共查询到20条相似文献,搜索用时 15 毫秒
1.
Irene M. Pepperberg 《Current directions in psychological science》2002,11(3):83-87
Grey parrots ( Psittacus erithacus ) solve various cognitive tasks and acquire and use English speech in ways that often resemble those of very young children. Given that the psittacine brain is organized very differently from that of mammals, these results have intriguing implications for the study and evolution of vocal learning, communication, and cognition. 相似文献
2.
The temporal organization of sounds used in social contexts can provide information about signal function and evoke varying responses in listeners (receivers). For example, music is a universal and learned human behavior that is characterized by different rhythms and tempos that can evoke disparate responses in listeners. Similarly, birdsong is a social behavior in songbirds that is learned during critical periods in development and used to evoke physiological and behavioral responses in receivers. Recent investigations have begun to reveal the breadth of universal patterns in birdsong and their similarities to common patterns in speech and music, but relatively little is known about the degree to which biological predispositions and developmental experiences interact to shape the temporal patterning of birdsong. Here, we investigated how biological predispositions modulate the acquisition and production of an important temporal feature of birdsong, namely the duration of silent pauses (“gaps”) between vocal elements (“syllables”). Through analyses of semi-naturally raised and experimentally tutored zebra finches, we observed that juvenile zebra finches imitate the durations of the silent gaps in their tutor's song. Further, when juveniles were experimentally tutored with stimuli containing a wide range of gap durations, we observed biases in the prevalence and stereotypy of gap durations. Together, these studies demonstrate how biological predispositions and developmental experiences differently affect distinct temporal features of birdsong and highlight similarities in developmental plasticity across birdsong, speech, and music.
Research Highlights
- The temporal organization of learned acoustic patterns can be similar across human cultures and across species, suggesting biological predispositions in acquisition.
- We studied how biological predispositions and developmental experiences affect an important temporal feature of birdsong, namely the duration of silent intervals between vocal elements (“gaps”).
- Semi-naturally and experimentally tutored zebra finches imitated the durations of gaps in their tutor's song and displayed some biases in the learning and production of gap durations and in gap variability.
- These findings in the zebra finch provide parallels with the acquisition of temporal features of speech and music in humans.
3.
Maternal vocal imitation of infant vocalizations is highly prevalent during face-to-face interactions of infants and their caregivers. Although maternal vocal imitation has been associated with later verbal development, its potentially reinforcing effect on infant vocalizations has not been explored experimentally. This study examined the reinforcing effect of maternal vocal imitation of infant vocalizations using a reversal probe BAB design. Eleven 3- to 8-month-old infants at high risk for developmental delays experienced contingent maternal vocal imitation during reinforcement conditions. Differential reinforcement of other behavior served as the control condition. The behavior of 10 infants showed evidence of a reinforcement effect. Results indicated that vocal imitations can serve to reinforce early infant vocalizations. 相似文献
4.
Steven L. Elmlinger Jennifer A. Schwade Laura Vollmer Michael H. Goldstein 《Developmental science》2023,26(2):e13296
Infants’ prelinguistic vocalizations reliably organize vocal turn-taking with social partners, creating opportunities for learning to produce the sound patterns of the ambient language. This social feedback loop supporting early vocal learning is well-documented, but its developmental origins have yet to be addressed. When do infants learn that their non-cry vocalizations influence others? To test developmental changes in infant vocal learning, we assessed the vocalizations of 2- and 5-month-old infants in a still-face interaction with an unfamiliar adult. During the still-face, infants who have learned the social efficacy of vocalizing increase their babbling rate. In addition, to assess the expectations for social responsiveness that infants build from their everyday experience, we recorded caregiver responsiveness to their infants’ vocalizations during unstructured play. During the still-face, only 5-month-old infants showed an increase in vocalizing (a vocal extinction burst) indicating that they had learned to expect adult responses to their vocalizations. Caregiver responsiveness predicted the magnitude of the vocal extinction burst for 5-month-olds. Because 5-month-olds show a vocal extinction burst with unfamiliar adults, they must have generalized the social efficacy of their vocalizations beyond their familiar caregiver. Caregiver responsiveness to infant vocalizations during unstructured play was similar for 2- and 5-month-olds. Infants thus learn the social efficacy of their vocalizations between 2 and 5 months of age. During this time, infants build associations between their own non-cry sounds and the reactions of adults, which allows learning of the instrumental value of vocalizing. 相似文献
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Noncontingent reinforcement (NCR) was used as an intervention with 2 elderly dementia patients who engaged in disruptive vocalization. Several assessment procedures, including functional analysis, were conducted to identify reinforcing stimuli for use in the NCR intervention. Functional analyses and the NCR intervention were implemented in each participant's natural environment. NCR was effective in reducing disruptive vocalizations. 相似文献
7.
Variables responsible for the maintenance of bizarre vocalizations emitted by an adult diagnosed with schizophrenia were examined via a brief functional analysis, and results suggested that the behavior was maintained by attention. A treatment consisting of extinction and differential reinforcement of appropriate vocalizations was effective in reducing bizarre vocalizations and increasing appropriate vocalizations. The use of functional analysis methodology to examine variables that maintain problem behavior in this population is discussed. 相似文献
8.
James A. Green Gwen E. Gustafson Julia R. Irwin Lori L. Kalinowski Rebecca M. Wood 《Infant and child development》1995,4(4):161-175
This paper first reviews briefly the literature on the acoustics of infant cry sounds and then presents two empirical studies on the perception of cry and noncry sounds in their social-communicative context. Acoustic analysis of cry sounds has undergone dramatic changes in the last 35 years, including the introduction of more than a hundred different acoustic measures. The study of cry acoustics, however, remains largely focused on neonates who have various medical problems or are at risk for developmental delays. Relatively little is known about how cry sounds and cry perception change developmentally, or about how they compare with noncry sounds. The data presented here support the notion that both auditory and visual information are important in caregivers' interpretations of infant sounds in naturalistic contexts. When only auditory information is available (Study 1), cry sounds become generally more recognizable from 3 to 12 months of age; perception of noncry sounds, however, generally does not change over age. When auditory and visual information contradict each other (Study 2), adults tend to perform at chance levels, with a few interesting exceptions. It is suggested that broadening studies of acoustic analysis and perception to include both cry and noncry sounds should increase our understanding of the development of communication in infancy. Finally, we suggest that examining the cry in its developmental context holds great possibility for delineating the factors that underlie adults' responses to crying. 相似文献
9.
This study is an exploration of the parameters of delayed reinforcement with 6 infants (2 to 6 months old) in two experiments using single-subject repeated-reversal designs. In Experiment 1, unsignaled 3-s delayed reinforcement was used to increase infant vocalization rate when compared to a differential-reinforcement-of-other-than-vocalization condition and a yoked, no-contingency comparison condition. In Experiment 2, unsignaled 5-s delayed reinforcement was used to increase infant vocalization rate when compared to an alternating-treatments comparison condition. The alternating-treatments comparison consisted of 3-min components of differential reinforcement of other behavior and 3-min components of a nontreatment baseline. Successful conditioning was obtained in both experiments. These results contrast with those of previous infancy researchers who did not obtained conditioning with delays of 3 s and who attributed their findings to the limitations of the infant's memory capacity. We present an alternative conceptual framework and methodology for the analysis of delayed reinforcement in infants. 相似文献
10.
ABSTRACTTheories of the origin of tonality from the time of Pythagoras onward have assumed that the intervals used in musical scales are defined mathematically based on harmonic ratios. Virtually all such theories are predicated on tunable instruments (e.g. strings), whereas the voice is the most ancestral and universal instrument used to make music. In the present study, we analysed the tuning of sung musical intervals from a familiar song, doing so across both trained and untrained singers. Contrary to the predictions of traditional theories, we found that sung intervals (unlike those of instruments) showed marked overlap with neighbouring interval categories. Furthermore, we found that listeners of these sung productions did not base their aesthetic judgments of singing quality on the precision of tuning of sung intervals. We consolidate these results into a model of tonality based on both vocal and sensory factors that contribute to the formation of sung melodies. 相似文献
11.
Bang SJ Allen TA Jones LK Boguszewski P Brown TH 《Neurobiology of learning and memory》2008,90(1):200-216
Rodent ultrasonic vocalizations (USVs) are ethologically critical social signals. Rats emit 22 kHz USVs and 50 kHz USVs, respectively, in conjunction with negative and positive affective states. Little is known about what controls emotional reactivity to these social signals. Using male Sprague–Dawley rats, we examined unconditional and conditional freezing behavior in response to the following auditory stimuli: three 22 kHz USVs, a discontinuous tone whose frequency and on–off pattern matched one of the USVs, a continuous tone with the same or lower frequencies, a 4 kHz discontinuous tone with an on–off pattern matched to one of the USVs, and a 50 kHz USV. There were no differences among these stimuli in terms of the unconditional elicitation of freezing behavior. Thus, the stimuli were equally neutral before conditioning. During differential fear conditioning, one of these stimuli (the CS+) always co-terminated with a footshock unconditional stimulus (US) and another stimulus (the CS−) was explicitly unpaired with the US. There were no significant differences among these cues in CS+-elicited freezing behavior. Thus, the stimuli were equally salient or effective as cues in supporting fear conditioning. When the CS+ was a 22 kHz USV or a similar stimulus, rats discriminated based on the principal frequency and/or the temporal pattern of the stimulus. However, when these same stimuli served as the CS−, discrimination failed due to generalization from the CS+. Thus, the stimuli differed markedly in the specificity of conditioning. This strikingly asymmetrical stimulus generalization is a novel bias in discrimination. 相似文献
12.
Georgia Chronaki Julie A. Hadwin Matthew Garner Pierre Maurage Edmund J. S. Sonuga‐Barke 《The British journal of developmental psychology》2015,33(2):218-236
Sensitivity to facial and vocal emotion is fundamental to children's social competence. Previous research has focused on children's facial emotion recognition, and few studies have investigated non‐linguistic vocal emotion processing in childhood. We compared facial and vocal emotion recognition and processing biases in 4‐ to 11‐year‐olds and adults. Eighty‐eight 4‐ to 11‐year‐olds and 21 adults participated. Participants viewed/listened to faces and voices (angry, happy, and sad) at three intensity levels (50%, 75%, and 100%). Non‐linguistic tones were used. For each modality, participants completed an emotion identification task. Accuracy and bias for each emotion and modality were compared across 4‐ to 5‐, 6‐ to 9‐ and 10‐ to 11‐year‐olds and adults. The results showed that children's emotion recognition improved with age; preschoolers were less accurate than other groups. Facial emotion recognition reached adult levels by 11 years, whereas vocal emotion recognition continued to develop in late childhood. Response bias decreased with age. For both modalities, sadness recognition was delayed across development relative to anger and happiness. The results demonstrate that developmental trajectories of emotion processing differ as a function of emotion type and stimulus modality. In addition, vocal emotion processing showed a more protracted developmental trajectory, compared to facial emotion processing. The results have important implications for programmes aiming to improve children's socio‐emotional competence. 相似文献
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Comprehension of "absence" by an African Grey parrot: Learning with respect to questions of same/different
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Pepperberg IM 《Journal of the experimental analysis of behavior》1988,50(3):553-564
An African Grey parrot, Alex, learned to report on the absence or presence of similarity and difference between two objects. Alex was shown pairs of objects that were (a) totally dissimilar, (b) identical, or (c) similar or different with respect to one of three attributes (color, shape, or material). In the first two cases, he responded to the respective queries of “What's same?” or “What's different?” with the vocalization “none,” and in the third case he responded with the appropriate category label (“color,” “shape,” or “mah-mah” [matter]). His accuracy was 80.9% to 83.9% for pairs of familiar objects not used in training and 72.5% to 78.4% for pairs whose colors, shapes, and materials were unfamiliar. The data provide evidence that this parrot's abilities are comparable to those of mammals that have been trained to report on the presence or absence of objects or features of objects. 相似文献
15.
员工自我调节学习的实证研究 总被引:3,自引:1,他引:2
本研究以沿海和中原地区的国有、合资和私营企业的603名员工为被试,通过探索性因素分析和验证性因素分析,探讨了员工自我调节学习的心理机制。研究结果表明,员工自我调节学习的基本结构包括学习动力调节和策略调节两个方面。研究结果为提高员工的自我调节学习水平提供了科学依据。 相似文献
16.
Adriane Miliotis Tina M. Sidener Kenneth F. Reeve Vincent Carbone David W. Sidener Lisa Rader Lara Delmolino 《Journal of applied behavior analysis》2012,45(4):809-813
We evaluated the differential effects of 2 variations of a stimulus–stimulus pairing procedure on the vocalizations of 2 children with autism. For both participants, presenting 1 sound per pairing trial resulted in a higher rate of vocalizations than 3 sounds per pairing trial. 相似文献
17.
Shawn K. Bishop James W. Moore Evan H. Dart Keith Radley Robyn Brewer Laura-Katherine Barker Laura Quintero Sarah Litten Angelina Gilfeather BreAnna Newborne Crystal Toche 《Journal of applied behavior analysis》2020,53(1):475-483
We replicated and extended the findings of Gervarter et al. (2016) by using prompting and reinforcement to produce increased vocal speech with 3 young children diagnosed with autism spectrum disorder (ASD) who used a speech generating device (SGD). We extended Gervarter et al. by adopting a more robust experimental design, conducting session-by-session preference assessments, and measuring the emergence of novel vocalizations. The frequency of vocalizations increased for all 3 participants after the introduction of an echoic prompt. These results suggest that SGD-based interventions may lead to increased vocal output for children with ASD. 相似文献
18.
中学生学习策略运用、学习效能感、学习坚持性与学业成就关系的研究 总被引:13,自引:1,他引:13
本研究随机选取初一、初二、高一、高二年级共442人为被试,采用协方差结构模型考察了中学生学习策略运用、学习效能感、学习坚持性与学业成就之间的关系。研究结果表明:(1)学习策略运用、学习效能感、学习坚持性与学业成就之间都存在显著的正相关;(2)学习策略运用、学习效能感直接影响学生的学业成就,学习坚持性则通过影响学生学习策略的运用间接影响学业成就,学习效能感与学习坚持性二者相互影响;(3)学习策略运用、学习效能感、学习坚持性对学业成就的影响效应依次为,学习效能感最大,学习策略运用其次,学习坚持性再次。 相似文献
19.
Marilyn G. Boltz 《Memory (Hove, England)》2017,25(10):1309-1326
Two experiments examined the ability to remember the vocal tempo and pitch of different individuals, and the way this information is encoded into the cognitive system. In both studies, participants engaged in an initial familiarisation phase while attending was systematically directed towards different aspects of speakers’ voices. Afterwards, they received a tempo or pitch recognition task. Experiment 1 showed that tempo and pitch are both incidentally encoded into memory at levels comparable to intentional learning, and no performance deficit occurs with divided attending. Experiment 2 examined the ability to recognise pitch or tempo when the two dimensions co-varied and found that the presence of one influenced the other: performance was best when both dimensions were positively correlated with one another. As a set, these findings indicate that pitch and tempo are automatically processed in a holistic, integral fashion [Garner, W. R. (1974). The processing of information and structure. Potomac, MD: Erlbaum.] which has a number of cognitive implications. 相似文献
20.
在理论综述的基础上,通过访谈、预试和大规模调查,对企业组织学习结构进行了实证研究。根据访谈和预试,初步确定组织学习问卷的项目。采用探索性因素分析和验证性因素分析,对来自全国不同地区43家企业的管理者和员工的调查数据进行了分析。结果表明,我国企业组织学习是一个6因素的结构模型:组织间学习、组织层学习、集体学习、个体学习、利用式学习、开发式学习;组织学习问卷具有一定的信效度。组织学习的作用和影响因素以及这三者之间的复杂作用机制还有待更为深入的研究 相似文献