Learning & Behavior最新文献_第2页

Object permanence in rooks (Corvus frugilegus): Individual differences and behavioral considerations. 乌鸦（Corvus frugilegus）的物体持久性：个体差异与行为考虑。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-03-01 Epub Date: 2024-09-03 DOI: 10.3758/s13420-024-00637-0

Francesca M Cornero, Nicola S Clayton

{"title":"Object permanence in rooks (Corvus frugilegus): Individual differences and behavioral considerations.","authors":"Francesca M Cornero, Nicola S Clayton","doi":"10.3758/s13420-024-00637-0","DOIUrl":"10.3758/s13420-024-00637-0","url":null,"abstract":"Piagetian object permanence (OP) refers to the ability to know that an object continues to exist when out of sight: In humans, it develops in six stages. Species of great apes, other mammals, and birds (parrots, corvids, and pigeons) have been shown to possess partial or full OP, which is a prerequisite for more complex physical cognition abilities they may possess. In birds, the greatest variation is in Stage 6 (invisible displacements) and in \"A-not-B\" errors-incorrectly persevering in searching an empty location rewarded previously. Caching abilities have been invoked as holding explanatory power over results in corvids, for which this error is sometimes completely absent. The rook (Corvus frugilegus), a cognitively advanced, social, caching corvid, has not yet been studied for OP. This study applies tasks of one OP scale commonly adapted for nonhuman animals, Uzgiris and Hunt's Scale 1, as well as later-conceived tasks 16 and S, to a sample of adult, captive rooks. One rook demonstrated full OP (Stage 6b, multiple invisible displacements), whereas other individuals varied, attaining between Stages 5a (single visible displacements) and 6a (single invisible displacements). Like some corvids, a few made transient \"A-not-B\" errors. Behavioral considerations potentially underlying observed individual variation in results in rooks, including dominance, neophobia, past experiences, and individual idiosyncrasies, are examined. Rooks, like other corvids, possess well-developed OP abilities, and these results support the idea that exertion of executive control is required to avoid \"A-not-B\" errors, rather than caching abilities or developmental age, as previously suggested.","PeriodicalId":49914,"journal":{"name":"Learning & Behavior","volume":" ","pages":"93-113"},"PeriodicalIF":1.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11880163/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Do elephants really never forget? What we know about elephant memory and a call for further investigation. 大象真的不会忘记吗？我们对大象记忆的了解以及进一步调查的呼吁。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-03-01 Epub Date: 2024-10-22 DOI: 10.3758/s13420-024-00655-y

Sydney F Hope, Kaitlyn R Willgohs, Sangpa Dittakul, Joshua M Plotnik

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Iterative learning experiments can help elucidate music's origins. 迭代学习实验有助于阐明音乐的起源。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-03-01 Epub Date: 2024-03-11 DOI: 10.3758/s13420-024-00627-2

Marisa Hoeschele

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Correction: Measuring spontaneous episodic future thinking in children: Challenges and opportunities. 更正：测量儿童的自发偶发未来思维：挑战与机遇。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-03-01 DOI: 10.3758/s13420-024-00650-3

Que Anh Pham, Gladys Ayson, Cristina M Atance, Tashauna L Blankenship

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Revisiting episodic-like memory in scrub jays: Is there more we can still learn from what-where-when caching behaviour? 重新审视丛鸦的情景记忆：我们还能从何时何地的缓存行为中学到更多东西吗？

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-03-01 Epub Date: 2025-01-08 DOI: 10.3758/s13420-024-00665-w

Ella Worsfold, Nicola S Clayton, Lucy G Cheke

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A special issue in honor of the contributions of Professor Nicola S. Clayton FRS.

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-03-01 Epub Date: 2025-02-18 DOI: 10.3758/s13420-025-00666-3

Elias Garcia-Pelegrin, Rachael Miller, Joshua M Plotnik, Alexandra K Schnell

{"title":"A special issue in honor of the contributions of Professor Nicola S. Clayton FRS.","authors":"Elias Garcia-Pelegrin, Rachael Miller, Joshua M Plotnik, Alexandra K Schnell","doi":"10.3758/s13420-025-00666-3","DOIUrl":"10.3758/s13420-025-00666-3","url":null,"abstract":"It has been an honor to edit this special issue of Learning & Behavior to recognize the exceptional contributions of Prof. Nicky S. Clayton FRS to the fields of comparative cognition and developmental and experimental psychology. Prof. Clayton has also provided supervision, mentorship, and support for many students, researchers, and colleagues throughout her career, including over 52 PhD candidates and postdoctoral researchers, helping to pave the way for a generation of future scientists in academia and industry. Indeed, all four of the co-editors on this special issue worked with Prof. Clayton in her Cambridge University Comparative Cognition Lab as PhD candidates and/or postdoctoral researchers (from 2011 to 2022), and we happily continue to collaborate together. Prof. Clayton was awarded the 2024 Comparative Cognition Society (CCS) Research Award and delivered the Master Lecture at the 31st International Conference on Comparative Cognition (CO3, April 2024). Dr. Rachael Miller and Prof. Joshua Plotnik (co-editors) co-organized a symposium at the CO3 conference dedicated to Prof. Clayton. The invited symposium speakers were Prof. Mike Beran (Georgia State University), Prof. Jon Crystal (Indiana University), Dr. Christelle Jozet-Alves (Université de Caen Normandie), and Prof. Thomas Bugnyar (University of Vienna). Dr Elias Garcia-Pelegrin (co-editor) served as Master of Ceremony for an evening CO3 banquet, which included a video compilation of \"thank you\" messages from many of Prof. Clayton's colleagues, students, and friends.","PeriodicalId":49914,"journal":{"name":"Learning & Behavior","volume":" ","pages":"7-10"},"PeriodicalIF":1.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bee reasonable: Do bumblebees reason by exclusion? 蜜蜂是理性的：大黄蜂是通过排斥来推理的吗？

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-01-09 DOI: 10.3758/s13420-024-00661-0

Donna Kean, Alex H Taylor

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Examination of hierarchical form perception in African grey parrots (Psittacus erithacus). 非洲灰鹦鹉（Psittacus erithacus）等级形式感知的研究。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-01-03 DOI: 10.3758/s13420-024-00664-x

Muhammad A J Qadri, Suzanne L Gray

引用次数: 0

Do marmosets really have names? 狨猴真的有名字吗？

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2025-01-02 DOI: 10.3758/s13420-024-00662-z

Kelly Jaakkola

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Complex relationship between response rate and preference in pigeons: Williams (1992) revisited. 鸽子的反应率和偏好之间的复杂关系：Williams（1992）。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2024-12-20 DOI: 10.3758/s13420-024-00660-1

Thomas R Zentall, Daniel N Peng, Laiba Rasul

{"title":"Complex relationship between response rate and preference in pigeons: Williams (1992) revisited.","authors":"Thomas R Zentall, Daniel N Peng, Laiba Rasul","doi":"10.3758/s13420-024-00660-1","DOIUrl":"https://doi.org/10.3758/s13420-024-00660-1","url":null,"abstract":"A decrease in the rate of reinforcement associated with one component of a multiple schedule is typically associated with a decrease in responding in that component as well as with an increase in responding in the unchanged component. This increase in responding, referred to as positive contrast, is thought to result from an increase in the subjective value associated with the unchanged component. Williams Animal Learning & Behavior, 19, 337-344, (1991) challenged this hypothesis in an experiment with pigeons in which Stimulus A, associated with a variable interval schedule, was always followed by Stimulus X, associated with extinction, while Stimulus B, associated with the same variable interval schedule, was always followed by Stimulus Y, also associated with a variable interval schedule. Although Williams found that most of the pigeons pecked more at Stimulus A than at Stimulus B (behavioral contrast), when the pigeons were given a choice between Stimulus A and B, they showed a preference for Stimulus B. In the present experiment (a slight modification from Williams's), we confirmed this finding. Although our pigeons pecked more at Stimulus A than at Stimulus B, they generally preferred Stimulus B, the stimulus that was not followed by extinction. This result suggests that positive contrast may not result from an increase in the subjective value of the unchanged component. Instead, it suggests that this version of positive contrast may result at least in part from the pigeons' attempt to get all of the reinforcers possible in the presence of Stimulus A before the extinction schedule begins.","PeriodicalId":49914,"journal":{"name":"Learning & Behavior","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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