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Menges, R.W.; Furcolow, M.L.; Selby, L.A.; Habermann, R.T.; Smith, C.D. |
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Title |
Ecologic studies of histoplasmosis |
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Journal Article |
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1967 |
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American Journal of Epidemiology |
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Am J Epidemiol |
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85 |
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1 |
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108-119 |
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Adolescent; Adult; Animals; Antibodies/*analysis; Carnivora; Cats; Cattle; Child; Child, Preschool; Dogs; Ecology; Female; Fluorescent Antibody Technique; Histoplasma/isolation & purification; Histoplasmin; Histoplasmosis/*epidemiology/*immunology; Horses; Humans; Infant; Infant, Newborn; Kansas; Male; Marsupialia; Mice; Middle Aged; Missouri; Rabbits; Skin Tests; *Soil Microbiology; Swine |
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0002-9262 |
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PMID:5334640 |
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Equine Behaviour @ team @ |
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2747 |
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Manning, G.S.; Ratanarat, C. |
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Title |
Fasciolopsis buski (Lankester, 1857) in Thailand |
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Journal Article |
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1970 |
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The American Journal of Tropical Medicine and Hygiene |
Abbreviated Journal |
Am J Trop Med Hyg |
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19 |
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4 |
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613-619 |
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Adolescent; Adult; Aged; Animals; Buffaloes; Cattle; Child; Child, Preschool; *Disease Reservoirs; Dogs; Ecology; *Fasciolidae; Feces; Female; Health Surveys; Horses; Humans; Infant; Infant, Newborn; Male; Middle Aged; *Plants, Edible; Sex Factors; *Snails; Swine; Thailand; Trematode Infections/*epidemiology |
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0002-9637 |
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PMID:5425498 |
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Equine Behaviour @ team @ |
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2734 |
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Author |
Miklósi, Á.; Soproni, K. |
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Title |
A comparative analysis of animals' understanding of the human pointing gesture |
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Journal Article |
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Year |
2006 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
9 |
Issue |
2 |
Pages |
81-93 |
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Keywords |
*Animal Communication; Animals; *Behavior, Animal; Child; Child, Preschool; Dogs; Fixation, Ocular; *Gestures; Hand; Humans; *Nonverbal Communication; Pinnipedia; Primates; Problem Solving; *Recognition (Psychology); Species Specificity |
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We review studies demonstrating the ability of some animals to understand the human pointing gesture. We present a 3-step analysis of the topic. (1) We compare and evaluate current experimental methods (2) We compare available experimental results on performance of different species and investigate the interaction of species differences and other independent variables (3) We evaluate how our present understanding of pointing comprehension answers questions about function, evolution and mechanisms. Recently, a number of different hypotheses have been put forward to account for the presence of this ability in some species and for the lack of such comprehension in others. In our view, there is no convincing evidence for the assumption that the competitive lifestyles of apes would inhibit the utilization of this human gesture. Similarly, domestication as a special evolutionary factor in the case of some species falls short in explaining high levels of pointing comprehension in some non-domestic species. We also disagree with the simplistic view of describing the phenomenon as a simple form of conditioning. We suggest that a more systematic comparative research is needed to understand the emerging communicative representational abilities in animals that provide the background for comprehending the human pointing gesture. |
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Department of Ethology, Eotvos Lorand University, Budapest, Pazmany P 1/c, H-1117, Budapest, Hungary. miklosa@ludens.elte.hu |
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1435-9448 |
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PMID:16235075 |
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refbase @ user @ |
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463 |
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Author |
Horner, V.; Whiten, A. |
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Title |
Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
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Journal Article |
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Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
3 |
Pages |
164-181 |
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Keywords |
Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity |
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This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.uk |
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1435-9448 |
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PMID:15549502 |
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no |
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Call Number |
refbase @ user @ |
Serial |
732 |
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Author |
Virányi, Z.; Topál, J.; Miklósi, Á.; Csányi, V. |
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Title |
A nonverbal test of knowledge attribution: a comparative study on dogs and children |
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Journal Article |
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Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
9 |
Issue |
1 |
Pages |
13-26 |
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Keywords |
Animals; *Child Psychology; Child, Preschool; Cues; Dogs/*psychology; Female; Humans; Male; Nonverbal Communication; *Problem Solving; Species Specificity |
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Abstract |
The sensitivity of eleven pet dogs and eleven 2.5-year-old children to others' past perceptual access was tested for object-specificity in a playful, nonverbal task in which a human Helper's knowledge state regarding the whereabouts of a hidden toy and a stick (a tool necessary for getting the out-of-reach toy) was systematically manipulated. In the four experimental conditions the Helper either participated or was absent during hiding of the toy and the stick and therefore she knew the place(s) of (1) both the toy and the stick, (2) only the toy, (3) only the stick or (4) neither of them. The subjects observed the hiding processes, but they could not reach the objects, so they had to involve the Helper to retrieve the toy. The dogs were more inclined to signal the place of the toy in each condition and indicated the location of the stick only sporadically. However the children signalled both the location of the toy and that of the stick in those situations when the Helper had similar knowledge regarding the whereabouts of them (i.e. knew or ignored both of them), and in those conditions in which the Helper was ignorant of the whereabouts of only one object the children indicated the place of this object more often than that of the known one. At the same time however, both dogs and children signalled the place of the toy more frequently if the Helper had been absent during toy-hiding compared to those conditions when she had participated in the hiding. Although this behaviour appears to correspond with the Helper's knowledge state, even the subtle distinction made by the children can be interpreted without a casual understanding of knowledge-formation in others. |
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Department of Ethology, ELTE University Budapest, Pazmany P. setany 1/C H-1117, Hungary. zsofi.viranyi@freemail.hu |
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1435-9448 |
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PMID:15895261 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2486 |
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Author |
Call, J.; Carpenter, M.; Tomasello, M. |
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Title |
Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) |
Type |
Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
3 |
Pages |
151-163 |
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Keywords |
Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; Random Allocation; *Social Environment; Species Specificity |
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Abstract |
There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed. |
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Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de |
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1435-9448 |
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PMID:15490290 |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2504 |
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Author |
Bovet, D.; Vauclair, J.; Blaye, A. |
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Title |
Categorization and abstraction abilities in 3-year-old children: a comparison with monkey data |
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Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
1 |
Pages |
53-59 |
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Keywords |
Animals; Child Development; Child, Preschool; *Classification; *Concept Formation; *Discrimination Learning; Female; *Form Perception; Humans; Male; Papio; Pattern Recognition, Visual; *Problem Solving; Species Specificity |
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Three-year-old children were tested on three categorization tasks of increasing levels of abstraction (used with adult baboons in an earlier study): the first was a conceptual categorization task (food vs toys), the second a perceptual matching task (same vs different objects), and the third a relational matching task in which the children had to sort pairs according to whether or not the two items belonged to the same or different categories. The children were tested using two different procedures, the first a replication of the procedure used with the baboons (pulling one rope for a category or a relationship between two objects, and another rope for the other category or relationship), the second a task based upon children's prior experiences with sorting objects (putting in the same box objects belonging to the same category or a pair of objects exemplifying the same relation). The children were able to solve the first task (conceptual categorization) when tested with the sorting into boxes procedure, and the second task (perceptual matching) when tested with both procedures. The children were able to master the third task (relational matching) only when the rules were clearly explained to them, but not when they could only watch sorting examples. In fact, the relational matching task without explanation requires analogy abilities that do not seem to be fully developed at 3 years of age. The discrepancies in performances between children tested with the two procedures, with the task explained or not, and the discrepancies observed between children and baboons are discussed in relation to differences between species and/or problem-solving strategies. |
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Center for Research in Psychology of Cognition, Language and Emotion, Universite de Provence, Aix-en-Provence, France. dbovet@u-paris10.fr |
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1435-9448 |
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PMID:15300466 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2516 |
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Author |
Hayashi, M.; Matsuzawa, T. |
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Title |
Cognitive development in object manipulation by infant chimpanzees |
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Journal Article |
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Year |
2003 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
6 |
Issue |
4 |
Pages |
225-233 |
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Keywords |
Age Factors; Animals; Child Development/physiology; Child, Preschool; Cognition/*physiology; Female; Growth; Humans; Imitative Behavior/physiology; Infant; Learning/*physiology; Male; Mothers/*psychology; Motor Skills/*physiology; Pan troglodytes/*growth & development/*psychology; Psychomotor Performance/*physiology; Species Specificity |
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This study focuses on the development of spontaneous object manipulation in three infant chimpanzees during their first 2 years of life. The three infants were raised by their biological mothers who lived among a group of chimpanzees. A human tester conducted a series of cognitive tests in a triadic situation where mothers collaborated with the researcher during the testing of the infants. Four tasks were presented, taken from normative studies of cognitive development of Japanese infants: inserting objects into corresponding holes in a box, seriating nesting cups, inserting variously shaped objects into corresponding holes in a template, and stacking up wooden blocks. The mothers had already acquired skills to perform these manipulation tasks. The infants were free to observe the mothers' manipulative behavior from immediately after birth. We focused on object-object combinations that were made spontaneously by the infant chimpanzees, without providing food reinforcement for any specific behavior that the infants performed. The three main findings can be summarized as follows. First, there was precocious appearance of object-object combination in infant chimpanzees: the age of onset (8-11 months) was comparable to that in humans (around 10 months old). Second, object-object combinations in chimpanzees remained at a low frequency between 11 and 16 months, then increased dramatically at the age of approximately 1.5 years. At the same time, the accuracy of these object-object combinations also increased. Third, chimpanzee infants showed inserting behavior frequently and from an early age but they did not exhibit stacking behavior during their first 2 years of life, in clear contrast to human data. |
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Section of Language and Intelligence, Primate Research Institute, Kyoto University, 41 Kanrin, Inuyama, 484-8506 Aichi, Japan. misato@pri.kyoto-u.ac.jp |
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1435-9448 |
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PMID:12905079 |
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Equine Behaviour @ team @ |
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2559 |
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Author |
Dunbar, R.I.M.; McAdam, M.R.; O'connell, S. |
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Mental rehearsal in great apes (Pan troglodytes and Pongo pygmaeus) and children |
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Journal Article |
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Year |
2005 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
69 |
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3 |
Pages |
323-330 |
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Algorithms; Animals; Child; Child, Preschool; Food; Frontal Lobe/anatomy & histology/physiology; Humans; *Imagination; Pan troglodytes; Pongo pygmaeus; Problem Solving/*physiology; Psychomotor Performance/physiology; Reward |
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The ability to rehearse possible future courses of action in the mind is an important feature of advanced social cognition in humans, and the “social brain” hypothesis implies that it might also be a feature of primate social cognition. We tested two chimpanzees, six orangutans and 63 children aged 3-7 years on a set of four puzzle boxes, half of which were presented with an opportunity to observe the box before being allowed to open it (“prior view”), the others being given without an opportunity to examine the boxes before handling them (“no prior view”). When learning effects are partialled out, puzzle boxes in the “prior view” condition were opened significantly faster than boxes given in the “no prior view” condition by the children, but not by either of the great apes. The three species differ significantly in the speed with which they opened boxes in the “no prior view” condition. The three species' performance on this task was a function of relative frontal lobe volume, suggesting that it may be possible to identify quantitative neuropsychological differences between species. |
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Evolutionary Psychology Research Group, School of Biological Sciences, University of Liverpool, Biosciences Building, Crown Street, Liverpool L69 7ZB, UK. rimd@liv.ac.uk |
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0376-6357 |
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PMID:15896530 |
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2097 |
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Author |
Meyer, W.; Pakur, M. |
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[Remarks on the domestic dog as an object of instruction for the education of the developing child] |
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Journal Article |
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Year |
1999 |
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Berliner und Munchener Tierarztliche Wochenschrift |
Abbreviated Journal |
Berl Munch Tierarztl Wochenschr |
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112 |
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4 |
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131-138 |
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Animals; Animals, Domestic; *Bonding, Human-Pet; Character; Child; *Child Development; Child, Preschool; Cognition; *Dogs; Emotions; Empathy; Humans |
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Based on an intensive analysis of literature, the study summarizes problems involved in the significance of domesticated dogs as objects of instruction and assistants of the education of children. Several important topics are discussed in view of advances for children in families keeping dogs. Such topics are mainly related to a general socio-emotional level, the support of cognitive development and character formation. Further aspects are the acquisition of a sense of responsibility, and the development of self-confidence, a sense of social membership and security, as well as important attributes of character such as frankness, broad mindedness, and sympathetic understanding. Moreover, knowledge about the life cycle and functions of body organs can be conveyed, and the dog could, at least in part, substitute for brothers and sisters. Basically, positive attitudes towards animals in general, as well as nature and environment are supported. All topics are critically commented and considered to be realistic or not. The supporting role of parents, in particular, is emphasized. Parental commitment should include deep concern with the typical attributes of the dog breed desired, and optimal dog keeping conditions to prevent harm to the children. The final commentary lays special emphasis on negative features of domestication for a pet owner, and cautions against non-biological and illusionary ideas about domesticated animals. |
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Anatomisches Institut der Tierakztlichen Hochschule Hannover |
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German |
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Bemerkungen zum Haushund als Lehrobjekt und Erziehungshilfe fur das sich entwickelnde Kind |
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0005-9366 |
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PMID:10337055 |
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Equine Behaviour @ team @ |
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