Pepperberg parrot learning

Question 1

psych being tested

Answer 1

comprehension of same and differnet

Question 2

Why were there order effects?

Answer 2

repetitive measure of the testing

Question 3

how were order effects reduced?

Answer 3

by also training him on number concepts, new labels, object permanence

Question 4

for how long was the testing for?

Answer 4

2 years (1984-1986)

Question 5

what other cognitive abilities was Alex able to carry out other than what’s same or different? (3)

Answer 5

• use of english vocalisations
• identifying, requesting, refusing or commenting upon objects
• these were 80 different objects of various colours, shapes and materials

Question 6

what does it fit social learning theory? (2)

Answer 6

• study uses model rivalry technique
• used operant conditioning where alex was rewarded or punished if right/wrong

Question 7

what is trainer induced cuing

Answer 7

the trainer could hint at what is required of the participant

Question 8

how was trainer induced cuing resolved

Answer 8

the use of secondary trainers and the fact that the principal trainer did not take part in the testing.

Question 9

why was principal trainer not looking at the bird?

Answer 9

to prevent cuing or signalling at the bird

Question 10

Aim

Answer 10

to see if an avian subject could use vocal labels to demonstrate symbolic comprehension of the concepts of same and different

Question 11

sample

Answer 11

opportunity

Question 12

participant

Answer 12

african grey parrot named alex

Question 13

housing of ppt

Answer 13

was allowed to roam around and ask for things that it wanted. sleeped in a cage and was given water and seed mix

Question 14

Method

Answer 14

lab experiment and case study

Question 15

how long before had he been learning language

Answer 15

9 years

Question 16

Training occured how many times a week?

Answer 16

1-4 times

Question 17

How long did training sessions last?

Answer 17

5 minutes to 1 hour

Question 18

how was double blind technique used?

Answer 18

Neither the participant nor the principal trainer knew which order the questions would be asked. A student not involved in the study chose the pairs

Question 19

IV

Answer 19

whether the object was familiar or novel

Question 20

DV

Answer 20

whether the objects responds correctly to the questions

Question 21

What did other research on same/different use? (3)

Answer 21

• two choice design to indicate whether the objects do or do not match
• similar answers for both- e.g. leverpressing
• same pairs in everything, different pairs in everything

Question 22

Apparatus used in training (colour, shape and material )

Answer 22

red green blue
triangle square
rawhide or wood

Question 23

Premack’s conclusions on abilities needed to figure out what is same?

Answer 23

○ They must recognise that two independent objects were both blue and that this aspect makes them the same

○They must also recognise the sameness can be ‘immediately extrapolated and symbolically represented not only for two other blue items but for two novel, independent green items. These have nothing in common with the first item

Question 24

During the course of the experiment, which two colours and one shape’s labels did he acquire

Answer 24

Orange
Purple
Hexagon

Question 25

Correct response was only recorded if

Answer 25

Alex vocalised the correct category i.e colour not blue

Question 26

Alex’s performance with the familiar objects (all trails)

Answer 26

99/129 (76.6%)

Question 27

Alex’s performance with the unfamiliar objects (all trails)

Answer 27

96/113 (85%)

Question 28

Alex’s performance with the familiar objects (first trail)

Answer 28

69/99 (69.7%)

Question 29

Alex’s performance with the unfamiliar objects (first trail)

Answer 29

82.3%

Question 30

Conclusions (3)

Answer 30

An avian subject, an African Grey Parrot, showed symbolic comprehension/ cognitive ability of the concept of same and different

Because his scores on all tests were significantly above chance, this suggests that he understood what the questions were asking. This was then shown via the probe questioning

It would therefore appear that symbolic representation, in this case of same and different, is not exclusive to primates

Question 31

What was the model rivalry technique (5)

Answer 31

• one human acts as a trainer to a second human
• they present objects and ask questions about the objects
• they are rewarded for correct answers
• they show disapproval for incorrect answers
• the second human acts as a model for the parrot but is also the rival for the trainer’s attention

Question 32

Give an example of an object that would be presented at the same time as the blue wooden triangle

Answer 32

• yellow wooden triangle
• blue wooden square

Question 33

Describe the ethic of replacement (2)

Answer 33

The research team need to have considered alternatives like video footage

The research team should consider using footage from the wild as evidence

Question 34

Describe the ethic Number of animals

Answer 34

The researchers needed to use the minimum amount of animals necessary to fulfil the aim of the study
Alex was the only participant

Question 35

Describe the ethic housing

Answer 35

Housing should take into account the social behaviour of the species
Alex was housed alone which might be stressful as parrots are social animals

Question 36

Describe the ethic deprivation

Answer 36

The research team should not withhold food or basic needs to test social behaviour
Alex was given extra food if he asked

Question 37

What was Alex allowed to do during non-sleeping hours? (5)

Answer 37

• he was allowed free access to all parts of the lab
• he was allowed to eat any standard food/ drink as much water as he wanted
• he could request fresh fruit
• he could request toys
• his requests had to be contingent in a correct vocalisation

Question 38

Four colours that Alex could already name (4)

Answer 38

rose
grey
green
blue

Question 39

Real life application

Answer 39

By using the model/rival technique, the child can learn the concepts through rewards and punishments