Records |
Author |
Keay, J.M.; Singh, J.; Gaunt, M.C.; Kaur, T. |
Title |
Fecal glucocorticoids and their metabolites as indicators of stress in various mammalian species: a literature review |
Type |
Journal Article |
Year |
2006 |
Publication |
Journal of zoo and wildlife medicine : official publication of the American Association of Zoo Veterinarians |
Abbreviated Journal |
J Zoo Wildl Med |
Volume |
37 |
Issue |
3 |
Pages |
234-244 |
Keywords |
Animals; *Animals, Wild/metabolism; Chromatography, High Pressure Liquid/methods/veterinary; Circadian Rhythm; Conservation of Natural Resources; *Ecosystem; Feces/*chemistry; Glucocorticoids/*analysis/metabolism; Humans; Seasons; Species Specificity; Specimen Handling/methods/veterinary; Stress, Psychological/*metabolism |
Abstract |
Conservation medicine is a discipline in which researchers and conservationists study and respond to the dynamic interplay between animals, humans, and the environment. From a wildlife perspective, animal species are encountering stressors from numerous sources. With the rapidly increasing human population, a corresponding increased demand for food, fuel, and shelter; habitat destruction; and increased competition for natural resources, the health and well-being of wild animal populations is increasingly at risk of disease and endangerment. Scientific data are needed to measure the impact that human encroachment is having on wildlife. Nonbiased biometric data provide a means to measure the amount of stress being imposed on animals from humans, the environment, and other animals. The stress response in animals functions via glucocorticoid metabolism and is regulated by the hypothalamic-pituitary-adrenal axis. Fecal glucocorticoids, in particular, may be an extremely useful biometric test, since sample collection is noninvasive to subjects and, therefore, does not introduce other variables that may alter assay results. For this reason, many researchers and conservationists have begun to use fecal glucocorticoids as a means to measure stress in various animal species. This review article summarizes the literature on many studies in which fecal glucocorticoids and their metabolites have been used to assess stress levels in various mammalian species. Variations between studies are the main focus of this review. Collection methods, storage conditions, shipping procedures, and laboratory techniques utilized by different researchers are discussed. |
Address |
Department of Biomedical Sciences and Pathobiology, Virginia-Maryland Regional College of Veterinary Medicine, Virginia Tech, 0442 Duck Pond Drive, Blacksburg, Virginia 24061, USA |
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1042-7260 |
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PMID:17319120 |
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no |
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refbase @ user @ |
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616 |
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Author |
Hall, C. |
Title |
The impact of visual perception on equine learning |
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Journal Article |
Year |
2007 |
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Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
Volume |
76 |
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29-33 |
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refbase @ user @ |
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619 |
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Author |
McCall, C.A. |
Title |
Making equine learning research applicable to training procedures |
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Journal Article |
Year |
2007 |
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Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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76 |
Issue |
1 |
Pages |
27-28 |
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refbase @ user @ |
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623 |
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Author |
Hothersall, B.; Nicol, C. |
Title |
Equine learning behaviour: accounting for ecological constraints and relationships with humans in experimental design |
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Journal Article |
Year |
2007 |
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Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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76 |
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1 |
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45-48 |
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refbase @ user @ |
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632 |
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Author |
ANDREWS, R.C. |
Title |
The mongolian wild ass |
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Journal Article |
Year |
1933 |
Publication |
Natural History |
Abbreviated Journal |
Natural History |
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33 |
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3-16 |
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from Prof. Hans Klingels Equine Reference List |
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no |
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refbase @ user @ |
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640 |
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Author |
Heyes, C.M. |
Title |
Social learning in animals: categories and mechanisms |
Type |
Journal Article |
Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
Volume |
69 |
Issue |
2 |
Pages |
207-231 |
Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
Abstract |
There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
Address |
Department of Psychology, University College London |
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1464-7931 |
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PMID:8054445 |
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no |
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refbase @ user @ |
Serial |
708 |
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Author |
Nicol, C.J.; Pope, S.J. |
Title |
The effects of demonstrator social status and prior foraging success on social learning in laying hens |
Type |
Journal Article |
Year |
1999 |
Publication |
Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
Volume |
57 |
Issue |
1 |
Pages |
163-171 |
Keywords |
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Abstract |
Opportunities for social learning within a group of animals are likely to be influenced by the social dynamics of that group. Some individuals may be more influential demonstrators than others even when there are no differences in their skill level or performance. In this study of domestic hens,Gallus gallus domesticus, differences in demonstrator salience were examined. From 24 separate flocks we selected as demonstrators a dominant cockerel, a dominant hen, a mid-ranking hen or a subordinate hen. Demonstrators were pretrained to perform an operant discrimination task to obtain food. Six observers from each flock individually watched the demonstrator perform the task for four 5-min sessions held on consecutive days. On the fifth day observers were tested individually in the operant chamber. We analysed data from 19 flocks, where there were no quantitative differences in demonstrator performance. Observer hens of relatively high social status performed more correct operant pecks than observer hens of relatively low social status. Demonstrator category also had a significant effect on subsequent observer behaviour. Hens that had observed cockerels performed very few general pecks or operant pecks. Hens that had observed dominant hens performed more operant pecks, but hens that had observed sub-ordinate hens performed more general pecks in the chamber. The results suggested either that there was an interaction between dominance and gender in demonstrator salience or that dominant hens might have been influential because of some factor imperfectly associated with their dominance status. A possible candidate was the foraging ability of the dominant hens. In a second experiment using the same protocol, we manipulated the prior foraging success of dominant hens from four additional flocks but this had no significant effect on their subsequent influence as demonstrators. |
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refbase @ user @ |
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715 |
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Author |
Reed, P.; Skiera, F.; Adams, L.; Heyes, C.M. |
Title |
Effects of Isolation Rearing and Mirror Exposure on Social and Asocial Discrimination Performance |
Type |
Journal Article |
Year |
1996 |
Publication |
Learning and Motivation |
Abbreviated Journal |
Learn. Motiv. |
Volume |
27 |
Issue |
2 |
Pages |
113-129 |
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Abstract |
Four experiments examined the effects of rearing in isolation on rats performance on discrimination-based and social learning tasks. After demonstrating that the rearing procedures produced similar results in an open field task to those previously established (Experiment 1), rats were subjected to two discrimination tasks: an instrumental occasion setting procedure (Experiment 3) and a nonspatial win-stay/lose-shift versus win-shift/lose-stay procedure (Experiment 4). Deficits in acquisition of the necessary discriminations were noted in the rats raised in isolation, but there were no differences between isolation-reared and socially reared subjects in response acquisition per se. In Experiment 2, rats were presented with an observational learning task using the bidirectional control procedure. Socially reared rats had a tendency to imitate the behavior they had observed, but rats raised in isolation performed the opposite behavior to that observed, indicating a failure to use a conspecific as a reference point in the task. The presence of a mirror during rearing in isolation was also investigated, but was found to have little effect in attenuating the above deficits in behavior. |
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refbase @ user @ |
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725 |
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Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
Title |
How do apes ape? |
Type |
Journal Article |
Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
Volume |
32 |
Issue |
1 |
Pages |
36-52 |
Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
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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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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refbase @ user @ |
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734 |
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Author |
Caldwell, C.A.; Whiten, A. |
Title |
Testing for social learning and imitation in common marmosets, Callithrix jacchus, using an artificial fruit |
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Journal Article |
Year |
2004 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
7 |
Issue |
2 |
Pages |
77-85 |
Keywords |
Animals; *Association Learning; Callithrix/*psychology; Discrimination Learning; *Feeding Behavior; Female; Food Preferences; Fruit; *Imitative Behavior; Male; *Social Behavior; Social Environment |
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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Centre for Social Learning and Cognitive Evolution and Scottish Primate Research Group, University of St Andrews, KY16 9JU, St Andrews, Fife, Scotland. C.A.Caldwell@exeter.ac.uk |
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1435-9448 |
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PMID:15069606 |
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refbase @ user @ |
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735 |
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