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Author |
Henderson, A.J.Z. |
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Title |
Don't fence me in: managing psychological well being for elite performance horses |
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Journal Article |
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Year |
2007 |
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Journal of Applied Animal Welfare Science : JAAWS |
Abbreviated Journal |
J. Appl. Anim. Welf. Sci. |
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10 |
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4 |
Pages |
309-329 |
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*Animal Husbandry; Animal Welfare; Animals; *Behavior, Animal; Horses/*psychology; *Physical Conditioning, Animal; *Stereotyped Behavior |
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This article posits that stereotypical behavior patterns and the overall psychological well being of today's performance horse could be substantially enhanced with care that acknowledges the relationship between domesticated horses and their forerunners. Feral horses typically roam in stable, social groups over large grazing territories, spending 16-20 hr per day foraging on mid- to poor-quality roughage. In contrast, today's elite show horses live in relatively small stalls, eat a limited-but rich-diet at specific feedings, and typically live in social isolation. Although the horse has been domesticated for more than 6000 years, there has been no selection for an equid who no longer requires an outlet for these natural behaviors. Using equine stereotypies as a welfare indicator, this researcher proposes that the psychological well being of today's performance horse is compromised. Furthermore, the article illustrates how minimal management changes can enhance horses' well being while still remaining compatible with the requirements of the sport-horse industry. The article discusses conclusions in terms of Fraser, Weary, Pajor, and Milligan's “integrative welfare model” (1997). |
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Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada. zamoyska@shaw.ca |
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1088-8705 |
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PMID:17970632 |
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Equine Behaviour @ team @ |
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4363 |
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Author |
Heyes, C.M. |
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Title |
Social learning in animals: categories and mechanisms |
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Journal Article |
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Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
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Volume |
69 |
Issue |
2 |
Pages |
207-231 |
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Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
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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) |
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Department of Psychology, University College London |
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1464-7931 |
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PMID:8054445 |
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refbase @ user @ |
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708 |
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Author |
Ray, E.D.; Heyes, C.M. |
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Title |
Do rats in a two-action test encode movement egocentrically or allocentrically? |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
4 |
Pages |
245-252 |
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Keywords |
Animals; *Behavior, Animal; *Discrimination Learning; *Imitative Behavior; Male; Random Allocation; Rats/physiology/*psychology; Smell |
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Two-action tests of imitation compare groups that observe topographically different responses to a common manipulandum. The general aim of the two experiments reported here was to find a demonstrator-consistent responding effect in a procedure that could be elaborated to investigate aspects of what was learned about the demonstrated lever response. Experiment 1 was a pilot study with rats of a variant of the two-action method of investigating social learning about observed responses. Groups of observer rats ( Rattus norvegicus) saw a demonstrator push a lever up or down for a food reward. When these observers were subsequently given access to the lever and rewarded for responses in both directions, their directional preferences were compared with two 'screen control' groups that were unable to see their demonstrators' behaviour. Demonstrator-consistent responding was found to be restricted to observers that were able to see demonstrator performance, suggesting that scent cues alone were insufficient to cue a preference for the demonstrators' response direction and thereby that the rats learned by observation about body movements (imitation) or lever movement (emulation). Experiment 2 assessed responding on two levers, one that had been manipulated by the demonstrator, and a second, transposed lever positioned some distance away. Demonstrator-consistent responding was abolished when actions were observed and performed in different parts of the apparatus, suggesting that observed movement was encoded allocentrically with respect to the apparatus rather than egocentrically with respect to the actor's body. With particular reference to the influence of scent cues, the results are discussed in relation to the strengths and weaknesses of this and other varieties of the two-action procedure as tests of imitation in animals and human infants. |
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Department of Psychology, University College London, London WC1E 6BT, UK. e.ray@ucl.ac.uk |
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1435-9448 |
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PMID:12461602 |
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Call Number |
Equine Behaviour @ team @ |
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2588 |
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Author |
Hunt, G.R.; Gray, R.D. |
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Title |
Direct observations of pandanus-tool manufacture and use by a New Caledonian crow (Corvus moneduloides) |
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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 |
114-120 |
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Keywords |
Animals; *Behavior, Animal; *Discrimination Learning; *Feeding Behavior; *Functional Laterality; Manufactured Materials; *Plant Leaves; *Songbirds |
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Abstract |
New Caledonian crows are reported to have impressive pandanus-tool manufacture abilities. These claims are based on an extensive artefact record. However, inferring behavioural and cognitive abilities without direct observation of tool manufacture is problematic. Here we report (and document on video) direct observations of a crow making and using stepped pandanus tools at Pic Ningua. We observed (1) a bias for making tools on left edges consistent with that previously found at the site, (2) faithful manufacture of a stepped design with high overall congruence in the shapes of tools, (3) the use of convergent rips to first form the tapered end working away from the trunk then the wide end working towards the trunk, (4) appropriate functional use of stepped tools by use of the leaf-edge barbs to hook food from holes, and (5) consistent holding of tools on the left side of its head when using them. Our observations verify most of the claims based on the artefact record, but the crow's exact manufacture technique was slightly different to that inferred previously. |
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Department of Psychology, University of Auckland, 92019 Auckland, New Zealand. grhunt10@hotmail.com |
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1435-9448 |
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PMID:15069611 |
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Equine Behaviour @ team @ |
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2529 |
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Author |
Fremouw, T.; Herbranson, W.T.; Shimp, C.P. |
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Title |
Dynamic shifts of pigeon local/global attention |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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5 |
Issue |
4 |
Pages |
233-243 |
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Animals; Attention/*physiology; *Behavior, Animal; Columbidae/*physiology; Male; Reaction Time; Visual Perception/*physiology |
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Abstract |
It has previously been shown that pigeons can shift attention between parts and wholes of complex stimuli composed of larger, “global” characters constructed from smaller, “local” characters. The base-rate procedure used biased target level within any condition at either the local or global level; targets were more likely at one level than at the other. Biasing of target level in this manner demonstrated shifts of local/global attention over a time span consisting of several days with a fixed base rate. Experiment 1 examined the possibility that pigeons can shift attention between local and global levels of perceptual analysis in seconds rather than days. The experiment used priming cues the color of which predicted on a trial-by-trial basis targets at different perceptual levels. The results confirmed that pigeons, like humans, can display highly dynamic stimulus-driven shifts of local/global attention. Experiment 2 changed spatial relations between features of priming cues and features of targets within a task otherwise similar to that used in experiment 1. It was predicted that this change in cues might affect asymmetry but not the occurrence of a priming effect. A priming effect was again obtained, thereby providing generality to the claim that pigeons can learn that trial-by-trial primes predict targets at different levels of perceptual analysis. Pigeons can display perceptual, stimulus-driven priming of a highly dynamic nature. |
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Department of Psychology, University of California-Berkeley, Berkeley, CA 94720-1650, USA |
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1435-9448 |
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PMID:12461601 |
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Equine Behaviour @ team @ |
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2589 |
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Author |
Capitanio, J.P.; Widaman, K.F. |
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Title |
Confirmatory factor analysis of personality structure in adult male rhesus monkeys (Macaca mulatta) |
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Journal Article |
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Year |
2005 |
Publication |
American journal of primatology |
Abbreviated Journal |
Am. J. Primatol. |
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65 |
Issue |
3 |
Pages |
289-294 |
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Animals; *Behavior, Animal; Macaca mulatta/*psychology; Male; *Personality; Psychometrics; Social Behavior |
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Reports from different laboratories have suggested that nonhuman primates have somewhat similar dimensions of personality. To date, however, no attempts have been made to statistically replicate a specific factor structure. In the present report, two independent observers recorded the behavior of 58 adult male rhesus monkeys, and then rated the animals with the use of a 50-item personality instrument. A confirmatory factor analysis (CFA) of the ratings resulted in the replication of a previously described four-factor personality structure [Maninger et al., American Journal of Primatology 61:73-83, 2003]. The first two dimensions-Sociability and Confidence-showed strong loadings and are similar to Affiliation and Agency dimensions in humans. The remaining dimensions-Equability and Irritability-were less clear, and it is possible that additional traits will have to be identified before a more robust structure can be established for these dimensions. |
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Department of Psychology, University of California-Davis, Davis, California 95616, USA. jpcapitanio@ucdavis.edu |
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0275-2565 |
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PMID:15772988 |
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Equine Behaviour @ team @ |
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4111 |
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Author |
Zentall, T.R. |
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Title |
Selective and divided attention in animals |
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Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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69 |
Issue |
1 |
Pages |
1-15 |
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Animals; *Attention; *Behavior, Animal; *Discrimination (Psychology); *Field Dependence-Independence; *Psychological Theory |
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This article reviews some of the research on attentional processes in animals. In the traditional approach to selective attention, it is proposed that in addition to specific response attachments, animals also learn something about the dimension along which the stimuli fall (e.g., hue, brightness, or line orientation). More recently, there has been an attempt to find animal analogs to methodologies originally applied to research with humans. One line of research has been directed to the question of whether animals can locate a target among distracters faster if they are prepared for the presentation of the target (search image and priming). In the study of search image, the target is typically a food item and the cue consists of previous trials on which the same target is presented. In research on priming effects, the cue is typically different from the target but is a good predictor of its occurrence. The study of preattentive processes shows that perceptually, certain stimuli stand out from distracters better than others, depending not only on characteristics of the target relative to the distracters, but also on relations among the distracters. Research on divided attention is examined with the goal of determining whether an animal can process two elements of a compound sample with the same efficiency as one. Taken together, the reviewed research indicates that animals are capable of centrally (not just peripherally) attending to selective aspects of a stimulus display. |
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Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. Zentall@uky.edu |
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0376-6357 |
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PMID:15795066 |
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refbase @ user @ |
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224 |
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Zentall, T.R.; Kaiser, D.H.; Clement, T.S.; Weaver, J.E.; Campbell, G. |
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Presence/absence-sample matching by pigeons: divergent retention functions may result from the similarity of behavior during the absence sample and the retention interval |
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Journal Article |
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Year |
2000 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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26 |
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3 |
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294-304 |
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Analysis of Variance; Animals; *Behavior, Animal; *Choice Behavior; *Columbidae; *Conditioning, Operant; Cues |
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Divergent choose-absence retention functions typically found in pigeons following presence/absence-sample matching have been attributed to the development of a single-code/default coding strategy. However, such effects may result from adventitious differential responding to the samples. In Experiment 1, retention functions were divergent only when differential sample responding could serve as the basis for comparison choice. In Experiment 2, when pecking did not occur during the retention interval, a choose-absence bias was found, but when pecking occurred during the retention interval, a choose-presence bias resulted. In Experiment 3, positive transfer was found when a stimulus associated with the absence of pecking replaced the absence sample but not when a stimulus associated with pecking replaced the presence sample. Thus, presence/absence-sample matching may not encourage the development of a single-code/default coding strategy in pigeons. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. zentall@pop.uky.edu |
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0097-7403 |
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PMID:10913994 |
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refbase @ user @ |
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247 |
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Author |
Zentall, T.R. |
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Title |
A cognitive behaviorist approach to the study of animal behavior |
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Journal Article |
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Year |
2002 |
Publication |
The Journal of general psychology |
Abbreviated Journal |
J Gen Psychol |
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129 |
Issue |
4 |
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328-363 |
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Animals; *Attention; *Behavior, Animal; *Cognition; Learning; *Memory; Social Behavior |
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Abstract |
Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@uky.edu |
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0022-1309 |
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PMID:12494989 |
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refbase @ user @ |
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214 |
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Author |
Dorrance, B.R.; Zentall, T.R. |
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Title |
Imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation |
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Journal Article |
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Year |
2001 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
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115 |
Issue |
1 |
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62-67 |
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Animals; *Behavior, Animal; *Coturnix; Female; *Imitative Behavior; *Learning; Male; *Motivation; Reinforcement (Psychology); Time Factors |
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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). |
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Department of Psychology, University of Kentucky, Lexington 40506-0044, USA |
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0735-7036 |
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PMID:11334220 |
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refbase @ user @ |
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245 |
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