Learning strategies in matching to sample: If-then and configural learning by pigeons

Pigeons learned a matching-to-sample task with a split training-set design in which half of the stimulus displays were untrained and tested following acquisition. Transfer to the untrained displays along with no novel-stimulus transfer indicated that these pigeons learned the task (partially) Via if-then rules. Comparisons to other performance measures Indicated that they also partially learned the task via configural learningo (learning the gestalt of the whole stimulus display). Differences in the FR-sainple requirement (I vs. 20) had no systematic effect on the type of learning or level of learning obtained. Differences from a previous Study [Wright. A.A., 1997. Concept learning and learning strategies. Psychol. Sci. 8, 119-123] are discussed, including the effect of displaying the stimuli Vertically (traditional display orientation) or horizontally from the floor. (C) 2007 Elsevier B.V. All rights reserved.