Training delays reduce the choose-short effect with keylight duration samples in pigeons

Grant, Douglas S.

doi:10.1016/j.beproc.2006.01.005

Behavioural Processes

2006

DOI: 10.1016/j.beproc.2006.01.005

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Training delays reduce the choose-short effect with keylight duration samples in pigeons

Douglas S. Grant

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Cited by 5 publications

(3 citation statements)

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confidence: 80%

“…Spetch and Wilkie referred to this result as the choose-short effect, because pigeons show a bias to peck the comparison stimulus associated with the short sample as the delay interval is extended beyond baseline training. This result has been reported in a large number of studies (Fetterman, 1995;Gaitan & Wixted, 2000;Grant, 1993Grant, , 2006Grant & Kelly, 1996Grant & Spetch, 1991, 1993Grant, Spetch, & Kelly, 1997;Kelly & Spetch, 2000;Kraemer, Mazmanian, & Roberts, 1985;Santi, Bridson, & Ducharme, 1993;Santi, Ducharme, & Bridson, 1992;Sherburne, Zentall, & Kaiser, 1998;Spetch, 1987;Spetch & Rusak, 1989.Memory for number of events has also been studied by training pigeons in a DSMTS procedure (Fetterman, 2000;Fetterman & MacEwen, 1989;Hope & Santi, 2004;Roberts, Macuda, & Brodbeck, 1995;Santi & Hope, 2001). In the studies by Roberts et al and Santi and Hope, pigeons were presented with sample stimuli consisting of two flashes of light in 4 sec (2f/4) or eight flashes of light in 4 sec (8f/4).…”

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confidence: 53%

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Pigeons’ memory for sequences of light flashes when gap duration is an unreliable discriminative cue

Keough

Santi

Rooyen

2007

Learning & Behavior

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In studies of memory for event duration, pigeons are trained using a delayed symbolic matching-to-sample (DSMTS) procedure to discriminate the duration of a sample stimulus (e.g., 2 vs. 8 sec of houselight illumination). A peck to one comparison stimulus (e.g., red) is reinforced if the sample duration is short, and a peck to the other comparison stimulus (e.g., green) is reinforced if the sample duration is long. Working memory is tested by inserting a delay interval between the end of sample presentation and the onset of comparison stimuli. As demonstrated initially by Spetch and Wilkie (1983), the retention function for the long sample duration drops below chance, whereas the retention function for the short sample duration remains well above chance over delays of 10 and 20 sec. Spetch and Wilkie referred to this result as the choose-short effect, because pigeons show a bias to peck the comparison stimulus associated with the short sample as the delay interval is extended beyond baseline training. This result has been reported in a large number of studies (Fetterman, 1995;Gaitan & Wixted, 2000;Grant, 1993Grant, , 2006Grant & Kelly, 1996Grant & Spetch, 1991, 1993Grant, Spetch, & Kelly, 1997;Kelly & Spetch, 2000;Kraemer, Mazmanian, & Roberts, 1985;Santi, Bridson, & Ducharme, 1993;Santi, Ducharme, & Bridson, 1992;Sherburne, Zentall, & Kaiser, 1998;Spetch, 1987;Spetch & Rusak, 1989.Memory for number of events has also been studied by training pigeons in a DSMTS procedure (Fetterman, 2000;Fetterman & MacEwen, 1989;Hope & Santi, 2004;Roberts, Macuda, & Brodbeck, 1995;Santi & Hope, 2001). In the studies by Roberts et al. and Santi and Hope, pigeons were presented with sample stimuli consisting of two flashes of light in 4 sec (2f/4) or eight flashes of light in 4 sec (8f/4). These sample sequences will be referred to as few and many in the present paper. A peck to one comparison stimulus (e.g., red) was reinforced if the sample number was few, and a peck to the other comparison stimulus (e.g., green) was reinforced if the sample number was many. Pigeons' memory for number was assessed by inserting delay intervals of varying length between termination of the sample sequence and the onset of the comparison stimuli. At delays greater than the baseline training delay, pigeons responded with higher accuracy following the few sample, whereas response accuracy following the many sample dropped well below chance (Roberts et al., 1995;Santi & Hope, 2001). This result is referred to as the choose-few effect because pigeons are biased to respond to the comparison stimulus that was correct for the smaller number sample as the delay interval is extended beyond baseline training.The choose-few effect for number and the choose-short effect for time have been viewed as support for the hypothesis that there is a common mechanism for the processing of temporal and numerical information in pigeons (Roberts & Mitchell, 1994). The common mechanism is the accumulation of pulses generated by an internal clock as outlined in the mode-contr...

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supporting

confidence: 80%

supporting

confidence: 53%

Pigeons’ memory for sequences of light flashes when gap duration is an unreliable discriminative cue

Keough

Santi

Rooyen

2007

Learning & Behavior

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“…To illustrate, if choice on no‐sample trials without a retention interval differs from the two model predictions, one would conclude that the offset of the intertrial interval also affects choice. Similarly, if choice on no‐sample trials changes with the retention interval, then the stimulus conditions introduced by the retention interval (e.g., Dorrance et al, ; Grant, ), including the passage of time during the interval, also affect choice. More generally, knowledge of the retention function obtained on no‐sample trials may help us to isolate the specific effects of the samples on choice.…”

mentioning

confidence: 99%

Coding in pigeons: Multiple‐coding versus single‐code/default strategies

Pinto

Machado

2015

J Exper Analysis Behavior

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To investigate the coding strategies that pigeons may use in a temporal discrimination tasks, pigeons were trained on a matching-to-sample procedure with three sample durations (2s, 6s and 18s) and two comparisons (red and green hues). One comparison was correct following 2-s samples and the other was correct following both 6-s and 18-s samples. Tests were then run to contrast the predictions of two hypotheses concerning the pigeons' coding strategies, the multiple-coding and the single-code/default. According to the multiple-coding hypothesis, three response rules are acquired, one for each sample. According to the single-code/default hypothesis, only two response rules are acquired, one for the 2-s sample and a "default" rule for any other duration. In retention interval tests, pigeons preferred the "default" key, a result predicted by the single-code/default hypothesis. In no-sample tests, pigeons preferred the key associated with the 2-s sample, a result predicted by multiple-coding. Finally, in generalization tests, when the sample duration equaled 3.5s, the geometric mean of 2s and 6s, pigeons preferred the key associated with the 6-s and 18-s samples, a result predicted by the single-code/default hypothesis. The pattern of results suggests the need for models that take into account multiple sources of stimulus control.

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Training delays reduce the choose-short effect with keylight, but not with food, duration samples in pigeons

Grant

2007

Behavioural Processes

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Training delays reduce the choose-short effect with keylight duration samples in pigeons

Cited by 5 publications

References 42 publications

Pigeons’ memory for sequences of light flashes when gap duration is an unreliable discriminative cue

Pigeons’ memory for sequences of light flashes when gap duration is an unreliable discriminative cue

Coding in pigeons: Multiple‐coding versus single‐code/default strategies

Training delays reduce the choose-short effect with keylight, but not with food, duration samples in pigeons

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