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1.
In three experiments, we examined pigeons’ recognition of video images of human faces. In Experiment 1, pigeons were trained
to discriminate between frontal views of human faces in a go/no-go discrimination procedure. They then showed substantial
generalization to novel views, even though human faces change radically as viewpoint changes. In Experiment 2, the pigeons
tested in Experiment 1 failed to transfer to the faces dynamically rotating in depth. In Experiment 3, the pigeons trained
to discriminate the dynamic stimuli showed excellent transfer to the corresponding static views, but responses to the positive
faces decreased at novel viewpoints outside the range spanned by the dynamic stimuli. These results suggest that pigeons are
insensitive to the three-dimensional properties of video images. Consideration is given to the nature of the task, relating
to the identification of three-dimensional objects and to perceptual classifications based on similarity judgments. 相似文献
2.
In three experiments, pigeons were trained to discriminate between uniform arrays of two elements that differed in color, form, or size. They were then tested with arrays that contained different proportions of the two elements on these dimensions. In all cases, orderly discrimination gradients reflected these proportions. The discrimination readily transferred to new arrays with similar stimuli, but with different total numbers of elements. In Experiment 4, the pigeons were taught to discriminate between two groups of categorical stimuli: pictures of birds and pictures of flowers. A test with different proportions of each again produced a gradient based on relative numerosity. Experiment 5 demonstrated transfer of stimulus control on the numerosity dimension when pigeons were trained with one set of instances from two categories, and then were tested with new instances from the same categories. 相似文献
3.
The effects of identical context on pattern recognition by pigeons for outline drawings of faces were investigated by training
pigeons to identify (Experiment 1) and categorize (Experiment 2) these stimuli according to the orientation of the mouth—an
upright U shape representing a smiling mouth or an inverted U shape representing a sad mouth. These target stimuli were presented
alone (Pair 1), with three dots in a triangular orientation to represent a nose and eyes (Pair 2), and with the face pattern
surrounded by an oval (Pair 3). In Experiment 1, the pigeons trained with Pair 1 were most accurate, those trained with Pair
2 were less so, and those trained with Pair 3 failed to acquire the discrimination within eighty 100-trial sessions. The same
ordering was found in Experiment 2 for pigeons trained on the three pairs simultaneously. The authors suggest that a contrasting
finding in humans, the face superiority effect, might be due to a gain in discriminability resulting from recognition of the
pattern as a face. An exemplar model of information processing that excludes linguistic coding accounts for the present results. 相似文献
4.
Four-month-old infants were habituated with an upright or an upside-down face. Eye-movement recordings showed that the upright and upside-down faces were not explored the same way. Infants spent more time exploring internal features, mainly in the region of the nose and mouth, when the face was upright. They also alternated as frequently between the face's internal features (eyes vs. nose/mouth) as between external and internal features. When the face was upside down, the infants spent half of their time exploring external features, and preferentially alternated between external features and internal features. The main effect of inversion was a decrease of the looking time to the nose/mouth region and of the number of shifts between the eye region and the nose/mouth region. 相似文献
5.
Adults recognize emotions conveyed by bodies with comparable accuracy to facial emotions. However, no prior study has explored infants' perception of body emotions. In Experiment 1, 6.5‐month‐olds (n = 32) preferred happy over neutral actions of actors with covered faces in upright but not inverted silent videos. In Experiment 2, infants (n = 32) matched happy and angry videos to corresponding vocalizations when the videos were upright but not when they were inverted. Experiment 3 (n = 16) demonstrated that infants' performance in Experiment 2 was not driven by information from the covered face and head. Thus, young infants are sensitive to emotions conveyed by bodies and match them to affective vocalizations, indicating sophisticated emotion processing capabilities early in life. 相似文献
6.
Two groups of pigeons were trained with a go/no-go procedure to discriminate video images of conspecifics based on the individuals or else on their actions. Both groups showed rapid acquisition, and the discrimination transferred to new scenes in Experiment 1 and to static scenes in Experiment 2. In Experiment 3, experimentally naive pigeons were trained to discriminate video images of particular birds showing different actions. Transfer to novel scenes, including a new bird and a new motion, revealed the dominance of motion as a cue to discriminate video images. In Experiment 4, the pigeons trained to discriminate video scenes of 2 pigeons showing a variety of activities successfully recognized these stimuli regardless of whether the video was played forward or backward, and transferred the discrimination to still scenes. The findings suggest that pigeons’ discrimination of video images is primarily based on information that is invariant across static and dynamic conditions. 相似文献
7.
Herrnstein and Loveland (1964, pp. 549–551) successfully trained pigeons to discriminate pictures showing humans from pictures that did not. In the present study, a go/no-go procedure was employed to replicate and extend their findings, the primary focus of concern being to reevaluate the role of item- and category-specific information. The pigeons readily acquired the discrimination and were also able to generalize to novel instances of the two classes (Experiment 1). Classification of scrambled versions of the stimuli was based on small and local features, rather than on configural and global features (Experiment 2). The presentation of gray-scale stimuli indicated that color was important for classifying novel stimuli and recognizing familiar ones (Experiments 1 and 2). Finally, the control that could possibly be exerted by irrelevant background features was investigated by presenting the pigeons with images of persons contained in former person-absent pictures (Experiment 3). Classification was found to be controlled by both item- and category- specific features, but only in pigeons that were reinforced on person-present pictures was the latter type of information given precedence over the former. 相似文献
8.
Sources of age differences in speed of processing 总被引：4，自引：1，他引：4
R Kail 《Child development》1986,57(4):969-987
3 experiments were conducted to study developmental change in the speed of cognitive processes. In Experiment 1, subjects ranging in age from 8 to 21 years were tested on a mental rotation task in which they judged whether pairs of letters presented at different orientations were identical or mirror images, and on a name retrieval task in which they judged if pairs of pictures were identical physically or had the same name. Increases with age in the speed of mental rotation and speed of name retrieval were both well described by exponential functions, and the rate of developmental change was comparable for the 2 tasks. Experiment 2 confirmed that age changes in rate of mental rotation are well described by an exponential function. Experiment 3 demonstrated, on a mental rotation task, a perfect correlation across conditions between children's mean response times and adults' mean response times for corresponding conditions. These results are interpreted as indicating that age differences in speed of processing are due, at least in part, to a central limiting mechanism that increases with age. 相似文献
9.
A go/no-go procedure was used to train pigeons to discriminate pictures of human faces differing only in shape, with either
static images or movies of human faces dynamically rotating in depth. On the basis of experimental findings in humans and
some earlier studies on three-dimensional object perception in pigeons, we expected dynamic stimulus presentation to support
the pigeon’s perception of the complex morphology of a human face. However, the performance of the subjects presented with
movies was either worse than (AVI format movies) or did not differ from (uncompressed dynamic presentation) that of the subjects
trained with a single or with multiple static images of the faces. Furthermore, generalization tests to other presentation
conditions and to novel static views revealed no promoting effect of dynamic training. Except for the subjects trained on
multiple static views, performance dropped to chance level with views outside the training range. These results are in contrast
to some prior reports from the literature, since they suggest that pigeons, unlike humans, have difficulty using the additional
structural information provided by the dynamic presentation and integrating the multiple views into a three-dimensional object. 相似文献
10.
The translational-symmetry hypothesis of abstract-concept learning was tested in a same/different (S/D) task with pairs of pictures. The translational-symmetry hypothesis proposes that subjects discriminate same trials by the simultaneous repetition of features in the two pictures (and different trials by the lack of feature repetition). Pigeons that had learned a simultaneous S/D task were tested with delays between
the two pictures to remove emergent perceptual cues. In Experiment 1, we tested delays of 0 and 1 sec. The results did not
show the accuracy decrease expected according to the translational-symmetry hypothesis. In Experiment 2, we expanded the delays
to 2 and 6 sec. Even at the longest delay, there was no evidence of the precipitous performance decline or default strategy
that would be predicted by translational symmetry. The results provide evidence against translational symmetry (or other perceptually
emergent features) that might control these pigeons’ performance in our two-item S/D task. 相似文献
11.
Existing data indicate that newborns are able to recognize individual faces, but little is known about what perceptual cues drive this ability. The current study showed that either the inner or outer features of the face can act as sufficient cues for newborns' face recognition (Experiment 1), but the outer part of the face enjoys an advantage over the inner part (Experiment 2). Inversion of the face stimuli disrupted recognition when only the inner portion of the face was shown, but not when the whole face was fully visible or only the outer features were presented (Experiment 3). The results enhance our picture of what information newborns actually process and encode when they discriminate, learn, and recognize faces. 相似文献
12.
In three experiments, rats were trained to discriminate between 20 and five (Exps. 1 and 2), or between 40 and five (Exp. 3), black squares. The squares were randomly distributed in the center of a white background and displayed on a computer screen. For one group, the patterns containing the higher quantity of squares signaled the delivery of sucrose (+), whilst patterns with the lower quantity of squares did not (–). For the second group, sucrose was signaled by the lower, but not by the higher, quantity of squares. In Experiment 1, the intertrial interval (ITI) was a white screen, and the 20+/5– discrimination was acquired more readily than the 5+/20– discrimination. For Experiment 2, the ITI was made up of 80 black squares on a white background. In this instance, the 5+/20– discrimination was acquired more successfully than the 20+/5– discrimination. In Experiment 3, two groups were trained with a 40+/5– discrimination, and two with a 5+/40– discrimination. For one group from each of these pairs, the training trials were separated by a white ITI, and the 40+/5– discrimination was acquired more readily than the 5+/40– discrimination. For the remaining two groups, the training trials were not separated by an ITI, and the two groups acquired the task at approximately the same rate. The results indicate that the cues present during the ITI play a role in the asymmetrical acquisition of magnitude discriminations based on quantity. 相似文献
13.
In the present experiment, we investigated whether pigeons rely exclusively on elemental information or whether they are also able to exploit configural information in apeople-present/people-absent discrimination task. Six pigeons were trained in a go/no-go procedure to discriminate between 800 color photographs characterized by the presence or absence of people. Thepeople-present stimuli were designated as positive, and thepeople-absent stimuli were designated as negative. After training and a subsequent generalization test, the pigeons were presented with both familiar and novel people-present stimuli containing human figures that were distorted in one of seven different ways. All the pigeons learned the initial discrimination and also showed generalization to novel stimuli. In the subsequent test, performance on all types of distorted stimuli was diminished in comparison with that on the intact original pictures from which they had been derived. At the same time, however, peck rates clearly exceeded the level of responding found for regular people-absent stimuli. This result strongly suggests that responding was controlled by both the constituting target components and their spatial relations and, therefore, points to the dual importance of elemental and configural information. 相似文献
14.
Previous studies on nonhuman primates have shown inconsistencies in their processing of first- and secondorder relational
properties of facial stimuli. Using greeble stimuli sharing configural properties with faces, this study assessed configural
processing in baboons. Five baboons were trained to recognize a positive stimulus among pairs of greebles in a two-alternative
forced choice task. They were then tested with new stimulus pairs involving either a first-order version, with modifications
in global qualitative spatial relations, or a second-order version, with modifications of finer spatial relations. Performance
remained above chance in all test conditions, including when only second-order cues were available, but it was higher for
first-order trials. It is proposed that an extensive training with greebles led to the processing of second-order relational
properties. These results demonstrate that configural sensitivity is not restricted to faces in baboons and suggest that a
common mechanism may support configural processing for face and nonface stimuli. 相似文献
15.
Three experiments explored 5- and 7-month-old infants' intermodal coordination of proprioceptive information produced by leg movements, and visual movement information specifying these same motions. The visual information took the form of point light information for leg and feet movements, with visual displays presented in upright, ego-centered on-joint (Experiment 1, N = 48); upright, ego-centered off-joint (Experiment 2, N = 48); and inverted, observer-centered off-joint (Experiment 3, N = 48) orientations. Measures of preferential looking indicated intermodal perception in infants of both ages while seeing on-joint, ego-centered orientations, and for 7-month-olds (and possibly 5-month-olds) while seeing off-joint, ego-centered displays; neither age group demonstrated intermodal perception for off-joint, observer-centered displays. These results suggest that coordination of visual and proprioceptive inputs is constrained by infants' information processing of the displays, and have implications for infants' growing understanding of their self-movement and the development of knowledge of the self. 相似文献
16.
Michael F. Brown 《Learning & behavior》1990,18(1):13-22
Rats trained in a 16-arm radial maze with arms half the standard length demonstrated extremely low, but above chance, choice accuracy (Experiment 1). Rats trained in a 12-arm maze with short arms demonstrated a substantially higher degree of adjacent-arm responding than did rats trained in the same maze with long maze arms and, when response stereotypy was disrupted by a forced-choice procedure, the short-arm group chose less accurately than the long-arm group (Experiment 2). In a 16-arm maze with 8 short arms and 8 long arms, there was a strong preference for short arms and no evidence for a difference in the ability to discriminate previously visited arms from unvisited arms as a function of arm length, as measured by a two-alternative forced-choice procedure (Experiment 3). These results are interpreted as indicating that arm length affects a choice criterion, with a relatively lax criterion being applied to shorter arms. 相似文献
17.
V. D. Chamizo Clara A. Rodríguez Irene Torres Marta N. Torres N. J. Mackintosh 《Learning & behavior》2014,42(4):348-356
In Experiment 1, two groups of female rats were trained in a triangular pool to find a hidden platform whose location was defined in terms of a single a landmark, a cylinder outside the pool. For one group, the landmark had only a single pattern (i.e., it looked the same when approached from any direction), while for the other, the landmark contained four different patterns (i.e., it looked different when approached from different directions). The first group learned to swim to the platform more rapidly than the second. Experiment 2 confirmed this difference when female rats were trained in a circular pool but found that male rats learned equally rapidly (and as rapidly as females trained with the single-pattern landmark) with both landmarks. This second finding was confirmed in Experiment 3. Finally, in Experiment 4a and 4b, male and female rats were trained either with the same, single-pattern landmark on all trials or with a different landmark each day. Males learned equally rapidly (and as rapidly as females trained with the unchanged landmark) whether the landmark changed or not. We conclude that male and female rats learn rather different things about the landmark that signals the location of the platform. 相似文献
18.
BackgroundText illustrated by pictures (i.e., multimedia material) is often used to improve learning outcomes. To support learning, it is essential to understand and specify the ongoing cognitive processes when processing illustrated texts.AimsWe focus on three cognitive processes identified when processing non-illustrated texts: activation, integration, and validation. In three experiments, we investigated whether the three processes occur during the processing of illustrated texts and whether the processes differ between illustrated and non-illustrated texts.SamplesExperiment 1 had 170 participants, Experiment 2 had 221 participants, and Experiment 3 had 132 participants.MethodAll experiments used an adapted version of the contradiction paradigm. In Experiments 1 and 2, participants read texts that contained information that was consistent vs. inconsistent with a later sentence (target sentence). It was additionally varied whether a picture illustrated the consistent vs. inconsistent information. In Experiment 3, only the pictures were consistent or inconsistent with the target sentence. We measured reading times for the target sentence and the following sentence (spillover sentence).ResultsIn all three experiments, reading times were significantly longer in the inconsistent than in the consistent conditions. This prolongation of reading times was not affected by the picture in Experiments 1 and 2.ConclusionOur results indicate that activation, integration, and validation processes are similar when processing non-illustrated and illustrated texts (Experiments 1 and 2) and also occur when information is presented across text and picture (Experiment 3). We discuss the implications for the theoretical foundations of multimedia learning. 相似文献
19.
20.
In two experiments, we examined how preexposure to discriminative stimuli and introduction of a 21-day retention interval
affected the latent inhibition (LI) and perceptual learning (PL) of rats in a choice-maze discrimination task. Experimental
groups were preexposed to three wall patterns, one in each of three arms of a maze. Control groups were preexposed only to
white arms. PL groups were trained to discriminate A versus B, and LI groups, to discriminate A or B versus C. The A and B
patterns shared many elements not shared with the C pattern. In Experiment 1, both at the end of training and after the subsequent
retention interval, the PL groups performed better than controls, whereas the LI groups performed worse. In Experiment 2,
inserting the 21-day retention interval between preexposure and discrimination training disrupted final measures of LI but
not PL performance. Implications for current concepts of PL and LI are discussed. 相似文献