Technical intelligence in animals: the kea model

The ability to act on information flexibly is one of the cornerstones of intelligent behavior. As particularly informative example, tool-oriented behavior has been investigated to determine to which extent nonhuman animals understand means-end relations, object affordances, and have specific motor skills. Even planning with foresight, goal-directed problem solving and immediate causal inference have been a focus of research. However, these cognitive abilities may not be restricted to tool-using animals but may be found also in animals that show high levels of curiosity, object exploration and manipulation, and extractive foraging behavior. The kea, a New Zealand parrot, is a particularly good example. We here review findings from laboratory experiments and field observations of keas revealing surprising cognitive capacities in the physical domain. In an experiment with captive keas, the success rate of individuals that were allowed to observe a trained conspecific was significantly higher than that of naive control subjects due to their acquisition of some functional understanding of the task through observation. In a further experiment using the string-pulling task, a well-probed test for means-end comprehension, we found the keas finding an immediate solution that could not be improved upon in nine further trials. We interpreted their performance as insightful in the sense of being sensitive of the relevant functional properties of the task and thereby producing a new adaptive response without trial-and-error learning. Together, these findings contribute to the ongoing debate on the distribution of higher cognitive skills in the animal kingdom by showing high levels of sensorimotor intelligence in animals that do not use tools. In conclusion, we suggest that the 'Technical intelligence hypothesis' (Byrne, Machiavellian intelligence II: extensions and evaluations, pp 289-211, 1997), which has been proposed to explain the origin of the ape/monkey grade-shift in intelligence by a selection pressure upon an increased efficiency in foraging behavior, should be extended, that is, applied to some birds as well.     

Evidence that baroreflex feedback influences long-term incidental visual memory in men

Sympathetic nervous system (SNS) activity at the time of acquisition is associated with human memory. However, rather than SNS activity per se, it may be afferent baroreflex feedback that is responsible for this effect. A pharmacological design was employed to unload (SNP, sodium nitro-prusside) and load (norepinephrine) baroreceptors. In addition to two placebo periods, epinephrine and esmolol (a peripherally acting beta1-blocker) served as control conditions for altered cardiac perception. During drug infusion blood pressure, heart rate, and perception of heartbeat were tested. Twenty-four healthy men were participated. The participants viewed emotional slides while their electromyographic eye blink responses to random noise bursts were measured (affective startle modulation paradigm) to determine potential drug impact on emotional processing. Subjects were not informed that memory testing would take place after 4 weeks. Drugs did not impact startle, thus indicating unbiased emotional processing at the time of acquisition. Norepinephrine had no effect on heartbeat perception, but improved (p = .002) recognition memory. SNP (p = .0001) increased heartbeat perception but impaired (p = .038) recognition memory. Epinephrine, on the other hand, increased heartbeat perception (p = .0001) yet did not impair but partially improve memory (effect on high arousing pictures only: p = .05). Heartbeat perception in the placebo condition did not correlate with recognition memory (p's > .5). We suggest that baroreflex unloading, with subsequent feedback activation of the SNS, impairs long-term incidental visual recognition memory in humans while baroreflex loading enhances it. Further, we propose that these memory effects are neither secondary to cardiac sensations that accompany SNS activation nor to altered emotional picture processing at the time of acquisition.     

Programming of expected and unexpected movements: effects on the onset of the lateralized readiness potential

When participants utilize prime information to prepare some or all aspects of the forthcoming movement, reaction time (RT) costs are obtained when the imperative response signal demands an unexpected rather than an expected movement. Longer RT in trials for which primes are invalid rather than valid, i.e., the response validity effect, are taken to reflect prolonged motoric processing time. The present study was designed to test this assumption by using the lateralized readiness potential (LRP) in order to reveal influences of response validity at motoric processes, pre-motoric processes, or both. In two response priming experiments LRP onset latency was examined when valid and invalid advance information about direction (Experiment 1) or about direction and hand (Experiment 2) was provided. RT revealed large response validity effects in both experiments. Analysis of LRP onsets provided strong evidence against the common assumption of a motoric locus of the RT increase in invalid trials. Rather, the present results suggest a pre-motoric locus of the response validity effect within information processing.     

The Reflecting Team approach: convergent results of two exploratory studies

This paper presents results of two exploratory investigations concerning the effectiveness of the Reflecting Team (RT) approach, conducted in Vienna and in Gottingen. Fifty-nine families/couples participated in the RT approach in the two outpatient settings. Follow-up reports from 35 families – obtained on average 15 months after closure – indicated that this model may be considered effective as well as efficient: two thirds of all clients (who made up a heterogeneous group with regard to diagnostic criteria and stage of development of the identified patient) reported symptom improvement, and about 80% said they were very satisfied; these results were obtained with a fairly small number of sessions.     

Natural categorization through multiple feature learning in pigeons

Recently (Troje, Huber, Loidolt, Aust, & Fieder 1999), we found that pigeons discriminated between large sets of photorealistic frontal images of human faces on the basis of sex. This ability was predominantly based on information contained in the visual texture of those images rather than in their configural properties. The pigeons could learn the distinction even when differences of shape and average intensity were completely removed. Here, we proved more specifically the pigeons' flexibility and efficiency to utilize the class-distinguishing information contained in complex natural classes. First, we used principal component as well as discriminant function analysis in order to determine which aspects of the male and female images could support successful categorization. We then conducted various tests involving systematic transformations and reduction of the feature content to examine whether or not the pigeons' categorization behaviour comes under the control of categorylevel feature dimensions-that is, those stimulus aspects that most accurately divide the stimulus classes into the experimenter-defined categories of 'Male' and 'Female'. Enhanced classification ability in the presence of impoverished test faces that varied only along one of the first three principal components provided evidence that the pigeons used these class-distinguishing stimulus aspects as a basis for generalization to new instances.     

The Sequential Production of Social Acts in Conversation

With reference to Mead, Peirce, speech act theory, conversation analysis, and Luhmann's phenomenological grounded version of systems theory, the paper tries to reconstruct actions as products of communication. A triadic sequence is identified as the elementary unit for the intersubjective constitution of an act. This unit combines three achievements: (a) the constitution of meaning by sequential attribution, (b) the intersubjective coordination of attributed meanings, and (c) the reproduction of rules, guiding the process of constitution and coordination of attributed meanings. Then, using the tools of systems theory and applying them to empirical results of ethnomethodology and conversation analysis, it is shown how the rule scheme is integrated in a triadic sequence, functioning on three different levels of communication. Finally, a specific form of repair after next turn is discussed, relating it to the function of preserving the structure of conversational types. The analysis of such conversational types opens a possible realm of cooperation between conversation analysis and Luhmann's version of systems theory.     

Decomposing sources of response slowing in the PRP paradigm

The mechanism underlying the reaction time (RT2) slowing to the 2nd of 2 successively presented stimuli (S1 and S2) in the psychological refractory period paradigm was investigated. Stimulus onset synchrony (SOA) between S1 and S2, contrast of S2, and Task 2 set-level compatibility was manipulated. Specifically, the authors used a psychophysiological approach to examine RT2 slowing in trials in which the reaction time to S1 (RT1) was shorter than the SOA. For trials with RT1 < SOA, the clear decrease in RT2 with increasing SOA was underadditive with the S2 contrast effect, but additive with compatibility. Electrophysiological measures revealed an exclusively premotoric locus of RT2 slowing. These findings indicate that a central bottleneck stage is occupied for some period after response to S1 execution, consistent with an extended response selection bottleneck account.     

Stress modulates the use of spatial versus stimulus-response learning strategies in humans

Animal studies provided evidence that stress modulates multiple memory systems, favoring caudate nucleus-based "habit" memory over hippocampus-based "cognitive" memory. However, effects of stress on learning strategy and memory consolidation were not differentiated. We specifically address the effects of psychosocial stress on the applied learning strategy in humans. We designed a spatial learning task that allowed differentiating spatial from stimulus-response learning strategies during acquisition. In 13 subsequent trials, participants (88 male and female students) had to locate a "win" card out of four placed at a fixed location in a 3D model of a room. Relocating one cue in the last trial allowed inferring the applied learning strategy. Half of them participated first in the "Trier Social Stress Test." Salivary cortisol and heart rate measurements were taken. Stressed participants used a stimulus-response strategy significantly more often than controls. Subsequent verbal report revealed that spatial learners had a more complete awareness of response options than stimulus-response learners. Importantly, learning performance was not affected by stress. Taken together, stress prior to learning facilitated simple stimulus-response learning strategies in humans-at the expense of a more cognitive learning strategy. Depending on the context, we consider this as an adaptive response.