Klein Emily D, Zentall Thomas R
Department of Psychology, University of Kentucky, Lexington, KY 40506-004, USA.
J Comp Psychol. 2003 Dec;117(4):414-9. doi: 10.1037/0735-7036.117.4.414.
The bidirectional control procedure was used to determine whether pigeons (Columba livia) would imitate a demonstrator that pushed a sliding screen for food. One group of observers saw a trained demonstrator push a sliding screen door with its beak (imitation group), whereas 2 other groups watched the screen move independently (possibly learning how the environment works) with a conspecific either present (affordance learning with social facilitation) or absent (affordance learning alone). A 4th group could not see the screen being pushed (sound and odor control). Imitation was evidenced by the finding that pigeons that saw a demonstrator push the screen made a higher proportion of matching screen pushes than observers in 2 appropriate control conditions. Further, observers that watched a screen move without a demonstrator present made a significantly higher proportion of matching screen pushes than would be expected by chance. Thus, these pigeons were capable of affordance learning.
采用双向控制程序来确定鸽子（家鸽）是否会模仿一个通过推动滑动屏幕获取食物的示范者。一组观察者看到一只经过训练的示范者用喙推动滑动纱门（模仿组），而另外两组观察屏幕在有同种个体在场（有社会促进作用的可供性学习）或不在场（单独的可供性学习）的情况下独立移动（可能是了解环境如何运作）。第四组看不到屏幕被推动（声音和气味控制）。有证据表明存在模仿行为，即看到示范者推动屏幕的鸽子做出的匹配屏幕推动比例高于处于两种适当控制条件下的观察者。此外，观察到屏幕在没有示范者在场的情况下移动的观察者做出的匹配屏幕推动比例显著高于随机预期。因此，这些鸽子具备可供性学习能力。
