|
|
Gajdon G.K.,, Fijn N.,, & Huber L.,. (2004). Testing social learning in a wild mountain parrot, the kea (Nestor notabilis). Learn. Behav., 32, 62–71.
Abstract: Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill. Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15 birds learned to remove the tube in 28 sessions. There was no indication that observer birds' use of bill and feet when exploring the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social transmission of foraging techniques in natural populations.
|
|
|
|
Reader S.M.,. (2004). Distinguishing social and asocial learning using diffusion dynamics. Learn. Behav., 32, 90–104.
Abstract: Theoretical models predict that the cumulative number of individuals displaying a socially learned novel behavior will follow an accelerating pattern over time, whereas asocial processes have been associated with linear or decelerating functions. This raises the possibility that the shape of the diffusion curve may reveal something about the learning processes involved. If true, this would be particularly useful for identifying social transmission in observational field studies. Published data are reviewed and are found to provide limited support for this view. The use of accelerating curves as a diagnostic is challenging because (1) alternative theoretical models make similar predictions, (2) clear supporting empirical data are lacking, and (3) practical considerations frequently make accurate construction of the diffusion curve difficult.
|
|
|
|
Griffin A.S.,. (2004). Social learning about predators: A review and prospectus. Learn. Behav., 32, 131–140.
Abstract: In comparison with social learning about food, social learning about predators has received little attention. Yet such research is of potential interest to students of animal cognition and conservation biologists. I summarize evidence for social learning about predators by fish, birds, eutherian mammals, and marsupials. I consider the proposal that this phenomenon is a case of S-S classical conditioning and suggest that evolution may have modified some of the properties of learning to accommodate for the requirements of learning socially about danger. I discuss some between-species differences in the properties of socially acquired predator avoidance and suggest that learning may be faster and more robust in species in which alarm behavior reliably predicts high predatory threat. Finally, I highlight how studies of socially acquired predator avoidance can inform the design of prerelease antipredator training programs for endangered species.
|
|
|
|
White, D. J. (2004). Influences of social learning on mate-choice decisions. Learn. Behav., 32, 105–113.
Abstract: Evidence from both field and laboratory is consistent with the hypothesis that animals can acquire mate preferences by observing the mating behavior of others. It is difficult, however, to distinguish social learning about mates from a host of other social effects on mating that do not produce changes in preferences. Examples are drawn from laboratory studies on mate choice in female and male Japanese quail that illustrate ways in which social cues influence mating decisions. Quail of both sexes use social cues to modify their mate choices, but the sexes use the information to serve different purposes. Female quail gain preferences for males seen mating with other females, whereas males avoid females that they had observed mating with other males. This sex difference in social learning provides an example of how costs and benefits of sexual behavior can shape decision-making processes. Implications of the influence of social learning on sexual selection are briefly discussed.
|
|
|
|
Biederman, G. B., Robertson, H. A., & Vanayan, M. (1986). Observational learning of two visual discriminations by pigeons: a within-subjects design. J Exp Anal Behav, 46(1), 45–49.
Abstract: Pigeon's observational learning of successive visual discrimination was studied using within-subject comparisons of data from three experimental conditions. Two pairs of discriminative stimuli were used; each bird was exposed to two of the three experimental conditions, with different pairs of stimuli used in a given bird's two conditions. In one condition, observers were exposed to visual discriminative stimuli only. In a second condition, subjects were exposed to a randomly alternating sequence of two stimuli where the one that would subsequently be used as S+ was paired with the operation of the grain magazine. In a third experimental condition, subjects were exposed to the performance of a conspecific in the operant discrimination procedure. After exposures to conspecific performances, there was facilitation of discriminative learning, relative to that which followed exposures to stimulus and reinforcement sequences or exposures to stimulus sequences alone. Exposure to stimulus and food-delivery sequences enhanced performance relative to exposure to stimulus sequences alone. The differential effects of these three types of exposure were not attributable to order effects or to task difficulty; rather, they clearly were due to the type of exposure.
|
|
|
|
Asa Cs,. (1979). Sociosexual behavior in the domestic pony. In Symposium on the Ecology and Behavior of Wild and Feral Equids (pp. 59–70). Laramie: Univ. of Wyoming.
|
|
|
|
Asa, C. S., Goldfoot, D. A., Garcia, M. C., & Ginther, O. J. (1980). Dexamethasone suppression of sexual behavior in the ovariectomized mare. Horm Behav, 14(1), 55–64.
Abstract: The influence of steroids of adrenal cortical origin on estrous behavior in the ovariectomized mare was evaluated by adrenal suppression via dexamethasone (DEX) administration in two experiments. In Experiment I, 12 mares (six DEX, six control) were tested for sexual behavior in harem groups (two DEX and two control mares plus one stallion per group) for 9 consecutive days. In Experiment II, estradiol (E2) was given to a group of DEX-treated mares as an additional control. Twelve mares (four DEX, four DEX + E2, and four control) were tested in harem groups (one DEX, one DEX + E2, and one control mare plus one stallion per group) for 10 days. All DEX mares showed a clear suppression of sexual response compared to control or DEX + E2 mares, indicating that the estrous behavior seen in ovariectomized mares may be due to steroids from the adrenal cortex. The control and DEX + E2 mares were similar in all measures of proceptivity. Despite being more receptive, as indicated by fewer negative responses, the DEX + E2 mares received fewer intromissions and ejaculations than did the control animals. The ability of estradiol to induce estrous behavior in the dexamethasone-suppressed mare notwithstanding, other adrenal steroids, e.g., androgens, may be involved in estrous behavior in the untreated, ovariectomized mare.
|
|
|
|
Asa, C. S., Goldfoot, D. A., & Ginther, O. J. (1979). Sociosexual behavior and the ovulatory cycle of ponies (Equus caballus) observed in harem groups. Horm Behav, 13(1), 49–65.
Abstract: Observations of sociosexual behavior of adult ponies, made on two harem groups (each comprised of one vasectomized male and three females), were correlated with follicular development and ovulation for a total of 15 cycles (minimum of 2 cycles per female). Mean cycle length (interovulatory interval) was found to be 19.7 days, with behavioral estrus lasting 7-8 days (5.5 days preovulatory; 2.3 days postovulatory). Estrous females typically showed increased frequencies of approaching and following the stallion, urinating, presenting, clitoral winking, and tail raising. Approaching and following the stallion appeared earlier and persisted longer than other estrous responses. Deviations from the modal estrous pattern included cycles with subestrus, continual estrus, behavioral estrus in the absence of ovulation, and displays of female mounting. Dominance tests revealed that a mare's status was unaffected by the phases of the estrous cycle. The presence of more than one estrous female affected the copulatory performance of both stallions, most notably in reduced latencies to first mount, intromission, and ejaculation, in spite of differences between the stallions in sexual vigor. Each stallion usually selected the dominant mare for copulation when there were multiple estrous females present, but mounts were not displayed exclusively to one female per test. The social testing situation made apparent the importance of use of space in sociosexual communication in this species, particularly in avoidance of the stallion by diestrous mares and standing alone or in proximity to him by estrous mares.
|
|
|
|
Conley W,. (1979). The potential for increase in horse and ass populations: A theoretical analysis. Symp Ecol and Behav of wild and feral Equids, Laramie, , 221–234.
|
|
|
|
Keiper Rr,. (1979). Population dynamics of feral ponies. Laramie: Symposium on the Ecology and Behavior of wild and feral Equids.
|
|
