Tomokazu Ushitani

Pigeons do not perceptually complete partly occluded photos of food: An ecological approach to the "pigeon problem".

Humans routinely complete partly occluded objects to recognize the whole objects. However, a number of studies using geometrical figures and even conspecific images have shown that pigeons fail to do so. In the present study, we tested whether pigeons complete partially occluded objects in a situation simulating a natural feeding context. In Experiment 1, we trained pigeons to peck at any photograph of food and not to peck at any containing a non-food object. At test, we presented both photos of food partly occluded by pigeons feather and photos simply truncated at the same part. We predicted that if the pigeons perceptually completed the occluded portion, then they would discriminate the photos of occluded food better than the truncated photos. The result was that the pigeons pecked at the truncated photos earlier than the occluded photos. Placing the occluder next to all of the stimuli in Experiment 2 or substituting indented lozenge for the feather in Experiment 3 did not affect the results. Thus, even in a simulated ecologically significant situation, pigeons continued to not show evidence of perceptual completion.

Performance of pigeons (Columba livia) on maze problems presented on the LCD screen : In search for preplanning ability in an avian species

The authors examined how pigeons (Columba livia) perform on 2-dimensional maze tasks on the LCD monitor and whether the pigeons preplan the solution before starting to solve the maze. After training 4 pigeons to move a red square (the target) to a blue square (the goal) by pecking, the authors exposed them to a variety of detour tasks having lines as a barrier. A preview phase was introduced, during which the pigeons were not allowed to peck at the monitor. Results of a set of experiments suggest that our pigeons successfully learned to solve these tasks, that they came to take an efficient strategy as the barriers became complex, and that they possibly preplan its solution, at least on familiar, well-practiced tasks.

Accelerated behavioural development changes fine-scale search behaviour and spatial memory in honey bees (Apis mellifera L.)

ABSTRACT Normally, worker honey bees (Apis mellifera) begin foraging when more than 2 weeks old as adults, but if individual bees or the colony is stressed, bees often begin foraging precociously. Here, we examined whether bees that accelerated their behavioural development to begin foraging precociously differed from normal-aged foragers in cognitive performance. We used a social manipulation to generate precocious foragers from small experimental colonies and tested their performance in a free-flight visual reversal learning task, and a test of spatial memory. To assess spatial memory, bees were trained to learn the location of a small sucrose feeder within an array of three landmarks. In tests, the feeder and one landmark were removed and the search behaviour of the bees was recorded. Performance of precocious and normal-aged foragers did not differ in a visual reversal learning task, but the two groups showed a clear difference in spatial memory. Flight behaviour suggested normal-aged foragers were better able to infer the position of the removed landmark and feeder relative to the remaining landmarks than precocious foragers. Previous studies have documented the cognitive decline of old foragers, but this is the first suggestion of a cognitive deficit in young foragers. These data imply that worker honey bees continue their cognitive development during the adult stage. These findings may also help to explain why precocious foragers perform quite poorly as foragers and have a higher than normal loss rate. Summary: Honey bees that begin foraging precociously perform poorly in a test of spatial memory compared with normal-aged foragers, implying there is a cost to this accelerated behavioural development in terms of reduced cognitive ability.

The learning of basic-level categories by pigeons: The prototype effect, attention, and effects of categorization

Pigeons were trained to classify composite faces of two categories created by mimicking the structure of basic-level categories, with each face consisting of an item-specific component and a common component diagnostic for its category. Classification accuracy increased as the proportion of common components increased, regardless of familiar and novel item-specific components, with the best discrimination occurring at untrained original faces used as the common components. A no-categorization control condition suggested that categorization gives rise to equivalence for item-specific components and distinctiveness for degrees of prototypicality. When some item-specific components were shared by exemplars of the contrasting categories, those that were not overlapping between the categories became the effective cues for the pigeons’ responses. Implications of these results are discussed in the context of current categorization and associative learning theories.

Inference Based on Transitive Relation in Tree Shrews ( Tupaia Belangeri ) and Rats ( Rattus Norvegicus ) on a Spatial Discrimination Task

Six tree shrews and 8 rats were tested for their ability to infer transitively in a spatial discrimination task. The apparatus was a semicircular radial-arm maze with 8 arms labeled A through H. In Experiment 1, the animals were first trained in sequence on 4 discriminations to enter 1 of the paired adjacent arms, AB, BC, CD, and DE, with right (or left, for half the animals) symbols signifying positive options; then they were tested with the previously unused pair of arms, FH. All tree shrews and 4 rats transitively chose H (or F for half the animals). In Experiment 2, all tree shrews and 5 rats transitively chose H (or F) on 3-option tests of FGH. The results suggest that these animals used transitive relation in solving novel problems.

Arithmetic-Like Reasoning in Wild Vervet Monkeys: A Demonstration of Cost-Benefit Calculation in Foraging

Arithmetic-like reasoning has been demonstrated in various animals in captive and seminatural environments, but it is unclear whether such competence is practiced in the wild. Using a hypothetical foraging paradigm, we demonstrate that wild vervet monkeys spontaneously adjust their “foraging behavior” deploying arithmetic-like reasoning. Presented with arithmetic-like problems in artificially controlled feeding conditions, all the monkeys tested attempted to retrieve “artificial prey” according to the quantity of the remainder when the task involved one subtraction only (i.e., “2−1”), while one monkey out of four did so when it was sequentially subtracted twice (i.e., “2−1−1”). This monkey also adjusted his “foraging behavior” according to the quantity of the reminder for a task requiring stepwise mental manipulation (i.e., “(2−1)−1”), though the results became less evident. This suggests that vervet monkeys are capable of spontaneously deploying mental manipulations of numerosity for cost-benefit calculation of foraging but that the extent of such capacity varies among individuals. Different foraging strategies might be deployed according to different levels of mental manipulation capacity in each individual in a given population. In addition to providing empirical data, the current study provides an easily adaptable field technique that would allow comparison across taxa and habitat using a uniform method.

Use of redundant sets of landmark information by humans (Homo sapiens) in a goal-searching task in an open field and on a computer screen.

Landmark-based goal-searching tasks that were similar to those for pigeons (Ushitani & Jitsumori, 2011) were provided to human participants to investigate whether they could learn and use multiple sources of spatial information that redundantly indicate the position of a hidden target in both an open field (Experiment 1) and on a computer screen (Experiments 2 and 3). During the training in each experiment, participants learned to locate a target in 1 of 25 objects arranged in a 5 × 5 grid, using two differently colored, arrow-shaped (Experiments 1 and 2) or asymmetrically shaped (Experiment 3) landmarks placed adjacent to the goal and pointing to the goal location. The absolute location and directions of the landmarks varied across trials, but the constant configuration of the goal and the landmarks enabled participants to find the goal using both global configural information and local vector information (pointing to the goal by each individual landmark). On subsequent test trials, the direction was changed for one of the landmarks to conflict with the global configural information. Results of Experiment 1 indicated that participants used vector information from a single landmark but not configural information. Further examinations revealed that the use of global (metric) information was enhanced remarkably by goal searching with nonarrow-shaped landmarks on the computer monitor (Experiment 3) but much less so with arrow-shaped landmarks (Experiment 2). The General Discussion focuses on a comparison between humans in the current study and pigeons in the previous study.

Rapid visual processing of picture stimuli by pigeons in an RSVP (rapid serial visual presentation) task.

Three experiments that were carried out in series with 5 pigeons used novel training methods to investigate the rapid visual processing of picture stimuli by pigeons. On each trial, a sequence containing 1 of 2 bird pictures (the target) and nontarget bird pictures (the distractors) was presented. After the termination of the last item in the sequence, the pigeons were required to choose 1 of 2 colored squares corresponding to the target presented in the preceding sequence. The pigeons learned the task with 2-item lists (1 target and 1 distractor) in Experiment1 and with 3-item lists (1 target and 2 distractors) in Experiment 2. The pigeons showed better performance when the target appeared last in the sequence (a recency effect) and poorer performance the shorter the item duration. In Experiment 3, the pigeons were tested with 3-item lists, but on half the trials 2 distractors were replaced with blanks; for example, a target-distractor-distractor trial became a target-blank-blank trial and performances on these trials were compared. When the item duration was 80 ms or greater, omission of the distractors did not have an effect of increasing performance, suggesting that the recency effect was determined by simple passage of time. With the item durations less than 80 ms, the distractors interfered with memory of the target. When the distractors were omitted, performance remained slightly above chance even at the shortest, 17-ms, item duration. These findings indicate that pigeons are equipped with visual mechanisms that enable them to process visual stimuli rapidly.