Do birds (pigeons and bantams) know how confident they are of their perceptual decisions?

Rhesus monkeys are known to recognize confidence about their immediate perceptual and cognitive decisions by using a betting procedure (Son and Kornell in The missing link in cognition: origins of self-reflective consciousness. Oxford University Press, New York, pp 296–320, 2005; Kornell et al. in Psychol Sci 18:64–71, 2007). In this report, we examined whether this ability is shared in two avian species (pigeons and bantams) in order to know how widespread this metacognitive ability is among animals. We trained pigeons and bantams to search for a differently colored disk (target) among others (distracters) displayed on a touch-sensitive monitor. In test, the subjects were required to choose one of two confidence icons, “risk” and “safe”, after the visual search. A peck at the “risk” icon after a correct response in the visual search (i.e., a peck at the target) was reinforced by food and light, while that after an incorrect response (i.e., a peck at a distracter) resulted in a timeout. A peck at the “safe” icon was always reinforced by food and light, or by light only, regardless of the visual search result. The percentages of “safe” choices after incorrect responses were higher than after correct responses in all six pigeons and two of three bantams. This behavior generalized to novel stimuli in some subjects, and even to a novel line-classification task in a pigeon. These results suggest that these two distantly related avian species have in common a metacognitive ability that allows them to recognize confidence about their immediate perceptual decisions.     

Pigeons perceive a reversed Zöllner illusion

Pigeons are susceptible to several size and length illusions, but in some cases the bias has been shown to be opposite to that seen in humans. To further investigate how their perceptual system works, we asked how pigeons perceive orientation illusions. We used the Zöllner illusion, in which parallel lines look non-parallel due to series of short crosshatches superimposed on the lines. First, we trained six birds to peck at the narrower (or wider) of the two gaps at the end of a pair of non-parallel target lines. After adapting the subjects to target lines with randomly oriented crosshatches (which result in no illusion at least to humans), we tested the pigeons’ responses on randomly inserted probe trials, in which crosshatches that should induce the standard Zöllner-like illusion for humans replaced the random-oriented ones. The results suggested that pigeons do perceive an illusion from Zöllner figures, but in the direction opposite to that of humans. We propose that pigeons, contrary to humans, may assimilate the two lines of different orientations (each main line and crosshatch), which results in underestimation of acute angles, and this in turn may lead to a reversed Zöllner illusion. Such assimilation dominance appears consistent with previous reports obtained for line length and size illusions in this species.     

Serum levels of brain-derived neurotrophic factor (BDNF), BDNF gene Val66Met polymorphism, or plasma catecholamine metabolites, and response to mirtazapine in Japanese patients with major depressive disorder (MDD)

Object We investigated an association between the polymorphism of brain-derived neurotrophic factor (BDNF) gene Val66Met and the response to mirtazapine in Japanese patients with major depressive disorder (MDD). We also examined mirtazapine's effects on the serum BDNF and plasma levels of catecholamine metabolites in these patients. METHODS: Eighty-four patients who met the DSM-IV-TR criteria for MDD were treated with only mirtazapine for 4 weeks. The BDNF Val66Met polymorphism was detected by direct sequencing in the region, and serum BDNF levels and plasma levels of catecholamine metabolites were measured by ELISA and HPLC-ECD, respectively. RESULTS: Mirtazapine treatment for 4 weeks significantly increased serum BDNF levels in the responders, whereas nonresponders showed significant decreases. No association was found between either of the two genotypes (Val/Val vs. Met-carriers) and the response to mirtazapine at T4 or the serum BDNF levels at T0. Mirtazapine did not alter the plasma levels of homovanillic acid (HVA) or 3-methoxy-4-hydroxyphenylglycol (MHPG). Discussion The dynamics of serum BDNF levels, but not plasma levels of HVA and MHPG, reflect the response to mirtazapine treatment; the BDNF Val66Met polymorphism in patients with depression is, however, associated with neither a particular response to mirtazapine treatment nor baseline serum BDNF levels. Conclusion Serum BDNF levels, but not plasma levels of HVA or MHPG, and BDNF Val66Met polymorphism are related to the mirtazapine response in MDD.     

Stimulus generalization of behavioral history: Interspecies generality and persistence of generalization gradients

Four pigeons were exposed to a tandem variable-interval (VI) fixed-ratio (FR) schedule in the presence of a 50-pixel (about 15 mm) square or an 80-pixel (about 24 mm) square and to a tandem VI differential-reinforcement-of-low-rate (DRL) schedule when a second 80-pixel or 50-pixel square was present. The values of the VI and FR schedules were adjusted to equate reinforcement rates in the two tandem schedules. Following this, a square-size continuum generalization test was administered under a fixed-interval (FI) schedule or extinction. In the first testing session, response frequency was a graded function of the similarity of the test stimuli to the training stimuli for all pigeons. These systematic generalization gradients persisted longer under the FI schedule than under extinction.     

Interdependence of Child Care Resources and the Progress of Women in Society

The development of child care resources on a wide scale has crucial and direct relevance to the progess of women. Child care needs are increasing as growing numbers of women enter the labor force and choose higher educational goals. Identifiable groups of women in different living arrangements who are in need of child care and the availability of various kinds of child care are discussed. The development of need-based alternative child care resources that would facilitate the progress of women is considered in terms of social, economic and political issues. Feasible alternatives for incorporating child care into education and industry are presented. The special advantage of these alternatives is that they would associate child care with work and education rather than with welfare. Because the institutions of work and education are central to society they could provide a broad foundation for the future development of child care on a wide scale.     

Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education

Abstract

Previous research demonstrates that social and interpersonal factors, more than academic preparation, affect decisions by under-represented students to stay in or to leave STEM fields. Yet, much of the theorizing about STEM learning in higher education begins with conceptual and epistemological dimensions. We make the case for a new theoretical framework, a learning humanities, that begins with relationships. From this relational starting point, we locate STEM knowers as actors in relationships who become answerable for their STEM knowledge and take wise actions from this place. We then use this framework to analyze learning for STEM undergraduates involved in the STUDIO: Build Our World program, an afterschool mentoring program for low-income, immigrant, and refugee youth of color. Drawing on narrative and ethnographic analyses of data from 12 focal mentors, we found that mentors developed 3 focal practices identified by Edwards, relational expertise, common knowledge, and relational agency through their efforts to create the best possible program for youth. This built mentors’ sense of answerability and a capacity for wise action within and outside of STUDIO. We argue that this theoretical stance provides new ways to conceptualize the nature, purpose, and outcomes of STEM learning for historically non-dominant STEM undergraduates’ learning.