Human and nonhuman animals alike must adjust to complex and ever-changing circumstances if they are to survive and reproduce. Advanced neural mechanisms enable animals to remember the past, to act in the present, and to plan for the future. Exploring the species generality of cognitive processes in behavior is central to the field of comparative cognition. A comparative perspective may not only broaden but also deepen our understanding of cognition—both in human and in nonhuman animals.
Get full access to this article
View all access options for this article.
References
1.
AstleyS.L.WashermanE.A. (1992). Categorical discrimination and generalization in pigeons: All negative stimuli are not created equal. Journal of Experimental Psychology: Animal Behavior Processes. 18, 193–207.
2.
BhattR.S. (1988). Categorization in pignuts: Effects of category size, congrnity with human categories, selective attention, and secondary generalization. Unpublished doctoral dissertation. University of Iowa, Iowa City.
3.
BhattR.S.WashermanE.A. (1989). Secondary generalization and categorization in pigeons. Journal of the Experimental Analysis of Behavior, 52, 213–224.
4.
BhattR.S.WashermanE. A.ReynoldsW.F.Jr.KnaussK.S. (1988). Conceptual behavior in pigeons: Categorization of both familiar and novel example-, from four classes of natural and artificial stimuli. Journal of Experimental Psychology: Animal Behuvior Processes, 14, 219–234.
5.
BittcrmanM.E, (1975). The comparative analysis of learning. Scienre, 188. 699–709.
6.
ChatloshD.L.NeunaherD.J.WashermanE.A. (1985). Response-outcome contingency: Behavioral and judgmental effects of appetitive and aversive outcomes with college students. Learning and Moliralion, 16, 1–34.
7.
CrockerJ. (1981). Judgment of covariation by social perceivers. Psychological Bulletin. 90. 272–292.
8.
FalesE.WassermanE.A. (1992). “Causal knowledge: What can psychology teach philosophers”, Journal of Mind anil Behavior. 13. 1–28.
9.
HammondL.J. (1980). The effect of contingency upon the appetitive conditioning of free-operanl behavior. Journal of I he Experimental Analysis of Behavior. 34, 297–304.
10.
HerrnsteinR.J.de VilliersP.A. (1980). Fish as a natural category for people and pigeons. InBowerlG.H. Ed. The psychology of learning and motivation (Vol. 14, pp. 59–95). New York: Academic Press.
11.
HomaD.BurrelL.FieldD. (1987). The changing composition of abstracted categories under manipulations of decisions change, choice difficulty, and category size. Journal of Experimental Psychology: Learning, Memory, unit Cognition. 13, 401–412,.
12.
JamesW. (1890). The principles of psychology (Vol. 1). New York: Dover.
13.
JenkinsH.M.WardW.C. (1965). Judgment of contingency between responses and outcomes. PsychologJtal Monographs, 79. 1–17.
14.
KaminL.J. (1969), Selective association and conditioning. InMackintoshN.J.HonigW.K. (Eds.). Fundamental issues in associative learning (pp. 42–64). Halifax, Nova Scotia: Dalhousic University Press.
15.
KellerF.S.SchoenfeidW.N. (1950). Principles of psychologyNew York: Applelon-Cenlury-Crofts.
16.
KilleenP.R. (1981). Learning as causal inference. InCommonsM.L.NevinJ.A., (Eds.), Quantitative analyses of behavior: Vol. I. Dis-criminalive properties of reinforcement schedules (pp. 89–112). Cambridge, MA: Ballinger.
17.
MackintoshN.J. (1974). The psychology of animal learningLondon: Academic Press.
18.
MackintoshN.J. (1977). Conditioning as the perception of causal relations. InButtsR.E.HintikkaJ., (Eds.). Foundational problems in the special sciences (pp. 241–250). Dordrecht, The Netherlands: D. Rcidel.
19.
MacphailE.M. (1985). Vertebrate intelligence: The null hypothesis. InWeiskrantzL., (Ed.), Animal intelligence (pp. 37–51). New York: Oxford University Press.
20.
NisbettR.RossL. (1980). Human inference: Strategies and shortcomings of social judgment. Engtewood Cliffs, NLPrentice-Hall.
21.
QuinnP.C.FimasP.D. (1986). On calcgorization in early infancy. Merrill-Palmer Quarterly, 32, 331–363.
RescorlaR.A.WagnerA.R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforce-menl. InBlackA.M.ProkasyW.F., (Eds.), Classical conditioning II (pp. 64–99). New York: Appleton-Century-Crofts.
24.
SeligmanM.E.P.MaierS.F.SolomonR.L. (1971). Unpredictable and uncontrollable aversive events. InBrushF.R., (Ed.), Aversive conditioning and learning (pp. 347–400). New York: Academic Press.
25.
ShanksD.R.DickinsonA. (1987). Associative accounts of causality judgment. InBowerG.H., (Ed.), The psychology of learning and motivation (Vol. 21, pp. 229–264). New York: Academic Press.
26.
SherringtonC.S. (1906), The integruiive action of the nervous system. New Haven, CT: Yale University.
27.
SmedslundJ. (1963). The concept of correlation in adults. Scandinavian Journal of Psychology, 4. 165–173.
28.
TolmanE.C.BrunswikE. (1935). The organism and the causal texture of the environment. Psychological Review. 42, 43–77.
29.
VaughanW.Jr. (1988). Formation of equivalence sets in pigeons. Journal of Experimental Psychology: Animal Behavior Processes, 14, 36–42.
30.
WagnerA.R.LoganF.A.HaberlandtK.PriceT. (1968). Stimulus selection in animal discrimination learning. Journal of Experimental Psychology. 76. 171–180.
31.
WassermanE.A. (1974). Slimulus-reinforccr pre dicliveness and selective discrimination learning in pigeons. Journal of Experimental Psychology. 108. 284–297.
32.
WassermanE.A. (1981). Comparative psychology returns: A review of Hulse, Fowler, and Honig's Cognitive processes in animal behav-ior. Journal of the Experimental A ntitvsis of Behavior. 35. 243–257.
33.
WassermanE.A. (1990a). Attribution of causality to common and distinctive elements of compound stimuli. Psychological Science. 1, 298–302.
34.
WassermanE.A. (1990b). Detecting response-outcome relations: Toward an understanding of the causal texture of the environment, InBowertG.H., (Ed.), The psychology of learning and motivation (Vol. 26, pp. 27–82), New York: Academic Press.
35.
WassermanE.A. (in press). Comparalive cognition: Beginning the second century of the study of animal intelligence. Psychological Bulletin.
36.
WassermanE.A.BhattR.S. (1992). Conceptualization of natural and artificial stimuli by pigeons. InHonigW.K.FeltermanJ.G., (Eds.). Cognitive aspects of stimulus control (pp. 203–223). Hillsdale., NJ: Erlbaum.
37.
WassermanE.A. Chatiosh. D.L.NeunaberD.J. (1983). Perception of causal relations in humans: Factors affecting judgments of response-outcome contingencies under free- opcianl procedures. Learning and Motivation. 14, 406–432.
38.
WasscrmanE.A.DeVolderC.L.CoppageD.J. (1992). Non-similarity-based conceptualization in pigeons via secondary or mediated generalization. Psychological Science. 3. 374–379.
39.
WassermanE.A. Elek. S.M.ChalloshD.L.BakerA.G. (1993). Rating causal relations: Role of probability in judgments of response-outcome contingency. Journal ttj Experimental Psychology: Learning, Memory, and Cognition. 19, 174–188.
40.
WassermanE.A.KiedingerR.E.BhaltR.S. (1988). Conceptual behavior in pigeons: Categories, subcategories. and pseudocategories. Journal oj Experimental Psychology: Animal Behavior Processes, 14. 235–246.
41.
YoungerB.A.CohenL.B. (1985). How infants form categories. InBowerO.H., (Ed.), The psychology of learning and motivation (Vol. 19, pp. 211–247). New York: Academic Press. Edward A. Wasserman.