Pigeons exhibit flexibility but not rule formation in dimensional learning, stimulus generalization, and task switching.
Pigeons exhibit flexibility but not rule formation in dimensional learning, stimulus generalization, and task switching.
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DOI：
10.1037/xan0000234
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发表时间：
2020-04
期刊：
影响因子：
--
通讯作者：
Wasserman EA
中科院分区：
文献类型：
--
作者：
O'Donoghue EM;Broschard MB;Wasserman EA
一个突出的分类模型假设，在类别学习中可以采用两种不同的机制--一种是陈述性的，一种是联想的。这两个系统可以通过两种任务结构有效地区分：基于规则的(RB)任务是单维度的，鼓励分析性加工，而信息整合(II)任务是二维的，鼓励非分析性联想学习。据报道，人类和非人类灵长类动物学习RB任务比II任务更快；然而，鸽子和老鼠没有表现出学习速度的差异，因此被认为缺乏陈述性系统。在这三个实验中，我们进一步探索了鸽子的维度类别学习。我们重复了鸽子学习RB和II任务的速度相同的发现。此外，我们发现刺激泛化在两个任务上的表现是相同的。我们还探索了从一个任务切换到另一个任务的效果。训练阶段之间的任务切换以及个别训练阶段内的任务切换对鸽子来说并不构成什么困难；它们快速而灵活地切换分类反应，而不会以选择速度或准确性为代价。总而言之，我们的数据表明，尽管鸽子可能缺乏形成明确维度规则的能力，但它们的联想学习系统既强大又灵活。对这一联想系统的进一步探索将有助于我们更好地理解声明系统的可能贡献。
A prominent model of categorization posits that two separate mechanisms – one declarative, one associative – can be recruited in category learning. These two systems can effectively be distinguished by two task structures: rule-based (RB) tasks are unidimensional and encourage analytic processing, whereas information-integration (II) tasks are bidimensional and encourage nonanalytic associative learning. Humans and nonhuman primates have been reported to learn RB tasks more quickly than II tasks; however, pigeons and rats have shown no learning speed differences are thus believed to lack the declarative system. In the present trio of experiments, we further explored pigeons’ dimensional category learning. We replicated the finding that pigeons learn RB and II tasks at equal speeds. Further, we found that stimulus generalization performance was equivalent on both tasks. We also explored the effect of switching from one task to another. Task switches between phases of training as well as within individual training sessions posed little difficulty for pigeons; they quickly and flexibly switched their categorization responses with no cost in choice speed or accuracy. Together, our data indicate that, although pigeons may lack the capacity to form explicit dimensional rules, their associative learning system is both powerful and flexible. Further exploration of this associative system would help us better appreciate possible contributions of the declarative system.
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DOI：
10.3758/bf03336395
发表时间：
1969-01-01
期刊：
PSYCHONOMIC SCIENCE
影响因子：
--
作者：
MACKINTO.NJ;LITTLE, L
通讯作者：
LITTLE, L
影响因子：
3.5
作者：
Gibson, Brett;Wasserman, Edward;Luck, Steven J.
通讯作者：
Luck, Steven J.
影响因子：
3.4
作者：
Qadri, Muhammad A. J.;Ashby, F. Gregory;Cook, Robert G.
通讯作者：
Cook, Robert G.
DOI：
10.1037/cep0000145
发表时间：
2018-06-01
影响因子：
1.3
作者：
Crump, Matthew J. C.;Milliken, Bruce;Gao, Xiaoqing
通讯作者：
Gao, Xiaoqing
影响因子：
1.3
作者：
Maddox, WT;Ashby, FG
通讯作者：
Ashby, FG