RHESUS-MONKEYS (MACACA-MULATTA), VIDEO TASKS, AND IMPLICATIONS FOR STIMULUS-RESPONSE SPATIAL CONTIGUITY
RHESUS-MONKEYS (MACACA-MULATTA), VIDEO TASKS, AND IMPLICATIONS FOR STIMULUS-RESPONSE SPATIAL CONTIGUITY
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DOI：
10.1037/0735-7036.103.1.32
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发表时间：
1989-03-01
影响因子：
1.4
通讯作者：
HOPKINS, WD
中科院分区：
文献类型：
--
作者：
RUMBAUGH, DM;RICHARDSON, WK;HOPKINS, WD
最近的报告（Iwai, Yaginuma, & Mishkin, 1986; Yaginuma & Iwai, 1986）支持Meyer， Treichler, and Meyer（1965）和Stollnitz（1965）的早期结论，即灵长类动物的学习效率受到损害，在歧视和反应位点之间存在空间不连续性。本文所报道的研究要求我们重新考虑这一结论。两只恒河猴（Macaca mulatta）轻松地掌握了操纵杆的精确控制，以响应各种计算机生成的目标，尽管操纵杆位于距离视频屏幕9到18厘米的地方。我们认为，刺激-反应邻近性是学习的一个重要参数，只有当猴子在视觉上注意其手的定向运动以取代威斯康辛通用测试装置中的歧视时，它才是学习的一个重要参数。相反，如果注意力集中在手的运动效果上，而不是手本身，刺激-反应的连续性就不再是学习的主要参数。讨论了这项工作对镜像引导研究的意义。
Recent reports (Iwai, Yaginuma, & Mishkin, 1986; Yaginuma & Iwai, 1986) have supported the earlier conclusion by Meyer, Treichler, and Meyer (1965) and by Stollnitz (1965) that the efficiency of primate learning is compromised to the degree that there is spatial discontiguity between discriminanda and the locus of response. The research reported in this article calls for a reconsideration of this conclusion. Two rhesus monkeys (Macaca mulatta) easily mastered precise control of a joystick to respond to a variety of computer-generated targets despite the fact that the joystick was located 9 to 18 cm from the video screen. We hold that stimulus-response contiguity is a significant parameter of learning only to the degree that the monkey visually attends to the directional movements of its hand in order to displace discriminanda as in the Wisconsin General Test Apparatus. If, instead, attention is focused on the effects of the hand’s movement rather than on the hand itself, stimulus-response contiguity is no longer a primary parameter of learning. The implications of this work for mirror-guided studies are discussed.