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Complex learning and information processing by pigeons: a critical analysis.

D E Carter, T J Werner

    Journal of the Experimental Analysis of Behavior
    |May 1, 1978
    PubMed
    Summary
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    Pigeons do not exhibit true concept learning but instead learn sample-specific rules in conditional discrimination tasks. Evidence suggests they code sample hues, influencing stimulus selection.

    Area of Science:

    • Comparative psychology
    • Animal behavior
    • Cognitive science

    Background:

    • Conditional discrimination is a key paradigm for studying learning and cognition.
    • Existing models include stimulus configuration learning, multiple-rule learning, and concept learning.

    Purpose of the Study:

    • To evaluate models of conditional discrimination learning in pigeons.
    • To investigate the nature of stimulus control in matching-to-sample and related tasks.
    • To explore the 'coding hypothesis' for stimulus generalization.

    Main Methods:

    • Review of existing literature on pigeon conditional discrimination.
    • Analysis of pigeon behavior in matching-to-sample, oddity-from-sample, and symbolic matching tasks.
    • Examination of the 'coding hypothesis' and its implications for stimulus generalization.

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    Main Results:

    • Pigeons do not demonstrate true concept learning; they learn sample-specific discriminative stimulus (S(D)) rules.
    • The 'coding hypothesis' is supported by evidence that pigeons code sample hues.
    • Little evidence suggests these coding events possess inherent behavioral properties.

    Conclusions:

    • Pigeon conditional discrimination is best explained by sample-specific rule learning, not concept learning.
    • The coding of stimulus features, like hue, plays a role in generalization.
    • The conditional discrimination paradigm offers a framework for comparative studies of cognition across species.