Learning & Behavior最新文献_第4页

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

引用次数: 0

A special issue in honor of the contributions of Professor Nicola S. Clayton FRS. 这期特刊是为了纪念尼古拉·s·克莱顿教授的贡献。

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

引用次数: 0

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

引用次数: 0

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}

引用次数: 0

Rats show up to 72 h of significant retention for spatial memory in the radial maze. 大鼠在径向迷宫中的空间记忆保持时间长达 72 小时。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2024-12-01 Epub Date: 2024-07-24 DOI: 10.3758/s13420-024-00633-4

Chiaki Tanaka, Tohru Taniuchi

{"title":"Rats show up to 72 h of significant retention for spatial memory in the radial maze.","authors":"Chiaki Tanaka, Tohru Taniuchi","doi":"10.3758/s13420-024-00633-4","DOIUrl":"10.3758/s13420-024-00633-4","url":null,"abstract":"This study explored long-term retention of spatial memory in rats using an eight-arm radial maze. Crystal and Babb (Learning and motivation, 39(4), 278-284, 2008) previously demonstrated that rats could retain spatial memory for up to 25 h in the radial maze. Notably, they found performance improved with 48-h intertrial intervals compared with 24-h intervals. Our study investigated the effects of extending intertrial intervals on long-term retention of spatial memory by reducing the potential for proactive interference. Each trial comprised a learning phase, during which subjects were required to sequentially visit four randomly selected arms, followed by a free-choice test that included all eight arms, conducted after increasing the retention and intertrial intervals. The retention intervals were systematically increased from 1 h to 24, 48, and, ultimately, 72 h, with corresponding intertrial intervals expanding from 24 to 48, 120, and 144 h. Performance significantly surpassed chance levels across all conditions, demonstrating that rats are capable of retaining spatial memory for up to 72 h.","PeriodicalId":49914,"journal":{"name":"Learning & Behavior","volume":" ","pages":"330-338"},"PeriodicalIF":1.9,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11628574/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141762114","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}

引用次数: 0

Octopus toss-up: Is debris throwing driven by intent? 章鱼扔垃圾:扔垃圾是有目的的吗?

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2024-12-01 Epub Date: 2023-11-14 DOI: 10.3758/s13420-023-00611-2

Alexandra K Schnell

引用次数: 0

Disentangling the evolution of cognition: Learning in Cnidaria. 解析认知的进化：蛇尾目动物的学习

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2024-12-01 Epub Date: 2023-12-11 DOI: 10.3758/s13420-023-00621-0

Jose Prados

引用次数: 0

Serial pattern learning: The anticipation of worsening conditions by pigeons. 连续模式学习：鸽子对恶化条件的预期。

IF 1.9 4区心理学

Learning & Behavior Pub Date : 2024-12-01 Epub Date: 2024-03-19 DOI: 10.3758/s13420-024-00628-1

Thomas R Zentall, Daniel N Peng

{"title":"Serial pattern learning: The anticipation of worsening conditions by pigeons.","authors":"Thomas R Zentall, Daniel N Peng","doi":"10.3758/s13420-024-00628-1","DOIUrl":"10.3758/s13420-024-00628-1","url":null,"abstract":"In general, animals are known to be sensitive to the immediacy of reinforcers. That is, they are generally impulsive and outcomes that occur in the future are generally heavily discounted. Furthermore, they should prefer alternatives that provide reinforcers that require less rather than greater effort to obtain. In the present research, pigeons were given a choice between (1) obtaining reinforcers on a progressively more difficult schedule of reinforcement; starting with four pecks, then eight pecks, then 16 pecks, then 32 pecks, and finally 64 pecks on each trial, and (2) a color signaling a number of pecks for a single reinforcer: red = six, green = 11, blue = 23, or yellow = 45. If pigeons choose optimally, most of the time they should choose the progressive schedule to obtain five reinforcers rather than switch to a color to receive only one. However, if they are sensitive primarily to the number of pecks to the next reinforcer, they should choose the progressive schedule once before switching to red, twice before switching to green, three times before switching to blue, and four times before switching to yellow. Instead, they systematically switched too early. Rather than choose based on the rate of reinforcement or even based on the time or effort to the next reinforcer, they appear to anticipate that the progressive schedule is going to get more difficult, and they base their choice suboptimally on the serial pattern of the worsening progressive schedule.","PeriodicalId":49914,"journal":{"name":"Learning & Behavior","volume":" ","pages":"296-301"},"PeriodicalIF":1.9,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177413","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