Title: Great Ape Trust of Iowa www.greatapetrust.org
1Great Ape Trust of Iowa(www.greatapetrust.org)
- research, education, sanctuary, conservation
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4the Transfer Index
- primate brains, according to their size and
complexity, process learning differently - the Transfer Index reveals
- -- the emergence of positive transfer of
learning, and - -- the emergence of primate intelligence
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7Lanas classroom --
- the context for her learning
- of language
8- Lana was taught --
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- stock sentences,
- lexigrams,
- grammar
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9Lana not taught, yet --
- equated projectors lexigrams with those of keys
- innovated use of the period key
- focused repair work on errors
- developed reading and writing skills
- initiated conversations
- conversations
10-- (cont. of Lana not taught, yet) --
- used stock sentences innovatively
- asked for names and named things
- coined terms (e.g., same vs. no-same) in
cross-modal task - became obstreperous, occasionally, in
conversation -
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12-- to the benefit of others
13 - Adaptation via
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- instincts behaviors released by sign-stimuli
- classical conditioning CS UCS
- operant conditioning instrumental behaviors
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14 -- to which we add a new perspective
of learning and behavior calledEmergents
15- Emergents
- no specific history of reinforcement
- entail syntheses of learning experiences
- form silently, unobtrusively
- may remain dormant, only to appear later
- generally first seen as surprises
- appear smart, clever, insightful
- are not subject to stimulus control
- not readily attributable to conditioning
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- Their formation is enhanced by
- complex brains
- early experience and rearing that define the
logic structure, the patterns of salient events - observations in real-world settings that are
salient, meaningful, and reliable social contexts
17-- examples of Emergents
language counting learning sets concept
formation mapping puzzle solutions understandings
inventions and compositions Kanzis speech
comprehension
18--the Sherman Austin Project(1975-1985)sem
antics
19Sherman and Austin
- -- classified symbols with symbols, thereby
defining that symbols can acquire semantic
boundaries
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21-- final test with other lexigrams
22Kanzis Flint Knapping
- -- acquired by observation
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26 - Positive transfer of learning
- a qualitative shift in effect
- associated with elaboration of primate brains
in size and complexity
27Learning Processes
- What is learned is not necessarily limited to
what is trained -
- Our view is of rewarded organisms,
- not of reinforced responses
28-- as an illustration
- a rhesus learned by using only its foot to do an
interactive task on a computer monitor, then
tested with free choice of foot or hand
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30What did the monkey learn?What did it do in test?
- Considering that it had thousands upon thousands
of reinforced trials using its feet, though not a
single one using its hands, it should in test use
a ---? -
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32-- the functional role of a reinforcer ?
- informs the organism about contextual resources
and how to harvest them, depending upon their
motivational states - and how to avoid or cope with pain or discomfort
- does not form habits, but does impact behavior!
How?
33A Salience Theory of learning and behaviorD.
Rumbaugh, Great Ape Trust LRC J. King,
University of Arizona M. Beran, Language Res.
Ctr. of GSU D. Washburn, Georgia State
University K. Gould, Luther College
34our question and goal --
- How can what is learned exceed training?
- To build a comprehensive theory of learning and
behavior from instincts through conditioning to
creative behaviors - -- without the constraints of reinforcement,
habits, bonds.
35- Salience commands attention
- natural sources of salience genetics,
biological needs, strong stimuli, and
perceptual principles - acquired sources of salience contiguous
associations with the natural sources of salience
or with other events where their salience was
previously acquired.
36- Temporally or spatially contiguous and reliably
co-occurring stimuli that are sufficiently
salient form - amalgams
- -- are new composites, not just linkages
37- the salience and response-eliciting properties
of the constituents of the amalgam are shared as
some positive function of their relative
strengths - thus, an amalgam is something new with its own
salience and response-eliciting properties
38- The nature of these amalgams and the ease with
which they are formed is a function of the
constructive bias of the organisms neural system
as determined by the species history
39- Motivation/drive states afford a continuing flow
of strong stimuli that enter into amalgams that
serve subsequently to - code the activation of groups of amalgams
- direct the course of behavior, as with latent
learning
40A Template Model for Emergents
- Natural templates vs. Arbitrary templates
- Real-time formation of amalgams
- Continuing formation of templates and the
integration of templates via - assimilation
- accommodation
41- as some positive function of relevant experiences
and the species neural system, emergents might
be generated that serve as creative, novel
behaviors that serve adaptation
42- redefined as a strong or salient stimulus or
event - which, according to its strength relative to
other stimuli, shares its properties with other,
less strong stimuli or events to form amalgams
43 A new perspective of Learning and Behavior
based on --
- salience of events -- natural and acquired, that
reflect species variables, ecology, and previous
experiences - amalgam formation -- comprised of reliably
co-occurring events, with bi-directional sharing
of their saliences and response-eliciting
properties - associative learning occurs first, based on
contiguity and amalgam formation - relational processing via templates and the
generation of emergents
44- reward the organism
- (i.e., dont reinforce responses)
45- there is no strengthening
- of the R with S by bonds or
- habit or otherwise
- (-- if you will, please?
- the authors)
46 47Kanzi accomplishments
- Without formal training acquired meanings of
lexigrams, human speech, and comprehended novel
sentences of request in formal tests - How? by observations of salient events that
co-occurred reliably
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49--with special thanks to
- Granting agencies across the years (1960-2009),
notably NICHD and NSF - SDSC, San Diego Zoo, Yerkes Primate Ctr. of Emory
U., Georgia State U., and now the Great Ape Trust
of Iowa - Dozens of colleagues
- Hundreds of primates
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