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Hare, B., & Tomasello, M. (2004). Chimpanzees are more skilful in competitive than in cooperative cognitive tasks. Anim. Behav., 68(3), 571–581.
Abstract: In a series of four experiments, chimpanzees, Pan troglodytes, were given two cognitive tasks, an object choice task and a discrimination task (based on location), each in the context of either cooperation or competition. In both tasks chimpanzees performed more skilfully when competing than when cooperating, with some evidence that competition with conspecifics was especially facilitatory in the discrimination location task. This is the first study to demonstrate a facilitative cognitive effect for competition in a single experimental paradigm. We suggest that chimpanzee cognitive evolution is best understood in its socioecological context.
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Lazareva, O. F., Smirnova, A. A., Bagozkaja, M. S., Zorina, Z. A., Rayevsky, V. V., & Wasserman, E. A. (2004). Transitive responding in hooded crows requires linearly ordered stimuli. J Exp Anal Behav, 82(1), 1–19.
Abstract: Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding.
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Sondergaard, E., & Ladewig, J. (2004). Group housing exerts a positive effect on the behaviour of young horses during training. Appl. Anim. Behav. Sci., 87(1-2), 105–118.
Abstract: In an experiment on the effects of social environment and training on the human-animal relationship, 20 horses were handled according to a defined schedule. Eight horses were housed singly and 12 horses were housed in four groups of 3 horses. Horses were handled three times per week in 10 min sessions from an age of 6 months until 2 years of age during two winter periods. A total of 50 and 70 sessions were given in the first and second period, respectively. Five randomly allocated people performed the training. The training scheme involved leading, tying up, touching, lifting feet, etc. in 43 stages. The horse had to fulfil the performance criteria of each stage in order to get to the next stage. In the first winter period, horses were led to the stable when they had “passed” a stage or after 10 min of training. In the second winter period, horses would start off at stage 1 again, and when they “passed” a stage they went on to the next stage within the same training session. Because of the change in training procedure results were analysed separately for the two winter periods. There was a significant difference between trainers in the number of times they allowed a horse to “pass” a stage within each winter period (χ32, P<0.05; χ32, P<0.001 for the first and the second winter period, respectively). Group housed horses “passed” more stages than single housed horses (17 versus 14; 27 versus 18 in the first and second winter period, respectively; P<0.05 for the interaction). Singly housed horses bit the trainer more frequently than did group housed horses (P<0.01). The responses of group housed horses to training clearly demonstrate the benefits of raising young horses in groups.
Keywords: Horses; Housing; Human-animal relationship; Social environment; Training; Learning
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Assersohn, C., Whiten, A., Kiwede, Z. T., Tinka, J., & Karamagi, J. (2004). Use of leaves to inspect ectoparasites in wild chimpanzees: a third cultural variant? Primates, 45(4), 255–258.
Abstract: We report 26 cases of using leaves as tools with which wild chimpanzees (Pan troglodytes schweinfurthii) in the Sonso community, Budongo Forest, Uganda, appeared to inspect objects removed during grooming. Careful removal of potential ectoparasites and delicate lip or manual placement on leaves followed by intense visual examination characterised this behaviour. It appears to be done to judge whether either ingestion or discarding is most appropriate, the former occurring in most cases. This behaviour may represent a third variant of ectoparasite handling, different from those described at Tai and Gombe, yet sharing features with the latter. These two East African techniques may thus have evolved from leaf grooming.
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Whiten, A., Horner, V., Litchfield, C. A., & Marshall-Pescini, S. (2004). How do apes ape? Learn. Behav., 32(1), 36–52.
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.
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Caldwell, C. A., & Whiten, A. (2004). Testing for social learning and imitation in common marmosets, Callithrix jacchus, using an artificial fruit. Anim. Cogn., 7(2), 77–85.
Abstract: We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here.
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Levy, F., Keller, M., & Poindron, P. (2004). Olfactory regulation of maternal behavior in mammals. Horm Behav, 46(3), 284–302.
Abstract: In mammals, olfactory cues are extensively used in many aspects of maternal care to ensure the coordination of mother-infant interactions and consequently the normal development of the offspring. Outside the period of parturition and lactation, when the young are not a behavioral priority, olfactory cues play an inhibitory role on maternal responsiveness since in most mammalian species studied so far, nonpregnant females find the odor of young aversive. On the contrary at the time of parturition, a shift in the hedonic value of infantile odors occurs so that the young now become a very potent stimulus and this sensorial processing constitutes an important part of the maternal motivational system. Moreover, infants' odors provide a basis for individual recognition by their mothers and some species (ungulates) have developed highly specialized mechanisms for processing of the infant signals. Perception of the smell of the young also regulates various aspects of maternal behavior. Dodecyl propionate, a compound released by of pup's preputial glands, has been shown to influence anogenital licking behavior, a fundamental pattern of maternal behavior in rodents. While there is no functional specificity of either the main or the accessory olfactory systems in the development of maternal behavior amongst species, it appears that only the main olfactory system is implicated when individual odor discrimination of the young is required. Neural structures, such as the main olfactory bulb, undergo profound changes when exposed to offspring odors at parturition. These changes in synaptic circuitry contribute both to maternal responsiveness to these odors, to their memorization, and to effects of long-term maternal experience.
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Robitaille, J., Brouillette, C., Lemieux, S., Perusse, L., Gaudet, D., & Vohl, M. C. (2004). Plasma concentrations of apolipoprotein B are modulated by a gene-diet interaction effect between the LFABP T94A polymorphism and dietary fat intake in French-Canadian men. Mol Genet Metabol, 82(4), 296–303.
Abstract: Hyperapobetalipoproteinemia is a common feature of the metabolic syndrome and could result from the interaction between genetic and dietary factors. The objective of this study was to verify whether dietary fat intake interacts with the T94A polymorphism of the liver fatty acid-binding protein (LFABP) gene to modulate plasma apolipoprotein (apo) B levels. Dietary fat and saturated fat intakes were obtained by a dietitian-administered food frequency questionnaire and the LFABP T94A genotype was determined by a PCR-RFLP based method in 623 French-Canadian men recruited through the Chicoutimi Lipid Clinic (279 T94/T94, 285 T94/A94, and 59 A94/A94). The LFABP T94A polymorphism was not associated with plasma apo B levels when fat intake was not taken into consideration. However, in a model including the polymorphism, fat intake expressed as a percentage of total energy intake, the interaction term and covariates, the variance in apo B concentrations was partly explained by the LFABP T94A polymorphism (5.24%, p=0.01) and by the LFABP T94A * fat interaction (6.25%, p=0.005). Results were similar when saturated fat replaced fat intake in the model (4.49%, p=0.02 for LFABP T94A and 6.43%, p=0.004 for the interaction). Moreover, in men consuming more than 30% of energy from fat, the odds ratio for having plasma apo B levels above 1.04 g/L for A94 carriers was of 0.40 (p=0.02) compared to T94/T94 homozygotes. Results were similar for carriers of the A94 allele consuming more than 10% of energy from saturated fat (OR: 0.32, p=0.005). In conclusion, T94/T94 exhibit higher apo B levels whereas carriers of the A94 allele seem to be protected against high apo B levels when consuming a high fat and saturated fat diet. These findings reinforce the importance to take into account gene-diet interactions in the prevention and management of the metabolic syndrome.
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Kostova, T., Carlsen, T., & Kercher, J. (2004). Individual-based spatially-explicit model of an herbivore and its resource: the effect of habitat reduction and fragmentation. Compt. Rend. Biol., 327(3), 261–276.
Abstract: We present an individual-based, spatially-explicit model of the dynamics of a small mammal and its resource. The life histories of each individual animal are modeled separately. The individuals can have the status of residents or wanderers and belong to behaviorally differing groups of juveniles or adults and males or females. Their territory defending and monogamous behavior is taken into consideration. The resource, green vegetation, grows depending on seasonal climatic characteristics and is diminished due to the herbivore's grazing. Other specifics such as a varying personal energetic level due to feeding and starvation of the individuals, mating preferences, avoidance of competitors, dispersal of juveniles, as a result of site overgrazing, etc., are included in the model. We determined model parameters from real data for the species Microtus ochrogaster (prairie vole). The simulations are done for a case of an enclosed habitat without predators or other species competitors. The goal of the study is to find the relation between size of habitat and population persistence. The experiments with the model show the populations go extinct due to severe overgrazing, but that the length of population persistence depends on the area of the habitat as well as on the presence of fragmentation. Additionally, the total population size of the vole population obtained during the simulations exhibits yearly fluctuations as well as multi-yearly peaks of fluctuations. This dynamics is similar to the one observed in prairie vole field studies. To cite this article: T. Kostova et al., C. R. Biologies 327 (2004).
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Fragaszy, D., & Visalberghi, E. (2004). Socially biased learning in monkeys. Learn Behav, 32(1), 24–35.
Abstract: We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning.
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