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Author |
Ratcliffe, J.M.; Fenton, M.B.; Shettleworth, S.J. |
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Title |
Behavioral flexibility positively correlated with relative brain volume in predatory bats |
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Journal Article |
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Year |
2006 |
Publication |
Brain, behavior and evolution |
Abbreviated Journal |
Brain Behav Evol |
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Volume |
67 |
Issue |
3 |
Pages |
165-176 |
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Keywords |
Adaptation, Psychological; Animals; Behavior, Animal/*physiology; Brain/*anatomy & histology/physiology; Chiroptera/*anatomy & histology/*physiology; Organ Size; Predatory Behavior/*physiology |
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Abstract |
We investigated the potential relationships between foraging strategies and relative brain and brain region volumes in predatory (animal-eating) echolocating bats. The species we considered represent the ancestral state for the order and approximately 70% of living bat species. The two dominant foraging strategies used by echolocating predatory bats are substrate-gleaning (taking prey from surfaces) and aerial hawking (taking airborne prey). We used species-specific behavioral, morphological, and ecological data to classify each of 59 predatory species as one of the following: (1) ground gleaning, (2) behaviorally flexible (i.e., known to both glean and hawk prey), (3) clutter tolerant aerial hawking, or (4) open-space aerial hawking. In analyses using both species level data and phylogenetically independent contrasts, relative brain size was larger in behaviorally flexible species. Further, relative neocortex volume was significantly reduced in bats that aerially hawk prey primarily in open spaces. Conversely, our foraging behavior index did not account for variability in hippocampus and inferior colliculus volume and we discuss these results in the context of past research. |
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Department of Zoology, University of Toronto, Toronto, Canada. jmr247@cornell.edu |
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0006-8977 |
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PMID:16415571 |
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no |
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refbase @ user @ |
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358 |
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Author |
Gibson, B.M.; Shettleworth, S.J. |
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Title |
Competition among spatial cues in a naturalistic food-carrying task |
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Journal Article |
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Year |
2003 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
31 |
Issue |
2 |
Pages |
143-159 |
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Keywords |
Adaptation, Psychological; Animals; Appetitive Behavior; *Association Learning; *Attention; Choice Behavior; *Cues; *Discrimination Learning; Male; Rats; Rats, Long-Evans; Space Perception; *Spatial Behavior |
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Abstract |
Rats collected nuts from a container in a large arena in four experiments testing how learning about a beacon or cue at a goal interacts with learning about other spatial cues (place learning). Place learning was quick, with little evidence of competition from the beacon (Experiments 1 and 2). Rats trained to approach a beacon regardless of its location were subsequently impaired when the well-learned beacon was removed and other spatial cues identified the location of the goal (Experiment 3). The competition between beacon and place cues reflected learned irrelevance for place cues (Experiment 4). The findings differ from those of some studies of associative interactions between cue and place learning in other paradigms. |
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University of Toronto, Toronto, Ontario, Canada |
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1543-4494 |
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PMID:12882373 |
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refbase @ user @ |
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368 |
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Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
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Title |
How do apes ape? |
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Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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Volume |
32 |
Issue |
1 |
Pages |
36-52 |
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Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
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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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Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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1543-4494 |
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PMID:15161139 |
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no |
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Call Number |
refbase @ user @ |
Serial |
734 |
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Author |
Fragaszy, D.; Visalberghi, E. |
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Title |
Socially biased learning in monkeys |
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Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
32 |
Issue |
1 |
Pages |
24-35 |
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Keywords |
Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation |
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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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Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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1543-4494 |
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PMID:15161138 |
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no |
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Call Number |
refbase @ user @ |
Serial |
828 |
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Author |
de Wall, F.B.; Aureli, F. |
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Title |
Conflict resolution and distress alleviation in monkeys and apes |
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Journal Article |
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Year |
1997 |
Publication |
Annals of the New York Academy of Sciences |
Abbreviated Journal |
Ann N Y Acad Sci |
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Volume |
807 |
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317-328 |
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Keywords |
*Adaptation, Psychological; Animals; Arousal; *Conflict (Psychology); Empathy; Haplorhini/*psychology; Hominidae/*psychology; Humans; Learning; Models, Psychological; *Social Behavior; Stress, Psychological |
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Research on nonhuman primates has produced compelling evidence for reconciliation and consolation, that is, postconflict contacts that serve to respectively repair social relationships and reassure distressed individuals, such as victims of attack. This has led to a view of conflict and conflict resolution as an integrated part of social relationships, hence determined by social factors and modifiable by the social environment. Implications of this new model of social conflict are discussed along with evidence for behavioral flexibility, the value of cooperation, and the possibility that distress alleviation rests on empathy, a capacity that may be present in chimpanzees and humans but not in most other animals. |
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Yerkes Regional Primate Research Center, Emory University, Atlanta, Georgia 30322, USA. dewaal@rmy.emory.edu |
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0077-8923 |
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PMID:9071360 |
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Call Number |
refbase @ user @ |
Serial |
2882 |
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