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Pigeons discriminate continuous versus discontinuous line segments

Kirkpatrick, Kimberly, Wilkinson, Anna and Johnston, Siobhan (2007) Pigeons discriminate continuous versus discontinuous line segments. Journal of Experimental Psychology : Animal Behavior Processes. pp. 273-286. ISSN 0097-7403

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Abstract

Three experiments examined various facets of the perception of continuous and discontinuous line segments in pigeons. Pigeons were presented with 2 straight lines that were interrupted by a gap. In some instances, the lines were the same angle and were positioned so that they appeared (to human observers) to form a continuous line. In other instances, the lines were different angles or the same angle but spatially misaligned. The birds were trained to classify each stimulus as continuous or discontinuous using a go/no-go procedure. A series of tests followed in which the birds received novel discontinuous displays made up of familiar line segments, continuous and discontinuous stimuli made up of novel line segments (novel straight lines or curved lines), and familiar displays in which the gap was covered with a gray square. Results from the tests indicated that 2 of the 3 pigeons had learned a continuous-discontinuous categorization and that they appeared to use the relationship between the 2 line segments in discriminating the displays.

Item Type: Article
Copyright, Publisher and Additional Information: © 2007 by the American Psychological Association. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
Keywords: visual perception, pigeons, good continuation, gestalt, PARTLY OCCLUDED FIGURES, COMPLEX VISUAL-STIMULI, AMODAL COMPLETION, PICTURE-RECOGNITION, OBJECT RECOGNITION, PERCEPTION, OCCLUSION, CAPACITY, VISION, MEMORY
Academic Units: The University of York > Psychology (York)
Depositing User: Ms Diana Hilmer
Date Deposited: 15 Oct 2007 17:47
Last Modified: 17 Oct 2013 14:14
Published Version: http://dx.doi.org/10.1037/0097-7403.33.3.273
Status: Published
Refereed: Yes
Related URLs:
URI: http://eprints.whiterose.ac.uk/id/eprint/3391

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