CONCEPT-LEARNING AND LEARNING-STRATEGIES

Concept learning and learning strategies of pigeons were manipulated i n a matching-to-sample task. Groups of 4 pigeons responded either 0, 1 , 10, or 20 times to a sample stimulus, and then chose between a match ing comparison stimulus and a nonmatching comparison stimulus. Tests w ith unfamiliar arrangements of the the three training stimuli showed t hat learning was not by if-then rules. Tests with novel stimuli showed that as the number of sample responses increased, learning about the configural pattern of each display gave way to more learning about the sample-comparison relationship and mor-e concept learning. Pigeons ma king the most sample responses showed complete concept learning.