- Alliston K Reid: Department of Psychology, Wofford College, Spartanburg, SC, United States.
- Paige G Bolton Swafford: Department of Psychology, Wofford College, Spartanburg, SC, United States.
Macphail's (1985) null hypothesis challenged researchers to demonstrate any differences in intelligence between vertebrate species. Rather than focus on differences, we asked whether rats would show the same unexpected, counterintuitive features of skill learning observed in humans: Factors that degrade performance during acquisition often enhance performance in a subsequent retention/autonomy phase. Providing post-trial "knowledge of results" (KR) on 30-67% of trials instead of 100% degrades accuracy, yet increases retention in a subsequent phase without KR. We tested this feature by providing three groups of rats with KR on every trial (100% KR), 67% KR, or 0% KR. We also provided operant feedback in every trial for completing the left-right lever-press skill (food for correct sequences, timeout for all others). In the autonomy phase, we assessed their ability to complete the skill independently-in the absence of differential cues and KR feedback. In agreement with human performance in the autonomy phase, 67% KR yielded higher skill accuracy than providing 100% KR. Also, providing 67% KR improved skill accuracy above that observed with operant feedback alone (0% KR). Rather than degrading performance during acquisition, the 67% KR condition yielded unexpected higher accuracy than the other conditions. Accuracy increased systematically across our extended acquisition phase, which provided each rat with over 3600 trials compared to 20-30 trials for human studies. Providing limited KR promoted skill learning in rats as it does in humans, consistent with the conjecture that both species share common learning processes. Introducing difficulties to rats during training improved their autonomy.