An analysis of the importance of S-R spatial continguity for proficient primate discrimination performance.

Polidora, V. J.; Fletcher, Harold J.

doi:10.1037/h0043928

Cited by 40 publications

(32 citation statements)

References 14 publications

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“…He argues that goal tracking may be regarded as a form of consummatory responding and sign tracking as a form of preparatory behavior (1979). "Two-phase" responses were also observed in monkeys when presented with discrimination problems in which the discrimination stimulus was spatially discontiguous with the site of the instrumental response (Polidora & Fletcher, 1964;Polidora & Thompson, 1965). The monkeys invariably looked at the site of the stimulus and touched it before executing the required instrumental response.…”

Section: Autoshapingmentioning

confidence: 93%

The “Where Is It?” Reflex: Autoshaping the Orienting Response

Buzsáki

1982

J Exper Analysis Behavior

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The goal of this review is to compare two divergent lines of research on signal-centered behavior: the orienting reflex (OR) and autoshaping. A review of conditioning experiments in animals and humans suggests that the novelty hypothesis of the OR is no longer tenable. Only stimuli that represent biological "relevance" elicit ORs. A stimulus may be relevant a priori (i.e., unconditioned) or as a result of conditioning. Exposure to a conditioned stimulus (CS) that predicts a positive reinforcer causes the animal to orient to it throughout conditioning. Within the CS-US interval, the initial CS-directed orienting response is followed by US-directed tendencies. Experimental evidence is shown that the development and maintenance of the conditioned OR occur in a similar fashion both in response-independent (classical) and response-dependent (instrumental) paradigms. It is proposed that the conditioned OR and the signal-directed autoshaped response are identical. Signals predicting aversive events repel the subject from the source of the CS. It is suggested that the function of the CS is not only to signal the probability of US occurrence, but also to serve as a spatial cue to guide the animal in the environment.

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Section: Autoshapingmentioning

confidence: 93%

The “Where Is It?” Reflex: Autoshaping the Orienting Response

Buzsáki

1982

J Exper Analysis Behavior

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“…showing that spatial contiguity affects non-social associative learning in animals (Kushnir & 591 Gopnik, 2007;Polidora & Fletcher, 1964;Wasserman & Miller, 1997). However, differing 592 success levels between children in the demonstration and no-demonstration conditions 593 indicated that the reward location during demonstration did affect their success.…”

Section: Convergent Behavioral Patterns 569mentioning

confidence: 99%

Visible spatial contiguity of social information and reward affects social learning in brown capuchins (Sapajus apella) and children (Homo sapiens).

Wood

Whiten

2017

Journal of Comparative Psychology

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Animal social learning is typically studied experimentally by the presentation of artificial 25 foraging tasks. Although productive, results are often variable even for the same species. We 26 present and test the hypothesis that one cause of variation is that spatial distance between 27 rewards and the means of reward release causes conflicts for participants' attentional focus. 28We investigated whether spatial contiguity between a visible reward and the means of release 29 would affect behavioral responses that evidence social learning, testing 21 brown capuchins 30 (Sapajus apella), a much studied species with variant evidence for social learning, and 180 31 two-to four-year old human children (Homo sapiens), a benchmark species known for a 32 strong social learning disposition. Participants were presented with a novel transparent 33 apparatus where a reward was either proximal or distal to a demonstrated means of releasing 34 it. A distal reward location decreased attention towards the location of the demonstration and 35 impaired subsequent success in gaining rewards. Generally, the capuchins produced the 36 alternative method to that demonstrated whereas children copied the method demonstrated, 37 although a distal reward location reduced copying in younger children. We conclude that 38 some design features in common social learning tasks may significantly degrade the evidence 39 for social learning. We have demonstrated this for two different primates but suggest that it is 40 a significant factor to control for in social learning research across all taxa. 41 42

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“…The experimental history of each S was identical (Harlow, Harlow, Rueping, & Mason, 1960;Polidora & Fletcher, 1964;Polidora & Thompson. 1964;Polidora, 1965b;Polidora & Thompson, 1965), and they were thus uniformly test-sophisticated.…”

Section: Methods Subjectsmentioning

confidence: 99%

Stimulus correlates of visual pattern discrimination by monkeys: Multidimensional analyses

Polidora¹

1966

Perception & Psychophysics

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Fourteen monkeys were presented with a series of simultaneous discrimination problems, each problem consisting of two visual metric patterns, and Ss' performance was analyzed with respect to several phy sicaI dimensions of the patterns. Proficiency of discriminative performance was found to be directly and almost exclusively related to the extent to which the two patterns, when translated, had unique parts.

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An analysis of the importance of S-R spatial continguity for proficient primate discrimination performance.

Cited by 40 publications

References 14 publications

The “Where Is It?” Reflex: Autoshaping the Orienting Response

The “Where Is It?” Reflex: Autoshaping the Orienting Response

Visible spatial contiguity of social information and reward affects social learning in brown capuchins (Sapajus apella) and children (Homo sapiens).

Stimulus correlates of visual pattern discrimination by monkeys: Multidimensional analyses

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