c82lea biology of learning and memory number. what abilities are involved in numerical competence?...
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C82LEA Biology of learning and memory Number
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What abilities are involved in numerical competence?
1) Relative numerosity discrimination
2) Absolute number discrimination
3) Ability to count
4) Ability to do arithmetic
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1) Relative numerosity discrimination
The ability to discriminate between sets of items on the basis of the relative number of items that they contain.
First to try was Koehler c. 1913
Emmerton, Lohmann & Niemann 1997
manyfew
trained pigeonsto discriminatebetween "few"(1/2 items)
and "many" (6/7 items)
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few
few
many
many
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few
few
many
many
.. but are the birds ignoring number, and instead using some other feature of the display?
eg
light=few
dark=many
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few
few
many
many
.. but are the birds ignoring now
DARK=few
and
LIGHT = many
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3
4
5
how well do they transfer to new numbers?
if they really understand few versus many, they should...
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1/2 3 4 5 6/7
novel displays
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2) Concept of absolute number
understanding that 4 bananas and 4 elephants have something in common...
... i.e. number is not intrinsically related to what you are counting
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Koehler again... Jakob the raven could choose a pot with five spots from an array, even when size of spots varied 50-fold
Matsuzawa (1985): chimp called Ai had to select one of six response keys (labelled 1-6) when shown arrays of red pencils, with 1-6 pencils per array. Achieved > 90% accuracy.
1 2 3 4 5 61 4
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But this is not necessarily the same as counting....
Animals could be learning about specific perceptual pattern-- perceptual matching.
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But this is not necessarily the same as counting....
Animals could be learning about specific perceptual pattern-- perceptual matching.
Argued no, as Ai could transfer her ability to arrays of different types of item
4
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the perceptual matching problem...
often number is confounded with other factors such as time(for items presented serially) and space (for items presentedsimultaneously). Are animals using number or these other cues?
e.g. smaller number of items also takes up less space.
Is it the size of the display controls the response, not number ??
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with visual arrays there is always going to be something.. so hard to rule out
but people have tried in various ways e.g. Pepperberg, 1994
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another perceptual matching argument...
Are the animals subitising? “ The perception at a glance ofthe number of items present, without counting them successively;the maximum number of items that can be counted in this way is five ”
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HOW MANY?
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HOW MANY?
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The original claim was that subitizing is different from counting because there is little increase in reaction time per item for low numbers of items
whereas when dealing with numbers bigger than six, you have to count each one, and because it takes a finite amount of time to count each item the RT increases with numberof items
This implies that you do not need to count displays of five items or less -- the number is perceived immediately
But is this true?
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However, there is an effect ofdisplay size with displays ofless than five items -- it takeslonger to perceive “twoness”than “oneness”, and so on
This suggests that even withsmall displays we are using a counting process
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Meck and Church (1983): serially presented items.
Rats trained with two signals – 2 or 8 pulses of white noise.
after 2 were rewarded for left lever response
after 8 rewarded for right lever response
Respond LEFT Respond RIGHT
Each pulse 0.5 sec -- “2 pulse” lasted for 2 seconds,“8 pulse” for eight seconds.
Were animals were responding on the basis of the total time,not number of pulses?
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To investigate this, they devised a test in which both stimuli lasted4 seconds:
Respond LEFT Respond RIGHT
If rats were responding on the basis of stimulus duration, this task should be impossible
but they continued to respond correctly
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To investigate this, they devised a test in which both stimuli lasted4 seconds:
Respond LEFT Respond RIGHT
The rats were also tested with pulses of light -- and continued to respond appropriately (Church & Meck, 1984).
This is more evidence against perceptual matching
Can you think of any other confounds?
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.. or can make animal respond a fixed number of times – no array involved
Davis & Bradford (1991)
Access to a plank with food pellets on it
Experimenter nearby talking to rat
Each rat had designated number of pellets to eat – if he ate more the experimenter shouted “No!” or clapped loudly.
When they ate the right number or fewer than the target they were rewarded by “praise and petting” (and also a little more food)
got it right even when no longer rewarded for correct responses
transferred to sunflower seeds -
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Further evidence from Capaldi & Miller, 1988
Rats trained in a runway, sometimes with food at the end. If the rats expect food they run fast!
Trained with following sequences of reinforced (R) trials and nonreinforced (N) trials -- RRRN and NRRRN.
Learn to anticipate final N trial and run slow....
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N
R
R
R
N
after extensive training....
NRRRN trial
... and on an RRRN trial
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R
R
R
N
after extensive training....
NRRRN trial
... and on an RRRN trial
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Learning that three rewards mean no more...?
not e.g. length of time in apparatus...
... and were trained with rat pellets; but if one or more ofthe rewards in the sequence were changed to, for example, cocoa pops, they still did well
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What abilities are involved in numerical competence?
3) Ability to count
Gelman & Gallistel (1978) argued that counting involves mappingnumerosity (the property of the display -- e.g. two items) ontoa label that represents that numerosity. We usually use numberwords or symbols as labels, but presumably animals use nonverbal labels, which we can call numerons.
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The process of counting involves three principles:
i) one-to-one principle: each item is assigned only one numeron
1 4 = 4!!32
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The process of counting involves three principles:
i) one-to-one principle: each item is assigned only one numeron
ii) stable-order principle: numerons must always be assigned inthe same order
1 4
31 2
= 4!!32
= 2!!
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The process of counting involves three principles:
i) one-to-one principle: each item is assigned only one numeron
ii) stable-order principle: numerons must always be assigned inthe same order
iii) cardinal principle: the final numeron assigned applies to thewhole display
1 4
31 2
2 31
= 4!!32
= 1!!
= 2!!
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Not just about knowing correct number labels
Implies knowledge about order of these labels
e.g. 1 2 3 4
..about how these labels are ordered in relation to quantity
e.g. 4>3 2>1 --- ordinal scale
and that the size of the difference between each item is the same
e.g. 4-3= 3-2 --- interval scale
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Representation of number in the chimpanzee? Biro & Matsuzawa 2000
Ai trained to touch arabic numerals in ascending order
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Representation of number in the chimpanzee? Biro & Matsuzawa 2000
Ai trained to touch arabic numerals in ascending order
But some argued that it was just rote learning of a particularstimulus-response sequence... - no requirement to know anything about the quantitative relation between numbers
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Representation of number in the chimpanzee? Brannon & Terrace, 2000
Chimps (Benedict, Rosencrantz & MacDuff) trained to orderarrays of 1-4 items in ascending, descending, or random order
same size same surface area vary size clip art
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Representation of number in the chimpanzee? Brannon & Terrace, 2000
Chimps (Benedict, Rosencrantz & MacDuff) trained to orderarrays of 1-4 items in ascending, descending, or random order
same size same surface area vary size clip art
mixed clip art vary size and shape vary size, shape, colour
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They could learn ascending and descending orders, but not the arbitrary order 1-3-2-4
Representation of number in the chimpanzee? Brannon & Terrace, 2000
Chimps (Benedict, Rosencrantz & MacDuff) trained to orderarrays of 1-4 items in ascending, descending, or random order
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Representation of number in the chimpanzee? Brannon & Terrace, 2000
Then they were tested with novel displays of 5-9 items
8 6
75
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The chimps taught an ascending order could generalizeimmediately to the higher numbers
.... but those taught a descending order could only generalize after further training
8 6
75
implies (limited) understandingof the ordering of quantities
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Alex again... (Pepperberg, 2000)
1 orange chalk, 2 orange wood, 4 purple wood, 5 purple chalk
How many purple wood? (4)
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Alex again...
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4) Ability to do arithmetic
To perform the operations of addition, subtraction etc. To someextent this can be done by rote learning (e.g. times tables); but true mathematical competence would allow these operations tobe generalised to new situations in a way that implies a conceptof number.
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4) Ability to do arithmetic
To perform the operations of addition, subtraction etc. To someextent this can be done by rote learning (e.g. times tables); but true mathematical competence would allow these operations tobe generalised to new situations in a way that implies a conceptof number.
It is worth asking yourself exactly what this means; is it an all-or-none skill? Or is it a matter of degree? And if the latter, might animals have a limited concept of number?
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Maths in the chimpanzee? Boysen & Berntson, 1989
A chimp called Sheba was trained to label arrays with counters,and then with arabic numerals:
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Maths in the chimpanzee? Boysen & Berntson, 1989
A chimp called Sheba was trained to label arrays with counters,and then with arabic numerals:
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Maths in the chimpanzee? Boysen & Berntson, 1989
A chimp called Sheba was trained to label arrays with counters,and then with arabic numerals:
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1 1
12
22 3
3
3
Maths in the chimpanzee? Boysen & Berntson, 1989
..and then with arabic numerals:
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Maths in the chimpanzee? Boysen & Berntson, 1989
She also performed well when items swapped for everyday objects
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She was given extensive training with numbers 0-4
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She was given extensive training with numbers 0-4
In the final test a number of oranges were hidden in the lab, in anyof three hiding places. Sheba had to find all the oranges, and then pick the arabic numeral that represented the sum of all theoranges that were hidden. After 12 training sessions (of around20 trials per session) she was performing at about 85% correct.
Answer = 3
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Potential problems.....
you could argue she memorized all the ways of adding 0,1,2,3,4
to a total of 4...
0+0 0+1 0+2 0+3 0+4 1+1 1+2 1+3 2+2
but....!
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She could also perform accurately when the experimenters hidcards with numbers written on them, rather than oranges
-- and she performed above chance right away
implies understanding of the interval scale – if she understoodonly bigger than she would have chosen 4 as often as 3
1
Answer = 3
2
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In another experiment ( Boysen & Bertson,1995) chimp A was given a choice between two amounts of candy. Whichever chimpA chose was given to a second chimp, B, and chimp A got to eat the other one.
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A chooses
B
A
In another experiment ( Boysen & Bertson,1995) chimp A was given a choice between two amounts of candy. Whichever chimpA chose was given to a second chimp, B, and chimp A got to eat the other one. It was thus in chimp A’s interest to choose the smaller quantity, so it could eat the larger quantity. They were completely unable to solve this task -- unless the candy was substituted by numerals.
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A chooses
A chooses
B
BA
A
1
3
In another experiment ( Boysen & Bertson,1995) chimp A was given a choice between two amounts of candy. Whichever chimpA chose was given to a second chimp, B, and chimp A got to eat the other one. It was thus in chimp A’s interest to choose the smaller quantity, so it could eat the larger quantity. They were completely unable to solve this task -- unless the candy was substituted by numerals!
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A chooses
A chooses
B
BA
A
1
3
Is this evidence they can't count?Or just that they can't resist a treat..
correct motivation critical for good performance
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General references
Pearce, J.M. (1997). Animal Learning and Cognition. Lawrence Erlbaum Associates. Chapter 7.
Shettleworth, S.J. (1998). Cognition, Evolution and Behaviour. Oxford University Press. Chapter 8 and pp.228-229
Wynne, C.D.L. (2001). Animal Cognition. Macmillan. Chapter 5 pp.101-111.
http://www.pri.kyoto-u.ac.jp/ai/video/video_library/index.html
Specific references
Biro, D., & Matsuzawa, T. (2000). Numerical ordering in a Chimpanzee: Planning, executing and monitoring.
Boysen S.T., & Berntson, G.G. (1989). Numerical competence in a chimpanzee. Journal of Comparative Psychology, 103, 23-31.
Boysen S.T., & Berntson, G.G. (1995). Responses to quantity: perceptual versus cognitive mechanisms in chimpanzees. Journal of Experimental Psychology: Animal Behavior Processes, 21, 82-86.
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Brannon, E.M., & Terrace, H.S. (2000). Representation of the numerosities 1-9 byrhesus macaques. Journal of Experimental Psychology: Animal Behavior Processes, 26, 31-49.
Capaldi, E.J., & Miller, D.J. (1988). Counting in rats: Its functional significance and the independent cognitive processes that constitute it. Journal of Experimental Psychology: Animal Behavior Processes, 14, 3-17.
Church, R.M., & Meck, W.H. (1984). The numerical attribute of stimuli. (pp.445-464) In Roitblat, H.L., Bever, T.G., & Terrace, H.S. (Eds.) Animal Cognition. Lawrence Erlbaum Associates.
Davis, H, Bradford, S.A. (1991) Numerically restricted food intake in the rat in a free-feeding situation. Animal Learning & Behavior, 19, 215-222. Emmerton, J, Lohmann, A., & Niemann J. (1997). Pigeons' serial ordering ofnumerosity with visual arrays. Animal Learning & Behavior, 25, 234-244.
Gelman, R., & Gallistel, C.R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
Matsuzawa, T. (1985). Use of numbers by a chimpanzee. Nature, 315, 57-59.
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Meck, W.H., & Church, R.M. (1983). A mode control model of counting and timing processes. Journal of Experimental Psychology: Animal Behavior Processes, 9, 320-334.
Pepperberg, I.M. (1994). Numerical competence in an african gray parrot. Journal of Comparative Psychology, 108, 36-44.
Pepperberg, I.M. (2000). Ordinality and inferential abilities of a grey parrot. Journal of Comparative Psychology, 120, 205-216.