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Author	Matsuzawa, T.
Title	The Ai project: historical and ecological contexts			Type	Journal Article
Year	2003	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
Volume	6	Issue	4	Pages	199-211
Keywords	Adaptation, Psychological; Animals; Behavior, Animal; Cognition; Culture; Discrimination Learning; Ecology; Female; History, 20th Century; Imitative Behavior; Learning; Male; Pan troglodytes/*psychology; Research/history
Abstract	This paper aims to review a long-term research project exploring the chimpanzee mind within historical and ecological contexts. The Ai project began in 1978 and was directly inspired by preceding ape-language studies conducted in Western countries. However, in contrast with the latter, it has focused on the perceptual and cognitive capabilities of chimpanzees rather than communicative skills between humans and chimpanzees. In the original setting, a single chimpanzee faced a computer-controlled apparatus and performed various kinds of matching-to-sample discrimination tasks. Questions regarding the chimpanzee mind can be traced back to Wolfgang Koehler's work in the early part of the 20th century. Yet, Japan has its unique natural and cultural background: it is home to an indigenous primate species, the Japanese snow monkey. This fact has contributed to the emergence of two previous projects in the wild led by the late Kinji Imanishi and his students. First, the Koshima monkey project began in 1948 and became famous for its discovery of the cultural propagation of sweet-potato washing behavior. Second, pioneering work in Africa, starting in 1958, aimed to study great apes in their natural habitat. Thanks to the influence of these intellectual ancestors, the present author also undertook the field study of chimpanzees in the wild, focusing on tool manufacture and use. This work has demonstrated the importance of social and ecological perspectives even for the study of the mind. Combining experimental approaches with a field setting, the Ai project continues to explore cognition and behavior in chimpanzees, while its focus has shifted from the study of a single subject toward that of the community as a whole.
Address	Section of Language and Intelligence, Primate Research Institute, Kyoto University, Japan. matsuzaw@pri.kyoto-u.ac.jp
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	1435-9448	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:14566577			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2552
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Author	Church, R.M.
Title	Quantitative models of animal learning and cognition			Type	Journal Article
Year	1997	Publication	Journal of Experimental Psychology. Animal Behavior Processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
Volume	23	Issue	4	Pages	379-389
Keywords	Animals; Behavior, Animal; Cognition; Computer Simulation; Learning; Models, Psychological; *Models, Theoretical
Abstract	This article reviews the prerequisites for quantitative models of animal learning and cognition, describes the types of models, provides a rationale for the development of such quantitative models, describes criteria for their evaluation, and makes recommendations for the next generation of quantitative models. A modular approach to the development of models is described in which a procedure is considered as a generator of stimuli and a model is considered as a generator of responses. The goal is to develop models that, in combination with many different procedures, produce sequences of times of occurrence of events (stimuli and responses) that are indistinguishable from those produced by the animal under many experimental procedures and data analysis techniques.
Address	Department of Psychology, Brown University, Providence, Rhode Island 02912, USA. russell_church@brown.edu
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	0097-7403	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:9335132			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2778
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Author	Call, J.; Carpenter, M.; Tomasello, M.
Title	Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens)			Type	Journal Article
Year	2005	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
Volume	8	Issue	3	Pages	151-163
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
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.
Address	Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	1435-9448	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:15490290			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2504
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Author	Heyes, C.M.
Title	Social learning in animals: categories and mechanisms			Type	Journal Article
Year	1994	Publication	Biological reviews of the Cambridge Philosophical Society	Abbreviated Journal	Biol. Rev.
Volume	69	Issue	2	Pages	207-231
Keywords	Animals; Behavior, Animal; Conditioning (Psychology); Learning; Reinforcement (Psychology); *Social Behavior
Abstract	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)
Address	Department of Psychology, University College London
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	1464-7931	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:8054445			Approved	no
Call Number	refbase @ user @			Serial	708
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Author	Punzo, F.; Ludwig, L.
Title	Contact with maternal parent and siblings affects hunting behavior, learning, and central nervous system development in spiderlings of Hogna carolinensis (Araeneae: Lycosidae)			Type	Journal Article
Year	2002	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
Volume	5	Issue	2	Pages	63-70
Keywords	Animals; Central Nervous System/growth & development; Female; Learning; Male; Predatory Behavior; Social Isolation; Spiders
Abstract	The purpose of this study was to determine the effects of early experience (rearing conditions) on the central nervous system (CNS) and behavior of spiderlings of Hogna carolinensis (Lycosidae). We were interested in whether or not spiderlings that were allowed to remain in contact with their maternal parent and siblings (enriched condition, EC) would exhibit differences in CNS development or subsequent behavior when compared with those reared in isolation (improverished condition, IC). Spiderlings emerged from their egg sacs and climbed onto the dorsal surface of their mother's abdomen where they remained until their yolk supply was depleted (5 days). They dispersed on day 6 after emergence. We compared the ability of 16-day-old EC and IC spiderlings to capture prey in a linear runway and to learn a complex maze (spatial learning). We also compared certain aspects of CNS development (brain weight, total number of brain cells, volume of central body and protocerebral neuropil) in EC and IC spiderlings. Results indicated that EC subjects are more efficient at capturing moving prey (crickets) and exhibited improved performance (significantly fewer blind alley errors) in the maze. The volume of the protocerebral neuropil in 6-day-old EC animals increased 30% over a 5-day period after emergence as compared to IC animals of the same age. The volume of the central body of EC animals increased 34.8% over the same time period. On day 6 after emergence, the weight of the protocerebrum was significantly greater in EC versus IC subjects. There were no significant effects of rearing condition (EC vs IC) or age (1- and 6-day-old spiderlings) on the total number of nerve cells in the protocerebrum, suggesting that the difference in protocerebral weight was due primarily to differences in supporting glial tissues and neuropil matrix. In conclusion, the data suggest that early contact with the maternal parent and siblings is of vital importance to CNS development in lycosid spiderlings and can influence the capacity for spatial learning as well as the ability to capture prey.
Address	Box 5F-Dept. of Biology, University of Tampa, 401 W. Kennedy Blvd., Tampa, FL 33606, USA. fpunzo@ut.edu
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	1435-9448	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:12150037			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2607
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Author	Houpt, K.A.; Parsons, M.S.; Hintz, H.F.
Title	Learning ability of orphan foals, of normal foals and of their mothers			Type	Journal Article
Year	1982	Publication	Journal of animal science	Abbreviated Journal	J. Anim Sci.
Volume	55	Issue	5	Pages	1027-1032
Keywords	Age Factors; Animals; Body Weight; Dominance-Subordination; Female; Horses/physiology; Learning; Maternal Deprivation; Mothers/psychology
Abstract	The maze learning ability of six pony foals that had been weaned at birth was compared to that of six foals reared normally. The foals' learning ability was also compared to their mothers' learning ability at the same task; the correct turn in a single choice point maze. The maze learning test was conducted when the foals were 6 to 8 mo old and after the mothered foals had been weaned. There was no significant difference between the ability of orphaned (weaned at birth) and mothered foals in their ability to learn to turn left (6 +/- .7 and 5.1 +/- .1 trials, respectively) or to learn the reversal, to turn right (6.7 +/- .6 and 6.2 +/- .6 trials, respectively). The orphan foals spent significantly more time in the maze in their first exposure to it than the mothered foals (184 +/- 42 vs 55 +/- 15 s. Mann Whitney U = 7, P less than .05). The mothers of the foals (n = 11) learned to turn left as rapidly as the foals (5.9 +/- .7 trials), but they were slower to learn to turn right (9.8 +/- 1.4 vs 6.4 +/- .4 trials, Mann Whitney U = 33, P less than .05), indicating that the younger horses learned more rapidly. There was no correlation between the trials to criteria of the mare and those of her foal, but there was a significant negative correlation between rank in trials to criteria and age (r = -65, P less than .05) when data from the mare and foal trials were combined. The dominance hierarchy of the mares was determined using a paired feeding test in which two horses competed for one bucket of feed. Although there was no correlation between rank in the hierarchy and maze learning ability, there was a correlation between body weight and rank in the hierarchy (r = .7, P less than .05). This may indicate either that heavier horses are likely to be dominant or that horses high in dominance gain more weight. Maternal deprivation did not appear to seriously retard learning of a simple maze by foals, although the orphans moved more slowly initially. The lack of maternal influence on learning is also reflected in the lack of correlation between the mare's learning ability and that of her foal. Young horses appear to learn more rapidly than older horses.
Address
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	0021-8812	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:7174546			Approved	no
Call Number	refbase @ user @			Serial	58
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Author	Klein, E.D.; Zentall, T.R.
Title	Imitation and affordance learning by pigeons (Columba livia)			Type	Journal Article
Year	2003	Publication	Journal of comparative psychology (Washington, D.C. : 1983)	Abbreviated Journal	J Comp Psychol
Volume	117	Issue	4	Pages	414-419
Keywords	Animals; Behavior, Animal; Columbidae; Cues; Imitative Behavior; *Learning; Odors; Sound
Abstract	The bidirectional control procedure was used to determine whether pigeons (Columba livia) would imitate a demonstrator that pushed a sliding screen for food. One group of observers saw a trained demonstrator push a sliding screen door with its beak (imitation group), whereas 2 other groups watched the screen move independently (possibly learning how the environment works) with a conspecific either present (affordance learning with social facilitation) or absent (affordance learning alone). A 4th group could not see the screen being pushed (sound and odor control). Imitation was evidenced by the finding that pigeons that saw a demonstrator push the screen made a higher proportion of matching screen pushes than observers in 2 appropriate control conditions. Further, observers that watched a screen move without a demonstrator present made a significantly higher proportion of matching screen pushes than would be expected by chance. Thus, these pigeons were capable of affordance learning.
Address	Department of Psychology, University of Kentucky, Lexington, KY 40506-004, USA
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	0735-7036	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:14717643			Approved	no
Call Number	refbase @ user @			Serial	234
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Author	Dorrance, B.R.; Zentall, T.R.
Title	Imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation			Type	Journal Article
Year	2001	Publication	Journal of comparative psychology (Washington, D.C. : 1983)	Abbreviated Journal	J Comp Psychol
Volume	115	Issue	1	Pages	62-67
Keywords	Animals; Behavior, Animal; Coturnix; Female; Imitative Behavior; Learning; Male; *Motivation; Reinforcement (Psychology); Time Factors
Abstract	The 2-action method was used to examine whether imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation of the demonstrated behavior. Two groups of observers were fed before observation (satiated groups), whereas 2 other groups of observers were deprived of food before observation (hungry groups). Quail were tested either immediately following observation or after a 30-min delay. Results indicated that quail in the hungry groups imitated, whereas those in the satiated groups did not, regardless of whether their test was immediate or delayed. The results suggest that observer quail may not learn (through observation) behavior that leads to a reinforcer for which they are unmotivated at the time of test. In addition, the results show that quail are able to delay the performance of a response acquired through observation (i.e., they show deferred imitation).
Address	Department of Psychology, University of Kentucky, Lexington 40506-0044, USA
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	0735-7036	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:11334220			Approved	no
Call Number	refbase @ user @			Serial	245
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Author	Brosnan, S.F.; de Waal, F.B.M.
Title	Socially learned preferences for differentially rewarded tokens in the brown capuchin monkey (Cebus apella)			Type	Journal Article
Year	2004	Publication	Journal of comparative psychology (Washington, D.C. : 1983)	Abbreviated Journal	J Comp Psychol
Volume	118	Issue	2	Pages	133-139
Keywords	Animals; Behavior, Animal; Cebus; Choice Behavior; Female; Learning; Male; Reward; Social Behavior
Abstract	Social learning is assumed to underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), which exhibit traditions, is sparse. The authors tested capuchins for their ability to learn the value of novel tokens using a previously familiar token-exchange economy. Capuchins change their preferences in favor of a token worth a high-value food reward after watching a conspecific model exchange 2 differentially rewarded tokens, yet they fail to develop a similar preference after watching tokens paired with foods in the absence of a conspecific model. They also fail to learn that the value of familiar tokens has changed. Information about token value is available in all situations, but capuchins seem to pay more attention in a social situation involving novel tokens.
Address	Living Links Center, Yerkes National Primate Research Center, and Graduate Division of Biological and Biomedical Sciences, Emory University, Atlanta, GA 30329, USA. sbrosna@emory.edu
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	0735-7036	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:15250800			Approved	no
Call Number	refbase @ user @			Serial	173
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Author	Schwartz, B.L.; Colon, M.R.; Sanchez, I.C.; Rodriguez, I.A.; Evans, S.
Title	Single-trial learning of “what” and “who” information in a gorilla (Gorilla gorilla gorilla): implications for episodic memory			Type	Journal Article
Year	2002	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
Volume	5	Issue	2	Pages	85-90
Keywords	Animals; Cognition; Gorilla gorilla/psychology; Learning; Male; *Memory; Perception; Reinforcement Schedule
Abstract	Single-trial learning and long-term memory of “what” and “who” information were examined in an adult gorilla (Gorilla gorilla gorilla). We presented the gorilla with a to-be-remembered food item at the time of study. In Experiment 1, following a retention interval of either approximately 7 min or 24 h, the gorilla responded with one of five cards, each corresponding to a particular food. The gorilla was accurate on 70% of the short retention-interval trials and on 82% of the long retention-interval trials. In Experiment 2, the food stimulus was provided by one of two experimenters, each of whom was represented by a card. The gorilla identified the food (55% of the time) and the experimenter (82% of the time) on the short retention-interval trials. On the long retention-interval trials, the gorilla was accurate for the food (73%) and for the person (87%). The results are interpreted in light of theories of episodic memory.
Address	Department of Psychology, Florida International University, University Park, Miami, FL 33199, USA. schwartb@fiu.edu
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language	English	Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN	1435-9448	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:12150040			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2604
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