Rule-Guided Behavior across Species:Steps toward Declarative Cognition

跨物种的规则引导行为：走向陈述性认知的步骤

• 批准号: 10462612
• 负责人: Michael J Beran
• 金额: $ 22.93万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-15 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10462612
• 关键词: Address; Adult; Animal Model; Animals; Area; Attention; Back; Behavior; Behavioral; Beneficence; Brain Injuries; Caring; Categories; Child; Child Development; Church; Cognition; Cognitive; Color; Communication; Comparative Psychology; Dementia; Development; Dimensions; Evolution; Fostering; Grant; Human; Impairment; Individual; Influentials; Instruction; Knowledge; Label; Language; Learning; Linguistics; Literature; Mental Health; Methodology; Methods; Mind; Monitor; Names; Neurosciences; Neurosciences Research; Palliative Care; Participant; Patient Self-Report; Plant Roots; Process; Property; Psychologist; Reporting; Research; Research Personnel; Self Perception; Shapes; System; Time; Uncertainty; base; cognitive development; cognitive enhancement; cognitive function; cognitive neuroscience; cognitive system; cognitive testing; comparative; developmental disease; developmental psychology; flexibility; health goals; innovation; language impairment; mental state; metacognition; nonhuman primate; preference; success; tool

Metacognition (knowing one's own mental states), and declarative cognition (expressing them) are essential cognitive functions and focuses of research. The proposed research will extend these research areas. It will give participants (human adults, children, nonhuman animals) a behavioral-report methodology by which they can describe their own task approach. It will give researchers a nonverbal way to instruct participants in the correct task approach. It will explore a new aspect of metacognition—the self-awareness of one's own task strategy. It will explore the roots of declarative cognition in young children, by providing a behavioral channel for self- report before the verbal channel fully supports that declaration. It will be transformative in comparative psychology, providing behavioral self-reports to animals for the first time. To this end, the proposed research asks whether participants can tune attention based on the instruction provided by abstract icons. It asks whether they can use those icons to make reports of their own task approach. It asks whether these icons can acquire quasi-symbolic properties, so that they are understood receptively (inducing instructional sets) and productively (allowing self-reports of task strategies). It addresses those questions using matching, categorization, same-different, and other influential tasks from comparative and developmental psychology. Finally, it asks whether participants can use their abstract icons to state their task preferences. Metacognition and declarative cognition are crucial to intellectual adaptation, educational success, and daily living. Understanding them well is an important scientific and mental-health goal. The proposed research will provide new ways to study the most basic forms of these capacities. It will provide animal models. These can be used in neuroscience studies to foster or rehabilitate these capacities. The research will give developmental researchers tools for exploring the beginnings of declarative cognition during child development. It will open nonverbal channels of declarative cognition that could serve humans impaired at verbal communication. These could support human comfort and palliative care. It will open a new metacognitive channel by which comparative psychologists may understand better animals' self-reflective minds.

元认知（已知自己的精神状态）和声明性认知（表达）是必不可少的 认知功能和研究重点。拟议的研究将扩展这些研究领域。它将给予 参与者（人类成年人，儿童，非人类动物）一种行为报告方法，他们可以通过该方法 描述他们自己的任务方法。它将为研究人员提供一种非语言方式，以指导参与者正确 任务方法。它将探索元认知的新方面，即对自己的任务策略的自我意识。它 通过为自我提供行为渠道，将探索幼儿声明性认知的根源 在口头渠道之前报告该声明。它将在比较中具有变革性 心理学，第一次为动物提供行为自我报告。 为此，拟议的研究询问参与者是否可以根据指示调整注意力 由抽象图标提供。它询问他们是否可以使用这些图标来报告自己的任务 方法。它询问这些图标是否可以获取准符号符号，以便他们了解 接受（诱导教学集）并有效地（允许任务策略的自我报告）。它解决了 这些问题使用比较的匹配，类别，相同不同和其他有影响力的任务 和发展心理学。最后，它询问参与者是否可以使用他们的抽象图标来陈述他们的 任务首选项。 元认知和声明性认知对于智力适应，教育成功和每日至关重要 活的。很好地了解它们是一个重要的科学和心理健康目标。拟议的研究将 提供新的方法来研究这些能力的最基本形式。它将提供动物模型。这些可以 用于促进或恢复这些能力的神经科学研究。该研究将提供发展 研究人员的工具用于探索儿童发育过程中声明性认知的开始。它将打开 陈述性认知的非言语渠道可能为人类提供障碍的人类沟通障碍。这些 可以支持人类的舒适和姑息治疗。它将打开一个新的元认知渠道 比较心理学家可能会理解更好的动物的自我反思思维。

项目成果

Launch! Self-agency as a discriminative cue for humans (Homo sapiens) and monkeys (Macaca Mulatta).

• DOI: 10.1037/xge0001026
• 发表时间: 2021-09
• 期刊: Journal of experimental psychology. General
• 作者: Smith JD;Church BA;Jackson BN;Adamczyk MN;Shaw CN;Beran MJ
• 通讯作者: Beran MJ

Monkeys (Macaca mulatta) learn two-choice discriminations under displaced reinforcement.

• DOI: 10.1037/com0000227
• 发表时间: 2020-05-14
• 期刊: Journal of comparative psychology (Washington, D.C. : 1983)
• 作者: Smith JD;Jackson BN;Church BA
• 通讯作者: Church BA

A Dissociative Framework for Understanding Same-Different Conceptualization.

• DOI: 10.1016/j.cobeha.2020.06.004
• 发表时间: 2021-03
• 期刊: Current opinion in behavioral sciences
• 影响因子: 5
• 作者: Smith JD;Church BA
• 通讯作者: Church BA

Exploring Explicit Learning Strategies: A Dissociative Framework for Research.

探索显性学习策略：分离的研究框架。

• DOI: 10.1016/j.newideapsych.2020.100817
• 发表时间: 2021
• 期刊: New ideas in psychology
• 影响因子: 2.6
• 作者: Church,BarbaraA;Jackson,BrookeN;Smith,JDavid
• 通讯作者: Smith,JDavid

Conceptual anchoring dissociates implicit and explicit category learning.

• DOI: 10.1037/xlm0000856
• 发表时间: 2022-06
• 期刊: Journal of experimental psychology. Learning, memory, and cognition
• 作者: Smith JD;Jackson BN;Adamczyk MN;Church BA
• 通讯作者: Church BA