Psychology Pepperberg
Parrot learning
• Title:
• Acquisition of the same/di erent concept by an African Grey part (Psittacus Erithacus):
Learning with respect to categories of colour, shape and material.
• Year: 1987
Psychology being investigated
• Comprehension of same and di erent
Background
• To see if humans can use abstract symbolic relationship when communication.
• Many psychologists believe that only humans possess “true language skills” alongside the
ability to show a range of cognitive skills.
• Prior to this study, Pepperberg had reported on an African Grey parrot, Alex.
• He could categorise subjects, count up to six and use functional phrases “Come here”, “I want
X”, “Wanna go Y” and “No”. However, Pepperberg stated that these do not show whether a
non-human can comprehend and use abstract symbolic relationship when communicating.
• One cognitive skill that had been reported as being a concept not seen in a non-humans is the
comprehension of “same” or “di erent”.
• Premack noted that for a non-human to demonstrate comprehension of “same” two aspects
must apply.
• They must recognise that two independent objects called A1 & A2 are both blue and this single
attribute makes them “same”.
• They must also recognise that this “sameness” can be immediately extrapolated and
symbolically represented not only for two other blue items, but for two novel independent items
that have nothing in common with the original set of A’s.
• This study was designed to test these two ways of assessing the cognitive skill of “same” or
“di erent”.
Aims
• To see if an avian subject could use vocal labels to demonstrate symbolic comprehension of the
concepts of same and di erent.
Procedure
• Research Method: Laboratory Experiment, Case study
• Experiment Design: N/A
• IV: Whether the object is familiar or novel
• DV: Whether the parrot responds correctly to the questions
• Sample: African Grey parrot named Alex who was the focus of Pepperberg’s work since June
1977. He had free access to all parts of the lab for 8 hours/day when the trainers were present.
During his “sleeping hours” he was placed in a cage with fresh water and a standard seed mix
for parrots was available at all times. The trials occurred at various locations around the
laboratory depending on where Alex was at that time. Other food such as fresh fruits,
vegetables, nuts and toys were provided when Alex asked for them.
• Sampling Technique: Opportunity
• Quantitative data: % Success rate on trials was measured for familiar and novel objects.
• Alex was presented with two object which could be di erentiated based on three categories:
colour, shape and material. He would the asked either “What’s same?” or “What’s di erent?”.
• A correct response would be only recorded if Alex vocalised the appropriate category.
• Four processes Alex had to go through to get a correct response.
• Attend to multiple features of two di erent objects.
• From the oval question, determine whether the response is based on sameness or di erent.
• Vocally produce a category response.
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Parrot learning
• Title:
• Acquisition of the same/di erent concept by an African Grey part (Psittacus Erithacus):
Learning with respect to categories of colour, shape and material.
• Year: 1987
Psychology being investigated
• Comprehension of same and di erent
Background
• To see if humans can use abstract symbolic relationship when communication.
• Many psychologists believe that only humans possess “true language skills” alongside the
ability to show a range of cognitive skills.
• Prior to this study, Pepperberg had reported on an African Grey parrot, Alex.
• He could categorise subjects, count up to six and use functional phrases “Come here”, “I want
X”, “Wanna go Y” and “No”. However, Pepperberg stated that these do not show whether a
non-human can comprehend and use abstract symbolic relationship when communicating.
• One cognitive skill that had been reported as being a concept not seen in a non-humans is the
comprehension of “same” or “di erent”.
• Premack noted that for a non-human to demonstrate comprehension of “same” two aspects
must apply.
• They must recognise that two independent objects called A1 & A2 are both blue and this single
attribute makes them “same”.
• They must also recognise that this “sameness” can be immediately extrapolated and
symbolically represented not only for two other blue items, but for two novel independent items
that have nothing in common with the original set of A’s.
• This study was designed to test these two ways of assessing the cognitive skill of “same” or
“di erent”.
Aims
• To see if an avian subject could use vocal labels to demonstrate symbolic comprehension of the
concepts of same and di erent.
Procedure
• Research Method: Laboratory Experiment, Case study
• Experiment Design: N/A
• IV: Whether the object is familiar or novel
• DV: Whether the parrot responds correctly to the questions
• Sample: African Grey parrot named Alex who was the focus of Pepperberg’s work since June
1977. He had free access to all parts of the lab for 8 hours/day when the trainers were present.
During his “sleeping hours” he was placed in a cage with fresh water and a standard seed mix
for parrots was available at all times. The trials occurred at various locations around the
laboratory depending on where Alex was at that time. Other food such as fresh fruits,
vegetables, nuts and toys were provided when Alex asked for them.
• Sampling Technique: Opportunity
• Quantitative data: % Success rate on trials was measured for familiar and novel objects.
• Alex was presented with two object which could be di erentiated based on three categories:
colour, shape and material. He would the asked either “What’s same?” or “What’s di erent?”.
• A correct response would be only recorded if Alex vocalised the appropriate category.
• Four processes Alex had to go through to get a correct response.
• Attend to multiple features of two di erent objects.
• From the oval question, determine whether the response is based on sameness or di erent.
• Vocally produce a category response.
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