To explain animal learning, researchers invoke a dominant associative construct. In contrast, researchers freely acknowledge humans' explicit-declarative learning capacity. Here, we stretched animals' learning performance toward the explicit pole of cognition. We tested four macaques (Macaca mulatta) in new discrimination-learning paradigms. Monkeys learned a series of two-choice discrimination tasks. But immediate reinforcement was denied. Instead, reinforcement was lagged-monkeys received feedback for trial N only after seeing and responding to the N + 1-trial stimulus. Theory suggests that lagged reinforcement will eliminate a dominant form of implicit discrimination learning. Yet monkeys still learned successfully. Thus, monkeys may have alternative learning algorithms usable when reinforcement is displaced and reinforcement learning undermined. This learning may, as in humans, take a more explicit form. This and related methods that disable associative learning-fostering a possible transition to explicit cognition-could have empirical utility and theoretical significance within comparative psychology. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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猴子（猕猴）在位移的强化下学习两种选择。

为了解释动物的学习，研究人员调用了主导的联想结构。相反，研究人员自由地承认了人类的显式声明学习能力。在这里，我们将动物的学习能力延伸到了明确的认知极点。我们在新的歧视学习范式中测试了四只猕猴（猕猴）。猴子学会了一系列的两选歧视任务。但立即的补强被否认。取而代之的是，补强是滞后的猴子仅在看到并响应N + 1试验刺激后才收到试验N的反馈。理论表明，滞后强化将消除隐性歧视学习的主要形式。然而，猴子仍然学习成功。从而，当钢筋移位并且破坏了钢筋学习时，猴子可能会有其他可用的学习算法。与人类一样，这种学习可以采取更明确的形式。这种和相关的方法使联想学习无法进行，从而促进了向显性认知的转变，在比较心理学中具有经验性的实用性和理论意义。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。