Learning strategies in matching to sample: if-then and configural learning by pigeons.
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.
Katz
Jeffrey S
JS
Department of Psychology, Auburn University, Auburn, AL 36849, USA. katzjef@auburn.edu
Bodily
Kent D
KD
Wright
Anthony A
AA
D000818:Animals; D003071:Cognition; D010856:Columbidae; D004193:Discrimination Learning; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D014163:Transfer, Psychology