Abstract-concept learning carryover effects from the initial training set in pigeons (Columba livia).
Abstract-concept learning carryover effects from the initial training set in pigeons (Columba livia).
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鸽子（Columba livia）初始训练集的抽象概念学习遗留效应。
DOI：
10.1037/a0013126
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Sturz,BradleyR
中科院分区：
文献类型：
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作者：
Nakamura,Tamo;Wright,AnthonyA;Katz,JeffreyS;Bodily,KentD;Sturz,BradleyR
三组鸽子接受 32、64 或 1,024 种彩色图片刺激的相同/不同任务训练。他们用新颖的传输图片进行了测试。通过训练集加倍来重复训练-测试循环。 32 项目组学习相同/不同任务的速度与之前的 8 项目组一样快，并且在 32 项目训练集上比 8 项目组迁移得更好。 64 项和 1,024 项组学习任务的速度仅比其他组慢一些，但他们的迁移更好，与基线表现相当。这些结果表明，用小组（例如，8 个项目）训练的鸽子具有遗留效应，当训练组扩大时，会妨碍鸽子的迁移。如果没有遗留效应（即，从 32 项和 64 项组进行的初始转移），在相同的设定大小下，鸽子表现出与恒河猴和卷尾猴相同的转移程度。这一发现对于具有不同神经结构的物种之间抽象概念学习的一般能力具有影响。（PsycINFO 数据库记录 (c) 2016 APA，保留所有权利）
Three groups of pigeons were trained in a same/different task with 32, 64, or 1,024 color-picture stimuli. They were tested with novel transfer pictures. The training-testing cycle was repeated with training-set doublings. The 32-item group learned the same/different task as rapidly as a previous 8-item group and transferred better than the 8-item group at the 32-item training set. The 64-and 1,024-item groups learned the task only somewhat slower than other groups, but their transfer was better and equivalent to baseline performances. These results show that pigeons trained with small sets (eg, 8 items) have carryover effects that hamper transfer when the training set is expanded. Without carryover effects (ie, initial transfer from the 32-and 64-item groups), pigeons show the same degree of transfer as rhesus and capuchin monkeys at these same set sizes. This finding has implications for the general ability of abstract-concept learning across species with different neural architectures.(PsycINFO Database Record (c) 2016 APA, all rights reserved)