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Learning & Behavior

Erschienen in:

28.02.2018

Comparing cognition by integrating concept learning, proactive interference, and list memory

verfasst von: Anthony A. Wright, Debbie M. Kelly, Jeffrey S. Katz

Erschienen in: Learning & Behavior | Ausgabe 2/2018

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Abstract

This article describes an approach for training a variety of species to learn the abstract concept of same/different, which in turn forms the basis for testing proactive interference and list memory. The stimulus set for concept-learning training was progressively doubled from 8, 16, 32, 64, 128 . . . to 1,024 different pictures with novel-stimulus transfer following learning. All species fully learned the same/different abstract concept: capuchin and rhesus monkeys learned more readily than pigeons; nutcrackers and magpies were at least equivalent to monkeys and transferred somewhat better following initial training sets. A similar task using the 1,024-picture set plus delays was used to test proactive interference on occasional trials. Pigeons revealed greater interference with 10-s than with 1-s delays, whereas delay time had no effect on rhesus monkeys, suggesting that the monkeys’ interference was event based. This same single-item same/different task was expanded to a 4-item list memory task to test animal list memory. Humans were tested similarly with lists of kaleidoscope pictures. Delays between the list and test were manipulated, resulting in strong initial recency effects (i.e., strong 4th-item memory) at short delays and changing to a strong primacy effect (i.e., strong 1st-item memory) at long delays (pigeons 0-s to 10-s delays; monkeys 0-s to 30-s delays; humans 0-s to 100-s delays). Results and findings are discussed in terms of these species’ cognition and memory comparisons, evolutionary implications, and future directions for testing other species in these synergistically related tasks.

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Nächster Artikel Divergences in learning and memory among wild zebrafish: Do sex and body size play a role?

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Titel: Comparing cognition by integrating concept learning, proactive interference, and list memory
verfasst von: Anthony A. Wright
Debbie M. Kelly
Jeffrey S. Katz
Publikationsdatum: 28.02.2018
Verlag: Springer US
Erschienen in: Learning & Behavior / Ausgabe 2/2018
Print ISSN: 1543-4494
Elektronische ISSN: 1543-4508
DOI: https://doi.org/10.3758/s13420-018-0316-3

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