|
Records |
Links |
|
Author |
Tibbetts, E.A. |
|
|
Title |
Visual signals of individual identity in the wasp Polistes fuscatus |
Type |
Journal Article |
|
Year |
2002 |
Publication |
Proceedings of the Royal Society B: Biological Sciences |
Abbreviated Journal |
Proc. Roy. Soc. Lond. B Biol. Sci. |
|
|
Volume |
269 |
Issue |
1423 |
Pages |
1423-1428 |
|
|
Keywords |
hymenoptera; individual-recognition; learning-insect |
|
|
Abstract |
Individual recognition is an essential component of interactions in many social systems, but insects are often thought incapable of the sophistication necessary to recognize individuals. If this were true, it would impose limits on the societies that insects could form. For example, queens and workers of the paper wasp Polistes fuscatus form a linear dominance hierarchy that determines how food, work and reproduction are divided within the colony. Such a stable hierarchy would be facilitated if individuals of different ranks have some degree of recognition. P. fuscatus wasps have, to our knowledge, previously undocumented variability in their yellow facial and abdominal markings that are intriguing candidates for signals of individual identity. Here, I describe these highly variable markings and experimentally test whether P. fuscatus queens and workers use these markings to identify individual nest-mates visually. I demonstrate that individuals whose yellow markings are experimentally altered with paint receive more aggression than control wasps who are painted in a way that does not alter their markings. Further, aggression declines towards wasps with experimentally altered markings as these novel markings become familiar to their nestmates. This evidence for individual recognition in P. fuscatus indicates that interactions between insects may be even more complex than previously anticipated.
Full |
|
|
Address |
|
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
|
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
|
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
|
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ 929 |
Serial |
4732 |
|
Permanent link to this record |
|
|
|
|
Author |
Moses, S.N.; Villate, C.; Ryan, J.D. |
|
|
Title |
An investigation of learning strategy supporting transitive inference performance in humans compared to other species |
Type |
Journal Article |
|
Year |
2006 |
Publication |
Neuropsychologia |
Abbreviated Journal |
Neuropsychologia |
|
|
Volume |
44 |
Issue |
8 |
Pages |
1370-1387 |
|
|
Keywords |
Adult; Analysis of Variance; Association Learning/*physiology; *Cognition; *Concept Formation; Female; Humans; *Logic; Male; Pattern Recognition, Visual/physiology; Photic Stimulation/methods; Reaction Time/physiology |
|
|
Abstract |
Generalizations about neural function are often drawn from non-human animal models to human cognition, however, the assumption of cross-species conservation may sometimes be invalid. Humans may use different strategies mediated by alternative structures, or similar structures may operate differently within the context of the human brain. The transitive inference problem, considered a hallmark of logical reasoning, can be solved by non-human species via associative learning rather than logic. We tested whether humans use similar strategies to other species for transitive inference. Results are crucial for evaluating the validity of widely accepted assumptions of similar neural substrates underlying performance in humans and other animals. Here we show that successful transitive inference in humans is unrelated to use of associative learning strategies and is associated with ability to report the hierarchical relationship among stimuli. Our work stipulates that cross-species generalizations must be interpreted cautiously, since performance on the same task may be mediated by different strategies and/or neural systems. |
|
|
Address |
Rotman Research Institute, Baycrest Centre for Geriatric Care, Toronto, Canada. smoses@rotman-baycrest.on.ca |
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
0028-3932 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:16503340 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
153 |
|
Permanent link to this record |
|
|
|
|
Author |
Janik, V.M. |
|
|
Title |
Whistle matching in wild bottlenose dolphins (Tursiops truncatus) |
Type |
Journal Article |
|
Year |
2000 |
Publication |
Science (New York, N.Y.) |
Abbreviated Journal |
Science |
|
|
Volume |
289 |
Issue |
5483 |
Pages |
1355-1357 |
|
|
Keywords |
Animals; Animals, Wild/physiology; Dolphins/*physiology; *Imitative Behavior; *Learning; *Social Behavior; *Vocalization, Animal |
|
|
Abstract |
Dolphin communication is suspected to be complex, on the basis of their call repertoires, cognitive abilities, and ability to modify signals through vocal learning. Because of the difficulties involved in observing and recording individual cetaceans, very little is known about how they use their calls. This report shows that wild, unrestrained bottlenose dolphins use their learned whistles in matching interactions, in which an individual responds to a whistle of a conspecific by emitting the same whistle type. Vocal matching occurred over distances of up to 580 meters and is indicative of animals addressing each other individually. |
|
|
Address |
School of Biology, University of St. Andrews, Bute Building, Fife KY16 9TS, UK |
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
0036-8075 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:10958783 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
550 |
|
Permanent link to this record |
|
|
|
|
Author |
Gentner, T.Q.; Fenn, K.M.; Margoliash, D.; Nusbaum, H.C. |
|
|
Title |
Recursive syntactic pattern learning by songbirds |
Type |
Journal Article |
|
Year |
2006 |
Publication |
Nature |
Abbreviated Journal |
Nature |
|
|
Volume |
440 |
Issue |
7088 |
Pages |
1204-1207 |
|
|
Keywords |
Acoustic Stimulation; *Animal Communication; Animals; Auditory Perception/*physiology; Humans; *Language; Learning/*physiology; Linguistics; Models, Neurological; Semantics; Starlings/*physiology; Stochastic Processes |
|
|
Abstract |
Humans regularly produce new utterances that are understood by other members of the same language community. Linguistic theories account for this ability through the use of syntactic rules (or generative grammars) that describe the acceptable structure of utterances. The recursive, hierarchical embedding of language units (for example, words or phrases within shorter sentences) that is part of the ability to construct new utterances minimally requires a 'context-free' grammar that is more complex than the 'finite-state' grammars thought sufficient to specify the structure of all non-human communication signals. Recent hypotheses make the central claim that the capacity for syntactic recursion forms the computational core of a uniquely human language faculty. Here we show that European starlings (Sturnus vulgaris) accurately recognize acoustic patterns defined by a recursive, self-embedding, context-free grammar. They are also able to classify new patterns defined by the grammar and reliably exclude agrammatical patterns. Thus, the capacity to classify sequences from recursive, centre-embedded grammars is not uniquely human. This finding opens a new range of complex syntactic processing mechanisms to physiological investigation. |
|
|
Address |
Department of Organismal Biology and Anatomy, University of Chicago, Chicago, Illinois 60637, USA. tgentner@ucsd.edu |
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
1476-4687 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:16641998 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
353 |
|
Permanent link to this record |
|
|
|
|
Author |
Heird, J.C.; Lennon, A.M.; Bell, R.W. |
|
|
Title |
Effects of early experience on the learning ability of yearling horses |
Type |
Journal Article |
|
Year |
1981 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
|
|
Volume |
53 |
Issue |
5 |
Pages |
1204-1209 |
|
|
Keywords |
Animals; Conditioning (Psychology); Female; *Handling (Psychology); Horses/*physiology; *Learning |
|
|
Abstract |
Twenty-four yearling Quarter Horse fillies were divided into three groups (I) very limited handling, (II) intermediate handling and (III) extensive handling. At about 14 months of age, each horse was preconditioned for 2 weeks and then run in a simple place-learning T-maze test in which it had to locate its feed. Thirty trials were run daily for 20 days, with the location of the feed changed each day. To retire from the maze, a horse had to meet the criterion: 11 correct responses in 12 tries, with the last eight being consecutive. Horses in Group II required the fewest trials to reach criterion. These horses also learned more and had the highest percentage of correct responses (P less than .05). Mean trainability tended to predict learning ability; however, trainability and trials to criterion were not significantly correlated. Mean emotionality scores indicated a tendency for horses in the intermediately handled group to be less emotional than those in Group I or III. Results indicated that horses with an intermediate amount of handling scored higher on an intermediate test of learning. All handled horses scored higher on learning tests than those not handled. |
|
|
Address |
|
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
0021-8812 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:7319966 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
3577 |
|
Permanent link to this record |
|
|
|
|
Author |
Rubin, L.; Oppegard, C.; Hindz, H.F. |
|
|
Title |
The effect of varying the temporal distribution of conditioning trials on equine learning behavior |
Type |
Journal Article |
|
Year |
1980 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
|
|
Volume |
50 |
Issue |
6 |
Pages |
1184-1187 |
|
|
Keywords |
Animals; Conditioning (Psychology); *Horses; *Learning |
|
|
Abstract |
Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups. |
|
|
Address |
|
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
0021-8812 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:7400060 |
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
3558 |
|
Permanent link to this record |
|
|
|
|
Author |
Mulcahy, N.J.; Call, J. |
|
|
Title |
Apes save tools for future use |
Type |
Journal Article |
|
Year |
2006 |
Publication |
Science (New York, N.Y.) |
Abbreviated Journal |
Science |
|
|
Volume |
312 |
Issue |
5776 |
Pages |
1038-1040 |
|
|
Keywords |
Animals; Association Learning; *Cognition; *Evolution; *Mental Processes; *Pan paniscus; Pan troglodytes; *Pongo pygmaeus |
|
|
Abstract |
Planning for future needs, not just current ones, is one of the most formidable human cognitive achievements. Whether this skill is a uniquely human adaptation is a controversial issue. In a study we conducted, bonobos and orangutans selected, transported, and saved appropriate tools above baseline levels to use them 1 hour later (experiment 1). Experiment 2 extended these results to a 14-hour delay between collecting and using the tools. Experiment 3 showed that seeing the apparatus during tool selection was not necessary to succeed. These findings suggest that the precursor skills for planning for the future evolved in great apes before 14 million years ago, when all extant great ape species shared a common ancestor. |
|
|
Address |
Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, D-04103 Leipzig, Germany |
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
1095-9203 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:16709782 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
466 |
|
Permanent link to this record |
|
|
|
|
Author |
Broom, D.M.; Sena, H.; Moynihan, K.L. |
|
|
Title |
Pigs learn what a mirror image represents and use it to obtain information |
Type |
Journal Article |
|
Year |
2009 |
Publication |
Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
|
|
Volume |
78 |
Issue |
5 |
Pages |
1037-1041 |
|
|
Keywords |
awareness; cognition; learning; mirror; pig; Sus scrofa |
|
|
Abstract |
Mirror usage has been taken to indicate some degree of awareness in animals. Can pigs, Sus scrofa, obtain information from a mirror? When put in a pen with a mirror in it, young pigs made movements while apparently looking at their image. After 5 h spent with a mirror, the pigs were shown a familiar food bowl, visible in the mirror but hidden behind a solid barrier. Seven out of eight pigs found the food bowl in a mean of 23 s by going away from the mirror and around the barrier. Naïve pigs shown the same looked behind the mirror. The pigs were not locating the food bowl by odour, did not have a preference for the area where the food bowl was and did not go to that area when the food bowl was visible elsewhere. To use information from a mirror and find a food bowl, each pig must have observed features of its surroundings, remembered these and its own actions, deduced relationships among observed and remembered features and acted accordingly. This ability indicates assessment awareness in pigs. The results may have some effects on the design of housing conditions for pigs and may lead to better pig welfare. |
|
|
Address |
|
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
|
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
0003-3472 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
|
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
5053 |
|
Permanent link to this record |
|
|
|
|
Author |
Range, F.; Huber, L. |
|
|
Title |
Attention in common marmosets: implications for social-learning experiments |
Type |
Journal Article |
|
Year |
2007 |
Publication |
Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
|
|
Volume |
73 |
Issue |
6 |
Pages |
1033-1041 |
|
|
Keywords |
attention; Callithrix jacchus; common marmoset; imitation; social learning |
|
|
Abstract |
The question whether a certain species is or is not able to imitate has received much recent attention. However, the ability to copy a demonstrated action might depend not only on the imitative ability of the observer but also on its attention, a factor widely neglected in discussions and experiments. Since attention differs between species as well as between individuals, it is likely to influence the amount and type of information different species and/or observers may extract from a given demonstration. We studied attention in common marmosets, Callithrix jacchus. In a series of experimental sessions, individual marmosets watched different conspecific models that were searching, manipulating an object and feeding. The observers could see the demonstration through two observation holes, which allowed us to measure exactly how often and for how long they watched the model. Marmosets were more attentive towards conspecifics engaged in a problem-solving task than an exploring model. Individual variation in attention was large, ranging from less than 10% to over 49%. Attention also depended on the identity of the model with an increase in attention if it was of the opposite sex. Overall, attention of marmosets was short with a median duration of 6 s while the model manipulated an object. This study measured the real interest of the observer towards a model, which could be an important variable in social-learning experiments. |
|
|
Address |
|
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
|
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
|
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
|
Approved |
no |
|
|
Call Number |
Equine Behaviour @ team @ |
Serial |
4208 |
|
Permanent link to this record |
|
|
|
|
Author |
Houpt, K.A.; Parsons, M.S.; Hintz, H.F. |
|
|
Title |
Learning ability of orphan foals, of normal foals and of their mothers |
Type |
Journal Article |
|
Year |
1982 |
Publication |
Journal of animal science |
Abbreviated Journal |
J. Anim Sci. |
|
|
Volume |
55 |
Issue |
5 |
Pages |
1027-1032 |
|
|
Keywords |
Age Factors; Animals; Body Weight; Dominance-Subordination; Female; Horses/*physiology; *Learning; *Maternal Deprivation; Mothers/*psychology |
|
|
Abstract |
The maze learning ability of six pony foals that had been weaned at birth was compared to that of six foals reared normally. The foals' learning ability was also compared to their mothers' learning ability at the same task; the correct turn in a single choice point maze. The maze learning test was conducted when the foals were 6 to 8 mo old and after the mothered foals had been weaned. There was no significant difference between the ability of orphaned (weaned at birth) and mothered foals in their ability to learn to turn left (6 +/- .7 and 5.1 +/- .1 trials, respectively) or to learn the reversal, to turn right (6.7 +/- .6 and 6.2 +/- .6 trials, respectively). The orphan foals spent significantly more time in the maze in their first exposure to it than the mothered foals (184 +/- 42 vs 55 +/- 15 s. Mann Whitney U = 7, P less than .05). The mothers of the foals (n = 11) learned to turn left as rapidly as the foals (5.9 +/- .7 trials), but they were slower to learn to turn right (9.8 +/- 1.4 vs 6.4 +/- .4 trials, Mann Whitney U = 33, P less than .05), indicating that the younger horses learned more rapidly. There was no correlation between the trials to criteria of the mare and those of her foal, but there was a significant negative correlation between rank in trials to criteria and age (r = -65, P less than .05) when data from the mare and foal trials were combined. The dominance hierarchy of the mares was determined using a paired feeding test in which two horses competed for one bucket of feed. Although there was no correlation between rank in the hierarchy and maze learning ability, there was a correlation between body weight and rank in the hierarchy (r = .7, P less than .05). This may indicate either that heavier horses are likely to be dominant or that horses high in dominance gain more weight. Maternal deprivation did not appear to seriously retard learning of a simple maze by foals, although the orphans moved more slowly initially. The lack of maternal influence on learning is also reflected in the lack of correlation between the mare's learning ability and that of her foal. Young horses appear to learn more rapidly than older horses. |
|
|
Address |
|
|
|
Corporate Author |
|
Thesis |
|
|
|
Publisher |
|
Place of Publication |
|
Editor |
|
|
|
Language |
English |
Summary Language |
|
Original Title |
|
|
|
Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
|
|
Series Volume |
|
Series Issue |
|
Edition |
|
|
|
ISSN |
0021-8812 |
ISBN |
|
Medium |
|
|
|
Area |
|
Expedition |
|
Conference |
|
|
|
Notes |
PMID:7174546 |
Approved |
no |
|
|
Call Number |
refbase @ user @ |
Serial |
58 |
|
Permanent link to this record |