1998) and animals (Cerella, 1979;Herrnstein, Loveland, & Cable, 1976;Jitsumori, 1994;Lea & Ryan, 1990;Smith, Redford, & Haas, 2008;Vauclair, 2002;Wasserman, Kiedinger, & Bhatt, 1988).Early categorization theories assumed that organisms apply a single category-learning system to all category problems. Different descriptions were offered for this system (e.g., Medin & Schaffer, 1978;Reed, 1972). In hindsight, it was predictable that categorization would not be so simple and unitary. Categorization is an important enough capacity that it might deserve (and receive) distributed and varied expression in cognition. Fortunately, many researchers transcended the "single system" claim a...

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Section: Discussionmentioning

confidence: 98%

Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens).

Smith¹,

Beran²,

Crossley³

et al. 2010

Journal of Experimental Psychology: Animal Behavior Processes

View full text Add to dashboard Cite

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“…Moreover, this facility is an integral aspect of memory encoding that declines during normal aging (e.g., Moss et al, 1988; Bachevalier et al, 1991; Head et al, 1995; Herndon et al, 1997; Pihlajamaki et al, 2004; de Lima et al, 2005; Pitsikas et al, 2005; Pieta Dias et al, 2007; Insel et al, 2008; Burke et al, 2010). For these reasons, tasks that examine an animal's ability to recognize a familiar stimulus have a long history (Harlow, 1944), and researchers have spent over five decades trying determine the brain structures that contribute to recognition. Interestingly, the results of many experiments are ambiguous regarding whether or not judgments of recognition require an intact hippocampus (e.g., Baxter and Murray, 2001a; Clark et al, 2001; Zola and Squire, 2001; Broadbent et al, 2004).…”

Section: Object Recognition and The Perirhinal Cortex: Animal Experimmentioning

confidence: 99%

Characterizing cognitive aging of recognition memory and related processes in animal models and in humans

Burke¹,

Ryan²,

Barnes³

2012

Front. Ag. Neurosci.

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Analyses of complex behaviors across the lifespan of animals can reveal the brain regions that are impacted by the normal aging process, thereby, elucidating potential therapeutic targets. Recent data from rats, monkeys, and humans converge, all indicating that recognition memory and complex visual perception are impaired in advanced age. These cognitive processes are also disrupted in animals with lesions of the perirhinal cortex, indicating that the the functional integrity of this structure is disrupted in old age. This current review summarizes these data, and highlights current methodologies for assessing perirhinal cortex-dependent behaviors across the lifespan.

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“…A second guillotine door is constructed from one-way glass and is between the experimenter and the test tray allowing the experimenter to observe the subject without being seen. (B) A picture of the some of the early 3-dimensional object test stimuli that Harry Harlow used to test visual discrimination in monkeys (reproduced from Harlow, 1945). …”

Section: Highlightsmentioning

confidence: 99%

“…The assessment of animal cognition with 3-dimensional objects has a long history (Young and Harlow, 1943; Harlow, 1944; Harlow, 1945; Harlow and Poch, 1945) that includes the seminal publication describing the design of the Wisconsin General Testing Apparatus (WGTA; Figure 1). The conceptualization and implementation of effective behavioral protocols for the use of this apparatus laid the foundation for the evolving field of behavioral neuroscience, allowing the ways in which non-human primates discriminate (Young and Harlow, 1943) and recognize (Mishkin et al, 1962; Mishkin and Delacour, 1975) different test objects to be systematically explored.…”

Section: Introduction: a Historic Perspective On The Use Of 3-dimensimentioning

confidence: 99%

The neural representation of 3-dimensional objects in rodent memory circuits

Burke

Barnes

2015

Behavioural Brain Research

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Three-dimensional objects are common stimuli that rodents and other animals encounter in the natural world that contribute to the associations that are the hallmark of explicit memory. Thus, the use of 3-dimensional objects for investigating the circuits that support associative and episodic memories has a long history. In rodents, the neural representation of these types of stimuli is a polymodal process and lesion data suggest that the perirhinal cortex, an area of the medial temporal lobe that receives afferent input from all sensory modalities, is particularly important for integrating sensory information across modalities to support object recognition. Not surprisingly, recent data from in vivo electrophysiological recordings have shown that principal cells within the perirhinal cortex are activated at locations of an environment that contain 3-dimensional objects. Interestingly, it appears that neural activity patterns related to object stimuli are ubiquitous across memory circuits and have now been observed in many medial temporal lobe structures as well as in the anterior cingulate cortex. This review summarizes behavioral and neurophysiological data that examine the representation of 3-dimensional objects across brain regions that are involved in memory.

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Studies in Discrimination Learning by Monkeys: VI. Discriminations Between Stimuli Differing in Both Color and Form, Only in Color, and Only in form

Cited by 40 publications

References 7 publications

Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens).

Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens).

Characterizing cognitive aging of recognition memory and related processes in animal models and in humans

The neural representation of 3-dimensional objects in rodent memory circuits

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