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Theoretical Articles

THE HEURISTIC VALUE OF COGNITIVE TERMINOLOGY

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University of Kentucky

If judiciously applied, cognitive terminology can encourage further examina-

tion of phenomena in useful ways that may not otherwise be studied. I give
examples of 3 phenomena, the study of which have benefitted from a cognitive
perspective. For the first, transitive inference behavior, it appears that non-
cognitive accounts cannot satisfactorily account for the effects that have been
found. For the second, functional equivalence, positing the development of
common representations has identified the possible nature of those representa-
tions. For the third, cognitive dissonance (or justification of effort), producing
it in the laboratory with nonhuman animals suggests that a simpler mecha-
nism, such as positive contrast, may be involved. If one approaches cognitive
terminology with an open mind and conducts well-designed experiments that
juxtapose cognitive accounts against simpler accounts, cognitive terminology
can be the impetus for experiments that explore phenomena in novel, exciting,
and useful ways and that ultimately have considerable heuristic value.
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I thank Jennifer R. Laude for her helpful comments on an earlier version of this manuscript.
Preparation of this article was supported by National Institute of Child Health and Human
Development Grant HD060996.
Correspondence concerning this article should be addressed to Thomas R. Zentall, Department of
Psychology, University of Kentucky, Lexington, KY 40506. E-mail: zentall@uky.edu
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Table 1
Many-to-One Matching: Transfer of Training Design
Original training Interim training Transfer test
Red }Large circle Red }Blue
Vertical }Large circle Vertical }Blue?
Green }Small circle Green }White
Horizontal }Small circle Horizontal }White?
Note. The first term of each pair represents the sample, and
the second term represents the correct comparison (large or
small circle, blue or white color). Question marks indicate that
the association was tested.
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Figure 1. Transfer of training for each pigeon following many-to-one matching training and interim
training involving one of the original pairs of samples from training and a novel pair of comparison
stimuli.

Table 2
Many-to-One Matching Followed by Partial Versus Total Reversal
Phase 1: Training Phase 2: Partial or total reversal
All groups Group Hue Group Line Group Hue-Line
Red }Large circle Red }Small circle Red }Large circle Red }Small circle
Green }Small circle Green }Large circle Green }Small circle Green }Large circle
Vertical }Large circle Vertical }Large circle Vertical }Small circle Vertical }Small circle
Horizontal }Small circle Horizontal }Small circle Horizontal }Large circle Horizontal }Large circle
Note. The first term of each pair represents the sample, and the second term represents the
correct comparison (large or small circle).
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Many-to-One Matching: Hypothesized Mediating Comparison
Representations for Transfer of Training Design
Original training Interim training Transfer test

Red = r1 }Large circle Red = r1 }Blue

Vertical = r1 }Large circle Vertical = r1}Blue
Green = r2 }Small circle Green = r2 }White
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Note. The first term of each pair represents the sample, and the
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Percentage Correct

C-C
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0 1 2 4 0 1 2 4
Delay (s) Delay (s)
Figure 2. Retention functions following many-to-one matching training with color (C) and shape (S)
samples on the left and following one-to-one matching training with color (C) or shape (S) samples
on the right.

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Percentage Correct

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Delay (s) Delay (s)

Figure 3. Retention functions following one-to-one matching training with color (red and green)
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