Number versus continuous quantity in numerosity judgments by fish
Number versus continuous quantity in numerosity judgments by fish
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DOI：
10.1016/j.cognition.2010.10.022
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发表时间：
2011-05-01
期刊：
影响因子：
3.4
通讯作者：
Bisazza, Angelo
中科院分区：
文献类型：
--
作者：
Agrillo, Christian;Piffer, Laura;Bisazza, Angelo
在数量辨别任务中，成年人、婴儿和动物有时被观察到只有在所有连续变量（如面积或密度）都被控制之后才能处理数字。这已被视为证据，处理数字可能比处理连续变量的认知要求更高。我们通过训练食蚊鱼在三种不同条件下区分两个项目和三个项目来验证这一假设。在一个条件下，连续变量被控制，而数字信息是可用的;在另一个，数量保持不变，有关连续变量的信息是可用的;在第三个条件下，刺激不同的数量和连续的数量。与只使用连续信息或只使用数字时相比，当数字和连续信息都可用时，鱼学会区分的速度更快;后两种情况下的学习率没有差异。我们的研究结果不支持这一假设，即处理数字施加了更高的认知负荷比处理连续变量。相反，他们认为，多个信息来源的可用性可能会促进歧视学习。(C)2010 Elsevier B. V.保留所有权利。
In quantity discrimination tasks, adults, infants and animals have been sometimes observed to process number only after all continuous variables, such as area or density, have been controlled for. This has been taken as evidence that processing number may be more cognitively demanding than processing continuous variables. We tested this hypothesis by training mosquitofish to discriminate two items from three in three different conditions. In one condition, continuous variables were controlled while numerical information was available; in another, the number was kept constant and information relating to continuous variables was available; in the third condition, stimuli differed for both number and continuous quantities. Fish learned to discriminate more quickly when both number and continuous information were available compared to when they could use continuous information only or number only; there was no difference in the learning rate between the two latter conditions. Our results do not support the hypothesis that processing numbers imposes a higher cognitive load than processing continuous variables. Rather, they suggest that availability of multiple information sources may facilitate discrimination learning. (C) 2010 Elsevier B.V. All rights reserved.