CONCEPT LEARNING AND LIST MEMORY

描述(申请人摘要)：这是一个广泛的长期目标 研究是为了了解高阶概念是如何学习的。这项建议 扩展了关于恒河猴概念学习和清单记忆的研究结果 猴子和鸽子。每个物种的实验几乎是相同的， 允许进行出色的跨物种比较研究。第一盘 实验探索了与潜在机制相关的参数 同异(SD)歧视的学习和迁移。可持续发展判断 当两个项目相同时，要求主题回答“相同” “Different”是指两件物品彼此不同。这些实验 直接检验增加观察反应(即数量)的假设 指轻啄或触摸刺激)通过诱导 视觉刺激的基本分析(Wright，1997)。美国政府的角色 观察反应在第二组实验中被进一步测试 列出内存。这些列表记忆实验使用的是更复杂的 一种序列探测识别(SPR)任务，在该任务中，顺序呈现的 项目之后是探测项目。这项新研究的具体目标是 为了(1)比较可持续发展歧视的策略和机制 在两个不同物种之间，(2)评估观察反应的作用 在概念学习上，(3)评价观察反应与概念学习的交互作用 确定概念学习的大小，(4)评估基本概念如何迁移到更多 复杂问题，以及(5)评估清单上观察反应的作用 记忆。

DESCRIPTION (Applicant's abstract): The broad, long-term objective of this research is to understand how higher-order concepts are learned. The proposal expands upon findings regarding concept learning and list memory in rhesus monkeys and pigeons. The experiments for each species are virtually identical, permitting an excellent cross species comparative investigation. The first set of experiments explores parameters associated with the underlying mechanisms of learning and transfer of same-different (SD) discriminations. An SD judgment requires a subject to respond "same" when two items are identical and "different" when two items are different from each other. The experiments directly test the hypothesis that increased observing responses (i.e., number of pecks or touches to a stimulus) lead to relational learning by inducing the elemental analysis of a visual stimulus (Wright, 1997). The role of the observing response is further tested in the second set of experiments examining list memory. These list memory experiments use the more complex serial-probe-recognition (SPR) task in which a sequentially presented list of items is followed by a probe item. The specific aims of this new research are to (1) compare the strategies and mechanisms underlying SD discriminations between two different species, (2) evaluate the role of the observing response on concept learning, (3) evaluate the interaction of observing responses and set size on concept learning, (4) evaluate how basic concepts transfer to more complex problems, and (5) evaluate the role of the observing response on list memory.