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Author |
Beer, C.G. |
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Title |
Varying Views of Animal and Human Cognition |
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1998 |
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Animal Cognition in Nature |
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435-456 |
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Summary In this chapter I want to stand back from the splendid empirical work on animal cognitive capacities that is the focus of this book, and look at the broader context of cognitive concerns within which the work can be viewed. Indeed even the term `cognitive ethology' currently connotes and denotes more than is represented here, as other collections of articles, such as and , exemplify. I include the current descendants of behavioristic learning theory, evolutionary epistemology, evolutionary psychology and the recent comparative turn that has been taken in cognitive science. These several approaches, despite their considerable overlap, often appear independent and even ignorant of one another. Like the proverbial blind men feeling the hide of an elephant, they touch hands from time to time, yet collectively have only a piecemeal and distributed understanding of the shape of the whole. Although each approach may indeed need the space to work out its own conceptual and methodological preoccupations without confounding interference from other views, a utopian spirit envisages an ultimate coming together, a more comprehensive realization of the synthetic approach to animal cognition that is this book's theme. |
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Academic Press |
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London |
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Russell P. Balda; Irene M. Pepperberg; Alan C. Kamil |
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9780120770304 |
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Equine Behaviour @ team @ |
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2915 |
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Author |
Kamil, A.C. |
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Title |
On the Proper Definition of Cognitive Ethology |
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Year |
1998 |
Publication |
Animal Cognition in Nature |
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1-28 |
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Summary The last 20-30 years have seen two `scientific revolutions' in the study of animal behavior: the cognitive revolution that originated in psychology, and the Darwinian, behavioral ecology revolution that originated in biology. Among psychologists, the cognitive revolution has had enormous impact. Similarly, among biologists, the Darwinian revolution has had enormous impact. The major theme of this chapter is that these two scientific research programs need to be combined into a single approach, simultaneously cognitive and Darwinian, and that this single approach is most appropriately called cognitive ethology. |
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Academic Press |
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London |
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Russell P. Balda; Irene M. Pepperberg; Alan C. Kamil |
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9780120770304 |
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Equine Behaviour @ team @ |
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4202 |
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Author |
Galef, G.G. Jr. |
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Title |
Social learning: promotor or inhibitor of innovation? |
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2003 |
Publication |
Animal Intelligence |
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Oxford University Press |
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Oxford |
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Reader, S.M.; Laland, K. N. |
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Equine Behaviour @ team @ |
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5750 |
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Author |
Reader, S. M.; MacDonald, K. |
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Title |
Environmental variability and primate behavioural flexibiity |
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2003 |
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Animal Innovation |
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83-116 |
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Oxford University Press |
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Oxford |
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Reader, S. M.; Laland, K. L. |
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no |
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Equine Behaviour @ team @ |
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6548 |
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Author |
Tomasello, M.; Call, J. |
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Title |
Do chimpanzees know what others see ? or only what they are looking at? |
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2006 |
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Rational Animals? |
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371-384 |
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Oxford University Press |
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Oxford |
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Nudds, M.; Hurley, S. |
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Equine Behaviour @ team @ |
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4094 |
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Author |
Cheney, D. l .; Seyfarth, R. M. |
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Title |
Social complexity and the information acquired during eavesdropping by primates and other animals |
Type |
Book Chapter |
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Year |
2004 |
Publication |
Animal Communication networks |
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In many of the studies reviewed in this book, eavesdropping takes the
following form: a subject has the opportunity to monitor, or eavesdrop upon, an
interaction between two other animals,Aand B. The subject then uses the information
obtained through these observations to assess A`s and B`s relative dominance
or attractiveness as a mate (e.g. Mennill et al., 2002; Ch. 2). For example, Oliveira
et al. (1998) found that male fighting fish Betta splendens that had witnessed two
other males involved in an aggressive interaction subsequently responded more
strongly to the loser of that interaction than the winner. Subjects-behaviour could
not have been influenced by any inherent differences between the two males, because
subjects responded equally strongly to the winner and the loser of competitive
interactions they had not observed. Similarly, Peake et al. (2001) presented
male great tits Parus major with the opportunity to monitor an apparent competitive
interaction between two strangers by simulating a singing contest using two
loudspeakers. The relative timing of the singing bouts (as measured by the degree
of overlap between the two songs) provided information about each “contestants”
relative status. Following the singing interaction, one of the “contestants” was
introduced into the male`s territory. Males responded significantly less strongly
to singers that had apparently just “lost” the interaction (see also McGregor &
Dabelsteen, 1996; Naguib et al., 1999; Ch. 2).
What information does an individual acquire when it eavesdrops on others?
In theory, an eavesdropper could acquire information of many different sorts:
about A, about B, about the relationship between A and B, or about the place of
Animal Communication Networks, ed. Peter K. McGregor. Published by Cambridge University Press.
c.
Cambridge University Press 2005.
583
P1: JZZ/... P2: JZZ/...
0521823617c25.xml CU1917B/McGregor 0 521 582361 7 October 7, 2004 22:31
584 D. L. Cheney & R. M. Seyfarth
A`s and B`s relationship in a larger social framework. The exact information acquired
will probably reflect the particular species social structure. For example,
songbirds like great tits live in communities in which six or seven neighbours
surround each territory-holding male. Males appear to benefit from the knowledge
that certain individuals occupy specific areas (e.g. Brooks & Falls, 1975), that
competitive interactions between two different neighbours have particular outcomes,
and that these outcomes are stable over time. We would, therefore, expect
an eavesdropping great tit not only to learn that neighbour A was dominant to
neighbour B, for example, but also to form the expectation that A was likely to
defeat B in all future encounters. More speculatively, because the outcome of territorial
interactions are often site specific (reviewed by Bradbury & Vehrencamp,
1998), we would expect eavesdropping tits to learn further that A dominates B
in some areas but B dominates A in others. In contrast, the information gained
from monitoring neighbours interactions would unlikely be sufficient to allow
the eavesdropper to rank all of its neighbours in a linear dominance hierarchy,
because not all neighbouring males would come into contact with one another.
Such information would be difficult if not impossible to acquire; it might also be
of little functional value.
In contrast, species that live in large, permanent social groups have a much
greater opportunity to monitor the social interactions of many different individuals
simultaneously. Monkey species such as baboons Papio cynocephalus, for
example, typically live in groups of 80 or more individuals, which include several
matrilineal families arranged in a stable, linear dominance rank order (Silk et al.,
1999). Offspring assume ranks similar to those of their mothers, and females maintain
close bonds with their matrilineal kin throughout their lives. Cutting across
these stable long-term relationships based on rank and kinship are more transient
bonds: for example, the temporary associations formed between unrelated
females whose infants are of similar ages, and the “friendships” formed between
adult males and lactating females as an apparent adaptation against infanticide
(Palombit et al., 1997, 2001). In order to compete successfully within such groups, it
would seem advantageous for individuals to recognize who outranks whom, who
is closely bonded to whom, and who is likely to be allied to whom (Harcourt, 1988,
1992; Cheney & Seyfarth, 1990; see below). The ability to adopt a third party`s perspective
and discriminate among the social relationships that exist among others
would seem to be of great selective benefit.
In this chapter, we review evidence for eavesdropping in selected primate
species and we consider what sort of information is acquired when one individual
observes or listens in on the interactions of others. We then compare eavesdropping
by primates with eavesdropping in other animal species, focusing on both
potential differences and directions for further research |
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Cambridge University Press |
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Cambridge, Massachusetts |
Editor ![sorted by Editor field, descending order (down)](img/sort_desc.gif) |
McGregor, P.K. |
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refbase @ user @ |
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495 |
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Author |
Bökönyi, S. |
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Title |
Horse |
Type |
Book Chapter |
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Year |
1984 |
Publication |
Evolution of domesticated animals |
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18 |
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162-173 |
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John Wiley & Sons |
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Hoboken, NJ |
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Manson |
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Product Details * Hardcover * Publisher: John Wiley & Sons (May 1986) * ISBN-10: 047020 |
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from Professor Hans Klingels Equine Reference List |
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949 |
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Author |
Rubenstein D.I. |
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Title |
Networks of terrestrial ungulates: linking form and function |
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2015 |
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Animal Social Networks |
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Oxford University Press |
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Oxford |
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Krause, J., James, R., Franks, D. W., & Croft, D. P. |
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Equine Behaviour @ team @ |
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5884 |
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Author |
Bergmüller, R. |
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Title |
Animal Personality and Behavioural Syndromes |
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2010 |
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Animal Behaviour – Evolution and Mechanisms |
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587-621 |
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Springer |
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Heidelberg |
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Kappeler, P. |
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Equine Behaviour @ team @ |
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5179 |
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Author |
van Schaik, C.P. |
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Title |
Social learning and culture in animals |
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2010 |
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Animal Behaviour: Evolution and Mechanisms |
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623-653 |
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Life Sciences |
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Abstract |
Most animals must learn some of the behaviours in their repertoire, and some must learn most. Although learning is often thought of as an individual exercise, in nature much learning is social, i.e. under the influence of conspecifics. Social learners acquire novel information or skills faster and at lower cost, but risk learning false information or useless skills. Social learning can be divided into learning from social information and learning through social interaction. Different species have different mechanisms of learning from social information, ranging from selective attention to the environment due to the presence of others to copying of complete motor sequences. In vertical (or oblique) social learning, naïve individuals often learn skills or knowledge from parents (or other adults), whereas horizontal social learning is from peers, either immatures or adults, and more often concerns eavesdropping and public information use. Because vertical social learning is often adaptive, maturing individuals often have a preference for it over individual exploration. The more cognitively demanding social learning abilities probably evolved in this context, in lineages where offspring show long association with parents and niches are complex. Because horizontal learning can be maladaptive, especially when perishable information has become outdated, animals must decide when to deploy social learning. Social learning of novel skills can lead to distinct traditions or cultures when the innovations are sufficiently rare and effectively transmitted socially. Animal cultures may be common but to date taxonomic coverage is insufficient to know how common. Cultural evolution is potentially powerful, but largely confined to humans, for reasons currently unknown. A general theory of culture is therefore badly needed. |
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Springer Berlin Heidelberg |
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Kappeler, P. |
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978-3-642-02624-9 |
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Equine Behaviour @ team @ |
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5268 |
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