Claire Ricci-Bonot, Amelia Duncan, Daniel S. Mills, Thomas W. Pike, Helen Zulch, Victoria F. Ratcliffe, Michael Nickson, Emma Hobbs, Anna Wilkinson
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引用次数: 0
Abstract
The performance of detection dogs relies on their ability to detect and alert to variations of the stimuli upon which they have been trained. As such, research has tended to focus on understanding the likelihood of generalising beyond a trained stimulus set. However, it remains unclear which stimuli dogs perceive as the ‘same’ or ‘different’ to others. Understanding this perception would allow the creation of appropriate training aids to improve the performance of working dogs. The aim of this study was to establish whether dogs were capable of same-different concept learning with odours and whether they could generalise this learning to a novel stimulus set. Dogs were presented with two odours simultaneously and trained to give one indication behaviour if the samples were the same, and an alternative indication if they were different. Four of the ten dogs tested were able to meet the learning criteria, indicating that they could learn the task with the training stimuli. However, none were able to generalise the concept to a new stimulus set. The failure of the dogs to generalise the same-different learning to novel stimuli suggests that the procedure used, while showing some promise, may not be the best approach to assess how dogs perceive odours in relation to each other.
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.