Pigeons learn two matching tasks, two nonmatching tasks, or one of each.

When pigeons learn matching-to-sample or nonmatching-to-sample there is good evidence that they can transfer that learning to novel stimuli. But early evidence suggests that in the rate of task acquisition, there is no benefit from a matching relation between the sample and the correct or incorrect comparison stimulus. In the present research we trained three groups of pigeons, each on two two-stimulus tasks simultaneously, matching-matching, nonmatching-nonmatching, or matching-nonmatching. If a common matching or nonmatching relationship benefits acquisition, the first two groups should acquire their tasks faster than the third group, for which the two tasks ought to be incompatible. The results indicated that all three groups acquired their tasks at about the same rate. A secondary goal of the experiment was to determine the basis of learning for the each of the three groups. During testing, for each task, there were test trials in which one of the stimuli from the other task replaced either the correct or the incorrect comparison stimulus. Surprisingly, neither comparison stimulus appeared to show complete control over comparison choice. Although replacing either comparison stimulus resulted in a decrement in task accuracy from about 90% to 70% correct, independent of which comparison stimulus was replaced, the pigeons chose correctly at well above chance accuracy. Suggestions to explain this unexpected outcome are discussed.