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. 2015 Mar 14;18(4):867–874. doi: 10.1007/s10071-015-0855-3

Fig. 3.

Fig. 3

Learning during the first 20 trials per triplet category. Only when the zebra finches that heard pauses in the first training strings responded differently to triplets of co-occurring elements (consistent triplets) compared to triplets of less co-occurring (partly consistent triplets) or not co-occurring (inconsistent triplets) elements. There was no effect of co-occurrence of elements in the condition without pauses. The boxplots show the median (horizontal line) and first and third quartile of the data, with whiskers extending to the minimum and maximum values. Asterisks with a line indicate a significant difference between the groups, the single asterisk indicates a significant difference from random (=0.5)