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Author |
Heyes, C.; Galef, B.G. (eds) |
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Title |
Social learning in animals: the roots of culture |
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1996 |
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Academic Press, Inc. |
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San Diego, CA |
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Heyes, C. ; Galef, B.G. |
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978-0122739651 |
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Equine Behaviour @ team @ home |
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2174 |
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Author |
Heyes, C.M. |
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Title |
Transformation and associative theories of imitation. |
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2002 |
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Imitation in animals and artefacts |
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501-523 |
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MIT Press |
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Cambridge, MA. |
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Dautenhahn, K. ; Nehaniv, C. L. |
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Equine Behaviour @ team @ |
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5602 |
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Author |
Heyes, C. |
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Title |
What's social about social learning? |
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2012 |
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J Comp Psychol |
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120 |
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Equine Behaviour @ team @ Heyes2012 |
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6228 |
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Author |
Heyes, C.M.; Dawson, G.R. |
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Title |
A demonstration of observational learning in rats using a bidirectional control |
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Year |
1990 |
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Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology |
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Q J Exp Psychol B |
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42 |
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1 |
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59-71 |
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appetite; attention; imitation; problem solving; psychomotor performance; Appetitive Behavior; Attention; Imitative Behavior; Problem Solving; Psychomotor Performance |
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Hungry rats observed a conspecific demonstrator pushing a single manipulandum, a joystick, to the right or to the left for food reward and were then allowed access to the joystick from a different orientation. The effects of right-pushing vs left-pushing observation experience on (1) response acquisition, (2) reversal of a left-right discrimination, and (3) responding in extinction, were examined. Rats that had observed left-pushing made more left responses during acquisition than rats that had observed right-pushing, and rats that had observed demonstrators pushing in the direction that had previously been reinforced took longer to reach criterion reversal and made more responses in extinction than rats that had observed demonstrators pushing in the opposite direction to that previously reinforced. These results provide evidence that rats are capable of learning a response, or a response-reinforcer contingency, through conspecific observation. |
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University of Cambridge, U.K. |
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02724995 (Issn) |
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Cited By (since 1996): 49; Export Date: 17 May 2007; Source: Scopus; Language of Original Document: English; Correspondence Address: Heyes, C.M. |
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1766 |
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Campbell, F.M.; Heyes, C.M.; Goldsmith, A.R. |
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Title |
Stimulus learning and response learning by observation in the European starling, in a two-object/two-action test |
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1999 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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58 |
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1 |
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151-158 |
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Juvenile European starlings, Sturnus vulgaris , were allowed to observe a conspecific demonstrator using its beak to remove one of two distinctively coloured objects (i.e. a red or a black plug) from a hole in the lid of a plastic box. Both plugs could be removed by either pulling up on a loop of string inserted through the centre of the plug, or pushing down on the plug. When subsequently allowed access to the plugs, and rewarded with food for all removal responses, regardless of the object to which they were made and their direction, observer birds removed the same plug in the same direction as their demonstrator. These results suggest that the two-object/two-action paradigm is a valuable procedure for testing for the simultaneous effects of learning about a stimulus and a response, an object and an action, through conspecific observation. |
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2088 |
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Author |
McGregor, A.; Saggerson, A.; Pearce, J.; Heyes, C. |
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Title |
Blind imitation in pigeons, Columba livia |
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Journal Article |
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Year |
2006 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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72 |
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2 |
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287-296 |
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Pigeons that had been trained with a food reward both to peck at and to step on a horizontal plate were allowed to observe a conspecific demonstrator pecking at or stepping on the plate before a test in which the observers were not rewarded for either pecking or stepping. In experiment 1, the demonstrators were not rewarded while being observed. In spite of this, the observers provided evidence of imitation: those that had observed pecking made a greater proportion of pecking responses on test than observers of stepping. In experiment 2, each observer was exposed to a pecking or a stepping conspecific on two occasions. On one occasion, the demonstrator received a food reward for each demonstrated response (continuous reinforcement condition), and on the other the demonstrator's responses were rewarded only rarely (variable interval condition). The observers provided equally strong evidence of imitation in each of these conditions; on test, they made proportionally more of the observed response both when the demonstrators had been richly rewarded and when they had been rarely rewarded. These results show that pigeons engage in `blind' imitation, that is, their imitative behaviour is not always guided by observational learning about response outcomes. |
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refbase @ user @ |
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294 |
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Author |
Heyes, C.M. |
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Title |
Social learning in animals: categories and mechanisms |
Type |
Journal Article |
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Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
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Volume |
69 |
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2 |
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207-231 |
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Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
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There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
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Department of Psychology, University College London |
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English |
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1464-7931 |
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PMID:8054445 |
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refbase @ user @ |
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708 |
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Reed, P.; Skiera, F.; Adams, L.; Heyes, C.M. |
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Title |
Effects of Isolation Rearing and Mirror Exposure on Social and Asocial Discrimination Performance |
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1996 |
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Learning and Motivation |
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Learn. Motiv. |
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27 |
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2 |
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113-129 |
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Four experiments examined the effects of rearing in isolation on rats performance on discrimination-based and social learning tasks. After demonstrating that the rearing procedures produced similar results in an open field task to those previously established (Experiment 1), rats were subjected to two discrimination tasks: an instrumental occasion setting procedure (Experiment 3) and a nonspatial win-stay/lose-shift versus win-shift/lose-stay procedure (Experiment 4). Deficits in acquisition of the necessary discriminations were noted in the rats raised in isolation, but there were no differences between isolation-reared and socially reared subjects in response acquisition per se. In Experiment 2, rats were presented with an observational learning task using the bidirectional control procedure. Socially reared rats had a tendency to imitate the behavior they had observed, but rats raised in isolation performed the opposite behavior to that observed, indicating a failure to use a conspecific as a reference point in the task. The presence of a mirror during rearing in isolation was also investigated, but was found to have little effect in attenuating the above deficits in behavior. |
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725 |
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Ray, E.D.; Gardner, M.R.; Heyes, C.M. |
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Seeing how it's done: matching conditions for observer rats (Rattus norvegicus) in the bidirectional control |
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2000 |
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Animal Cognition |
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Anim. Cogn. |
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3 |
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3 |
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147-157 |
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In an attempt to increase the reliability of the demonstrator-consistent responding effect produced in the bidirectional control procedure, experiments 1-4 sought conditions that would magnify the matching effect. The aim was to produce a robust demonstrator-consistent responding effect in order that future analytic experiments could investigate the psychological processes responsible for this effect. The joystick responses of observer rats trained using the standard bidirectional control procedure parameters were compared with those of observers subject to conditions identified in the social learning literature as favourable for imitation. Unlike mice, observer rats in experiments 1 a and 1 b tended to push a joystick in the same direction as their demonstrators when the demonstrators were either familiar or unfamiliar males and females. Comparable demonstrator-consistent responding occurred following observation of a standard and a salient joystick response (experiment 2). Experiment 3 showed that the discriminative accuracy of a demonstrator's responding was important for matching behaviour, and suggested that matching might be enhanced with more than the conventional single observation session. Experiment 4 confirmed that the bidirectional control effect is sensitive to the amount of observational experience; after six observation sessions, demonstrator-inconsistent responding occurs. The results of experiments 1-3 are, and those of experiment 4 are not, compatible with the hypothesis that demonstrator-consistent responding in the bidirectional control is caused by olfactory cues deposited by demonstrators on the joystick. |
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Equine Behaviour @ team @ |
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3317 |
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Author |
Ray, E.D.; Heyes, C.M. |
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Do rats in a two-action test encode movement egocentrically or allocentrically? |
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2002 |
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Animal Cognition |
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Anim. Cogn. |
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5 |
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4 |
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245-252 |
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Animals; *Behavior, Animal; *Discrimination Learning; *Imitative Behavior; Male; Random Allocation; Rats/physiology/*psychology; Smell |
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Two-action tests of imitation compare groups that observe topographically different responses to a common manipulandum. The general aim of the two experiments reported here was to find a demonstrator-consistent responding effect in a procedure that could be elaborated to investigate aspects of what was learned about the demonstrated lever response. Experiment 1 was a pilot study with rats of a variant of the two-action method of investigating social learning about observed responses. Groups of observer rats ( Rattus norvegicus) saw a demonstrator push a lever up or down for a food reward. When these observers were subsequently given access to the lever and rewarded for responses in both directions, their directional preferences were compared with two 'screen control' groups that were unable to see their demonstrators' behaviour. Demonstrator-consistent responding was found to be restricted to observers that were able to see demonstrator performance, suggesting that scent cues alone were insufficient to cue a preference for the demonstrators' response direction and thereby that the rats learned by observation about body movements (imitation) or lever movement (emulation). Experiment 2 assessed responding on two levers, one that had been manipulated by the demonstrator, and a second, transposed lever positioned some distance away. Demonstrator-consistent responding was abolished when actions were observed and performed in different parts of the apparatus, suggesting that observed movement was encoded allocentrically with respect to the apparatus rather than egocentrically with respect to the actor's body. With particular reference to the influence of scent cues, the results are discussed in relation to the strengths and weaknesses of this and other varieties of the two-action procedure as tests of imitation in animals and human infants. |
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Department of Psychology, University College London, London WC1E 6BT, UK. e.ray@ucl.ac.uk |
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1435-9448 |
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PMID:12461602 |
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Equine Behaviour @ team @ |
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2588 |
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