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Author Pepperberg, I.M. doi  openurl
  Title “Insightful” string-pulling in Grey parrots (Psittacus erithacus) is affected by vocal competence Type Journal Article
  Year 2004 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 7 Issue 4 Pages 263-266  
  Keywords Animals; *Association Learning; *Discrimination Learning; Humans; Male; *Parrots; *Problem Solving; Verbal Behavior; Verbal Learning; *Vocalization, Animal  
  Abstract Four Grey parrots (Psittacus erithacus) were tested on their ability to obtain an item suspended from a string such that mutiple, repeated, coordinated beak-foot actions were required for success (e.g., Heinrich 1995). Those birds with little training in referential English requests (e.g. “I want X”) succeeded, whereas birds who could request the suspended item failed to obtain the object but engaged in repeated requesting.  
  Address MIT School of Architecture and Planning, Bldg 7-231, 77 Massachusetts Ave, MA 02139, Cambridge, USA. impepper@media.mit.edu  
  Corporate Author Thesis  
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  Language English Summary Language Original Title  
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  Series Volume Series Issue Edition  
  ISSN 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15045620 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2537  
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Author Markman, E.M.; Abelev, M. doi  openurl
  Title Word learning in dogs? Type Journal Article
  Year 2004 Publication Trends in Cognitive Sciences Abbreviated Journal Trends. Cognit. Sci.  
  Volume 8 Issue 11 Pages 479-81; discussion 481  
  Keywords Animals; Association Learning; Dogs; *Learning; *Verbal Learning; *Vocabulary  
  Abstract In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations – learned heuristics, default assumptions, and pragmatic reasoning – as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition.  
  Address Department of Psychology, Stanford University, Bldg 420, Stanford, CA 94305-2130, USA  
  Corporate Author Thesis  
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  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 1364-6613 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15491899 Approved no  
  Call Number refbase @ user @ Serial 274  
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