Kim Kirkpatrick-Steger

PIGEONS SHOW SAME-DIFFERENT CONCEPTUALIZATION AFTER TRAINING WITH COMPLEX VISUAL STIMULI

Eight pigeons were first trained to peck 1 button in the presence of 16 distinct 4 x 4 arrays of identical pictures and to peck a 2nd button in the presence of 16 distinct 4 x 4 arrays of nonidentical pictures. Later, they were tested with 16 other same and 16 other different stimulus arrays involving untrained pictures. Performance to the testing arrays greatly exceeded chance levels, thus suggesting same-different conceptualization by pigeons.

Cyclic Responding by Pigeons on the Peak Timing Procedure

The present experiment examined whether discrimination learning shapes the single-peaked response distributions usually obtained with the peak procedure. Two sources of learning in pigeons were disclosed: learning to respond near the time of reinforcement on fixed interval (FI) trials and learning to withhold responding once the FI duration had elapsed on peak interval (PI) trials. Pigeons also produced a highly unexpected second peak in responding on nonreinforced PI trials at 3 times the FI duration. Follow-up experiments showed that a 1:4 FI:PI duration ratio supported double peaks, but only 1 peak was obtained with a 1:8 FI:PI duration ratio. Finally, 4 peaks could be observed on extra-long PI trials under a 1:4:8 FI:PI:PI ratio procedure. The multiple-peaked response distributions are an unprecedented finding that present a major challenge to any theory of time perception.

The Pigeon's Recognition of Drawings of Depth-Rotated Stimuli

Four experiments used a four-choice discrimination learning paradigm to explore the pigeons recognition of line drawings of four objects (an airplane, a chair, a desk lamp, and a flashlight) that were rotated in depth. The pigeons reliably generalized discriminative responding to pictorial stimuli over all untrained depth rotations, despite the birds having been trained at only a single depth orientation. These generalization gradients closely resembled those found in prior research that used other stimulus dimensions. Increasing the number of different vantage points in the training set from one to three broadened the range of generalized testing performance, with wider spacing of the training orientations more effectively broadening generalized responding. Template and geon theories of visual recognition are applied to these empirical results.

The pigeon's discrimination of shape and location information

Two groups of pigeons (n = 4) were trained with 16 line drawings portraying a fixed shape and a variable shape. The four variable shapes (a wedge, a cone, a cylinder, and a handle) appeared to the left of, to the right of, above, or below the fixed shape (a cube). Group Shape (S) was required to discriminate the identity of the variable shape that was mated with the cube, whereas Group Location (L) was required to discriminate where the variable shape appeared relative to the cube. Three of the four pigeons in each group mastered their respective tasks. Later tests revealed that the two groups of pigeons had attended to different aspects of the shape pairs, even though the visual stimuli and general procedures they had been given were the same. Group S had attended to the identity of the variable shape and had ignored the identity and location of the cube, whereas Group L had attended to the configuration of the two shapes. The methods and stimuli could be useful in delineating the biological bases of shape and location perception.

Effects of MDA on classical conditioning of the rabbit nictitating membrane response

In Experiment 1, classical conditioning of the rabbits nictitating membrane response (NMR) was accomplished by pairing tone and light conditioned stimuli (CSs) with a shock unconditioned stimulus (UCS). MDA impaired the acquisition of conditioned responses (CR) to a tone-CS, while significantly enhancing CR acquisition to a light-CS. Experiment 2, employing explicitly unpaired CS, UCS training, revealed no reliable effects of MDA upon nonassociative processes. Subsequent efforts determined if MDAs CR acquisition effects resulted from alterations in sensory processing of the CS, UCS, and/or UCR motor functioning. Specifically, it was determined that MDA: (a) increased the tone-CS intensity threshold for eliciting CRs (Experiment 3); (b) attenuated the tone-induced reflex modification of the unconditioned NMR (Experiment 4); and (c) enhanced UCR frequency at varying UCS intensities (Experiment 5). It was concluded that MDAs effect upon CR acquisition reflected the drugs effect upon CS and UCS/UCR processing and thereby altered the ability of these components of conditioning to enter into associative learning.

Effects of MDA upon differential serial compound conditioning and reflex modification of the rabbit's nictitating membrane response

The present investigations sought to determine the effects of 3,4-methylenedioxyamphetamine (MDA) on: 1) differential conditioning of the rabbits nictitating membrane response to the serial compounds A-X-US (tone-light-reinforced compound) and B-X (white noise-light-unreinforced compound) by examining differential responding to A and B and their conditional control over responding to X within the compounds (Experiment 1); and 2) the ability of the compound stimuli and their components to modify the amplitude of the unconditioned nictitating membrane response (Experiment 2). Experiment 1 revealed that MDA decremented differential responding to the serial compounds and their A and B components, while enhancing conditioned responding to the X component. In addition, Experiment 2 indicated that MDA attenuated reflex modification to the compounds and their A and B components, but facilitated reflex modification to X alone. The results of these experiments indicated that MDA operated to alter the intensity, distinctiveness, and persistence (short-term memory) of stimulus representations.