Comparative cognition-Conceptual and methodological advancements

This special issue originally placed a Call for Papers that emphasized the importance of "Conceptual and Methodological" advances in the field of Comparative Cognition. Represented here is a collection of 14 papers that helps to display some of the diversity of ideas and approaches within this flourishing research area. The first paper in this issue, by Gazes and Lazareva (2021), discusses transitive inference learning from the perspectives of: identifying the problems of contextual variables in studying different species; whether associative processes can or cannot fully account for the behavior and, if not, what alternative representational mechanisms might be at work; and, finally, how ecological considerations may support comparative research by suggesting novel theoretical and empirical questions. The next paper, by Loy et al. (2021) investigates questions related to the complexity of learning in invertebrate species, single-celled organisms, and plants. The paper by Rawlings et al. (2021) reviews the literature on cumulative cultural evolution, primarily in nonhuman primate species, and critically evaluates the importance of identifying the essential conceptual and methodological issues in what many have deemed to be a uniquely human form of behavior. The paper by Goto and Watanabe (2021) explores whether the mouse visual system is sensitive to Gestalt principles, using operant discrimination learning tasks similar to those used previously to document Gestalt processing in chimpanzees and humans. Qadri and Cook (2021) use the innovative approach of "adaptive genetic algorithms" to assess the relative importance of different features of a stimulus in controlling organisms' discrimination learning performance. Wittek et al. (2021) introduce a novel method for studying the importance of visual accumulation processes in pigeons when information is presented to a single hemisphere at a time. The paper by Cowie et al. (2021) focuses on a misallocation model of two-step sequence learning in young children and explores from a behavioranalytic viewpoint the implications of assuming that reinforcement might be misattributed to a misremembered response at the beginning of the behavioral sequence. The paper by López-Tolsa and Pellón (2021) explores whether the opportunity to display schedule-induced drinking as an early response within a behavioral sequence might alter the accuracy of temporal control in different-length fixed-interval schedule tasks with rats. Crystal (2021) reviews the literature examining episodic memory in nonhuman species and considers a variety of criteria and methods thought to be crucial for establishing empirical evidence for episodic memory in nonhumans, in general, and rats, in particular. Vila et al. (2021) discuss the use a novel 'hide-and-seek' task in preschool age children to study episodic-like memory; their work illustrates how memory dynamics can change over time in a manner not very unlike what has been demonstrated in other nonhuman research paradigms. The paper by Krichbaum et al. (2021) discusses some of the methodological difficulties one faces in studying spatial cognition in canines. The paper by Castro et al. (2021) uses a complex categorization learning task in which different sets of display features are diagnostic, or not, of category mastery depending upon context. The paper by Vernouillet et al. (2021) explores the formation of same/different concept learning in two species of corvids (pinyon jays and California scrub jays). The final paper, by Lazarowski et al. (2021) examines the possibility of abstract same/different learning in canines using a trial-unique training matching-to-sample procedure with olfactory stimuli. (PsycInfo Database Record (c) 2021 APA, all rights reserved).