Mechanisms of same/different concept learning in primates and avians

Behavioural Processes
Anthony A Wright, Jeffrey S. Katz

Abstract

Mechanisms of same/different concept learning by rhesus monkeys, capuchin monkeys, and pigeons were studied in terms of how these species learned the task (e.g., item-specific learning versus relational learning) and how rapidly they learned the abstract concept, as the training set size was doubled. They had similar displays, training stimuli, test stimuli, and contingencies. The monkey species learned the abstract concept at similar rates and more rapidly than pigeons, thus showing a quantitative difference across species. All species eventually showed full concept learning (novel-stimulus transfer equivalent to baseline: 128-item set size for monkeys; 256-item set for pigeons), thus showing a qualitative similarity across species. Issues of stimulus regularity/symmetry, generalization from item pairs, and familiarity processing were not considered to be major factors in the final performances, converging on the conclusion that these species were increasingly controlled by the sample-test relationship (i.e., relational processing) leading to full abstract-concept learning.

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Citations

Nov 26, 2009·Animal Cognition·Kelly A SchmidtkeAnthony A Wright
Jun 29, 2010·Animal Cognition·Caspar Addyman, Denis Mareschal
Jun 25, 2010·Animal Cognition·Valentina TruppaElisabetta Visalberghi
Mar 2, 2011·Animal Cognition·Alenka HribarJosep Call
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Nov 30, 2015·Journal of the Experimental Analysis of Behavior·Anthony A WrightDebbie M Kelly
Jan 29, 2013·Behavioural Processes·Jeffrey S Katz, Jonathon D Crystal
Nov 24, 2012·Behavioural Processes·Anthony A Wright
Dec 17, 2009·Behavioural Processes·Jeffrey S KatzAnthony A Wright
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Oct 13, 2021·Journal of Vision·Sebastian StabingerAntonio Rodríguez-Sánchez

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