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By Stewart H. Hulse (auth.), Stephen B. Fountain, Michael D. Bunsey, Joseph H. Danks, Michael K. McBeath (eds.)

Animal Cognition and Sequential habit: Behavioral, organic, andComputational Perspectives brings jointly psychologists learning cognitive ability in animal and human topics, connectionist theorists, and neuroscientists who've a typical curiosity in knowing functionality and disorder within the realm of advanced cognitive habit. during this quantity, dialogue makes a speciality of behavioral, cognitive, psychobiological, and computational ways to figuring out the combination of ongoing habit, with specific cognizance to types of timing and the association of sequential behavior.

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A. ), Cerebral mechanisms in behavior (pp . 112-146). New York: Wiley. Miller, G. , & Pribram, K. (1960). Plans and the structure ofbehavior. New York: Holt, Rinehart, & Winston. Restle, F. (1970). Theory of serial pattern learning: Structural trees. Psychological Review, 77, 481-495. Ristau, C. ). (1991). Cognitive ethology: The minds of other animals. Hillsdale, NJ: Erlbaum. Shettleworth, S. 1. (1993). Varieties of learning and memory in animals. Journal ofExperimental Psychology: Animal Behavior Processes, 19,5-14.

Lists that provided a basis for chunking were learned twice as rapidly as those that could not be chunked. The relevant data are shown in Figure 4. These results are consistent with the hypothesis that pigeons could organize the segregated lists into two chunks: [A~B~C] & [D'~E'] and [A~B~C~D] & [E']. c A-S-e -D A·B-e~O -E· TOTAL O-'-''''F''---'''Uf''"-A-B SEQUENCE Figure 4. Average number of sessions needed to satisfy accuracy criterion during each phase of training and during all sessions for chunking (left-hand panels) and non-chunking groups (right-hand panels).

To execute a simultaneous chain correctly, the subject has to respond to each item in a particular order, regardless of its spatial position. A third distinguishing feature of the simultaneous chaining paradigm is the absence of differential feedback during the execution of a correct sequence. , no information is provided as to the identity of itemn + / . Consider, for example, the consequences of responding to item B on the 4-item list, A~B~C~D. After responding to A, subjects are given no information that the next response should be directed to C (as opposed to A or D).

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