Overshadowing in the spatial domain

Sánchez-Moreno, J.; Rodrigo, T.; Chamizo, Victoria D.; Mackintosh, N. J.

doi:10.3758/bf03209976

Cited by 61 publications

(57 citation statements)

References 16 publications

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“…The outcome of these experiments predicted by standard views of learning is that the visual cues would have overshadowed other cues controlling spatial performance, as has been found in a number of other experiments (Biegler & Morris, 1999;Rodrigo et al, 1997;Sánchez-Moreno et al, 1999;Spetch, 1995). Although cue facilitation is a less common finding than cue competition, there were reasons to suspect that learning about spatial patterns might be facilitated by visual cues, as was suggested in the introduction.…”

Section: Discussionmentioning

confidence: 76%

“…Rodrigo,Chamizo,McLaren, and Mackintosh(1997) reported that when rats learned about three discrete visual landmarks in the Morris water maze, learning about an additional (fourth) landmark was blocked. In experiments in which the same experimental paradigm has been used (e.g., Sánchez-Moreno, Rodrigo, Chamizo, & Mackintosh, 1999), evidence has been found that an auditory cue can overshadow a visual landmark cue (and that the landmark overshadows the auditory cue). Blocking among spatial landmarks has also been reported in honeybees (Cheng & Spetch, 2001), and overshadowinghas been reported among spatial cues in a computer-display-basedsearch task in pigeons and humans (Spetch, 1995).…”

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confidence: 99%

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No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

Brown

Yang

DiGian

2002

Animal Learning & Behavior

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Two experiments were conducted to examine the effects of redundant and relevant visual cues on spatial pattern learning. Rats searched for hidden food items on the tops of poles that formed a square (Experiment 1) or a checkerboard (Experiment 2) pattern. The experimental groups were trained with visual cues that specified the locations of the baited poles. All groups were tested without visual cues so that any overshadowing or facilitation of spatial pattern learning by visual cues could be detected. Spatial choices were controlled by the spatial pattern and by the visual cues in both experiments. However, there was no evidence of overshadowing or facilitation of spatial pattern learning by visual cues in either experiment. The results are consistent with the idea that the representation of the spatial pattern that guides choices is not controlled by the same learning processes as those that produce associations between visual cues and food locations.

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Section: Discussionmentioning

confidence: 76%

mentioning

confidence: 99%

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

Brown

Yang

DiGian

2002

Animal Learning & Behavior

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“…There has already been a fair amount of research demonstrating cue-competition effects, such as overshadowing (e.g., Cheng et al 1987;Cheng 1989;March et al 1992;Spetch 1995;Roberts and Pearce 1999;Sanchez-Moreno et al 1999) and blocking (Diez-Chamizo et al 1985;Rodrigo et al 1997), in the spatial domain (see reviews by Chamizo 2002Chamizo , 2003. Other well-established associative phenomena, such as generalization and peakshift, have been shown in the spatial domain as well (see review by Cheng and Spetch 1998).…”

Section: Discussionmentioning

confidence: 98%

Integration of spatial maps in pigeons

Blaisdell

Cook

2004

Anim Cogn

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The integration of spatial maps in pigeons was investigated using a spatial analog to sensory preconditioning. The pigeons were tested in an open-field arena in which they had to locate hidden food among a 4×4 grid of gravel-filled cups. In phase 1, the pigeons were exposed to a consistent spatial relationship (vector) between landmark L (a red L-shaped block of wood), landmark T (a blue Tshaped block of wood) and the hidden food goal. In phase 2, the pigeons were then exposed to landmark T with a different spatial vector to the hidden food goal. Following phase 2, pigeons were tested with trials on which they were presented with only landmark L to examine the potential integration of the phase 1 and 2 vectors via their shared common elements. When these test trials were preceded by phase 1 and phase 2 reminder trials, pigeons searched for the goal most often at a location consistent with their integration of the L→T phase 1 and T→phase 2 goal vectors. This result indicates that integration of spatial vectors acquired during phases 1 and 2 allowed the pigeons to compute a novel L→goal vector. This suggests that spatial maps may be enlarged by successively integrating additional spatial information through the linkage of common elements.

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“…In overshadowing, a CS that supports good conditioning when trained alone with the UCS shows less conditioning when presented in compound with another CS (see, e.g., Kaye, Gambini, & Mackintosh, 1988;Mackintosh, 1976). In the spatial domain, overshadowing has been found for rats (March, Chamizo, & Mackintosh, 1992;Sánchez-Moreno, Rodrigo, Chamizo, & Mackintosh, 1999), as well as for pigeons and humans (Spetch, 1995). March et al (1992) tested rats on the radial maze task and found that intramaze cues and extramaze cues overshadowed each other reciprocally.…”

mentioning

confidence: 99%

“…March et al (1992) tested rats on the radial maze task and found that intramaze cues and extramaze cues overshadowed each other reciprocally. Sánchez-Moreno et al (1999) tested rats in the Morris water maze and found reciprocal overshadowing between an auditory cue and visual landmarks. Spetch (1995) tested pigeons and humans, using computer-generated landmarks presented on a monitor.…”

mentioning

confidence: 99%

Blocking in landmark-based search in honeybees

Chen

2001

Animal Learning & Behavior

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Two experiments tested blocking in landmark-based search in honeybees. Honeybees in the experimental group were trained in Phase 1 with a single landmark in a constant spatial relation to the target (sugar water). In the compound training second phase, the landmark used in Phase 1 (blocking landmark) and a new landmark (blocked landmark) were presented at constant spatial relations to the target. The blocking and blocked landmarks differed from each other in color and position, and the blocking landmark retained the same spatial relationship to the target as in Phase 1. In Experiment 1, the control group experienced only Phase 2 training with two landmarks. In Experiment 2, the control group was trained with a different landmark in a different position in Phase 1. Blocking was found in both cases.

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Overshadowing in the spatial domain

Cited by 61 publications

References 16 publications

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues

Integration of spatial maps in pigeons

Blocking in landmark-based search in honeybees

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