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鸚鵡社會學習行為之動作模仿

Motor imitation of parrots' social learning - experiment of Melopsittacus undulatus

摘要


本研究探討社會動物通過模仿學習他者行為,有助個體溝通和發展認知模組。虎皮鸚鵡的社會學習行為,可在標準化飼養籠操作動作模仿(motor imitation)實驗。將8-14個月齡組的鸚鵡,搭配不同性質的社會接觸為實驗刺激增強物,可釐清社會學習的策略。實驗1先進行行為增強物之食物偏好選擇試驗,測試虎皮鸚鵡對燕麥、喬麥、小米、瓜子及其各種處理(去殼、半脫殼)之嗜好程度,並對特定模仿力強的熟手鸚鵡進行操作制約的示範者訓練。這過程逐步挑選出熟練開關技巧的虎皮鸚鵡做為專家熟手,其他未接觸過此一新穎食盒者則為生手。在實驗2中以自製研發的紙板雙向開關與球型食盒,探討「混居熟手如何提升生手學習速度」,利用實驗1篩選出來的生手與熟手,隨機地組成為生熟手比例3:1的穩定混居生長環境,在固定的社會連結下進行為期一個月的模仿行為與學習互動之歷時比較。至於實驗3則探討「比鄰熟手如何提升生手學習速度」,專注測試於虎皮鸚鵡之暗示線索之意圖理解,如何受到同種真鳥或回播音源系統的誘導,回溯到過去經驗之連結而完成行為,亦即探討社會仿效是否無關於穀物酬賞依然能建立行為。結果發現鸚鵡新穎行為的學習需要有脈絡的社會互動情境才能有效發生。實驗1&2都是讓虎皮鸚鵡在熟手示範教學下發展新穎行為得到穀物增強,並進而透過觀察學習建立社會仿效的擴散。在實驗3中,無穀物獎賞的社會互動歷程耗去相當專注力資源,引申社會互動與行為建立的交互影響。這一系列關於虎皮鸚鵡的社會學習研究證明鳥類能區辨社會性的酬賞,與實質的穀物增強物不同。虎皮鸚鵡既可以跟隨熟手示範行為同步地進行模仿學習,熟手真鳥連結目前意圖到過去社會互動經驗,此一社會學習涉及到非實質的酬賞,卻依然能建立有效且持久的行為增強。

並列摘要


This study focuses on the study of animal imitative behavior (motor imitation) with social learning clues, followed by exploring intention understanding without realistic cereal reward. Parrots' mimic behaviors are situated, and associated with past experience of social interactions. The team started to train the Budgerigar parrots as novel-behavior experts by the method of operant conditioning, adopting 8-14 month-old Budgerigars (Melopsittacus undulatus) as experimental subjects with different reward types of social contacts. The first animal behavioral experiment (Experiment 1) is to examine food preference of Budgerigars by offering barley, buckwheat, millet, melon seeds, etc. Operant conditioning has been conducted to select a set of highly skilled parrots as expert demonstrators which are professional to open an invented blocker-sticker device of food tray. The next progressive development in Experiment 2 intends to mix one chosen skilled expert parrot with three new learners during the following one-month social observation in the same cage. This design will allow researchers to compare the frequency of expert solo demonstration, novel act adaptation, and simultaneous mimics of dual actions. Subsequently developing a variety of self-made cardboard bi-directional switchers, and ball-type food lockers, we explored how watching a skilled expert could possibly enhance social learning of mixed learners. In addition, in Experiment 3, we explored "the side-by-side effects of an experienced expert which can enhance the learner's social imitation." We began to focus on the use of suggestive clues of the Budgerigars in order to understand intents of the same bird species by responding to an electronic broadcasting source, associating with learning experience of their pasts, instead of unnecessarily linking to grain or cereal rewards to establish social behaviors. In 2008 we stopped feeding birds; during the year of 2009 we focused on data analysis and statistical tests. Conservatively speaking, this series of social learning on the Budgerigar parrots suggests that birds seem to distinguish social reward from the real food enforcement. Budgerigars can either follow the expert's behavior to mimic simultaneously to obtain grains as reward (or not obtain when encountering an empty food tray after opening), or trace audio playback that links to their past experiences without any additional food supply. This preliminary observation on social learning related to intentional clue reward has recently invited further in-depth psych-evolutionary studies in the future.

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