"同じか違うか"という関係性概念に アヒルの足跡
Antone Martinho1, Alex Kacelnik1
1Department of Zoology, University of Oxford, South Parks Road, Oxford OX1 3PS, UK. antone.martinho@zoo.ox.ac.uk alex.kacelnik@zoo.ox.ac.uk.
まとめ
生まれたばかりのアヒルは 訓練なしに関係性概念の学習をします 生命の初期に抽象的な推論能力を発揮し,物体間の論理的関係を特定し,適用することができます.
科学分野:
- 認知科学
- 動物 の 行動
- 神経科学
背景:
- リレーショナル・コンセプト・ラーニングは,刺激間の関係を理解し,新しい状況に適用することを含みます.
- この能力はいくつかの動物種で観察されており,通常は広範な訓練を必要とします.
- 抽象的な性質は通常 高い認知機能と関連しています
研究 の 目的:
- 生まれたばかりのアヒルの関係性学習を研究する.
- 抽象的な概念的推論が強化訓練なしで起こるかどうかを判断する.
- 幼の認知能力を調べるためだ
主な方法:
- 新しく 卵から 抜け出した 子 は,形 や 色 が 異なっ て いる 物 の ペア に 短時間 に 晒さ れ まし た.
- 補強訓練は行われなかった.
- 特定の関係を示す新しいオブジェクトのペアをフォローするアヒルの好みは観察されました.
主要な成果:
- 新しいオブジェクトのペア (同じまたは異なる) に従うことを好むことが示されました.
- この好みは,予備的な補強訓練なしで観察されました.
- 抽象的な関係を把握する 生まれつきの能力を示しています
結論:
- 生まれたばかりのアヒルの雛は 感情的な概念を自発的に学びます
- Filial imprintingは,抽象的な概念的推論を伴うもので,認知的な要求に関する以前の仮定に挑戦します.
- これは 抽象的推論が 動物界で以前考えられていたよりも 広く存在していることを示唆しています
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