title: Tiger salamanders' (Ambystoma tigrinum) response learning and usage of visual cues.
abstract: We explored tiger salamanders' (Ambystoma tigrinum) learning to execute a response within a maze as proximal visual cue conditions varied. In Experiment 1, salamanders learned to turn consistently in a T-maze for reinforcement before the maze was rotated. All learned the initial task and executed the trained turn during test, suggesting that they learned to demonstrate the reinforced response during training and continued to perform it during test. In a second experiment utilizing a similar procedure, two visual cues were placed consistently at the maze junction. Salamanders were reinforced for turning towards one cue. Cue placement was reversed during test. All learned the initial task, but executed the trained turn rather than turning towards the visual cue during test, evidencing response learning. In Experiment 3, we investigated whether a compound visual cue could control salamanders' behaviour when it was the only cue predictive of reinforcement in a cross-maze by varying start position and cue placement. All learned to turn in the direction indicated by the compound visual cue, indicating that visual cues can come to control their behaviour. Following training, testing revealed that salamanders attended to stimuli foreground over background features. Overall, these results suggest that salamanders learn to execute responses over learning to use visual cues but can use visual cues if required. Our success with this paradigm offers the potential in future studies to explore salamanders' cognition further, as well as to shed light on how features of the tiger salamanders' life history (e.g. hibernation and metamorphosis) impact cognition.
authors.affiliation: Department of Psychology, Hood College, 401 Rosemont Avenue, Room ROS 29, Frederick, MD, 21701, USA. kundey@hood.edu.
authors.forename: Shannon M A
authors.initials: SM
authors.lastname: Kundey
authors.affiliation: Department of Psychology, Hood College, 401 Rosemont Avenue, Room ROS 29, Frederick, MD, 21701, USA.
authors.forename: Roberto
authors.initials: R
authors.lastname: Millar
authors.affiliation: Department of Psychology, Hood College, 401 Rosemont Avenue, Room ROS 29, Frederick, MD, 21701, USA.
authors.forename: Justin
authors.initials: J
authors.lastname: McPherson
authors.affiliation: Department of Psychology, Hood College, 401 Rosemont Avenue, Room ROS 29, Frederick, MD, 21701, USA.
authors.forename: Maya
authors.initials: M
authors.lastname: Gonzalez
authors.affiliation: Department of Psychology, Hood College, 401 Rosemont Avenue, Room ROS 29, Frederick, MD, 21701, USA.
authors.forename: Aleyna
authors.initials: A
authors.lastname: Fitz
authors.affiliation: Department of Psychology, Hood College, 401 Rosemont Avenue, Room ROS 29, Frederick, MD, 21701, USA.
authors.forename: Chadbourne
authors.initials: C
authors.lastname: Allen
mesh_terms: D000557:Ambystoma / Q000502:physiology*; D000818:Animals; D001522:Behavior, Animal / Q000502:physiology*; D003071:Cognition; D003463:Cues; D004193:Discrimination Learning; D008297:Male; D018782:Maze Learning; D065853:Spatial Learning; D014796:Visual Perception / Q000502:physiology*
keywords: Amphibian; Cognition; Discrimination learning; Salamander