NDLI: Abstract-concept learning of difference in pigeons

Content Provider	Springer Nature Link
Author	Daniel, Thomas A. Wright, Anthony A. Katz, Jeffrey S.
Copyright Year	2015
Abstract	Many species have demonstrated the capacity to learn abstract concepts. Recent studies have shown that the quantity of stimuli used during training plays a critical role in how subjects learn abstract concepts. As the number of stimuli available in the training set increases, so too does performance on novel combinations. The role of set size has been explored with learning the concept of matching and same/different but not with learning the concept of difference. In the present study, pigeons were trained in a non-matching-to-sample task with an initial training set of three stimuli followed by transfer tests to novel stimuli. The training set was progressively doubled eight times with learning and transfer following each expansion. Transfer performance increased from chance level (50 %) at the smallest set size to a level equivalent to asymptotic training performance at the two largest training set sizes (384, 768). This progressive novel-stimulus transfer function of a non-matching (difference) rule is discussed in comparison with results from a similar experiment where pigeons were trained on a matching rule.
Starting Page	831
Ending Page	837
Page Count	7
File Format	PDF
ISSN	14359448
Journal	Animal Cognition
Volume Number	18
Issue Number	4
e-ISSN	14359456
Language	English
Publisher	Springer Berlin Heidelberg
Publisher Date	2015-02-18
Publisher Place	Berlin, Heidelberg
Access Restriction	Subscribed
Subject Keyword	Non-matching Oddity-from-sample Matching-to-sample Set-size expansion Abstract-concept learning Behavioral Sciences Zoology Human Physiology Evolutionary Biology
Content Type	Text
Resource Type	Article
Subject	Experimental and Cognitive Psychology Ecology, Evolution, Behavior and Systematics

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