HFWU Home

Equine and Animal Cognition Reference Database

Home |  Show All |  Simple Search |  Advanced Search
Quick Search:
21-30 of 48 records found matching your query:
toggle visibility Search & Display Options
Select All    Deselect All << 1 2 3 4 5 >>
List View
 | 
Citations
 | 
Details
   print
  Records Links
Author Allen, D.; Tanner, K. doi  openurl
  Title Putting the horse back in front of the cart: using visions and decisions about high-quality learning experiences to drive course design Type Journal Article
  Year 2007 Publication CBE Life Sciences Education Abbreviated Journal CBE Life Sci Educ  
  Volume 6 Issue 2 Pages (up) 85-89  
  Keywords Curriculum/*standards; *Decision Making; *Learning; Models, Educational; Schools; Teaching/*methods/*standards  
  Abstract  
  Address Department of Biological Sciences, University of Delaware, Newark, DE 19716, USA. deallen@udel.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 1931-7913 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:17548870 Approved no  
  Call Number Equine Behaviour @ team @ Serial 3999  
Permanent link to this record
 
 
Author Mercado, E. 3rd; Herman, L.M.; Pack, A.A. doi  openurl
  Title Song copying by humpback whales: themes and variations Type Journal Article
  Year 2005 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 8 Issue 2 Pages (up) 93-102  
  Keywords Acoustics; Animals; *Imitative Behavior; *Learning; Male; Sound Spectrography; *Vocalization, Animal; Whales/*psychology  
  Abstract Male humpback whales (Megaptera novaeangliae) produce long, structured sequences of sound underwater, commonly called “songs.” Humpbacks progressively modify their songs over time in ways that suggest that individuals are copying song elements that they hear being used by other singers. Little is known about the factors that determine how whales learn from their auditory experiences. Song learning in birds is better understood and appears to be constrained by stable core attributes such as species-specific sound repertoires and song syntax. To clarify whether similar constraints exist for song learning by humpbacks, we analyzed changes over 14 years in the sounds used by humpback whales singing in Hawaiian waters. We found that although the properties of individual sounds within songs are quite variable over time, the overall distribution of certain acoustic features within the repertoire appears to be stable. In particular, our findings suggest that species-specific constraints on temporal features of song sounds determine song form, whereas spectral variability allows whales to flexibly adapt song elements.  
  Address Department of Psychology, University at Buffalo, SUNY, Park Hall, Buffalo, NY 14260, USA. emiii@buffalo.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 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15490289 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2505  
Permanent link to this record
 
 
Author Shettleworth, S.J.; Sutton, J.E. doi  openurl
  Title Multiple systems for spatial learning: dead reckoning and beacon homing in rats Type Journal Article
  Year 2005 Publication Journal of experimental psychology. Animal behavior processes Abbreviated Journal J Exp Psychol Anim Behav Process  
  Volume 31 Issue 2 Pages (up) 125-141  
  Keywords Animals; Behavior, Animal; Cues; *Feeding Behavior; Habituation, Psychophysiologic; *Homing Behavior; *Learning; Male; Rats; Rats, Long-Evans; *Space Perception  
  Abstract Rats homed with food in a large lighted arena. Without visual cues, they used dead reckoning. When a beacon indicated the home, rats could also use the beacon. Homing did not differ in 2 groups of rats, 1 provided with the beacon and 1 without it; tests without the beacon gave no evidence that beacon learning overshadowed dead reckoning (Experiment 1). When the beacon was at the home for 1 group and in random locations for another, there was again no evidence of cue competition (Experiment 2). Dead reckoning experience did not block acquisition of beacon homing (Experiment 3). Beacon learning and dead reckoning do not compete for predictive value but acquire information in parallel and are used hierarchically.  
  Address Department of Psychology, University of Toronto, Toronto, ON M5S 3G3, Canada. shettle@psych.utoronto.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 0097-7403 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15839771 Approved no  
  Call Number refbase @ user @ Serial 364  
Permanent link to this record
 
 
Author Brosnan, S.F.; de Waal, F.B.M. doi  openurl
  Title Socially learned preferences for differentially rewarded tokens in the brown capuchin monkey (Cebus apella) Type Journal Article
  Year 2004 Publication Journal of comparative psychology (Washington, D.C. : 1983) Abbreviated Journal J Comp Psychol  
  Volume 118 Issue 2 Pages (up) 133-139  
  Keywords Animals; Behavior, Animal; Cebus; *Choice Behavior; Female; *Learning; Male; *Reward; *Social Behavior  
  Abstract Social learning is assumed to underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), which exhibit traditions, is sparse. The authors tested capuchins for their ability to learn the value of novel tokens using a previously familiar token-exchange economy. Capuchins change their preferences in favor of a token worth a high-value food reward after watching a conspecific model exchange 2 differentially rewarded tokens, yet they fail to develop a similar preference after watching tokens paired with foods in the absence of a conspecific model. They also fail to learn that the value of familiar tokens has changed. Information about token value is available in all situations, but capuchins seem to pay more attention in a social situation involving novel tokens.  
  Address Living Links Center, Yerkes National Primate Research Center, and Graduate Division of Biological and Biomedical Sciences, Emory University, Atlanta, GA 30329, USA. sbrosna@emory.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 0735-7036 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15250800 Approved no  
  Call Number refbase @ user @ Serial 173  
Permanent link to this record
 
 
Author Shettleworth, S.J. doi  openurl
  Title Taking the best for learning Type Journal Article
  Year 2005 Publication Behavioural processes Abbreviated Journal Behav. Process.  
  Volume 69 Issue 2 Pages (up) 147-9; author reply 159-63  
  Keywords *Algorithms; Animals; *Behavior, Animal; Decision Making; Evolution; *Learning; *Models, Theoretical  
  Abstract Examples of how animals learn when multiple, sometimes redundant, cues are present provide further examples not considered by Hutchinson and Gigerenzer that seem to fit the principle of taking the best. “The best” may the most valid cue in the present circumstances; evolution may also produce species-specific biases to use the most functionally relevant cues.  
  Address Department of Psychology, University of Toronto, Toronto, Ont., Canada M5S 3G3. shettle@psych.utoronto.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 0376-6357 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15845301 Approved no  
  Call Number refbase @ user @ Serial 361  
Permanent link to this record
 
 
Author Call, J.; Carpenter, M.; Tomasello, M. doi  openurl
  Title Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) Type Journal Article
  Year 2005 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 8 Issue 3 Pages (up) 151-163  
  Keywords Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; Random Allocation; *Social Environment; Species Specificity  
  Abstract There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed.  
  Address Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de  
  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 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15490290 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2504  
Permanent link to this record
 
 
Author Horner, V.; Whiten, A. doi  openurl
  Title Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) Type Journal Article
  Year 2005 Publication Animal cognition Abbreviated Journal Anim. Cogn.  
  Volume 8 Issue 3 Pages (up) 164-181  
  Keywords Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity  
  Abstract This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator.  
  Address Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.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 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15549502 Approved no  
  Call Number refbase @ user @ Serial 732  
Permanent link to this record
 
 
Author Gajdon, G.K.; Fijn, N.; Huber, L. doi  openurl
  Title Limited spread of innovation in a wild parrot, the kea (Nestor notabilis) Type Journal Article
  Year 2006 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 9 Issue 3 Pages (up) 173-181  
  Keywords Animal Communication; Animals; Diffusion of Innovation; Feeding Behavior; Female; *Imitative Behavior; *Learning; Male; *Motor Skills; *Parrots; *Problem Solving; Sex Factors; Social Dominance; Social Environment; Statistics, Nonparametric  
  Abstract In the local population of kea in Mount Cook Village, New Zealand, some keas open the lids of rubbish bins with their bill to obtain food scraps within. We investigated the extent to which this innovation has spread in the local population, and what factors limit the acquisition of bin opening. Only five males of 36 individually recognised birds were observed to have performed successful bin opening. With one exception there were always other keas present, watching successful bin opening. Seventeen additional individuals were seen to have benefitted from lid opening. Their foraging success was less than that of the bin openers. Social status of bin openers did not differ from scrounging males. Among the individuals that were regularly seen at the site of the bins but were not successful in bin opening, social status and the ratio of feeding directly from open bins correlated with the amount of opening attempts. We conclude that scrounging facilitated certain behavioural aspects of bin opening rather than inhibiting them. The fact that only 9% of opening attempts were successful, and the long period of time required to increase efficiency in lid opening shows that mainly individual experience, and to a lesser extent insight and social learning, play key roles in acquisition of the opening technique. The results indicate that the spread of innovative solutions of challenging mechanical problems in animals may be restricted to only a few individuals.  
  Address Department for Behavior, Neurobiology and Cognition, University of Vienna, 1090, Vienna, Austria. gyula.gajdon@univie.ac.at  
  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 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:16568276 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2472  
Permanent link to this record
 
 
Author Matsuzawa, T. doi  openurl
  Title The Ai project: historical and ecological contexts Type Journal Article
  Year 2003 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 6 Issue 4 Pages (up) 199-211  
  Keywords Adaptation, Psychological; Animals; *Behavior, Animal; *Cognition; *Culture; Discrimination Learning; Ecology; Female; History, 20th Century; Imitative Behavior; *Learning; Male; Pan troglodytes/*psychology; Research/history  
  Abstract This paper aims to review a long-term research project exploring the chimpanzee mind within historical and ecological contexts. The Ai project began in 1978 and was directly inspired by preceding ape-language studies conducted in Western countries. However, in contrast with the latter, it has focused on the perceptual and cognitive capabilities of chimpanzees rather than communicative skills between humans and chimpanzees. In the original setting, a single chimpanzee faced a computer-controlled apparatus and performed various kinds of matching-to-sample discrimination tasks. Questions regarding the chimpanzee mind can be traced back to Wolfgang Koehler's work in the early part of the 20th century. Yet, Japan has its unique natural and cultural background: it is home to an indigenous primate species, the Japanese snow monkey. This fact has contributed to the emergence of two previous projects in the wild led by the late Kinji Imanishi and his students. First, the Koshima monkey project began in 1948 and became famous for its discovery of the cultural propagation of sweet-potato washing behavior. Second, pioneering work in Africa, starting in 1958, aimed to study great apes in their natural habitat. Thanks to the influence of these intellectual ancestors, the present author also undertook the field study of chimpanzees in the wild, focusing on tool manufacture and use. This work has demonstrated the importance of social and ecological perspectives even for the study of the mind. Combining experimental approaches with a field setting, the Ai project continues to explore cognition and behavior in chimpanzees, while its focus has shifted from the study of a single subject toward that of the community as a whole.  
  Address Section of Language and Intelligence, Primate Research Institute, Kyoto University, Japan. matsuzaw@pri.kyoto-u.ac.jp  
  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 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:14566577 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2552  
Permanent link to this record
 
 
Author Heyes, C.M. doi  openurl
  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 (up) 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  
  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 1464-7931 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:8054445 Approved no  
  Call Number refbase @ user @ Serial 708  
Permanent link to this record
Select All    Deselect All << 1 2 3 4 5 >>
List View
 | 
Citations
 | 
Details
   print
toggle visibility Cite Options
Home CQL Search  |  Library Search  |  Show Record  |  Extract Citations Help