Concept Learning and Learning Strategies

Ab,stract—Concept learning and learning .strategies of pigeons were titanipnkited in a ntatching-to-sampie task. Groups of 4 pigeons responded either 0. 1. W. or 20 times to a sample stimulus, and then chose between a matching cotnparison stimulus and a ttonmatching comparison stimulus. Tests with unfamiliar arrangements of the three training stimuli .showed that learning n-as not hy if-then rules. Te.\ts with novel .stimuli showed that as the number of sample responses increased, learning ahottt the configural patterrt of each display gave way to more learning about the sample-comparison relationship and tnore concept learning. Pigeons making the most sample responses showed complete concept teaming.