Nonhuman animals show evidence for three types of concept learning: perceptual or similarity-based in which objects/stimuli are categorized based on physical similarity; relational in which one object/stimulus is categorized relative to another (e.g., same/different); and associative in which arbitrary stimuli become interchangeable with one another by virtue of a common association with another stimulus, outcome, or response. In this article, we focus on various methods for establishing associative concepts in nonhuman animals and evaluate data documenting the development of associative classes of stimuli. We also examine the nature of the common within-class representation of samples that have been associated with the same reinforced comparison response (i.e., many-to-one matching) by describing manipulations for distinguishing possible representations. Associative concepts provide one foundation for human language such that spoken and written words and the objects they represent become members of a class of interchangeable stimuli. The mechanisms of associative concept learning and the behavioral flexibility it allows, however, are also evident in the adaptive behaviors of animals lacking language.

/pdf/associative-concept-learning-in-animals-462ec47prb.pdf

Associative concept learning in animals

A recent theory of pigeons' equivalence-class formation (Urcuioli, 2008) predicts that reflexivity, an untrained ability to match a stimulus to itself, should be observed after training on two “mirror-image” symbolic successive matching tasks plus identity successive matching using some of the symbolic matching stimuli. One group of pigeons was trained in this fashion; a second group was trained similarly but with successive oddity (rather than identity). Subsequently, comparison-response rates on novel matching versus mismatching sequences with the remaining symbolic matching stimuli were measured on nonreinforced probe trials. Higher rates were observed on matching than on mismatching probes in the former group. The opposite effect—higher rates on mismatching than matching probes—was mostly absent in the latter group, despite being predicted by the theory. Nevertheless, the ostensible reflexivity effect observed in former group may be the first time this phenomenon has been demonstrated in any animal.

/pdf/reflexivity-in-pigeons-3jh1fj1q5f.pdf

Reflexivity in pigeons

The current study consisted of 2 parts, with the same 4 normally developing 4-yr-old children employed across both parts. The primary aim of Part 1 was to replicate previous research on exemplar training and its impact upon the emergence of repertoires of derived symmetry or mutually entailed relations. In this part of the study, the children were trained in action-object conditional discriminations and were then exposed to a symmetry test for the derived object-action relations. All 4 participants demonstrated derived symmetry without needing exemplar training. In Part 2, the conditional discrimination training was extended such that 2 actions were associated with each object and the children were then required to derive the target equivalence relations between the 2 related actions (i.e., action-action equivalence). Once again, a multiple baseline design was employed for the systematic introduction of exemplars of action-action training. The results from Part 2 indicated that 3 of the 4 children demonstrated the target-derived equivalence relations only after they received explicit equivalence training. These findings support the role given to exemplar training within a Relational Frame Theory interpretation of derived stimulus relations and suggest its utility as a means of establishing symmetry and equivalence when they are found to be absent.

Exemplar training and a derived transformation of functions in acordance with symmetry and equivalence

Pigeons were trained on arbitrary (hue-form) and identity (hue-hue and form-form) successive matching with center-key samples and left-key comparisons. Later, they were tested on form-hue (symmetry) probe trials that were structured either in the different-locations fashion as the baseline trials (viz., center-key samples and left-key comparisons) or with a constant location by using center-key samples and center-key comparisons. Three of four pigeons showed symmetry when the probe-trial samples and comparisons appeared in center- and left-key spatial locations, respectively, but none did when both appeared in one (center-key) location. Subsequently, pigeons previously tested with center-key samples and left-key comparisons were tested with those form-hue stimuli shown in the same (center-key) location, and vice versa for the other pigeons. None of the former pigeons showed symmetry on the second test even if they had on the first test. By contrast, two of three pigeons that had not shown symmetry with single-location samples and comparisons did so when those stimuli appeared in different (center- vs. left-key) locations. Taken together, these results show that symmetrical relations between the same, nominal matching stimuli depend on where those stimuli appear in testing vis-a-vis in training and, more generally, confirm that spatial location is part of the functional matching stimuli.

Symmetry in the pigeon with sample and comparison stimuli in different locations. II.

The present study presents a procedure to assess the property of symmetry by comparing the acquisition of conditional relations that are consistent and inconsistent with this property in a capuchin monkey (Sapajus spp.). One young male monkey underwent arbitrary matching-to-sample training. The experiment had four phases: Phase 1.1 (establishing A1B1 and A2B2 relations), Phase 1.2 (reinforcing B1A1 and B2A2 relations, consistent with the property of symmetry), Phase 2.1 (establishing A3B3 and A4B4 relations), and Phase 2.2 (reinforcing B3A4 and B4A3 relations, inconsistent with the property of symmetry). A comparison between Phase 1.2 (consistent) and Phase 2.2 (inconsistent) showed faster acquisition of consistent relations (B1A1 and B2A2) than inconsistent relations (B3A4 and B4A3). The results suggest that the established conditional discriminations may have the property of symmetry and confirm the potential of comparative analysis between the acquisition of conditional discriminations as a promising procedure to evaluate equivalence class formation in nonhuman subjects.

https://dialnet.unirioja.es/descarga/articulo/5633822.pdf

Assessing Symmetry by Comparing the Acquisition of Symmetric and Nonsymmetric Conditional Relations in a Capuchin Monkey

If an organism is explicitly taught an A B association, then might it also spontaneously learn the symmetrical B A association? There is only a small amount of evidence that attests to the detection of emergent symmetry in nonhuman animals (e.g., one chimpanzee and two pigeons). This dissertation examines the necessary and sufficient conditions for finding emergent symmetry in pigeons while attempting to control for the problems of spatial and temporal location found in previous symmetry and stimulus equivalence experiments. Using a successive go/no go matching-to-sample procedure, which showed all of the training and testing stimuli in one location, four experimental manipulations were examined. In Experiment 1 temporal location was controlled without the inclusion of identity matching intermixed with arbitrary matching; Experiment 2 contained identity matching with stimuli different from arbitrary matching; in Experiment 3 identity matching was trained to criterion and then intermixed with arbitrary matching; and in Experiment 4 two sets of arbitrary matching were trained (e.g., AB and CD) but only one of those stimulus sets was trained in identity matching (e.g., AB). No evidence of emergent symmetry was found in Experiments 1 and 2. In Experiment 3, two pigeons showed moderate evidence of emergent symmetry, one pigeon showed suggestive evidence of emergent symmetry, and one pigeon did not show any evidence of emergent symmetry. In Experiment 4, two pigeons showed moderate evidence of emergent symmetry with the AB Stimulus Set (one of those pigeons also showed suggestive evidence of emergent symmetry with the CD Stimulus Set) and one pigeon did not show any evidence of emergent symmetry with either stimulus set. These data suggest that intermixing identity matching with the same stimuli used in arbitrary

https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1342&context=etd

An examination of the temporal and spatial stimulus control in emergent symmetry in pigeons

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An examination of the temporal and spatial stimulus control in emergent symmetry in pigeons