A Note on Pigs’ Knowledge of Hidden Objects

Object permanence is the notion that objects continue to exist even when they are out of observer’s sight. This ability is adaptive for free ranging animals who have to cope with a dangerous and highly changeable environment and allows them to be aware of predators sneaking in their proximity or to keep track of conspecifics or food sources, even when out of sight. Farm animals might also benefit from object permanence because the ability to follow the trajectory of hidden food or objects may lead to a higher predictability of subjects’ environment, which in turn might affect the level of stress under husbandry conditions. We conducted two experiments to examine the ability of object permanence in young domestic pigs (Sus scrofa domestica). For this purpose, we used a test setup that was formerly developed for primates and adopted it to the behavioural constraints of pigs. A rewarded object was hidden in one of three hiding locations with an increasing complexity of the object’s movement through successive test sessions. Subjects were confronted with visible and invisible displacement tasks as well as with transpositions of hidden objects in different contextual settings. Pigs solved visible, but not invisible displacements or transpositions, indicating that they have difficulties to keep track of once hidden and then moved objects. This should be taken into account when designing husbandry environments or studying designs

Juvenile Domestic Pigs (Sus scrofa domestica) Use Human-Given Cues in an Object Choice Task

Research on the comprehension of human-given cues by domesticated as well as non-domesticated species has received considerable attention over the last decade. While several species seem to be capable of utilizing these cues, former work with domestic pigs (Sus scrofa domestica) has shown inconclusive results. In this study, we investigated the use of human-given cues in an object choice task by young domestic pigs (N = 17; seven weeks of age) who had very limited human contact prior to the experiments. Subjects had to choose between two bowls of which only one was baited with a reward. Over the course of five experiments, pigs were able to use proximal and, with some constraints, also distal pointing cues presented in both a dynamic-sustained and in a momentary manner. When the experimenter was pointing from the incorrect bowl towards the correct one, most of the subjects had problems solving the task – indicating that some form of stimulus/local enhancement affected pigs´ decision making. Interestingly, pigs were able to utilize the body and head orientation of a human experimenter to locate the hidden reward but failed to co-orient when head or body orientation of the experimenter was directed into distant space with no bowls present. Control trials ruled out the possibility that other factors (e.g., odour cues) affected subjects´ choice behaviour. Learning during experiments played a minor role and only occurred in three out of twelve test conditions. We conclude that domestic pigs, even at a very young age, are skillful in utilizing various human-given cues in an object choice task - raising the question wether pigs only used stimulus/local enhancement and associative learning processes or if they were able to comprehend the communicative nature of at least some of these cues

Distributed Practice: Rarely Realized in Self-Regulated Mathematical Learning

The purpose of the present study was to investigate the effect and use of distributed practice in the context of self-regulated mathematical learning in high school. With distributed practice, a fixed learning duration is spread over several sessions, whereas with massed practice, the same time is spent learning in one session. Distributed practice has been proven to be an effective tool for improving long-term retention of verbal material and simple procedural knowledge in mathematics, at least when the practice schedule is externally guided. In the present study, distributed practice was investigated in a context that required a higher degree of self-regulation. In total, 158 secondary school students were invited to participate. After motivational and cognitive characteristics of the students were assessed, the students were introduced to basic statistics, a topic of their regular curriculum. At the end of the introduction, the students could sign up for the study to further practice this content. Eighty-seven students did so and were randomly assigned either to the distributed or to the massed practice condition. In the distributed practice condition, they received three practice sets on three different days. In the massed practice condition, they received the same three sets, but all on one day. All exercises were worked in the context of self-regulated learning at home. Performance was tested 2 weeks after the last practice set. Only 44 students finished the study, which hampered the analysis of the effect of distributed practice. The characteristics of the students who completed the exercises were analyzed exploratory: The proportion of students who finished all exercises was significantly higher in the massed than in the distributed practice condition. Within the distributed practice condition, a significantly larger proportion of female students completed the exercises compared to male students. Additionally, among these female students, a larger proportion showed lower concentration difficulty. No such differential effects were revealed in the massed practice condition. Our results suggest that the use of distributed practice in the context of self-regulated learning might depend on learner characteristics. Accordingly, distributed practice might obtain more reliable effects in more externally guided learning contexts

Modality-general benefit of eye-closure on the retrieval of intentionally learned information

Gefördert im Rahmen des Projekts DEA

Wie nicht-lineare Zeitrepräsentationen zukunftsbezogene Urteile und Entscheidungen beeinflussen können : ein entwicklungspsychologischer Ansatz

Die vorliegende Arbeit untersuchte in drei Experimenten den Einfluss der Zeit auf Bewertungen und Entscheidungen in unterschiedlichen Altersstufen. Experiment 1 beschäftigte sich mit dem Einfluss des Zeithorizontes auf die Beurteilung der Riskantheit einer Investition sowie auf das Investitionsverhalten bei 12-Jährigen. Im Gegensatz zu typischen Ergebnissen von Erwachsenen führte bei den Kindern eine lange Zeitspanne zwischen Investition und Erfolgsfeedback zur Annahme eines höheren Risikos und damit zu geringeren Investitionen. In Experiment 2 wurde die Bewertung materieller und nicht-materieller Werte, deren Erhalt verzögert war, bei 12-Jährigen und Erwachsenen untersucht. Dabei zeigte sich, dass Erwachsene Geld als materiellen Wert und Hilfe als nicht-materiellen Wert in ähnlicher Weise mit zunehmender Verzögerung abwerteten. Die Kinder hingegen werteten das verzögerte Geld deutlich stärker ab als Erwachsene, die Hilfe jedoch gar nicht. In Experiment 3 wurde die Entwicklung des Wissens über exponentielles Mengenwachstum in verschiedenen Altersgruppen untersucht. So schätzten 13-Jährige ein solches Wachstum normativ, doch bereits 9-Jährige unterschieden in ihren Schätzungen bedeutsam zwischen exponentiellem und linearem Wachstum, was für ein frühes intuitives Wissen in diesem Bereich spricht. Im Anschluss wurde ein Modell zur altersabhängigen Zeitrepräsentation entwickelt, das versucht, den Einfluss der Zeitrepräsentation in allen drei Experimenten zu erklären. Three experiments were conducted to examine the role of time on judgments and decisions in different age groups. Experiment 1 investigated the influence of the time horizon on 12-year-olds judgments of riskiness and amount of investment into an endeavour. In contrast to typical results of adults, a long time span between the investment and a feedback about its success yielded judgments of higher riskiness and, thus, lower investments in children. Experiment 2 assessed 12-year-olds and adults evaluation of material and immaterial values, whose receipt was either immediate or delayed. Results showed similar subjective discount rates for delayed money (i.e. material value) and delayed help (i.e. immaterial value) in adults. However, children discounted the delayed money more than adults, but they devaluated the delayed help not at all. Experiment 3 investigated the development of knowledge about exponential growth in children, aged 7 to 13 years, and adults. Only 13-year-olds showed a normative estimation of exponential growth. However, 9-year-olds already differentiated between exponential and linear growth in their estimations. This result points to an early intuitive knowledge in this domain. Finally, a model of age-related time representation was proposed to explain the role of time representation in the three experiments

Symbolic versus non-symbolic magnitude estimations among children and adults

ManuscriptThe conduct of this study was supported by a grant from the Deutsche Forschungsgemeinschaft (DFG, EB462/1-1) to the first autho