Species generality of within-subjects reward magnitude effects.

Davenport, John W.

doi:10.1037/h0082832

Cited by 6 publications

(2 citation statements)

References 9 publications

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“…The difficulty in such experiments is that, when there is a difference in asymptotic performance, the training may not have been carried far enough, and when there is not, an underlying difference in associative strength may have been masked by a performance ceiling. Evidence of an asymptotic effect comes also from within-subjects experiments (e.g., Davenport, 1970;Hill & Spear, 1963) in which rats and monkeys choosing between stimuli paired with different amounts of reward persistently prefer the alternative paired with the larger amount. in a subsequent test.…”

Section: Resultsmentioning

confidence: 99%

Learning in honeybees as a function of amount of reward: Tests of the equal-asymptote assumption

Buchanan

Bitterman

1989

Animal Learning & Behavior

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In Experiments 1 and 2, honeybee foragers visiting the laboratory were fed on targets of two different colors, one containing 5 ILl and the other containing 20 ILl of 50% sucrose solution. The targets were presented singly in quasi-random sequences on the training visits, after which preference was measured in an unrewarded choice test. In Experiment 1, 16 differentially rewarded training trials with each color were followed by the same number of trials with the coloramount relation reversed; no preference for either color was found in the subsequent choice test. In Experiment 2, 20 differentially rewarded training trials with each color-enough to produce a clear preference for the 20-ILI color when given directly after pretraining-were given after 10 feedings to repletion on each color that were calculated to generate near-asymptotic associative strength; no preference for either color was found in the subsequent choice test. In Experiment 3, there were 12 feedings to repletion on one color and, on the other, 12 feedings to repletion followed by 15 trials with a small (5 ILl) reward; no preference was found in a subsequent choice test. The results of all three experiments support a nonrepresentational interpretation of the role of amount of reward in the learning of honeybees.In a continuing series of experiments on learning in honeybees as compared with learning in vertebrates (Bitterman, 1988), we began recently to study amount of reward (Buchanan & Bitterman, 1988), an important parameter oflearning in vertebrates (Mackintosh, 1974). Some previous work hadsuggested that learning in honeybees might be independent of amount of reward (Menzel & Erber, 1972), but the method employed in that work seemed inadequate for a variety of reasons which need not be considered again here. Our own method was to train honeybees with two targets of different colors that were presented successively in quasi-random sequences, one target always containing 5 ILl of a 50% sucrose solution, the other containing 20 ILl of the same solution, and then to measure persistence of response to the targets in an extinction test, that is, when they no longer contained sucrose. If the number of training trials with the two targets was the same, the animals responded more in extinction to the ZO-/Ll target than to the 5-ILI target, but the difference in amount of reward could be offset by a difference in frequency. If the number of 5-1L1 training trials was at least three times the number of 20-1L1 trials, the animals responded more in extinction to the 5-1L1 target; if the number of 5-1L1 training trials was twice the number of ZD-ILI trials, the animals responded equally often to the two targets in extinction.

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Section: Resultsmentioning

confidence: 99%

Learning in honeybees as a function of amount of reward: Tests of the equal-asymptote assumption

Buchanan

Bitterman

1989

Animal Learning & Behavior

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“…A method commonly employed in experiments on the role ofamount of reward has been to train individual foragers with targets of two different colors or two different odors, a target of one color or odor containing a 20-,u1 drop against a representational interpretation. It would be difficult to understand in representational terms why a preference exhibited after a small number of trials should disappear with continued training; in rats and monkeys, initial preferences seem to persist indefinitely (Davenport, 1970). Soon, however, the results of reversal experiments with honeybees pointed to asymptotic inequality.…”

Section: Parameters Of Reward: Amountmentioning

confidence: 99%

Comparative analysis of learning in honeybees

Bitterman

1996

Animal Learning & Behavior

112

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The performance of free-flying and harnessed honeybees has been studied in a variety of experiments patterned after those in which leaming in vertebrates has been studied-among them experiments on amount, quality, and probability of reward; on compound conditioning and discrimination; and on spatialleaming and memory. Despite the remoteness ofthe evolutionary relationship and the vast differences in brain size and structure, the results for honeybees are strikingly similar to those for vertebrates in many respects and different in only a few. The extent to which phenomena of learning common to honeybees and vertebrates can be understood in terms of common functional principles and mechanisms remains to be determined. None of the differences in the results for honeybees and vertebrates points unmistakably to a difference in their leaming.

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A Review of Recent Incentive Contrast Studies Involving Discrete-Trial Procedures

Cox

1975

Psychol Rec

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Species generality of within-subjects reward magnitude effects.

Cited by 6 publications

References 9 publications

Learning in honeybees as a function of amount of reward: Tests of the equal-asymptote assumption

Learning in honeybees as a function of amount of reward: Tests of the equal-asymptote assumption

Comparative analysis of learning in honeybees

A Review of Recent Incentive Contrast Studies Involving Discrete-Trial Procedures

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