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（了解自己的心理状态）和陈述性认知（表达心理状态）至关重要 拟议的研究将扩展这些研究领域。 参与者（成人、儿童、非人类动物）一种行为报告方法，通过该方法他们可以 它将为研究人员提供一种非语言方式来指导参与者正确的任务方法。 它将探索元认知的一个新方面——对自己任务策略的自我意识。 将通过提供自我认知的行为渠道，探索幼儿陈述性认知的根源。 口头渠道之前的报告完全支持这一声明，这在比较方面将是变革性的。 心理学，首次向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令调整注意力 它询问他们是否可以使用这些图标来报告自己的任务。 它询问这些图标是否可以获得准符号属性，以便它们被理解。 接受性（诱导教学集）和生产性（允许自我报告任务策略）。 这些问题使用匹配、分类、同异和其他有影响的比较任务 最后，它询问参与者是否可以使用他们的抽象图标来表达他们的想法。 任务偏好。 元认知和陈述性认知对于智力适应、教育成功和日常生活至关重要。 充分了解它们是一项重要的科学和心理健康目标。 提供新的方法来研究这些能力的最基本形式，这将提供动物模型。 用于神经科学研究以培养或恢复这些能力。该研究将促进发展。 研究人员探索儿童发展过程中陈述性认知的开端的工具即将开放。 陈述性认知的非语言渠道可以为言语交流受损的人类提供服务。 可以支持人类舒适和姑息治疗，它将打开一个新的元认知渠道。 比较心理学家可能会更好地理解动物的自我反思心理。

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