You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
True Imitative Learning in Pigeons
Thomas R. Zentall, Jennifer E. Sutton and Lou M. Sherburne
Vol. 7, No. 6 (Nov., 1996), pp. 343-346
Stable URL: http://www.jstor.org/stable/40062977
Page Count: 4
You can always find the topics here!Topics: Observational learning, Social protests, Animals, Pigeons, Snake phobias, Psychology, Rats, Social psychology, Cognitive psychology, Comparative psychology
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Providing evidence for imitative learning in animals has been made difficult by the need to control for a number of possible nonimitation accounts (e.g., mere presence of another animal, attention drawn to a location, attention drawn to an object being manipulated) that often have not been recognized in previous research. In the present experiment, we used a version of the two-action method in which a treadle could be operated by a pigeon in one of two distinctive ways: with its beak by pecking or with its foot by stepping. What is unique in this experiment is not only the distinct response topographies, but also that both responses have the same effect on the environment (depression of the treadle followed by food reward). When pigeons that had observed one of the two response topographies were given access to the treadle, a significant correspondence was found between the topography of the observers' responses and that of their respective demonstrators' responses.
Psychological Science © 1996 Association for Psychological Science