Alejandro Macías, Armando Machado, Marco Vasconcelos
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引用次数: 0
Abstract
In a variety of laboratory preparations, several animal species prefer signaled over unsignaled outcomes. Here we examine whether pigeons prefer options that signal the delay to reward over options that do not and how this preference changes with the ratio of the delays. We offered pigeons repeated choices between two alternatives leading to a short or a long delay to reward. For one alternative (informative), the short and long delays were reliably signaled by different stimuli (e.g., SS for short delays, SL for long delays). For the other (non-informative), the delays were not reliably signaled by the stimuli presented (S1 and S2). Across conditions, we varied the durations of the short and long delays, hence their ratio, while keeping the average delay to reward constant. Pigeons preferred the informative over the non-informative option and this preference became stronger as the ratio of the long to the short delay increased. A modified version of the Δ-Σ hypothesis (González et al., J Exp Anal Behav 113(3):591-608. https://doi.org/10.1002/jeab.595 , 2020a) incorporating a contrast-like process between the immediacies to reward signaled by each stimulus accounted well for our findings. Functionally, we argue that a preference for signaled delays hinges on the potential instrumental advantage typically conveyed by information.
期刊介绍:
Animal Cognition is an interdisciplinary journal offering current research from many disciplines (ethology, behavioral ecology, animal behavior and learning, cognitive sciences, comparative psychology and evolutionary psychology) on all aspects of animal (and human) cognition in an evolutionary framework.
Animal Cognition publishes original empirical and theoretical work, reviews, methods papers, short communications and correspondence on the mechanisms and evolution of biologically rooted cognitive-intellectual structures.
The journal explores animal time perception and use; causality detection; innate reaction patterns and innate bases of learning; numerical competence and frequency expectancies; symbol use; communication; problem solving, animal thinking and use of tools, and the modularity of the mind.