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A Within-Subject Experimental Design using an Object Location Task in Rats
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Effects of within-class differences in sample responding on acquired sample equivalence.

Peter J Urcuioli1, Marco Vasconcelos

  • 1Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907-2081, USA. uche@psych.purdue.edu

Journal of the Experimental Analysis of Behavior
|June 11, 2008
PubMed
Summary

Acquired sample equivalence in pigeons was not observed when response requirements varied within stimulus classes. However, equivalence emerged when responses were consistent across samples within a class, impacting stimulus control.

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Area of Science:

  • Cognitive Psychology
  • Animal Behavior
  • Behavioral Neuroscience

Background:

  • Acquired equivalence is a key concept in understanding stimulus generalization and categorization.
  • Previous research has yielded mixed results regarding the conditions under which acquired equivalence develops in pigeons.
  • The role of response requirements in shaping acquired equivalence remains an area of active investigation.

Purpose of the Study:

  • To investigate how variations in sample-response requirements influence the development of acquired sample equivalence in pigeons.
  • To determine if consistent or differential response schedules to sample stimuli affect the transfer of control in many-to-one matching tasks.
  • To explore the implications of these findings for understanding response membership and stimulus function in pigeons.

Main Methods:

  • Two experiments were conducted using pigeons in a many-to-one matching task.
  • Pigeons were exposed to identical or different response schedules for sample stimuli that occasioned the same reinforced choice.
  • Transfer-of-control tests were employed to assess acquired equivalence between these samples.

Main Results:

  • Minimal or no evidence of acquired sample equivalence was found when pigeons responded differently to samples within the same choice class.
  • Acquired equivalence was observed when pigeons responded identically to all sample stimuli.
  • Transfer of control was also evident when pigeons responded identically to samples within a common-choice class but differently to samples from different classes.

Conclusions:

  • Response requirements significantly modulate the emergence of acquired sample equivalence in pigeons.
  • Consistent responding to samples within a class, or across all samples, facilitates equivalence formation.
  • These findings necessitate a re-evaluation of the functional role of sample stimuli and potential interactions with acquired distinctiveness.