Westergaard, G. C., Liv, C., Chavanne, T. J., & Suomi, S. J. (1998). Token-mediated tool-use by a tufted capuchin monkey (Cebus apella). Anim. Cogn., 1(2), 101–106.
Abstract: This research examined token-mediated tool-use in a tufted capuchin monkey (Cebus apella). We conducted five experiments. In experiment 1 we examined the use of plastic color-coded chips to request food, and in experiments 2-5 we examined the use of color-coded chips to request tools. Our subject learned to use chips to request tools following the same general pattern seen in great apes performing analogous tasks, that is, initial discrimination followed by an understanding of the relationship among tokens, tools, and their functions. Our findings are consistent with the view that parallel representational processes underlie the tool-related behavior of capuchins and great apes.
|
Durier, V., & Rivault, C. (2000). Learning and foraging efficiency in German cockroaches, Blattella germanica (L.) (Insecta: Dictyoptera). Anim. Cogn., 3(3), 139–145.
Abstract: We analysed, under laboratory test conditions, how German cockroach larvae oriented their outgoing foraging trip from their shelter. Our results stressed the importance of external factors, like availability and spatial distribution of food sources, in the choice of a foraging strategy within their home range. When food sources were randomly distributed, larvae adopted a random food search strategy. When food distribution was spatially predictable and reliable, cockroaches were able to relate the presence of food with a landmark during a 3-day training period and to develop an oriented search strategy. Cockroaches were able to associate learned spatial information about their home range to the presence of food resources and then to improve their foraging efficiency. However, conflict experiments revealed that detection of food odour overrode learned landmark cues.
|
Cunningham, E., & Janson, C. (2007). Integrating information about location and value of resources by white-faced saki monkeys ( Pithecia pithecia ). Anim. Cogn., 10(3), 293–304.
Abstract: Abstract Most studies of spatial memory in primates focus on species that inhabit large home ranges and have dispersed, patchy resources. Researchers assume that primates use memory to minimize distances traveled between resources. We investigated the use of spatial memory in a group of six white-faced sakis (Pithecia pithecia) on 12.8-ha Round Island, Guri Lake, Venezuela during a period of fruit abundance. The sakis movements were analyzed with logistic regressions, a predictive computer model and a computer model that simulates movements. We considered all the resources available to the sakis and compared observed distances to predicted distances from a computer model for foragers who know nothing about the location of resources. Surprisingly, the observed distances were four times greater than the predicted distances, suggesting that the sakis passed by a majority of the available fruit trees without feeding. The odds of visiting a food tree, however, were significantly increased if the tree had been visited in the previous 3 days and had more than 100 fruit. The sakis preferred resources were highly productive fruit trees, Capparis trees, and trees with water holes. They traveled efficiently to these sites. The sakis choice of feeding sites indicate that they combined knowledge acquired by repeatedly traveling through their home range with “what” and “where” information gained from individual visits to resources. Although the sakis foraging choices increased the distance they traveled overall, choosing more valued sites allowed the group to minimize intragroup feeding competition, maintain intergroup dominance over important resources, and monitor the state of resources throughout their home range. The sakis foraging decisions appear to have used spatial memory, elements of episodic-like memory and social and nutritional considerations.
|
Lombardi, C. Matching and oddity relational learning by pigeons ( Columba livia ): transfer from color to shape. Anim. Cogn., .
Abstract: Abstract Relational learning, as opposed to perceptual learning, is based on the abstract properties of the stimuli. Although at present there is no doubt that pigeons are capable of relational behavior, this study aims to further disclose the conditions under which it occurs. Pigeons were trained in an outdoor cage on a matching-to-sample or an oddity-from-sample task, with colored cardboard stimuli presented horizontally. The apparatus involved three sliding lids on which the stimuli were drawn and which, when displaced, revealed the reinforcement. The lids were either adjacent to each other or somewhat separated. Training sessions involved two colors, and test sessions six different colors (same dimension test), or six different shapes (different dimension test). One group of birds trained under the “adjacent” condition failed when tested with new stimuli, but succeeded in both dimension tests after training under the “separate” condition. Two other groups of birds succeeded in all tests after training under the latter condition. These results show that depending on procedural details, pigeons are or are not able to transfer from one visual dimension to another, thus extending previous related findings.
|
Sousa, C., & Matsuzawa, T. (2001). The use of tokens as rewards and tools by chimpanzees (Pan troglodytes). Anim. Cogn., 4(3), 213–221.
Abstract: This paper explores the effectiveness of token rewards in maintaining chimpanzees ( Pan troglodytes) in working at intellectually costly tasks, and studies the “saving” behavior of the subjects, investigating the factors that can condition it. Two experiments were run. Tokens were introduced as rewards in a matching-to-sample task and used as exchange tools for food by three adult female chimpanzees. Subjects' performances were maintained at constant high levels of accuracy, suggesting that the tokens were almost equivalent to direct food rewards. The results also showed the emergence of saving behavior. The subjects spontaneously saved the tokens during the matching-to-sample task before exchanging them for food. The chimpanzees also learned a new symbolic discrimination task, with tokens as the reward. During this learning process a rarely reported phenomenon emerged: one of the subjects showed symmetry, a form of stimulus equivalence.
|
Werner, C., & Rehkämper, G. (2001). Categorization of multidimensional geometrical figures by chickens (Gallus gallus f. domestica): fit of basic assumptions from exemplar, feature and prototype theory. Anim. Cogn., 4(1), 37–48.
Abstract: Five hens, experienced in discrimination of two categories of multidimensional geometrical figures presented in fixed pairs in a simultaneous discrimination, were tested with familiar figures arranged as new pairs to assess the dependence of categorization performance on learned relational or configural cues. Test performance did not differ from training: relational or configural cues still influenced discrimination performance. It was suggested that – in accordance with exemplar theories – this influence depended on differences between pairs of probe exemplars that facilitate retrieval of learned category members. To test whether exemplar, feature or prototype theory was most suitable to explain categorization by chickens, the rates of pecking at exemplars were analysed using principal components analysis (PCA). The distribution of the exemplars' component loads on the single component obtained was examined in the light of the conditions dictated by the three types of theories on how representative category exemplars should be. The least constraining theory, i.e. the exemplar theory, was most suitable. Defining factors of classificatory behaviour are discussed with a special emphasis on the characteristics of category-defining stimulus attributes.
|
Westergaard, G. C. (1999). Structural analysis of tool-use by tufted capuchins (Cebus apella) and chimpanzees (Pan troglodytes). Anim. Cogn., 2(3), 141–145.
Abstract: Using Matsuzawa's hierarchical system of classification, I compared tool-use patterns of tufted capuchins (Cebus apella) to those of chimpanzees (Pan troglodytes). The results indicated that wild C. apella exhibit fewer and less complex tool-use patterns than do captive C. apella and wild and captive P. troglodytes. Although most patterns of tool-use observed among P. troglodytes occur in captive C. apella, there are some notable exceptions, including tool-use in communicative contexts and the use ¶of three-tool combinations. I conclude that C. apella are unique among monkeys in their demonstrated propensities for higher-order combinatorial behavior and are likely capable of using symbolic combinations, although not at the level of complexity that has been demonstrated in ¶P. troglodytes.
|
|
Doucette, T. A., Ryan, C. L., & Tasker, R. A. (2007). Gender-based changes in cognition and emotionality in a new rat model of epilepsy. Amino Acids, 32, 317–322.
|
|
Bizot J.-C., & Thiebot M.-H. (1996). Impulsivity as a confounding factor in certain animal tests of cognitive function. Cognitive Brain Research, 3, 243–250.
|
|
Weed M.R., Taffe M.A., Polis I., Roberts A.C., Robbins T.W., Koob G.F., et al. (1999). Performance norms for a rhesus monkey neuropsychological testing battery: acquisition and long-term performance. Cognitive Brain Research, 8, 185–201.
|
