| Records |
| Author |
Reznikova, Z.I. |
| Title |
[The study of tool use as the way for general estimation of cognitive abilities in animals] |
Type |
Journal Article |
| Year |
2006 |
Publication |
Zhurnal Obshchei Biologii |
Abbreviated Journal |
Zh Obshch Biol |
| Volume |
67 |
Issue |
1 |
Pages  |
3-22 |
| Keywords |
Adaptation, Psychological; Animals; *Cognition; Learning; Pattern Recognition, Physiological; Species Specificity |
| Abstract |
Investigation of tool use is an effective way to determine cognitive abilities of animals. This approach raises hypotheses, which delineate limits of animal's competence in understanding of objects properties and interrelations and the influence of individual and social experience on their behaviour. On the basis of brief review of different models of manipulation with objects and tools manufacturing (detaching, subtracting and reshaping) by various animals (from elephants to ants) in natural conditions the experimental data concerning tool usage was considered. Tool behaviour of anumals could be observed rarely and its distribution among different taxons is rather odd. Recent studies have revealed that some species (for instance, bonobos and tamarins) which didn't manipulate tools in wild life appears to be an advanced tool users and even manufacturers in laboratory. Experimental studies of animals tool use include investigation of their ability to use objects physical properties, to categorize objects involved in tool activity by its functional properties, to take forces affecting objects into account, as well as their capacity of planning their actions. The crucial question is whether animals can abstract general principles of relations between objects regardless of the exact circumstances, or they develop specific associations between concerete things and situations. Effectiveness of laboratory methods is estimated in the review basing on comparative studies of tool behaviour, such as “support problem”, “stick problem”, “tube- and tube-trap problem”, and “reserve tube problem”. Levels of social learning, the role of imprinting, and species-specific predisposition to formation of specific domains are discussed. Experimental investigation of tool use allows estimation of the individuals' intelligence in populations. A hypothesis suggesting that strong predisposition to formation of specific associations can serve as a driving force and at the same time as obstacle to animals' activity is discussed. In several “technically gifted” species (such as woodpecker finches, New Caledonian crows, and chimpanzees) tool use seems to be guided by a rapid process of trial and error learning. Individuals that are predisposed to learn specific connections do this too quickly and thus become enslaved by stereotypic solutions of raising problems. |
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Russian |
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0044-4596 |
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| Notes |
PMID:16521567 |
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no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2857 |
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| Author |
Zentall, T.R. |
| Title |
Action imitation in birds |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
32 |
Issue |
1 |
Pages |
15-23 |
| Keywords |
Adaptation, Psychological; Animals; *Birds; *Imitative Behavior; Imprinting (Psychology); *Learning; Motivation; Psychological Theory; *Social Environment; *Social Facilitation; Vocalization, Animal |
| Abstract |
Action imitation, once thought to be a behavior almost exclusively limited to humans and the great apes, surprisingly also has been found in a number of bird species. Because imitation has been viewed by some psychologists as a form of intelligent behavior, there has been interest in how it is distributed among animal species. Although the mechanisms responsible for action imitation are not clear, we are now at least beginning to understand the conditions under which it occurs. In this article, I try to identify and differentiate the various forms of socially influenced behavior (species-typical social reactions, social effects on motivation, social effects on perception, socially influenced learning, and action imitation) and explain why it is important to differentiate imitation from other forms of social influence. I also examine some of the variables that appear to be involved in the occurrence of imitation. Finally, I speculate about why a number of bird species, but few mammal species, appear to imitate. |
| Address |
Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, USA. zentall@uky.edu |
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English |
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1543-4494 |
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| Notes |
PMID:15161137 |
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no |
| Call Number |
refbase @ user @ |
Serial |
230 |
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| Author |
Fragaszy, D.; Visalberghi, E. |
| Title |
Socially biased learning in monkeys |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
32 |
Issue |
1 |
Pages |
24-35 |
| 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 |
| Abstract |
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. |
| Address |
Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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English |
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1543-4494 |
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| Notes |
PMID:15161138 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
828 |
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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. |
| Address |
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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English |
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| ISSN |
1543-4494 |
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Conference |
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| Notes |
PMID:15161139 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
734 |
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| Author |
Kuroshima, H.; Fujita, K.; Fuyuki, A.; Masuda, T. |
| Title |
Understanding of the relationship between seeing and knowing by tufted capuchin monkeys (Cebus apella) |
Type |
Journal Article |
| Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
5 |
Issue |
1 |
Pages |
41-48 |
| Keywords |
Adaptation, Psychological; Animals; Cebus/*psychology; *Discrimination (Psychology); Feeding Behavior/*psychology; Female; Male |
| Abstract |
The ability of four tufted capuchin monkeys (Cebus apella) to recognize the causal connection between seeing and knowing was investigated. The subjects were trained to follow a suggestion about the location of hidden food provided by a trainer who knew where the food was (the knower) in preference to a trainer who did not (the guesser). The experimenter baited one of three opaque containers behind a cardboard screen so that the subjects could not see which of the containers hid the reward. In experiment 1, the knower appeared first in front of the apparatus and looked into each container; next, the guesser appeared but did not look into any containers. Then the knower touched the correct cup while the guesser touched one of the three randomly. The capuchin monkeys gradually learned to reach toward the cup that the knower suggested. In experiment 2, the subjects adapted to a novel variant of the task, in which the guesser touched but did not look into any of the containers. In experiment 3, the monkeys adapted again when the knower and the guesser appeared in a random order. These results suggest that capuchin monkeys can learn to recognize the relationship between seeing and knowing. |
| Address |
Department of Psychology, Graduate School of Letters, Kyoto University, Yoshida-honmachi, Sakyo, Kyoto, 606-8501, Japan. kuroshi@psy.bun.kyoto-u.ac.jp |
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English |
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1435-9448 |
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| Notes |
PMID:11957401 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2611 |
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| Author |
Chappell, J.; Kacelnik, A. |
| Title |
Tool selectivity in a non-primate, the New Caledonian crow (Corvus moneduloides) |
Type |
Journal Article |
| Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
5 |
Issue |
2 |
Pages |
71-78 |
| Keywords |
Adaptation, Psychological; Animals; *Cognition; Female; *Learning; Male; Perception; *Songbirds |
| Abstract |
We present an experiment showing that New Caledonian crows are able to choose tools of the appropriate size for a novel task, without trial-and-error learning. This species is almost unique amongst all animal species (together with a few primates) in the degree of use and manufacture of polymorphic tools in the wild. However, until now, the flexibility of their tool use has not been tested. Flexibility, including the ability to select an appropriate tool for a task, is considered to be a hallmark of complex cognitive adaptations for tool use. In experiment 1, we tested the ability of two captive birds (one male, one female), to select a stick (from a range of lengths provided) matching the distance to food placed in a horizontal transparent pipe. Both birds chose tools matching the distance to their target significantly more often than would be expected by chance. In experiment 2, we used a similar task, but with the tools placed out of sight of the food pipe, such that the birds had to remember the distance of the food before selecting a tool. The task was completed only by the male, who chose a tool of sufficient length significantly more often than chance but did not show a preference for a matching length. |
| Address |
Department of Zoology, University of Oxford, South Parks Road, Oxford OXI 3PS, UK. jackie.chappell@zoo.ox.ac.uk |
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1435-9448 |
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| Notes |
PMID:12150038 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2606 |
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| Author |
Nicol, C.J. |
| Title |
Development, direction, and damage limitation: social learning in domestic fowl |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
32 |
Issue |
1 |
Pages |
72-81 |
| Keywords |
Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; *Chickens; *Feeding Behavior; *Food Preferences; *Imitative Behavior; Imprinting (Psychology); *Learning; Maternal Behavior; Reinforcement (Psychology); *Social Environment; *Social Facilitation |
| Abstract |
This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered. |
| Address |
Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk |
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English |
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1543-4494 |
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| Notes |
PMID:15161142 |
Approved |
no |
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refbase @ user @ |
Serial |
75 |
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| Author |
Parker, S.T. |
| Title |
A general model for the adaptive function of self-knowledge in animals and humans |
Type |
Journal Article |
| Year |
1997 |
Publication |
Consciousness and Cognition |
Abbreviated Journal |
Conscious Cogn |
| Volume |
6 |
Issue |
1 |
Pages |
75-86 |
| Keywords |
*Adaptation, Psychological; Animals; *Awareness; Concept Formation; Evolution; Humans; Phylogeny; *Self Concept; Species Specificity |
| Abstract |
This article offers a general definition of self-knowledge that embraces all forms and levels of self-knowledge in animals and humans. It is hypothesized that various levels of self-knowledge constitute an ordinal scale such that each species in a lineage displays the forms of self-knowledge found in related species as well as new forms it and its sister species may have evolved. Likewise, it is hypothesized that these various forms of levels of self-knowledge develop in the sequence in which they evolved. Finally, a general hypothesis for the functional significance of self-knowledge is proposed along with subhypotheses regarding the adaptive significance of various levels of self-knowledge in mammals including human and nonhuman primates. The general hypothesis is that self-knowledge serves as a standard for assessing the qualities of conspecifics compared to those of the self. Such assessment is crucial to deciding among alternative reproductive and subsistence strategies. The qualities that are assessed, which vary across taxa, range from the size and strength of the self to its mathematical or musical abilities. This so-called assessment model of self-knowledge is based on evolutionary biological models for social selection and the role of assessment in animal communication. |
| Address |
Anthropology Department, Sonoma State University, Rohnert Park, California, USA. Parker@Sonoma.edu |
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1053-8100 |
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| Notes |
PMID:9170562 |
Approved |
no |
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Equine Behaviour @ team @ |
Serial |
4160 |
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| Author |
de Waal, F.B.; Aureli, F.; Judge, P.G. |
| Title |
Coping with crowding |
Type |
Journal Article |
| Year |
2000 |
Publication |
Scientific American |
Abbreviated Journal |
Sci Am |
| Volume |
282 |
Issue |
5 |
Pages |
76-81 |
| Keywords |
*Adaptation, Psychological; Animals; Behavior, Animal; Emotions; Female; Grooming; Homicide; Humans; Macaca mulatta; Male; Pan troglodytes; *Population Density; Primates; Rodentia; Rural Population; Territoriality; Urban Population; Violence |
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| Address |
Living Links Center, Yerkes Regional Primate Research Center, Atlanta, USA |
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English |
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0036-8733 |
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| Notes |
PMID:11056991 |
Approved |
no |
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refbase @ user @ |
Serial |
184 |
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| Author |
Weaver, A.; de Waal, F.B.M. |
| Title |
The mother-offspring relationship as a template in social development: reconciliation in captive brown capuchins (Cebus apella) |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
117 |
Issue |
1 |
Pages |
101-110 |
| Keywords |
*Adaptation, Psychological; Animals; Behavior, Animal/*physiology; Cebus; Conflict (Psychology); Female; Male; *Maternal Behavior; Pilot Projects; *Social Behavior; Statistics, Nonparametric |
| Abstract |
Mother-offspring (MO) relationship quality was investigated to determine its influence on the development of reconciliation--affiliation between opponents shortly after a fight--because it influenceswhat distressed youngsters learn about calming down. Data were longitudinal and cross-sectional observational samples of 38 MO pairs of monkeys across 24 months. An MO relationship quality index (RQI) classified each pair as secure or insecure. Reconciliation emerged in infancy.Secure youngsters had an appeasing conciliatory style, and insecure youngsters had an agitated conciliatory style. Conclusions are that reconciliation develops from the attachment behavior system and MO RQI is related to the particular conciliatory style youngsters develop by affecting how aroused they are by conflict and the subsequent socializing they seek to calm down. |
| Address |
Living Links, Yerkes Primate Center and Psychology Department, Emory University, Atlanta, Georgia 30322, USA. dazzlingdolphins@cox.net |
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0735-7036 |
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| Notes |
PMID:12735370 |
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no |
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refbase @ user @ |
Serial |
180 |
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