Serial reversal learning and the evolution of behavioral flexibility in three species of North American corvids (Gymnorhinus cyanocephalus, Nucifraga columbiana, Aphelocoma californica).

In serial reversal learning, subjects learn to respond differentially to 2 stimuli. When the task is fully acquired, reward contingencies are reversed, requiring the subject to relearn the altered associations. This alternation of acquisition and reversal can be repeated many times, and the ability of a species to adapt to this regimen has been considered as an indication of behavioral flexibility. Serial reversal learning of 2-choice discriminations was contrasted in 3 related species of North American corvids: pinyon jays (Gymnorhinus cyanocephalus), which are highly social; Clark's nutcrackers (Nucifraga columbiana), which are relatively solitary but specialized for spatial memory; and western scrub jays (Aphelocoma californica), which are ecological generalists. Pinyon jays displayed significantly lower error rates than did nutcrackers or scrub jays after reversal of reward contingencies for both spatial and color stimuli. The effect was most apparent in the 1st session following each reversal and did not reflect species differences in the rate of initial discrimination learning. All 3 species improved their performance over successive reversals and showed significant transfer between color and spatial tasks, suggesting a generalized learning strategy. The results are consistent with an evolutionary association between behavioral flexibility and social complexity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance of four seed-caching corvid species in the radial-arm maze analog.

Four seed-caching corvid species were tested in an open-room analog of the radial-arm maze. During Experiment 1, the species more dependent on stored food, Clark's nutcrackers (Nucifraga columbiana) and pinyon jays (Gymnorhinus cyanocephalus), acquired the task more quickly and to higher accuracy levels than either scrub jays (Aphelocoma coerulescens) or Mexican jays (A. ultramarina). During Experiment 2, performance after retention intervals was tested. When intervals of 30–210 min were tested in ascending order, species differences observed during acquisition were again obtained. However, when intervals of 5–300 min were tested in random order, the species differed only at shorter intervals. During Experiment 3, only nutcrackers gave any indication of performing above chance after a 24-hr retention interval. Results support the hypothesis of species differences in spatial information processing that correlate with dependence on stored food. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of four corvid species in a working and reference memory task using a radial maze.

Birds were tested in an open-room radial maze with learned spatial locations that varied from trial to trial (working memory) and locations that remained spatially stable (reference memory). Three of the species, the Clark's nutcracker (Nucifraga columbiana), pinyon jay (Gymnorhinus cyanocephalus), and Western scrub jay (Aphelocoma coerulescens) store food to varying degrees. The other species, the Eurasian jackdaw (Corvus monedula) does not. Pinyon jays and scrub jays performed better than the nutcrackers and jackdaws in both working and reference memory components of the maze. The pinyon jay and jackdaw performed as would be expected on the basis of their natural history and previous research, but the scrub jay and nutcracker did not. Results are consistent with phylogenetic relationships among the 4 species, but could also be explained by differences in response strategies or interference in processing both types of memory components of the maze. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Systematic foraging by a nectar-feeding bird, the amakihi (Loxops virens).

Conducted a field study of the nectar-foraging behavior of amakihi, a nectar-feeding species of Hawaiian honeycreeper. The frequency and temporal distribution of visits to particular flower clusters showed that individual Ss avoided repeated visits to the same cluster and temporally patterned those repeat visits that did take place. This systematic behavior is probably learned, and its existence under natural conditions indicates the potential adaptive significance of phenomena often studied in the laboratory, such as alternation learning and spontaneous alternation. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Direct Social Contacts Override Auditory Information in the Song-Learning Process in Starlings (Sturnus vulgaris).

Social influence on song acquisition was studied in 3 groups of young European starlings raised under different social conditions but with the same auditory experience of adult song. Attentional focusing on preferred partners appears the most likely explanation for differences found in song acquisition in relation to experience, sex, and song categories. Thus, pair-isolated birds learned from each other and not from broadcast live songs, females did not learn from the adult male tutors, and sharing occurred more between socially associated peers. On the contrary, single-isolated birds clearly copied the adult songs that may have been the only source of attention stimulation. Therefore, social preference appears as both a motor for song learning and a potential obstacle for acquisition from nonpreferred partners, including adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The control of food-caching behavior by Western scrub-jays (Aphelocoma californica).

Western scrub-jays (Aphelocoma californica) did not show extinction when caching behavior was never rewarded and they had no choice of where to cache the food. However, when the jays had the choice of caching items in 2 different locations or during 2 successive episodes, and only 1 of each was always rewarded at recovery, they rapidly learned to cache in the rewarded location or episode. When the jays had learned during training trials that their caches were always moved to 1 of 2 locations they did not cache in, then on the test trial they cached in the location that had been previously rewarded. To test whether these jays avoided the location in which their caches had been pilfered or chose the rewarded location, the procedure was repeated to include a 3rd location that was never rewarded. The jays avoided the pilfered location but cached equally in the rewarded and nonrewarded locations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual discrimination and reversal learning in rough-necked monitor lizards (Varanus rudicollis).

Reptile learning has been studied with a variety of methods and has included numerous species. However, research on learning in lizards has generally focused on spatial memory and has been studied in only a few species. This study explored visual discrimination in two rough-necked monitors (Varanus rudicollis). Subjects were trained to discriminate between black and white stimuli. Both subjects learned an initial discrimination task as well as two reversals, with the second reversal requiring fewer sessions than the first. This reduction in trials required for reversal acquisition provides evidence for behavioral flexibility in the monitor lizard genus. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Strain and sex differences on olfactory discrimination learning in C57BL/6J and DBA/2J inbred mice (Mus musculus).

In this study, the authors explored potential strain and sex differences in nonspatial cognitive ability. Beginning around 90 days of age, male and female C57BL/6J (C57) and DBA/2J (DBA) inbred mice (Mus musculus) were tested on a task of simple odor discrimination learning with 3 repeated reversals. Males learned the task more readily than females, and DBA mice learned the task more readily than C57 mice. All differences became evident after repeated testing. Similarity of perseveration measures indicated the differences were not due to inhibitory deficits. Instead, a phase analysis localized differences to a transitional period of reversal learning. Females increased transitional errors that more likely indicated adaptive sampling strategies than memory failures. C57 females used this strategy indiscriminately, but DBA females sampled as a function of environmental uncertainty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-controlled visual discrimination learning of group-housed dwarf goats (Capra hircus): Behavioral strategies and effects of relocation on learning and memory.

In most studies on animal learning, individual animals are tested separately in a specific learning environment and with a limited number of trials per day. An alternative approach is to test animals in a familiar environment in their social group. In this study, the authors--applying a fully automated learning device--investigated voluntary, self-controlled visual shape discrimination learning of group-housed dwarf goats (Capra hircus). The majority of the tested goats showed successful shape discrimination, which indicates the adaptive value of an effective learning strategy. However, in each group, a few individual goats developed behavioral strategies different from shape discrimination to get reward. Relocation impairs memory retrieval (probably by attention shifting) only temporarily for previously learnt shapes. The results demonstrate the usefulness of a self-controlled learning paradigm to assess learning abilities of social species in their normal social settings. This may be especially relevant for captive animals to improve their welfare. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lack of Interference in Long-Term Memory for Socially Learned Food Preferences in Rats (Rattus norvegicus).

Outside the laboratory, rats (Rattus norvegicus) are likely both to interact with several conspecifics that have eaten various foods and to eat a variety of foods themselves before they encounter any particular food for which they have a socially enhanced preference. Here the authors examine the stability of rats' socially learned food preferences following 6 days of potentially disruptive ingestive experiences. The authors found that 6 days of (a) eating unfamiliar foods, (b) interacting with demonstrators that had eaten unfamiliar foods, or (c) both eating unfamiliar foods and interacting with demonstrators that had eaten those foods had no measurable effect on rats' socially learned food preferences. The stability of socially enhanced food preferences over time and despite potentially disruptive experiences is consistent with the view that social learning about foods is an important determinant of the food choices of free-living Norway rats. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences and a spatial learning factor in two strains of mice (Mus musculus).

Current theoretical approaches to animal intelligence either in the form of adaptive specializations or general processes make no explicit predictions nor do they provide substantial evidence concerning individual differences in problem solving. Two strains of mice (Mus musculus) were run through a battery of water escape tasks consisting of 4 spatial learning tasks, a visual discrimination task, and an activity control. The 2 strains were the second filial generation (F2) from a cross between C57BL/6 and DBA/2Js inbred strains and a CD-1 outbred strain. Results indicated positive correlations across all learning tasks in both strains for latency and error measures. Factor analysis revealed a significant first factor for these measures in both strains. These results suggest that at least some spatial and visual tasks in mice under this motivational condition share common properties. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rhesus monkeys (macaca mulatta) immediately generalize the uncertain response.

Rhesus monkeys (Macaca mulatta) have learned, like humans, to use an uncertain response adaptively under test conditions that create uncertainty, suggesting a metacognitive process by which human and nonhuman primates may monitor their confidence and alter their behavior accordingly. In this study, 4 rhesus monkeys generalized their use of the uncertain response, without additional training, to 2 familiar tasks (2-choice discrimination learning and mirror-image matching to sample) that predictably and demonstrably produce uncertainty. The monkeys were significantly less likely to use the uncertain response on trials in which the answer might be known. These results indicate that monkeys, like humans, know when they do not know and that they can learn to use a symbol as a generalized means for indicating their uncertainty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social deprivation and rigidity in the performance of feebleminded children.

Work by Lewin (1936) and Kounin (see 15: 4231, 4232) had been interpreted as demonstrating that mental defectives evidenced greater rigidity of thinking than normal children of comparable level of mental age. However, another study (see 33: 3220) failed to support this hypothesis and these data were interpreted as pointing to a variable of social deprivation under certain conditions. The present work tested this hypothesis. Mental defective children were evaluated (by case history) as to degree of social deprivation. Ss were required to learn a simple motor task (marble-in-hole game) under 2 conditions of interaction by E. The results generally supported the hypothesis that interaction with an adult constitutes a reinforcing agent to learning to a socially deprived, mentally retarded child. From Psyc Abstracts 36:04:4JI32Z. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of blocking nitric oxide on learning in turtles (chrysemys picta).

Turtles (Chrysemys picta) were given the nitric oxide synthase inhibitor Nw-nitro-L-arginine methyl ester (L-NAME) or its inactive isomer NW-nitro-D-arginine methyl ester (D-NAME) and were trained on a negative patterning task or a simple go/no-go discrimination task. L-NAME impaired the learning of negative patterning but did not affect retention of the task if it had already been learned. D-NAME had no effect. Go/no-go discrimination learning was not affected by L-NAME. These findings support the notion that nitric oxide plays a role in complex configural learning in a reptile closely related to the ancestors of mammals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit Motor Learning in Parkinson's Disease.

Objective: This study examined whether disruption of performance is moderated in Parkinson's disease (PD) patients who acquire their motor behaviors in an implicit manner. Method: Twenty-seven patients with PD learned a hammering task in errorless (implicit) or errorful (explicit) conditions and were tested for robustness of motor performance under a secondary task load, which required them to continuously count backward as they performed the hammering task. Results: Patients in the errorless (implicit) motor learning condition exhibited robustness to secondary task loading, whereas patients in the errorful (explicit) motor learning condition did not. Conclusions: Implicit motor learning techniques should be considered by PD rehabilitation specialists in cases in which existing disruption to movements is exacerbated by conscious control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparative analysis of the categorization of multidimensional stimuli: I. Unidimensional classification does not necessarily imply analytic processing; evidence from pigeons (Columba livia), squirrels (Sciurus carolinensis), and humans (Homo sapiens).

Pigeons (Columba livia), gray squirrels (Sciurus carolinensis), and undergraduates (Homo sapiens) learned discrimination tasks involving multiple mutually redundant dimensions. First, pigeons and undergraduates learned conditional discriminations between stimuli composed of three spatially separated dimensions, after first learning to discriminate the individual elements of the stimuli. When subsequently tested with stimuli in which one of the dimensions took an anomalous value, the majority of both species categorized test stimuli by their overall similarity to training stimuli. However some individuals of both species categorized them according to a single dimension. In a second set of experiments, squirrels, pigeons, and undergraduates learned go/no-go discriminations using multiple simultaneous presentations of stimuli composed of three spatially integrated, highly salient dimensions. The tendency to categorize test stimuli including anomalous dimension values unidimensionally was higher than in the first set of experiments and did not differ significantly between species. The authors conclude that unidimensional categorization of multidimensional stimuli is not diagnostic for analytic cognitive processing, and that any differences between human’s and pigeons’ behavior in such tasks are not due to special features of avian visual cognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Type of prenatal sensory experience affects auditory learning in bobwhite quail (Colinus virginianus).

This study examined the effects of specific types of prenatal auditory stimulation on the auditory learning capacity of bobwhite embryos (Colinus virginianus) incubated in either communal or isolation conditions. Results revealed that socially incubated embryos could learn an individual bobwhite maternal call, whereas embryos denied physical and tactile stimulation as a result of isolation incubation failed to demonstrate prenatal auditory learning of the maternal call. In contrast, embryos exposed to bobwhite chick contentment calls in the period prior to hatching demonstrated prenatal auditory learning, whether they were incubated socially or in isolation. Socially incubated and isolation-incubated embryos exposed to bobwhite chick distress calls failed to learn the individual maternal call, indicating that the type of sensory stimulation the developing organism encounters prenatally is important in fostering normal perceptual learning ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is a sense of inequity an ancestral primate trait? Testing social inequity in cotton top tamarins (Saguinus oedipus).

To address a controversy in the literature concerning whether monkeys show an aversion to inequity, individuals of a New World monkey species, cotton top tamarins (Saguinus oedipus) were tested in an offering task and in a bartering task. At issue was whether the monkeys rejected rewards because of a violation of expectancy of the preferred reward, or whether they rejected rewards because of a sensitivity to socially mediated inequity. The data from both tasks indicated that the subjects were more likely to reject when preferred rewards were presented, either because of another animal eating the reward (the social condition) or because of rewards being presented but inaccessible. The bartering task led to the only behavioral indication of aversion due specifically to social inequity, which was demonstrated when tamarins' sensitivity to the difference in rewards increased with exposure to other tamarins working to receive the preferred rewards. The results suggest that social inequity aversion will be assessed by tamarins, and possibly by other primates, only under conditions of limited resources and a requirement of work, which may make the situation a bit more competitive and thus drives attention toward both social and reward evaluation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning and Retrieval of Concurrently Presented Spatial Discrimination Tasks: Role of the Fornix.

In macaque monkeys (Macaco mulatta), memory for scenes presented on touch screens is fornix dependent. However, scene learning is not a purely spatial task, and existing direct evidence for a fornix role in spatial memory comes exclusively from tasks involving learning about food-reward locations. Here the authors demonstrate that fornix transection impairs learning about spatial stimuli presented on touch screens. Using a new concurrent spatial discrimination learning task, they found that fornix transection did not impair recall of preoperatively learned problems. Relearning, on the other hand, was mildly impaired, and new learning was strongly impaired. New learning of smaller sets of harder problems was also markedly impaired, as was spatial configured learning. This pattern supports a functional specialization according to stimulus domain in the medial temporal lobe. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of social information in the problem solving of orangutans (Pongo pygmaeus) and human children (Homo sapiens).

Fourteen juvenile and adult orangutans and 24 3- and 4-yr-old children participated in 4 studies on imitative learning in a problem-solving situation. In all studies a simple to operate apparatus was used, but its internal mechanism was hidden from subjects to prevent individual learning. In the 1st study, orangutans observed a human demonstrator perform 1 of 4 actions on the apparatus and obtain a reward; they subsequently showed no signs of imitative learning. Similar results were obtained in a 2nd study in which orangutan demonstrators were used. Similar results were also obtained in a 3rd study in which a human encouraged imitation from an orangutan that had previously been taught to mimic arbitrary human actions. In a 4th study, human 3- and 4-yr-old children learned the task by means of imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)