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Herbst, C. T., Herzel, H., Svec, J. G., Wyman, M. T., & Fitch, W. T. (2013). Visualization of system dynamics using phasegrams. J R Soc Interface, 10.
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Sueur, J., Aubin, T., & Simonis, C. (2008). Seewave: a free modular tool for sound analysis and synthesis. Bioacoustics, 18.
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Marescot, L., Pradel, R., Duchamp, C., Cubaynes, S., Mrboutin, E., & Choquet, R. (2011). Capture – recapture population growth rate as a robust tool against detection heterogeneity for population management. Ecol Appl, 21.
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Morgan, T. W., & Elliott, C. L. (2011). Comparison of remotely-triggered cameras vs. howling surveys for estimating coyote (Canis latrans) Abundance in central Kentucky. J Ky Acad Science, 72.
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Churcher, C. S. (1982). Oldest Ass Recovered from Olduvai Gorge, Tanzania, and the Origin of Asses. J. Paleontol., 56(5), 1124–1132.
Abstract: Abstract
An isolated right metatarsal III from an adult small monodactyl equid was recovered in situ from the middle of Bed II at Evelyn Fuchs-Hans Reck Korongo, Olduvai Gorge, Tanzania in 1963. Interosseous contacts for splint metatarsals II and IV are less evident than in any modern comparative Equus metapodials in Leiden, Holland, London, England or in the field in Africa: horses (E. caballus), zebras (E. burchellii, E. grevyi, E. quagga) and asses (E. a. asinus, E. a. africanus), of which the horses and asses were domesticates. The specimen is provisionally assigned to Equus (Asinus) asinus. The estimated height at the shoulders is less than a meter for the animal in life, comparable to a small donkey.
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Tegetmeier, W. B., & Sutherland, C. L. (1895). Horses, asses, zebras, mules and mule breeding.
Abstract: A scholarly review of the entire horse family with separate chapters on Prejevalsky`s horse, the African wild ass, the wild ass of Somaliland, the Asiatic wild ass, the mountain zebra, Grevy`s zebra, Burchell`s zebra, the Quagga, hybrid Equidae, the Poitou mule, the American mule and others.
Rare.
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Zentall, S. S., Zentall, T. R., & Barack, R. C. (1978). Distraction as a function of within-task stimulation for hyperactive and normal children. J Learn Disabil, 11(9), 540–548.
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Croneya, C. C. (2007). Group size and cognitive processes. Appl. Anim. Behav. Sci., 103(3-4), 15–228.
Abstract: Animal group sizes may exert important effects on various cognitive mechanisms. Group
size is believed to exert pressures on fundamental brain structures that correlate with the
increased social demands placed on animals living in relatively large, complex and dynamic
social organizations. There is strong experimental evidence connecting social complexity,
social learning and development of other cognitive abilities in a broad range of wild and
domesticated animal species. In particular, group size seems to have significant effects on
animals? abilities to derive concrete and abstract relationships. Here, we review the literature
pertaining to cognitive processes and behaviours of various animal species relative to group
size, with emphasis on social learning. It is suggested that understanding the relationship
between group size and cognition in animals may yield practical animal management
benefits, such as housing and conservation strategies, and may also have implications for
improved animal welfare.
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Croney, C. C., Prince-Kelly, N., & Meller, C. L. (2007). A note on social dominance and learning ability in the domestic chicken (Gallus gallus). Appl. Anim. Behav. Sci., 105(1-3), 254–259.
Abstract: Relatively little is known about the relationship between social behavior and specific cognitive abilities of the chicken. It is uncertain whether dominant birds have a cognitive advantage over subordinate birds that might facilitate their superior position in the social hierarchy. Likewise, it is unknown whether subordinate birds compete successfully with higher ranking birds because their cognitive capacities compensate for physical deficits. In this study, the relationship between the chicken's position in the dominance hierarchy and its performance on a cognitive task was explored. Ten pairs of New Hampshire domestic roosters (Gallus gallus) were observed to determine dominance or subordinance within dyads. All birds were then trained and tested on a visual discrimination learning task. Discriminative stimuli were orange and green plastic discs. Correct stimuli (orange or green) were randomly assigned to birds. Placement of the discs (left or right of center) was also randomly assigned and counterbalanced to avoid a side bias. Birds were rewarded with food for pecking at the correct disc. Criterion for task completion was 80% correct responses on three consecutive test sessions or 86% correct on two consecutive sessions. All subjects met the test criterion. The number of trials to criterion was compared between dominant and subordinate birds using a paired t-test. No difference was found in performance between dominant and subordinate birds (p > 0.05) suggesting that in chickens, ability to learn a novel visual discrimination task is not well correlated with rank. Additional studies, particularly using different learning paradigms, are needed to confirm these results.
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McGregor, A., Saggerson, A., Pearce, J., & Heyes, C. (2006). Blind imitation in pigeons, Columba livia. Anim. Behav., 72(2), 287–296.
Abstract: Pigeons that had been trained with a food reward both to peck at and to step on a horizontal plate were allowed to observe a conspecific demonstrator pecking at or stepping on the plate before a test in which the observers were not rewarded for either pecking or stepping. In experiment 1, the demonstrators were not rewarded while being observed. In spite of this, the observers provided evidence of imitation: those that had observed pecking made a greater proportion of pecking responses on test than observers of stepping. In experiment 2, each observer was exposed to a pecking or a stepping conspecific on two occasions. On one occasion, the demonstrator received a food reward for each demonstrated response (continuous reinforcement condition), and on the other the demonstrator's responses were rewarded only rarely (variable interval condition). The observers provided equally strong evidence of imitation in each of these conditions; on test, they made proportionally more of the observed response both when the demonstrators had been richly rewarded and when they had been rarely rewarded. These results show that pigeons engage in `blind' imitation, that is, their imitative behaviour is not always guided by observational learning about response outcomes.
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