| Records |
| Author |
Clayton, N.S. |
| Title |
COGNITION: An Open Sandwich or an Open Question? |
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Journal Article |
| Year |
2004 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
305 |
Issue |
5682 |
Pages |
344- |
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10.1126/science.1099512 |
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Equine Behaviour @ team @ |
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2955 |
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| Author |
Pinker, S. |
| Title |
COGNITION:Enhanced: Out of the Minds of Babes |
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Journal Article |
| Year |
1999 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
283 |
Issue |
5398 |
Pages |
40-41 |
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10.1126/science.283.5398.40 |
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Equine Behaviour @ team @ |
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2956 |
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| Author |
Cox, G.; Ashford, T. |
| Title |
Riddle Me This: The Craft and Concept of Animal Mind |
Type |
Journal Article |
| Year |
1998 |
Publication |
Science Technology Human Values |
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| Volume |
23 |
Issue |
4 |
Pages |
425-438 |
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This article examines the relations between methods used in both animal work and study and concepts of animal mind. By “animal work” the authors mean humans and animals working together, and by “animal study” they mean the discipline of ethology, especially the emerging area of cognitive ethology. Within these areas the wide range of conceptions of animal mind includes varying emphases on intelligence, forms of rationality and language, cognition, consciousness, and intentionality. The authors' central concern is to elucidate the vocabulary and the concepts which seem necessary to establishing successful working relationships with sheepdogs and gundogs. Their argument moves toward an emphasis on the appreciation of particular intentional states and recognizes that they invariably deploy elements of a moral vocabulary in achieving creative teamwork performances with dogs and other animals. The article concludes by consid enng the relevance of accounts of work with animals for associated considerations of intentionality. |
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10.1177/016224399802300404 |
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Equine Behaviour @ team @ |
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2957 |
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| Author |
Emery, N.J.; Clayton, N.S. |
| Title |
The Mentality of Crows: Convergent Evolution of Intelligence in Corvids and Apes |
Type |
Journal Article |
| Year |
2004 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
306 |
Issue |
5703 |
Pages |
1903-1907 |
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Discussions of the evolution of intelligence have focused on monkeys and apes because of their close evolutionary relationship to humans. Other large-brained social animals, such as corvids, also understand their physical and social worlds. Here we review recent studies of tool manufacture, mental time travel, and social cognition in corvids, and suggest that complex cognition depends on a “tool kit” consisting of causal reasoning, flexibility, imagination, and prospection. Because corvids and apes share these cognitive tools, we argue that complex cognitive abilities evolved multiple times in distantly related species with vastly different brain structures in order to solve similar socioecological problems. |
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10.1126/science.1098410 |
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Equine Behaviour @ team @ |
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2959 |
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| Author |
Gallup GG |
| Title |
Chimpanzees: self-recognition |
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Journal Article |
| Year |
1970 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
167 |
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86 |
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Equine Behaviour @ team @ |
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2997 |
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| Author |
Jolly, A. |
| Title |
Lemur social behavior and primate intelligence |
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Journal Article |
| Year |
1966 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
153 |
Issue |
3735 |
Pages |
501 - 506 |
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Our human intellect has resulted from an enormous leap in capacity above the level of monkeys and apes. Earlier, though, Old and New World monkeys' intelligence outdistanced that of other mammals, including the prosimian primates. This first great advance in intelligence probably was selected through interspecific competition on the large continents. However, even at this early stage, primate social life provided the evolutionary context of primate intelligence.
Two arguments support this conclusion. One is ontogenetic: modern monkeys learn so much of their social behavior, and learn their behavior toward food and toward other species through social example. The second is phylogenetic: some prosimians, the social lemurs, have evolved the usual primate type of society and social learning without the capacity to manipulate objects as monkeys do. It thus seems likely that the rudiments of primate society preceded the growth of primate intelligence, made it possible, and determined its nature. |
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Equine Behaviour @ team @ |
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3010 |
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| Author |
Premack D; Woodruff G |
| Title |
Chimpanzee problem-solving: a test for comprehension |
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| Year |
1978 |
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Science |
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Science |
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202(3) |
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532 |
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Equine Behaviour @ team @ |
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3034 |
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| Author |
Zentall TR; Levine JM |
| Title |
Observational learning and social facilitation in the rat |
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Journal Article |
| Year |
1972 |
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Science |
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Science |
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178 |
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1220 |
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Equine Behaviour @ team @ |
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3053 |
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| Author |
Clayton NS; Dickinson A |
| Title |
Rational rats |
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Journal Article |
| Year |
2006 |
Publication |
Science |
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Science |
| Volume |
9 |
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472 |
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Equine Behaviour @ team @ |
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3061 |
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| Author |
Flannery, B. |
| Title |
Relational discrimination learning in horses |
Type |
Journal Article |
| Year |
1997 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
54 |
Issue |
4 |
Pages |
267-280 |
| Keywords |
Horses; Shaping; Complex discrimination; Concept formation; Generalization ability; Training |
| Abstract |
This series of studies investigated horses' ability to learn the concept of sameness under several different conditions. Before experimentation began, three horses were shaped to touch individually presented stimuli with their muzzles, and then to make two responses to two matching cards from an array of three. A modified version of the identity matching-to-sample (IMTS) procedure was used to present stimuli in a variety of configural arrangements on a barn wall (Experiment 1 and Experiment 2), and on a flat panel mounted to a barn door (Experiment 3). The task in each experiment was to select the two stimulus cards that were the same (either circles or Xs) and to avoid the nonmatching stimulus card (either a star or a square). In Experiment 1, the mean accuracy rate for selecting the matching alternatives was 74%. The horses' accuracy levels reached a mean level of 83% during Experiment 2, in which they received additional trials and an intermittent secondary reinforcement schedule. In Experiment 3, when the stimuli were moved further apart from each other within arrangements and were presented on a novel background, the mean accuracy rate was 73%. These data demonstrate that horses can learn complex discrimination problems involving the concept of sameness, and that they are able to generalize this learning to a novel stimulus presentation situation. These results also suggest that a relational discrimination test may be useful for assessing horses' learning ability and the level of training appropriate for individual horses. |
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Equine Behaviour @ team @ |
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3557 |
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