The Role of Identity in the Learning and Memory of a Matching-to-Sample Problem by Pigeons

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Abstract
Two experiments were conducted to evaluate the role of identity in the learning of a matching-to-sample problem and the performance of delayed matching-to-sample in pigeons, using a within subjects design. In experiment 1, simultaneous matching was acquired faster than simultaneous symbolic matching (neither comparison stimulus matched the sample) when discriminability of samples and comparisons and when number of associations were equated. Thus the identity relationship can facilitate matching acquisition. Experiment 2 tested the hypothesis that an identity relationship can serve as a retrieval cue for the sample. Sample memory on delayed matching trials was compared with that on delayed symbolic matching trials. As the delay increased, identity did not serve as a progressively better retrieval cue for the sample than did an arbitrary association. Thus the difference in rate of learning observed in experiment 1 was not due to differential rates of forgetting of the sample on matching and symbolic matching trials. The data suggest that pigeons can make use of a general identity rule.

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