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Author |
de Waal, F.B.M. |
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Title |
Silent invasion: Imanishi's primatology and cultural bias in science |
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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 |
293-299 |
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Keywords |
Animals; *Behavior, Animal; *Culture; Ecosystem; History, 20th Century; Philosophy; Portraits; *Prejudice; Primates/*psychology; Psychology, Comparative/*history; Research Design/trends |
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Living Links, Yerkes Primate Center, Emory University, Atlanta, GA 30322, USA. dewaal@emory.edu |
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1435-9448 |
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PMID:14551801 |
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refbase @ user @ |
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178 |
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Author |
Zentall, T.R. |
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Title |
Imitation: definitions, evidence, and mechanisms |
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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 |
4 |
Pages |
335-353 |
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Keywords |
Adaptation, Psychological; Animals; *Behavior, Animal; *Imitative Behavior; *Learning; Motivation; *Social Environment; Transfer (Psychology) |
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Abstract |
Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@uky.edu |
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1435-9448 |
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PMID:17024510 |
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refbase @ user @ |
Serial |
217 |
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Author |
Martin, T.I.; Zentall, T.R. |
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Title |
Post-choice information processing by pigeons |
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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 |
4 |
Pages |
273-278 |
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Keywords |
Animals; *Behavior, Animal; *Choice Behavior; *Columbidae; Discrimination Learning |
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Abstract |
In a conditional discrimination (matching-to-sample), a sample is followed by two comparison stimuli, one of which is correct, depending on the sample. Evidence from previous research suggests that if the stimulus display is maintained following an incorrect response (the so-called penalty-time procedure), acquisition by pigeons is facilitated. The present research tested the hypothesis that the penalty-time procedure allows the pigeons to review and learn from the maintained stimulus display following an incorrect choice. It did so by including a penalty-time group for which, following an incorrect choice, the sample changed to match the incorrect comparison, thus providing the pigeons with post-choice 'misinformation.' This misinformation group acquired the matching task significantly slower than the standard penalty-time group (that had no change in the sample following an error). Furthermore, acquisition of matching by a control group that received no penalty time fell midway between the other two groups, suggesting that the pigeons did not merely take more care in making choices because of the aversiveness of penalty-time. Thus, it appears that in the acquisition of matching-to-sample, when the stimulus display is maintained following an incorrect choice, the pigeons can review or acquire information from the display. This is the first time that such an effect has been reported for a nonhuman species. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506, USA |
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1435-9448 |
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PMID:15744507 |
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no |
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Call Number |
refbase @ user @ |
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225 |
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Author |
Ottoni, E.B.; de Resende, B.D.; Izar, P. |
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Title |
Watching the best nutcrackers: what capuchin monkeys (Cebus apella) know about others' tool-using skills |
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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 |
4 |
Pages |
215-219 |
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Keywords |
Animals; *Association Learning; Cebus/*psychology; *Feeding Behavior; Female; Male; Nuts; *Problem Solving |
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The present work is part of a decade-long study on the spontaneous use of stones for cracking hard-shelled nuts by a semi-free-ranging group of brown capuchin monkeys (Cebus apella). Nutcracking events are frequently watched by other individuals--usually younger, less proficient, and that are well tolerated to the point of some scrounging being allowed by the nutcracker. Here we report findings showing that the choice of observational targets is an active, non-random process, and that observers seem to have some understanding of the relative proficiency of their group mates, preferentially watching the more skilled nutcrackers, which enhances not only scrounging payoffs, but also social learning opportunities. |
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Laboratory of Cognitive Ethology, Department of Experimental Psychology, Institute of Psychology, University of Sao Paulo, Brazil. ebottoni@usp.br |
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1435-9448 |
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Notes |
PMID:15719240 |
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no |
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Call Number |
refbase @ user @ |
Serial |
355 |
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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 |
Type |
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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Notes |
PMID:16235075 |
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no |
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Call Number |
refbase @ user @ |
Serial |
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) |
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 |
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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refbase @ user @ |
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732 |
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Author |
Caldwell, C.A.; Whiten, A. |
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Title |
Testing for social learning and imitation in common marmosets, Callithrix jacchus, using an artificial fruit |
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Journal Article |
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Year |
2004 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
2 |
Pages |
77-85 |
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Keywords |
Animals; *Association Learning; Callithrix/*psychology; Discrimination Learning; *Feeding Behavior; Female; Food Preferences; Fruit; *Imitative Behavior; Male; *Social Behavior; Social Environment |
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Abstract |
We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here. |
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Centre for Social Learning and Cognitive Evolution and Scottish Primate Research Group, University of St Andrews, KY16 9JU, St Andrews, Fife, Scotland. C.A.Caldwell@exeter.ac.uk |
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1435-9448 |
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PMID:15069606 |
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Call Number |
refbase @ user @ |
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735 |
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Author |
Huber, L.; Gajdon, G.K. |
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Title |
Technical intelligence in animals: the kea model |
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Journal Article |
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2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
9 |
Issue |
4 |
Pages |
295-305 |
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Animals; *Comprehension; *Intelligence; Models, Psychological; Observation; *Parrots; *Problem Solving; Psychological Theory; Social Environment; *Tool Use Behavior |
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The ability to act on information flexibly is one of the cornerstones of intelligent behavior. As particularly informative example, tool-oriented behavior has been investigated to determine to which extent nonhuman animals understand means-end relations, object affordances, and have specific motor skills. Even planning with foresight, goal-directed problem solving and immediate causal inference have been a focus of research. However, these cognitive abilities may not be restricted to tool-using animals but may be found also in animals that show high levels of curiosity, object exploration and manipulation, and extractive foraging behavior. The kea, a New Zealand parrot, is a particularly good example. We here review findings from laboratory experiments and field observations of keas revealing surprising cognitive capacities in the physical domain. In an experiment with captive keas, the success rate of individuals that were allowed to observe a trained conspecific was significantly higher than that of naive control subjects due to their acquisition of some functional understanding of the task through observation. In a further experiment using the string-pulling task, a well-probed test for means-end comprehension, we found the keas finding an immediate solution that could not be improved upon in nine further trials. We interpreted their performance as insightful in the sense of being sensitive of the relevant functional properties of the task and thereby producing a new adaptive response without trial-and-error learning. Together, these findings contribute to the ongoing debate on the distribution of higher cognitive skills in the animal kingdom by showing high levels of sensorimotor intelligence in animals that do not use tools. In conclusion, we suggest that the 'Technical intelligence hypothesis' (Byrne, Machiavellian intelligence II: extensions and evaluations, pp 289-211, 1997), which has been proposed to explain the origin of the ape/monkey grade-shift in intelligence by a selection pressure upon an increased efficiency in foraging behavior, should be extended, that is, applied to some birds as well. |
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Department for Behavior, Neurobiology and Cognition, University of Vienna, Althanstrasse 14, 1090, Vienna, Austria. ludwig.huber@univie.ac.at |
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PMID:16909237 |
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2085 |
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Author |
Gibbs, S.E.B.; Lea, S.E.G.; Jacobs, L.F. |
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Flexible use of spatial cues in the southern flying squirrel (Glaucomys volans) |
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Journal Article |
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2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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10 |
Issue |
2 |
Pages |
203-209 |
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Animals; Male; Orientation; *Sciuridae; *Space Perception; *Spatial Behavior |
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Insects, birds, and mammals have been shown capable of encoding spatial information in memory using multiple strategies or frames of reference simultaneously. These strategies include orientation to a goal-specific cue or beacon, to the position of the goal in an array of local landmarks, or to its position in the array of distant landmarks, also known as the global frame of reference. From previous experiments, it appears that birds and mammals that scatter hoard rely primarily on a global frame of reference, but this generalization depends on evidence from only a few species. Here we examined spatial memory in a previously unstudied scatter hoarder, the southern flying squirrel. We dissociated the relative weighting of three potential spatial strategies (beacon, global, or relative array strategy) with three probe tests: transposition of beacon and the rotation or the expansion of the array. The squirrels' choices were consistent with a spatial averaging strategy, where they chose the location dictated by at least two of the three strategies, rather than using a single preferred frame of reference. This adaptive and flexible heuristic has not been previously described in animal orientation studies, yet it may be a common solution to the universal problem of encoding and recalling spatial locations in an ephemeral physical landscape. |
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Department of Psychology, University of California, Berkeley, CA 94720-1650, USA |
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PMID:17265151 |
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Equine Behaviour @ team @ |
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2422 |
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Author |
Zucca, P.; Milos, N.; Vallortigara, G. |
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Piagetian object permanence and its development in Eurasian jays (Garrulus glandarius) |
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Journal Article |
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2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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10 |
Issue |
2 |
Pages |
243-258 |
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Animals; *Behavior, Animal; Birds/*physiology; *Cognition; *Cues |
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Object permanence in Eurasian jays (Garrulus glandarius) was investigated using a complete version of the Uzgiris and Hunt scale 1. Nine hand-raised jays were studied, divided into two groups according to their different developmental stages (experiment 1, older jays: 2-3 months old, n = 4; experiment 2, younger jays: 15 days old, n = 5). In the first experiment, we investigated whether older jays could achieve piagetian stage 6 of object permanence. Tasks were administered in a fixed sequence (1-15) according to the protocols used in other avian species. The aim of the second experiment was to check whether testing very young jays before their development of “neophobia” could influence the achievement times of piagetian stages. Furthermore, in this experiment tasks were administered randomly to investigate whether the jays' achievement of stage 6 follows a fixed sequence related to the development of specific cognitive abilities. All jays tested in experiments 1 and 2 fully achieved piagetian stage 6 and no “A not B” errors were observed. Performance on visible displacement tasks was better than performance on invisible ones. The results of experiment 2 show that “neophobia” affected the response of jays in terms of achievement times; the older jays in experiment 1 took longer to pass all the tasks when compared with the younger, less neophobic, jays in experiment 2. With regard to the achieving order, jays followed a fixed sequence of acquisition in experiment 2, even if tasks were administered randomly, with the exception of one subject. The results of these experiments support the idea that piagetian stages of cognitive development exist in avian species and that they progress through relatively fixed sequences. |
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Department of Psychology, Laboratory of Animal Cognition and Comparative Neuroscience, Via S. Anastasio 12, 34100, Trieste, Italy. zucca@units.it |
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PMID:17242935 |
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Equine Behaviour @ team @ |
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2423 |
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