Katz Jeffrey S, Bodily Kent D, Wright Anthony A
Department of Psychology, Auburn University, Auburn, AL 36849, USA.
Behav Processes. 2008 Feb;77(2):223-30. doi: 10.1016/j.beproc.2007.10.011. Epub 2007 Nov 9.
Pigeons learned a matching-to-sample task with a split training-set design in which half of the stimulus displays were untrained and tested following acquisition. Transfer to the untrained displays along with no novel-stimulus transfer indicated that these pigeons learned the task (partially) via if-then rules. Comparisons to other performance measures indicated that they also partially learned the task via configural learning (learning the gestalt of the whole stimulus display). Differences in the FR-sample requirement (1 vs. 20) had no systematic effect on the type of learning or level of learning obtained. Differences from a previous study [Wright, A.A., 1997. Concept learning and learning strategies. Psychol. Sci. 8, 119-123] are discussed, including the effect of displaying the stimuli vertically (traditional display orientation) or horizontally from the floor.
鸽子通过一种分割训练集设计学习了匹配样本任务，其中一半的刺激显示在习得后未经过训练并进行测试。向未训练的显示进行迁移以及没有新刺激迁移表明，这些鸽子（部分地）通过“如果-那么”规则学习了该任务。与其他性能指标的比较表明，它们也通过构型学习（学习整个刺激显示的格式塔）部分地学习了该任务。固定比率样本要求（1对20）的差异对所获得的学习类型或学习水平没有系统性影响。讨论了与先前一项研究[赖特，A.A.，1997年。概念学习和学习策略。《心理科学》8，119 - 123]的差异，包括垂直（传统显示方向）或从地面水平显示刺激的影响。
