Temporal discrimination learning by pigeons

Memory for time by animals appears to undergo a systematic shortening. This so-called choose-short effect can be seen in a conditional temporal discrimination when a delay is inserted between the sample and comparison stimuli. We have proposed that this temporal shortening may result from a procedural artifact in which the delay appears similar to the intertrial interval and thus, produces an inadvertent ambiguity or 'instructional failure'. When this ambiguity is avoided by distinguishing the intertrial interval from the delay, as well as the samples from the delay, the temporal shortening effect and other asymmetries often disappear. By avoiding artifacts that can lead to a misinterpretation of results, we may understand better how animals represent time. An alternative procedure for studying temporal discriminations is with the psychophysical bisection procedure in which following conditional discrimination training, intermediate durations are presented and the point of subjective equality is determined. Research using the bisection procedure has shown that pigeons represent temporal durations not only as their absolute value but also relative to durations from which they must be discriminated. Using this procedure, we have also found that time passes subjectively slower when animals are required to respond to the to-be-timed stimulus.     

Effects of stimulus size and spatial organization on pigeons’ conditional same-different discrimination

In two experiments, we explored the effects of varying the size and the spatial organization of the stimuli in multi-item arrays on pigeons’ same-different discrimination behavior. The birds had previously learned to discriminate a simultaneously presented array of 16 identical (Same) visual items from an array of 16 nonidentical (Different) visual items, when the correct choice was conditional on the presence of another cue: the color of the background (Castro et al., in press). In Experiment 1, we trained pigeons with 7-item arrays and then tested them with arrays containing the same item, but in a variety of sizes. In Experiment 2, we tested the birds with the items grouped in novel locations: the top, the bottom, the left, or the right portions of the display area, which generated different vertical and horizontal alignments. Accuracy scores revealed virtually perfect stimulus generalization across various item sizes and spatial organizations. Reaction times revealed that the birds perceived different sizes of a single icon as the same stimulus (Experiment 1) and that the birds processed vertical arrangements faster than horizontal arrangements (Experiment 2). These results suggest that the pigeons noticed both physical and spatial changes in the stimuli (as shown by their reaction times), but that these changes did not disrupt the birds’ discriminating the sameness or differentness of the multi-item arrays (as shown by their accuracy scores).     

Selective stimulus control in discrimination of lateral mirror images by pigeons

Four monocularly and two binocularly viewing pigeons were trained to peck a key when it displayed one stimulus (S+) but not to peck when it displayed another stimulus (S−). S+ and S− were a lateral mirror-image pair of two-coloured stimuli. When tested for transfer with the untrained eye open, two of the monocular birds pecked more during S− than S+, the other two continuing to favour S+. During generalization tests on the wavelength dimension all monocular birds pecked much more often during one S+ colour than during the other. The colour controlling pecking was that displayed on the side of the key facing the open eye during S+ presentations. Both binocular birds developed asymmetrical responses to the key, one favouring the left, the other the right side of the key. Generalization tests on the wavelength dimension showed selective control by the colour displayed on the favoured side of the key during S+ presentations. The results are interpreted as supporting the view that pigeons learn to discriminate lateral mirror images by developing asymmetrical observing responses that convert the left-right difference between the mirror images into a difference more easily discriminable.     

Within-session discrimination between times of reinforcers in the minutes range by pigeons

This experiment tested whether pigeons could discriminate between a large reinforcer delivered at 6 min (early) vs. 16 min (late) within a 20 min session. A within subject design was used in which an early reinforcer was delivered in one context, and a late reinforcer in another. Rate of responding on the first link of a chain schedule was higher in the early reinforcer condition. Furthermore, in probe sessions during which no large reinforcer was delivered, the discrimination was maintained. Implications for foraging are discussed.     

Duration ratio discrimination in pigeons: a criterion-setting analysis

Pigeons received trials beginning with a sequence of two colors (blue-->yellow) on the center key of a three-key array. The colors lasted different lengths of time. At the end of the sequence pigeons chose between two keys based on a criterial ratio of the temporal sequence. One choice was reinforced if the time ratio was less than the criterion and the alternate choice was reinforced if the time ratio was greater than the criterion. The criterial ratios (first to second duration) were 1:1, 1.5:1, and 3:1. The same set of intervals was used for the different criterion ratios, producing a balanced distribution of time ratios for the 1.5:1 condition, and unbalanced distributions for the 1:1 and 3:1 conditions. That is, for the 1.5:1 condition half of the duration pairs were less than the criterion and half were greater. However, for the 1:1 and 3:1 conditions, more duration pairs were less than (3:1) or greater than (1:1) the criterion. Accuracy was similar across criterion ratios, but response bias was influenced by the asymmetries of time ratios in the 1:1 and 3:1 conditions. When these asymmetries were controlled, the response biases were reduced or eliminated. These results indicate that pigeons are flexible in establishing a criterion for discriminating duration ratios, unlike humans, who are less flexible and are bound to categorical distinctions in the discrimination of duration ratios.     

Absolute and relational control of a sequential auditory discrimination by pigeons (Columba livia)

Recent evidence indicates that pigeons can readily learn visual discriminations based on both absolute and relational stimulus factors. To examine how these two types of control function in their non-dominant auditory modality, we tested four pigeons in a go/no-go sequential auditory discrimination in which both absolute and relational cues were redundantly available. In this task, sequences of different sounds created from one set of pitches were reinforced, while different sequences created from another set of pitches and any same sequences made from either set of pitches were not. Across three experiments, we independently varied the relative discriminability of the absolute and relational components. The pigeons were consistently and primarily controlled by the absolute fundamental pitch of our notes in all of the experiments, although this was influenced by the range and arrangement of the pitches used in each set. A majority of the pigeons also demonstrated relational control when this component was made more salient. The more robust control exhibited by absolute factors is consistent with the comparative hypothesis that birds in general may have a well-developed aptitude for processing absolute pitch in many auditory settings. The relational control is consistent with our recent evidence of same/different auditory learning by pigeons.     

Similarity and discrimination learning in humans

In an experiment involving a new behavioural preparation the role played by similarity in discrimination learning was examined using visual patterns (i.e., paintings) that might share common elements (specifically, A, BC, and ABC). A-C were small stars of three specific colours (target colours), which were intermixed with other stars of two different colours (distracting colours). The target colours were balanced through A-C. Students received discrimination training in which a fictitious painter was the author of paintings A and BC, while paintings ABC were assigned to a second fictitious painter. During training, the students had to make a choice, in the presence of each pattern, between two response keys, each of them indicating one of the painters. The time taken to respond was also measured. Feedback was always given after each key-press. The results showed that while at times the A+ ABC- discrimination was acquired more readily than was the BC+ ABC- discrimination, on other occasions the reverse was also true, the critical factor being the way in which the colours were combined.     

Learning strategies in matching to sample: if-then and configural learning by pigeons

Pigeons learned a matching-to-sample task with a split training-set design in which half of the stimulus displays were untrained and tested following acquisition. Transfer to the untrained displays along with no novel-stimulus transfer indicated that these pigeons learned the task (partially) via if-then rules. Comparisons to other performance measures indicated that they also partially learned the task via configural learning (learning the gestalt of the whole stimulus display). Differences in the FR-sample requirement (1 vs. 20) had no systematic effect on the type of learning or level of learning obtained. Differences from a previous study [Wright, A.A., 1997. Concept learning and learning strategies. Psychol. Sci. 8, 119-123] are discussed, including the effect of displaying the stimuli vertically (traditional display orientation) or horizontally from the floor.     

Exploring the concept of genetic discrimination

The issue of genetic discrimination has attracted growing attention and has been the focus of a recent major Australian inquiry. It is, however, a complex and loaded notion, open to interpretation. This paper explores the concept of genetic discrimination in both its theoretical and practical dimensions. It examines its conceptual underpinnings, how it is understood, and how this understanding fits within the legal framework of disability discrimination. The paper also examines the phenomenon in practice, including the 'fear factor' and the resulting implications for the development of regulatory policy. The paper argues that we need to be discerning in our interpretation of this term, and differentiate between discriminatory conduct which is legal and illegal. Further, it is argued that a concerted societal response to the 'problem' of genetic discrimination is needed involving targeted legal reforms as well as broader non-legal strategies.     

Species discrimination and concept formation by rhesus monkeys (Macaca mulatta)

There are 19 species in genusMacaca and some of them are living in sympatry (Fooden, 1980). Although inter-specific hybrids are relatively easy to produce under artificial conditions, hybridization does not occur naturally. What is preventing that among the species of genusMacaca? Three rhesus monkeys acquired a discrimination between pictures with rhesus monkeys and without rhesus monkeys. All subjects showed positive transfer of this discrimination to new pictures with rhesus monkeys and without rhesus monkeys. A further test showed that these monkeys could discriminate between pictures of rhesus monkeys and pictures of Japanese monkeys. The results suggest that rhesus monkeys recognize rhesus monkeys as a class, independent of the actual stimuli such as a picture or an individual monkey. The ability to recognize members of their own species and the opportunities for such learning may be an important factor preventing hybridization among the species of genusMacaca.     

Comparison of visual and olfactory reversal learning in pigeons

Pigeons trained to discriminate between either two differentodors or two different colored lights acquired their discriminationsat the same rate. When the discrimination problems were reversedwithin a modality, however, the birds using visual cues acquirednew discriminations more rapidly than in original learning (positivetransfer), whereas the birds using olfactory cues acquired thediscrimination reversal less rapidly. On subsequent reversals,pigeons in the visual task condition developed a successivediscrimination reversal set with repeated reversals of the stimuli,while those in the olfactory condition did not. In a secondexperiment designed to assess the acquisition of redundant cues,birds received additional training with visual and olfactorycues in compound as discriminative stimuli, and were then testedwith only visual or olfactory cues. Birds previously trainedwith odor attended to visual cues in the compound, whereas birdspreviously trained to discriminate between lights did not attendto odor cues until they were presented alone. These resultsdemonstrate that the selection of stimuli may play a crucialrole in the performance of successive discrimination reversalsand suggest that, in contrast to rats, birds selectively attendto visual over olfactory cues in discrimination learning.     

Asymmetry pays: visual lateralization improves discrimination success in pigeons

Functional cerebral asymmetries, once thought to be exclusively human, are now accepted to be a widespread principle of brain organization in vertebrates [1]. The prevalence of lateralization makes it likely that it has some major advantage. Until now, however, conclusive evidence has been lacking. To analyze the relation between the extent of cerebral asymmetry and the degree of performance in visual foraging, we studied grain-grit discrimination success in pigeons, a species with a left hemisphere dominance for visual object processing [2,3]. The birds performed the task under left-eye, right-eye or binocular seeing conditions. In most animals, right-eye seeing was superior to left-eye seeing performance, and binocular performance was higher than each monocular level. The absolute difference between left- and right-eye levels was defined as a measure for the degree of visual asymmetry. Animals with higher asymmetries were more successful in discriminating grain from grit under binocular conditions. This shows that an increase in visual asymmetry enhances success in visually guided foraging. Possibly, asymmetries of the pigeon's visual system increase the computational speed of object recognition processes by concentrating them into one hemisphere while preventing the other side of the brain from initiating conflicting search sequences of its own.     

A comparison of intradimensional and extradimensional shift learning in pigeons

In each of three experiments pigeons were trained on a simultaneous discrimination between stimuli that differed in both colour and orientation. For half the birds the colour dimension was relevant and for half orientation was relevant (i.e., differences along that dimension were correlated with reward and nonreward). All birds were then shifted to a second discrimination between new colours and orientations. For half this constituted an intradimensional shift in that the previously relevant dimension remained relevant; for the remainder the previously irrelevant dimension was made relevant (an extradimensional shift). Contrary to the predictions of attentional theory, the two types of shift were learned with equal ease.     

Scrounger numbers and the inhibition of social learning in pigeons

Social foraging can inhibit the learning and performance of food-finding behaviours. Confusion, overshadowing and frequency-dependent payoffs may all contribute to the inhibition, but standard experimental procedures make the separation of these effects difficult. In this study, we combine characteristics of cage and aviary experiments and present either a single naive pigeon or groups of three naive pigeons with a pre-trained producer opening an apparatus in an aviary. All naive birds scrounged on the 3456 openings they witnessed. In a post-test given in the absence of other birds, all single scroungers opened the apparatus, but only one of the group-scrounging pigeons did. Scrounger numbers appear to play an important role in the inhibition of food-finding behaviour, suggesting that confusion is a major component of learning in a social context.     

Successive learning in hetero-associative memory using chaotic neural networks

In this paper, we propose a successive learning method in hetero-associative memories, such as Bidirectional Associative Memories and Multidirectional Associative Memories, using chaotic neural networks. It can distinguish unknown data from the stored known data and can learn the unknown data successively. The proposed model makes use of the difference in the response to the input data in order to distinguish unknown data from the stored known data. When input data is regarded as unknown data, it is memorized. Furthermore, the proposed model can estimate and learn correct data from noisy unknown data or incomplete unknown data by considering the temporal summation of the continuous data input. In addition, similarity to the physiological facts in the olfactory bulb of a rabbit found by Freeman are observed in the behavior of the proposed model. A series of computer simulations shows the effectiveness of the proposed model.