| Records |
| Author |
Dorrance, B.R.; Zentall, T.R. |
| Title |
Imitation of conditional discriminations in pigeons (Columba livia) |
Type |
Journal Article |
| Year |
2002 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
116 |
Issue |
3 |
Pages |
277-285 |
| Keywords |
Animals; Behavior, Animal/physiology; Columbidae; Conditioning (Psychology)/*physiology; Discrimination Learning/*physiology; Habituation, Psychophysiologic; *Imitative Behavior; Light; Reinforcement (Psychology) |
Abstract  |
In the present experiments, the 2-action method was used to determine whether pigeons could learn to imitate a conditional discrimination. Demonstrator pigeons (Columba livia) stepped on a treadle in the presence of 1 light and pecked at the treadle in the presence of another light. Demonstration did not seem to affect acquisition of the conditional discrimination (Experiment 1) but did facilitate its reversal of the conditional discrimination (Experiments 2 and 3). The results suggest that pigeons are not only able to learn a specific behavior by observing another pigeon, but they can also learn under which circumstances to perform that behavior. The results have implications for proposed mechanisms of imitation in animals. |
| Address |
Department of Psychology, Augustana College, Rock Island, Illinois 61201, USA. psdorrance@augustana.edu |
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| ISSN |
0735-7036 |
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| Notes |
PMID:12234078 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
240 |
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| Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
| Title |
How do apes ape? |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
| Volume |
32 |
Issue |
1 |
Pages |
36-52 |
| Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
| Abstract |
In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. |
| Address |
Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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| ISSN |
1543-4494 |
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| Notes |
PMID:15161139 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
734 |
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| Author |
Stoinski, T.S.; Whiten, A. |
| Title |
Social learning by orangutans (Pongo abelii and Pongo pygmaeus) in a simulated food-processing task |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
117 |
Issue |
3 |
Pages |
272-282 |
| Keywords |
*Animal Communication; Animals; *Feeding Behavior; Female; *Imitative Behavior; Male; Pongo pygmaeus/*psychology; Problem Solving; Psychomotor Performance; Social Environment; Species Specificity; *Transfer (Psychology) |
| Abstract |
Increasing evidence for behavioral differences between populations of primates has created a resurgence of interest in examining mechanisms of information transfer between individuals. The authors examined the social transmission of information in 15 captive orangutans (Pongo abelii and Pongo pygmaeus) using a simulated food-processing task. Experimental subjects were shown 1 of 2 methods for removing a suite of defenses on an “artificial fruit.” Control subjects were given no prior exposure before interacting with the fruit. Observing a model provided a functional advantage in the task, as significantly more experimental than control subjects opened the fruit. Within the experimental groups, the authors found a trend toward differences in the actual behaviors used to remove 1 of the defenses. Results support observations from the wild implying horizontal transfer of information in orangutans and show that a number of social learning processes are likely to be involved in the transfer of knowledge in this species. |
| Address |
Department of Primate Research, Zoo Atlanta, Atlanta, GA 30315, USA. tstoinski@zooatlanta.org |
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| ISSN |
0735-7036 |
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| Notes |
PMID:14498803 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
737 |
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| Author |
Mercado, E. 3rd; Herman, L.M.; Pack, A.A. |
| Title |
Song copying by humpback whales: themes and variations |
Type |
Journal Article |
| Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
8 |
Issue |
2 |
Pages |
93-102 |
| Keywords |
Acoustics; Animals; *Imitative Behavior; *Learning; Male; Sound Spectrography; *Vocalization, Animal; Whales/*psychology |
| Abstract |
Male humpback whales (Megaptera novaeangliae) produce long, structured sequences of sound underwater, commonly called “songs.” Humpbacks progressively modify their songs over time in ways that suggest that individuals are copying song elements that they hear being used by other singers. Little is known about the factors that determine how whales learn from their auditory experiences. Song learning in birds is better understood and appears to be constrained by stable core attributes such as species-specific sound repertoires and song syntax. To clarify whether similar constraints exist for song learning by humpbacks, we analyzed changes over 14 years in the sounds used by humpback whales singing in Hawaiian waters. We found that although the properties of individual sounds within songs are quite variable over time, the overall distribution of certain acoustic features within the repertoire appears to be stable. In particular, our findings suggest that species-specific constraints on temporal features of song sounds determine song form, whereas spectral variability allows whales to flexibly adapt song elements. |
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Department of Psychology, University at Buffalo, SUNY, Park Hall, Buffalo, NY 14260, USA. emiii@buffalo.edu |
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1435-9448 |
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| Notes |
PMID:15490289 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2505 |
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| Author |
Bering, J.M. |
| Title |
A critical review of the “enculturation hypothesis”: the effects of human rearing on great ape social cognition |
Type |
Journal Article |
| Year |
2004 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
7 |
Issue |
4 |
Pages |
201-212 |
| Keywords |
Animals; *Cognition; *Culture; Hominidae/*psychology; Humans; *Imitative Behavior; Imprinting (Psychology); *Intention; Macaca; Psychological Theory; Social Behavior; *Social Environment; Species Specificity |
| Abstract |
Numerous investigators have argued that early ontogenetic immersion in sociocultural environments facilitates cognitive developmental change in human-reared great apes more characteristic of Homo sapiens than of their own species. Such revamping of core, species-typical psychological systems might be manifest, according to this argument, in the emergence of mental representational competencies, a set of social cognitive skills theoretically consigned to humans alone. Human-reared great apes' capacity to engage in “true imitation,” in which both the means and ends of demonstrated actions are reproduced with fairly high rates of fidelity, and laboratory great apes' failure to do so, has frequently been interpreted as reflecting an emergent understanding of intentionality in the former. Although this epigenetic model of the effects of enculturation on social cognitive systems may be well-founded and theoretically justified in the biological literature, alternative models stressing behavioral as opposed to representational change have been largely overlooked. Here I review some of the controversy surrounding enculturation in great apes, and present an alternative nonmentalistic version of the enculturation hypothesis that can also account for enhanced imitative performance on object-oriented problem-solving tasks in human-reared animals. |
| Address |
Department of Psychology, University of Arkansas, Fayetteville, AR 72701, USA. jbering@uark.edu |
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1435-9448 |
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| Notes |
PMID:15004739 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2543 |
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| Author |
Whiten, A.; Custance, D.M.; Gomez, J.C.; Teixidor, P.; Bard, K.A. |
| Title |
Imitative learning of artificial fruit processing in children (Homo sapiens) and chimpanzees (Pan troglodytes) |
Type |
Journal Article |
| Year |
1996 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
110 |
Issue |
1 |
Pages |
3-14 |
| Keywords |
Animals; Child, Preschool; Discrimination Learning; Female; Food Preferences/*psychology; *Fruit; Humans; *Imitative Behavior; Male; Mental Recall; Pan troglodytes/*psychology; Social Environment |
| Abstract |
Observational learning in chimpanzees and young children was investigated using an artificial fruit designed as an analog of natural foraging problems faced by primates. Each of 3 principal components could be removed in 2 alternative ways, demonstration of only one of which was watched by each subject. This permitted subsequent imitation by subjects to be distinguished from stimulus enhancement. Children aged 2-4 years evidenced imitation for 2 components, but also achieved demonstrated outcomes through their own techniques. Chimpanzees relied even more on their own techniques, but they did imitate elements of 1 component of the task. To our knowledge, this is the first experimental evidence of chimpanzee imitation in a functional task designed to simulate foraging behavior hypothesized to be transmitted culturally in the wild. |
| Address |
Scottish Primate Research Group, University of St. Andrews, Fife, Scotland. aw2@st-andrews.ac.uk |
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English |
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0735-7036 |
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| Notes |
PMID:8851548 |
Approved |
no |
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refbase @ user @ |
Serial |
744 |
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| Author |
Horner, V.; Whiten, A.; Flynn, E.; de Waal, F.B.M. |
| Title |
Faithful replication of foraging techniques along cultural transmission chains by chimpanzees and children |
Type |
Journal Article |
| Year |
2006 |
Publication |
Proceedings of the National Academy of Sciences of the United States of America |
Abbreviated Journal |
Proc. Natl. Acad. Sci. U.S.A. |
| Volume |
103 |
Issue |
37 |
Pages |
13878-13883 |
| Keywords |
Animals; Child, Preschool; Humans; *Imitative Behavior; Pan troglodytes/*psychology |
| Abstract |
Observational studies of wild chimpanzees (Pan troglodytes) have revealed population-specific differences in behavior, thought to represent cultural variation. Field studies have also reported behaviors indicative of cultural learning, such as close observation of adult skills by infants, and the use of similar foraging techniques within a population over many generations. Although experimental studies have shown that chimpanzees are able to learn complex behaviors by observation, it is unclear how closely these studies simulate the learning environment found in the wild. In the present study we have used a diffusion chain paradigm, whereby a behavior is passed from one individual to the next in a linear sequence in an attempt to simulate intergenerational transmission of a foraging skill. Using a powerful three-group, two-action methodology, we found that alternative methods used to obtain food from a foraging device (“lift door” versus “slide door”) were accurately transmitted along two chains of six and five chimpanzees, respectively, such that the last chimpanzee in the chain used the same method as the original trained model. The fidelity of transmission within each chain is remarkable given that several individuals in the no-model control group were able to discover either method by individual exploration. A comparative study with human children revealed similar results. This study is the first to experimentally demonstrate the linear transmission of alternative foraging techniques by non-human primates. Our results show that chimpanzees have a capacity to sustain local traditions across multiple simulated generations. |
| Address |
Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St. Andrews, Fife KY16 9JP, United Kingdom |
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0027-8424 |
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| Notes |
PMID:16938863 |
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no |
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refbase @ user @ |
Serial |
159 |
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| Author |
Biederman, G.B.; Robertson, H.A.; Vanayan, M. |
| Title |
Observational learning of two visual discriminations by pigeons: a within-subjects design |
Type |
Journal Article |
| Year |
1986 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
| Volume |
46 |
Issue |
1 |
Pages |
45-49 |
| Keywords |
Animals; Attention; Columbidae; Conditioning, Operant; Cues; *Discrimination Learning; *Imitative Behavior; Male; Visual Perception |
| Abstract |
Pigeon's observational learning of successive visual discrimination was studied using within-subject comparisons of data from three experimental conditions. Two pairs of discriminative stimuli were used; each bird was exposed to two of the three experimental conditions, with different pairs of stimuli used in a given bird's two conditions. In one condition, observers were exposed to visual discriminative stimuli only. In a second condition, subjects were exposed to a randomly alternating sequence of two stimuli where the one that would subsequently be used as S+ was paired with the operation of the grain magazine. In a third experimental condition, subjects were exposed to the performance of a conspecific in the operant discrimination procedure. After exposures to conspecific performances, there was facilitation of discriminative learning, relative to that which followed exposures to stimulus and reinforcement sequences or exposures to stimulus sequences alone. Exposure to stimulus and food-delivery sequences enhanced performance relative to exposure to stimulus sequences alone. The differential effects of these three types of exposure were not attributable to order effects or to task difficulty; rather, they clearly were due to the type of exposure. |
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0022-5002 |
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| Notes |
PMID:3746187 |
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no |
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refbase @ user @ |
Serial |
853 |
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| Author |
Bard, K.A. |
| Title |
Neonatal imitation in chimpanzees (Pan troglodytes) tested with two paradigms |
Type |
Journal Article |
| Year |
2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
10 |
Issue |
2 |
Pages |
233-242 |
| Keywords |
Animal Communication; Animals; Animals, Newborn; Imitative Behavior/*physiology; Pan troglodytes/*physiology/*psychology; Problem Solving/physiology |
| Abstract |
Primate species differ in their imitative performance, perhaps reflecting differences in imitative capacity. The developmentally earliest form of imitation in humans, neonatal imitation, occurs in early interactions with social partners, and may be a more accurate index of innate capacity than imitation of actions on objects, which requires more cognitive ability. This study assessed imitative capacity in five neonatal chimpanzees, within a narrow age range (7-15 days of age), by testing responses to facial and vocal actions with two different test paradigms (structured and communicative). Imitation of mouth opening was found in both paradigms. In the communicative paradigm, significant agreement was found between infant actions and demonstrations. Additionally, chimpanzees matched the sequence of three actions of the TC model, but only on the second demonstration. Newborn chimpanzees matched more modeled actions in the communicative test than in the structured paradigm. These performances of chimpanzees, at birth, are in agreement with the literature, supporting a conclusion that imitative capacity is not unique to the human species. Developmental histories must be more fully considered in the cross-species study of imitation, as there is a greater degree of innate imitative capacity than previously known. Socialization practices interact with innate and developing competencies to determine the outcome of imitation tests later in life. |
| Address |
Centre for the Study of Emotion, Department of Psychology, University of Portsmouth, King Henry Building, Portsmouth, PO1 2DY, UK. kim.bard@port.ac.uk |
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1435-9448 |
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| Notes |
PMID:17180698 |
Approved |
no |
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Equine Behaviour @ team @ |
Serial |
2427 |
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| Author |
Caldwell, C.A.; Whiten, A. |
| Title |
Evolutionary perspectives on imitation: is a comparative psychology of social learning possible? |
Type |
Journal Article |
| Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
5 |
Issue |
4 |
Pages |
193-208 |
| Keywords |
Animals; *Behavior, Animal; Evolution; Humans; *Imitative Behavior; Learning; Models, Animal |
| Abstract |
Studies of imitation in animals have become numerous in recent times, but do they contribute to a comparative psychology of social learning? We review this burgeoning field to identify the problems and prospects for such a goal. Difficulties of two main kinds are identified. First, researchers have tackled questions about social learning from at least three very different theoretical perspectives, the “phylogenetic”, “animal model”, and “adaptational”. We examine the conflicts between them and consider the scope for integration. A second difficulty arises in the methodological approaches used in the discipline. In relation to one of these – survey reviews of published studies – we tabulate and compare the contrasting conclusions of nine articles that together review 36 studies. The basis for authors' disagreements, including the matters of perceptual opacity, novelty, sequential structure, and goal representation, are examined. In relation to the other key method, comparative experimentation, we identify 12 studies that have explicitly compared species' imitative ability on similar tasks. We examine the principal problems of comparing like with like in these studies and consider solutions, the most powerful of which we propose to be the use of a systematic range of task designs, rather than any single “gold standard” task. |
| Address |
School of Psychology, Washington Singer Laboratories, University of Exeter, Exeter EX4 4QG, UK. C.A.Caldwell@exeter.ac.uk |
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1435-9448 |
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| Notes |
PMID:12461597 |
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no |
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Equine Behaviour @ team @ |
Serial |
2593 |
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