|
Records |
Links |
|
Author |
Vlamings, P.H.J.M.; Uher, J.; Call, J. |
|
|
Title |
How the great apes (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) perform on the reversed contingency task: the effects of food quantity and food visibility |
Type |
Journal Article |
|
Year |
2006 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
|
|
Volume |
32 |
Issue |
1 |
Pages |
60-70 |
|
|
Keywords |
Age Factors; Animals; Behavior, Animal/physiology; Cognition; Conditioning (Psychology); Female; *Food; Gorilla gorilla/*psychology; *Learning; Male; Pan paniscus/*psychology; Pan troglodytes/*psychology; Pongo pygmaeus/*psychology; *Visual Perception |
|
|
Abstract |
S. T. Boysen and G. G. Berntson (1995) found that chimpanzees performed poorly on a reversed contingency task in which they had to point to the smaller of 2 food quantities to acquire the larger quantity. The authors compared the performance of 4 great ape species (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) on the reversed contingency task while manipulating food quantity (0-4 or 1-4) and food visibility (visible pairs or covered pairs). Results showed no systematic species differences but large individual differences. Some individuals of each species were able to solve the reversed contingency task. Both quantity and visibility of the food items had a significant effect on performance. Subjects performed better when the disparity between quantities was smaller and the quantities were not directly visible. |
|
|
Address |
Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. p.vlamings@psychology.unimaas.nl |
|
|
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:16435965 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
2765 |
|
Permanent link to this record |
|
|
|
|
Author |
Nicol, C.J. |
|
|
Title |
Development, direction, and damage limitation: social learning in domestic fowl |
Type |
Journal Article |
|
Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
|
|
Volume |
32 |
Issue |
1 |
Pages |
72-81 |
|
|
Keywords |
Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; *Chickens; *Feeding Behavior; *Food Preferences; *Imitative Behavior; Imprinting (Psychology); *Learning; Maternal Behavior; Reinforcement (Psychology); *Social Environment; *Social Facilitation |
|
|
Abstract |
This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered. |
|
|
Address |
Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk |
|
|
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 |
1543-4494 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:15161142 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
75 |
|
Permanent link to this record |
|
|
|
|
Author |
Bouchard, J.; Goodyer, W.; Lefebvre, L. |
|
|
Title |
Social learning and innovation are positively correlated in pigeons (Columba livia) |
Type |
Journal Article |
|
Year |
2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
|
|
Volume |
10 |
Issue |
2 |
Pages |
259-266 |
|
|
Keywords |
Animals; Behavior, Animal/*physiology; Columbidae/*physiology; *Learning; *Problem Solving |
|
|
Abstract |
When animals show both frequent innovation and fast social learning, new behaviours can spread more rapidly through populations and potentially increase rates of natural selection and speciation, as proposed by A.C. Wilson in his behavioural drive hypothesis. Comparative work on primates suggests that more innovative species also show more social learning. In this study, we look at intra-specific variation in innovation and social learning in captive wild-caught pigeons. Performances on an innovative problem-solving task and a social learning task are positively correlated in 42 individuals. The correlation remains significant when the effects of neophobia on the two abilities are removed. Neither sex nor dominance rank are associated with performance on the two tasks. Free-flying flocks of urban pigeons are able to solve the innovative food-finding problem used on captive birds, demonstrating it is within the range of their natural capacities. Taken together with the comparative literature, the positive correlation between innovation and social learning suggests that the two abilities are not traded-off. |
|
|
Address |
Department of Biology, McGill University, 1205, Avenue Docteur Penfield, Montreal, Quebec, H3A 1B1, Canada |
|
|
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:17205290 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
2425 |
|
Permanent link to this record |
|
|
|
|
Author |
Allen, D.; Tanner, K. |
|
|
Title |
Putting the horse back in front of the cart: using visions and decisions about high-quality learning experiences to drive course design |
Type |
Journal Article |
|
Year |
2007 |
Publication |
CBE Life Sciences Education |
Abbreviated Journal |
CBE Life Sci Educ |
|
|
Volume |
6 |
Issue |
2 |
Pages |
85-89 |
|
|
Keywords |
Curriculum/*standards; *Decision Making; *Learning; Models, Educational; Schools; Teaching/*methods/*standards |
|
|
Abstract |
|
|
|
Address |
Department of Biological Sciences, University of Delaware, Newark, DE 19716, USA. deallen@udel.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 |
1931-7913 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:17548870 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
3999 |
|
Permanent link to this record |
|
|
|
|
Author |
Subiaul, F.; Cantlon, J.F.; Holloway, R.L.; Terrace, H.S. |
|
|
Title |
Cognitive imitation in rhesus macaques |
Type |
Journal Article |
|
Year |
2004 |
Publication |
Science (New York, N.Y.) |
Abbreviated Journal |
Science |
|
|
Volume |
305 |
Issue |
5682 |
Pages |
407-410 |
|
|
Keywords |
Animals; *Cognition; *Imitative Behavior; *Learning; Macaca mulatta/*physiology/psychology; Male |
|
|
Abstract |
Experiments on imitation typically evaluate a student's ability to copy some feature of an expert's motor behavior. Here, we describe a type of observational learning in which a student copies a cognitive rule rather than a specific motor action. Two rhesus macaques were trained to respond, in a prescribed order, to different sets of photographs that were displayed on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. Both monkeys learned new sequences more rapidly after observing an expert execute those sequences than when they had to learn new sequences entirely by trial and error. |
|
|
Address |
Department of Anthropology, Columbia University, New York, NY 10027, USA. subiaul@aol.com |
|
|
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 |
1095-9203 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:15256673 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
2839 |
|
Permanent link to this record |
|
|
|
|
Author |
Gajdon, G.K.; Fijn, N.; Huber, L. |
|
|
Title |
Limited spread of innovation in a wild parrot, the kea (Nestor notabilis) |
Type |
Journal Article |
|
Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
|
|
Volume |
9 |
Issue |
3 |
Pages |
173-181 |
|
|
Keywords |
Animal Communication; Animals; Diffusion of Innovation; Feeding Behavior; Female; *Imitative Behavior; *Learning; Male; *Motor Skills; *Parrots; *Problem Solving; Sex Factors; Social Dominance; Social Environment; Statistics, Nonparametric |
|
|
Abstract |
In the local population of kea in Mount Cook Village, New Zealand, some keas open the lids of rubbish bins with their bill to obtain food scraps within. We investigated the extent to which this innovation has spread in the local population, and what factors limit the acquisition of bin opening. Only five males of 36 individually recognised birds were observed to have performed successful bin opening. With one exception there were always other keas present, watching successful bin opening. Seventeen additional individuals were seen to have benefitted from lid opening. Their foraging success was less than that of the bin openers. Social status of bin openers did not differ from scrounging males. Among the individuals that were regularly seen at the site of the bins but were not successful in bin opening, social status and the ratio of feeding directly from open bins correlated with the amount of opening attempts. We conclude that scrounging facilitated certain behavioural aspects of bin opening rather than inhibiting them. The fact that only 9% of opening attempts were successful, and the long period of time required to increase efficiency in lid opening shows that mainly individual experience, and to a lesser extent insight and social learning, play key roles in acquisition of the opening technique. The results indicate that the spread of innovative solutions of challenging mechanical problems in animals may be restricted to only a few individuals. |
|
|
Address |
Department for Behavior, Neurobiology and Cognition, University of Vienna, 1090, Vienna, Austria. gyula.gajdon@univie.ac.at |
|
|
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:16568276 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
2472 |
|
Permanent link to this record |
|
|
|
|
Author |
Mills, D.S. |
|
|
Title |
Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong |
Type |
Journal Article |
|
Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
|
|
Volume |
|
Issue |
27 |
Pages |
44-48 |
|
|
Keywords |
Animals; *Behavior, Animal; Horses/*psychology; *Learning; Reinforcement (Psychology) |
|
|
Abstract |
Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour. |
|
|
Address |
De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK |
|
|
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 |
|
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:10485004 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
845 |
|
Permanent link to this record |
|
|
|
|
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 |
|
|
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 |
1543-4494 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:15161139 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
734 |
|
Permanent link to this record |
|
|
|
|
Author |
Horner, V.; Whiten, A. |
|
|
Title |
Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
Type |
Journal Article |
|
Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
|
|
Volume |
8 |
Issue |
3 |
Pages |
164-181 |
|
|
Keywords |
Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity |
|
|
Abstract |
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. |
|
|
Address |
Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.uk |
|
|
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:15549502 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
732 |
|
Permanent link to this record |
|
|
|
|
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 |
|
Permanent link to this record |