MULTIPLE SYSTEMS OF CATEGORIZATION IN HUMANS AND NONHUMAN PRIMATES Category learning is a basic cognitive function for humans and nonhuman animals and a focus in human and animal research. The proposed research would integrate these research traditions in many ways. It would 1) create paradigms that let human and animal categorization be closely compared;2) extend to the primate literature constructive developments in the human literature;3) describe the category-learning system from which that of humans evolved;4) trace the development of categorization across a time depth of primate phylogeny;5) evaluate the multiple-systems structure of primate categorization;6) evaluate the extent to which primates use an explicit, rule-based categorization system;7) ask whether primates dimensionalize their categories and stimuli as humans do;8) explore explicit cognition by primates in the domain of dimensional rules and hypotheses;and 9) open a new window on primates'declarative cognition. The research will also provide some of the first studies evaluating animals'capacity to sustain categorization in the absence of immediate, trial-by-trial feedback, to self-instruct, to bridge their trial-to-trial performance with explicit rules, and to declare the rule they are using. These capacities are critical aspects of humans'on-line cognition. The research also engages and advances the debate about reinforcement as the binding force in animal learning. The research will advance the understanding of human categorization by including the first studies that 1) analyze the interaction and competition between explicit and implicit systems of categorization;and 2) evaluate cross-modal implicit and explicit category learning. The research will also challenge the casual theoretical link made between rule-based cognition and verbalization/language, by studying nonverbal species in which that link is broken. The research will foster a dialog among comparative, cognitive, and neuroscience researchers, by allowing the comparison of human and animal categorization abilities and limitations to be correlated with the differential development of the brain systems that serve category learning.

Public Health Relevance

The research has implications for studying human categorization developmentally and in cognitive aging. One could trace the growth of explicit categorization developmentally, as the research does phylogenetically, or trace its decline with age. The research has implications for training/remediation of developmentally and language-delayed children or for those with Alzheimer's and Parkinson's disease, amnesia, or depression, using training regimens that foster learning using preserved implicit capacities.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD060563-05
Application #
8702203
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2014-09-01
Budget End
2015-08-31
Support Year
5
Fiscal Year
2014
Total Cost
$92,178
Indirect Cost
$24,627
Name
Georgia State University
Department
Type
DUNS #
837322494
City
Atlanta
State
GA
Country
United States
Zip Code
30302
Bard, Kim A; Hopkins, William D (2018) Early Socioemotional Intervention Mediates Long-Term Effects of Atypical Rearing on Structural Covariation in Gray Matter in Adult Chimpanzees. Psychol Sci 29:594-603
Smith, Travis R; Beran, Michael J (2018) Task switching in rhesus macaques (Macaca mulatta) and tufted capuchin monkeys (Cebus apella) during computerized categorization tasks. J Exp Psychol Anim Learn Cogn 44:229-246
Smith, J David; Church, Barbara A (2018) Dissociable learning processes in comparative psychology. Psychon Bull Rev 25:1565-1584
Smith, J David; Jamani, Sonia; Boomer, Joseph et al. (2018) One-back reinforcement dissociates implicit-procedural and explicit-declarative category learning. Mem Cognit 46:261-273
Zakrzewski, Alexandria C; Church, Barbara A; Smith, J David (2018) The transfer of category knowledge by macaques (Macaca mulatta) and humans (Homo sapiens). J Comp Psychol 132:58-74
Smith, J David; Boomer, Joseph; Church, Barbara A et al. (2018) I scan, therefore I decline: The time course of difficulty monitoring in humans (homo sapiens) and macaques (macaca mulatta). J Comp Psychol 132:152-165
Lurz, Robert; Krachun, Carla; Mahovetz, Lindsay et al. (2018) Chimpanzees gesture to humans in mirrors: using reflection to dissociate seeing from line of gaze. Anim Behav 135:239-249
Beran, Michael J; Hopkins, William D (2018) Self-Control in Chimpanzees Relates to General Intelligence. Curr Biol 28:574-579.e3
Voelker, Pascale; Piscopo, Denise; Weible, Aldis P et al. (2017) How changes in white matter might underlie improved reaction time due to practice. Cogn Neurosci 8:112-118
Voelker, Pascale; Sheese, Brad E; Rothbart, Mary K et al. (2017) Methylation polymorphism influences practice effects in children during attention tasks. Cogn Neurosci 8:72-84

Showing the most recent 10 out of 181 publications