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101.
Zentall TR Klein ED Singer RA 《Journal of experimental psychology. Animal behavior processes》2004,30(2):129-134
S. C. Gaitan and J. T. Wixted (2000) proposed that when pigeons are trained on a conditional discrimination to associate 1 duration sample with 1 comparison and 2 other duration samples with a 2nd comparison, they detect only the single duration, and on trials involving either of the 2 other duration samples, they respond to the other comparison by default. In 2 experiments, the authors show instead that pigeons lend to treat the retention intervals (such as those used by Gaitan and Wixted) as intertrial intervals, and thus, they tend to treat all trials with a delay as 0-s sample trials. The authors tested this hypothesis by showing that divergent retention functions do not appear when the retention interval is discriminably different from the intertrial interval. 相似文献
102.
Klein ED Zentall TR 《Journal of comparative psychology (Washington, D.C. : 1983)》2003,117(4):414-419
The bidirectional control procedure was used to determine whether pigeons (Columba livia) would imitate a demonstrator that pushed a sliding screen for food. One group of observers saw a trained demonstrator push a sliding screen door with its beak (imitation group), whereas 2 other groups watched the screen move independently (possibly learning how the environment works) with a conspecific either present (affordance learning with social facilitation) or absent (affordance learning alone). A 4th group could not see the screen being pushed (sound and odor control). Imitation was evidenced by the finding that pigeons that saw a demonstrator push the screen made a higher proportion of matching screen pushes than observers in 2 appropriate control conditions. Further, observers that watched a screen move without a demonstrator present made a significantly higher proportion of matching screen pushes than would be expected by chance. Thus, these pigeons were capable of affordance learning. 相似文献
103.
There is evidence that how humans perceive time is affected by the activity in which they are engaged when they are judging
time. In humans, typically, the more demanding the task, the faster time seems to pass. We asked whether a similar effect
could be found in pigeons. Pigeons were trained to discriminate between a short-(2-sec) and a long-(10-sec) duration stimulus.
Depending on the color of the stimulus (white or blue), the pigeons were required to peck (at least once per second or the
trial was aborted) or to refrain from pecking (pecks aborted the trial). Once these tasks had been acquired to a high degree,
probe trials involving white and blue stimuli were presented at durations between 2 and 10 sec. On trials in which the pigeons
were required to peck, the point of subjective equality (i.e., the point at which pigeons are equally likely to choose the
stimulus associated with long stimuli as the stimulus associated with short stimuli) was almost 1 sec longer than on trials
in which the pigeons were required to refrain from pecking. In other words, on trials that required pecking, more time passed
before the pigeons indicated that the probe duration was at the subjective midpoint between 2 and 10 sec than on trials that
did not require pecking. This result suggests that like humans, the pigeons underestimated the passage of time when they were
active or when attention to time-related cues had to be shared with attention to satisfying the response rate requirement. 相似文献
104.
Kaiser DH Zentall TR Neiman E 《Journal of experimental psychology. Animal behavior processes》2002,28(4):416-422
Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately. 相似文献
105.
Clement TS Zentall TR 《Journal of experimental psychology. Animal behavior processes》2002,28(1):64-74
Pigeons prefer signals for reinforcement that require greater effort (or time) to obtain over those that require less effort to obtain (T. S. Clement, J. Feltus, D. H. Kaiser, & T. R. Zentall, 2000). Preference was attributed to contrast (or to the relatively greater improvement in conditions) produced by the appearance of the signal when it was preceded by greater effort. In Experiment 1, the authors of the present study demonstrated that the expectation of greater effort was sufficient to produce such a preference (a second-order contrast effect). In Experiments 2 and 3, low versus high probability of reinforcement was substituted for high versus low effort, respectively, with similar results. In Experiment 3, the authors found that the stimulus preference could be attributed to positive contrast (when the discriminative stimuli represented an improvement in the probability of reinforcement) and perhaps also negative contrast (when the discriminative stimuli represented reduction in the probability of reinforcement). 相似文献
106.
In the bidirectional control procedure, observers are exposed to a conspecific demonstrator responding to a manipulandum in one of two directions (e.g., left vs. right). This procedure controls for socially mediated effects (the mere presence of a conspecific) and stimulus enhancement (attention drawn to a manipulandum by its movement), and it has the added advantage of being symmetrical (the two different responses are similar in topography). Imitative learning is demonstrated when the observers make the response in the direction that they observed it being made. Recently, however, it has been suggested that when such evidence is found with a predominantly olfactory animal, such as the rat, it may result artifactually from odor cues left on one side of the manipulandum by the demonstrator. In the present experiment, we found that Japanese quail, for which odor cues are not likely to play a role, also showed significant correspondence between the direction in which the demonstrator and the observer push a screen to gain access to reward. Furthermore, control quail that observed the screen move, when the movement of the screen was not produced by the demonstrator, did not show similar correspondence between the direction of screen movement observed and that performed by the observer. Thus, with the appropriate control, the bidirectional procedure appears to be useful for studying imitation in avian species. 相似文献
107.
Dorrance BR Zentall TR 《Journal of comparative psychology (Washington, D.C. : 1983)》2002,116(3):277-285
In the present experiments, the 2-action method was used to determine whether pigeons could learn to imitate a conditional discrimination. Demonstrator pigeons (Columba livia) stepped on a treadle in the presence of 1 light and pecked at the treadle in the presence of another light. Demonstration did not seem to affect acquisition of the conditional discrimination (Experiment 1) but did facilitate its reversal of the conditional discrimination (Experiments 2 and 3). The results suggest that pigeons are not only able to learn a specific behavior by observing another pigeon, but they can also learn under which circumstances to perform that behavior. The results have implications for proposed mechanisms of imitation in animals. 相似文献
108.
Thomas R. Zentall 《Current directions in psychological science》2003,12(3):91-95
Imitation is of psychological interest in part because it has cognitive implications for how organisms view the behavior of others, relative to their own behavior. It implies the ability to take the perspective of another. For this reason, researchers have tried to distinguish imitation from other kinds of social learning and influence. In the two-action procedure, one of two response topographies is demonstrated, and the correlation between the topography demonstrated and the topography later used by the observer is a measure of imitation. Both pigeons and Japanese quail show response matching, despite the fact that from their perspective, their own behavior appears quite different from that demonstrated. Although imitation has been demonstrated in birds and several species of primates, researchers are still not certain what mechanisms underlie this ability. 相似文献
109.
Peter J. Urcuioli Thomas R. Zentall Thomas DeMarse 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1995,48(2):158-178
Separate groups of pigeons learned the same three sets of sample-comparison relations across two phases of conditional discrimination training. For one group, that training consisted of multiple-sample, single-comparison (A-X, B-X) matching-to-sample followed by a second matching task in which two of the original samples were matched to new comparisons (A-Y). For the other group, initial training consisted of single-sample, multiple-comparison (A-X, A-Y) matching-to-sample followed by a second task in which two of the original comparisons were matched to new samples (B-X). Both groups were then tested on the same set of derived sample-comparison relations (B-Y). Transfer to these derived relations was evident following the multiple-sample, single-comparison training sequence but not following the single-sample, multiple-comparison sequence. Apparently, the emergence of new conditional relations in pigeons depends upon the order in which the component conditional discriminations are learned—a result predictable from Hull's (1939) analysis of secondary stimulus generalization. 相似文献