Pepperberg I M, Naughton J R, Banta P A
Department of Ecology and Evolutionary Biology, BioScience West, University of Arizona, Tucson, AZ 85721, USA; Department of Psychology, University of Arizona, Tucson, Arizona, USA; Program in Neuroscience, University of Arizona, Tucson, Arizona, USA.
Department of Psychology, University of Arizona, Tucson, Arizona, USA.
Behav Processes. 1998 Feb;42(2-3):139-58. doi: 10.1016/s0376-6357(97)00073-9.
Grey parrots (Psittacus erithacus) do not acquire referential English labels when tutored with videotapes in social isolation (Pepperberg, I.M., 1994. Auk 111, 300-313) possibly because of (1) lack of social interaction to direct their attention appropriately or (2) absence of reward for an attempt at a targeted label. To test the first premise, two parrots watched videotapes with trainers who directed the birds' attention to the video monitor. Vocal praise rewarded attempts at a targeted label. To test the second premise, subjects watched videotapes in social isolation with a reward system that, in the absence of social interaction, could furnish the appropriate item after an attempt at the label. Subjects also received live interactive tutoring on a different set of object labels. Birds learned referential labels from live interactive tutors but not from videotapes. Specific aspects of live tutoring appear critical for the acquisition of referential English labels.
灰鹦鹉（非洲灰鹦鹉）在与社会隔离的情况下通过录像带进行训练时，无法习得具有指代性的英语标签（佩珀伯格，I.M.，1994年。《奥克》第111期，第300 - 313页），可能是因为（1）缺乏社交互动来恰当地引导它们的注意力，或者（2）尝试说出目标标签时没有奖励。为了验证第一个前提，两只鹦鹉观看了录像带，录像带中的训练师引导鸟儿将注意力投向视频监视器。对尝试说出目标标签的行为给予口头表扬作为奖励。为了验证第二个前提，实验对象在与社会隔离的情况下观看录像带，录像带配有奖励系统，即在没有社交互动的情况下，在尝试说出标签后可以提供相应的物品。实验对象还接受了关于另一组物体标签的现场互动训练。鸟儿从现场互动训练师那里学到了具有指代性的标签，但从录像带中学不到。现场训练的某些特定方面对于习得具有指代性的英语标签似乎至关重要。
