Russell, C. L., Bard, K. A., & Adamson, L. B. (1997). Social referencing by young chimpanzees (Pan troglodytes). J. Comp. Psychol., 111(2), 185–191.
Abstract: Social referencing is the seeking of information from another individual and the use of that information to evaluate a situation. It is a well-documented ability in human infants but has not been studied experimentally in nonhuman primates. Seventeen young nursery-reared chimpanzees (14 to 41 months old) were observed in a standard social referencing paradigm in which they received happy and fear messages concerning novel objects from a familiar human caregiver. Each chimpanzee looked referentially at their caregiver, and the emotional messages that they received differentially influenced their gaze behavior and avoidance of the novel objects. It is concluded that chimpanzees can acquire information about their complex social and physical environments through social referencing and can use emotional information to alter their own behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
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Russon, A. E., & Galdikas, B. M. F. (1995). Constraints on great apes' imitation: Model and action selectivity in rehabilitant orangutan (Pongo pygmaeus) imitation. J. Comp. Psychol., 109(1), 5–17.
Abstract: We discuss selectivity in great ape imitation, on the basis of an observational study of spontaneous imitation in free-ranging rehabilitant orangutans (Pongo pygmaeus). Research on great ape imitation has neglected selectivity, although comparative evidence suggests it may be important. We observed orangutans in central Indonesian Borneo and assessed patterns in the models and actions they spontaneously imitated. The patterns we found resembled those reported in humans. Orangutans preferred models with whom they had positive affective relationships (e.g., important caregiver or older sibling) and actions that reflected their current competence, were receptively familiar, and were relevant to tasks that faced them. Both developmental and individual variability were found. We discuss the probable functions of imitation for great apes and the role of selectivity in directing it. We also make suggestions for more effective elicitation of imitation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Baragli, P., Vitale, V., Paoletti, E., Mengoli, M., & Sighieri, C. (2011). Encoding the Object Position for Assessment of Short Term Spatial Memory in Horses (Equus caballus). International Journal of Comparative Psychology, 24(3).
Abstract: In this study, the detour problem was combined with the classic delayed-response task to investigate equine short-term spatial memory. Test subjects were eight female horses, divided into two groups (A and B) of four subjects each. The motivating object was made to move and disappear behind one oftwo identical obstacles in a two-point-choice apparatus. After a 10 s (Group A) or 30 s (Group B) delay the animal was released to seek the object. Both groups made more correct (14.8 ± 1.3 forGroup A and 13.5 ± 3.1 for Group B, mean ± SD) than incorrect choices (5.3 ± 1.3 for Group A and6.5 ± 3.1 for Group B, mean ± SD) and the performance of each group was significantly above chance level (z = 4.14, p = 0.000, for Group A and z = 3.02, p = 0.002, for Group B). Therefore, tested animals were able to recover the object by approaching the correct obstacle after 10 s or 30 s delays, showing that they had encoded and recovered from memory the existence of the target object and its location.
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Kuczaj, S. A., Makecha, R., Trone, M., Paulos, R. D., & Ramos, J. A. (2006). Role of Peers in Cultural Innovation and Cultural Transmission: Evidence from the Play of Dolphin Calves. Int. J. Comp. Psychol, 19(2), 223–240.
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Birch, H. G. (1945). The relation of previous experience to insightful problem-solving. J Comp Psychol, 38, 367–383.
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Custance, D., Whiten, A., & Fredman, T. (1999). Social learning of an artificial fruit task in capuchin monkeys (Cebus apella). J. Comp. Psychol., 113(1), 13–23.
Abstract: Social learning in 11 human-raised capuchin monkeys (Cebus apella) was investigated using an artificial fruit that was designed as an analogue of natural foraging problems faced by primates. Each subject observed a human model open each of 3 principal components on the fruit in 1 of 2 alternative ways (“morphs”). The capuchin monkeys reproduced, to differing extents, the alternative techniques used for opening 1 component of the task (poking vs. pulling while twisting out a pair of smooth plastic bolts) but not the other 2. From the subjects' actions on the bolt latch, independent coders could recognize which morph they had witnessed, and they observed a degree of matching to the demonstrator's act consistent with simple imitation or object movement reenactment (A learns from watching B how an object, or parts of an object, move). Thus, these capuchins were capable of more complex social learning than has been recently ascribed to monkeys. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Dorey, N. R., Conover, A. M., & Udell, M. A. R. (2014). Interspecific communication from people to horses (Equus ferus caballus) is influenced by different horsemanship training styles. J. Comp. Psychol., 128(4), 337–342.
Abstract: The ability of many domesticated animals to follow human pointing gestures to locate hidden food has led to scientific debate on the relative importance of domestication and individual experience on the origins and development of this capacity. To further explore this question, we examined the influence of different prior training histories/methods on the ability of horses (Equus ferus caballus) to follow a momentary distal point. Ten horses previously trained using one of two methods (Parelli™ natural horsemanship or traditional horse training) were tested using a standard object choice task. The results show that neither group of horses was initially able to follow the momentary distal point. However, after more experience with the point, horses previously trained using the Parelli natural horsemanship method learned to follow momentary distal points significantly faster than those previously trained with traditional methods. The poor initial performance of horses on distal pointing tasks, coupled with the finding that prior training history and experimental experience can lead to success on this task, fails to support the predictions of the domestication hypothesis and instead lends support to the two-stage hypothesis. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Branson, N. J., & Rogers, L. J. (2006). Relationship between paw preference strength and noise phobia in Canis familiaris. J. Comp. Psychol., 120(3), 176–183.
Abstract: The authors investigated the relationship between degree of lateralization and noise phobia in 48 domestic dogs (Canis familiaris) by scoring paw preference to hold a food object and relating it to reactivity to the sounds of thunderstorms and fireworks, measured by playback and a questionnaire. The dogs without a significant paw preference were significantly more reactive to the sounds than the dogs with either a left-paw or right-paw preference. Intense reactivity, therefore, is associated with a weaker strength of cerebral lateralization. The authors note the similarity between their finding and the weaker hand preferences shown in humans suffering extreme levels of anxiety and suggest neural mechanisms that may be involved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
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Horner, V., & Whiten, A. (2007). Learning from others' mistakes limits on understanding a trap-tube task by young chimpanzees (Pan troglodytes) and children (Homo sapiens). J Comp Psychol, 121(1), 12–21.
Abstract: A trap-tube task was used to determine whether chimpanzees (Pan troglodytes) and children (Homo sapiens) who observed a model's errors and successes could master the task in fewer trials than those who saw only successes. Two- to 7-year-old chimpanzees and 3- to 4-year-old children did not benefit from observing errors and found the task difficult. Two of the 6 chimpanzees developed a successful anticipatory strategy but showed no evidence of representing the core causal relations involved in trapping. Three- to 4-year-old children showed a similar limitation and tended to copy the actions of the demonstrator, irrespective of their causal relevance. Five- to 6-year-old children were able to master the task but did not appear to be influenced by social learning or benefit from observing errors.
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Schwab, C., & Huber, L. (2006). Obey or not obey? Dogs (Canis familiaris) behave differently in response to attentional states of their owners. J Comp Psychol, 120(3), 169–175.
Abstract: Sixteen domestic dogs (Canis familiaris) were tested in a familiar context in a series of 1-min trials on how well they obeyed after being told by their owner to lie down. Food was used in 1/3 of all trials, and during the trial the owner engaged in 1 of 5 activities. The dogs behaved differently depending on the owner's attention to them. When being watched by the owner, the dogs stayed lying down most often and/or for the longest time compared with when the owner read a book, watched TV, turned his or her back on them, or left the room. These results indicate that the dogs sensed the attentional state of their owners by judging observable behavioral cues such as eye contact and eye, head, and body orientation.
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