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Evans, C.S.; Evans, L. |
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Title |
Representational signalling in birds |
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2007 |
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Biology Letters |
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3 |
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1 |
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8-11 |
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Some animals give specific calls when they discover food or detect a particular type of predator. Companions respond with food-searching behaviour or by adopting appropriate escape responses. These signals thus seem to denote objects in the environment, but this specific mechanism has only been demonstrated for monkey alarm calls. We manipulated whether fowl (Gallus gallus) had recently found a small quantity of preferred food and then tested for a specific interaction between this event and their subsequent response to playback of food calls. In one treatment, food calls thus potentially provided information about the immediate environment, while in the other the putative message was redundant with individual experience. Food calls evoked substrate searching, but only if the hens had not recently discovered food. An identical manipulation had no effect on responses to an acoustically matched control call. These results show that chicken food calls are representational signals: they stimulate retrieval of information about a class of external events. This is the first such demonstration for any non-primate species. Representational signalling is hence more taxonomically widespread than has previously been thought, suggesting that it may be the product of common social factors, rather than an attribute of a particular phylogenetic lineage. |
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refbase @ user @ |
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3523 |
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McElreath, R.; Luttbeg, B.; Fogarty, S.P.; Brodin, T.; Sih, A. |
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Evolution of animal personalities |
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2007 |
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Nature |
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450 |
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7167 |
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E5-E5 |
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Nature Publishing Group |
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0028-0836 |
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10.1038/nature06326 |
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Equine Behaviour @ team @ |
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4295 |
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Wolf, M.; van Doorn, G.S.; Leimar, O.; Weissing, F.J. |
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Wolf et al. reply |
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2007 |
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Nature |
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450 |
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7167 |
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E5-E6 |
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10.1038/nature06327 |
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Equine Behaviour @ team @ |
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Murphy, J.; Arkins, S. |
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Equine learning behaviour |
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2007 |
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Behavioural Processes |
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Behav. Process. |
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76 |
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1 |
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1-13 |
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Horse; Behaviour; Learning; Processes; Memory |
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Scientists and equestrians continually seek to achieve a clearer understanding of equine learning behaviour and its implications for training. Behavioural and learning processes in the horse are likely to influence not only equine athletic success but also the usefulness of the horse as a domesticated species. However given the status and commercial importance of the animal, equine learning behaviour has received only limited investigation. Indeed most experimental studies on equine cognitive function to date have addressed behaviour, learning and conceptualisation processes at a moderately basic cognitive level compared to studies in other species. It is however, likely that the horses with the greatest ability to learn and form/understand concepts are those, which are better equipped to succeed in terms of the human-horse relationship and the contemporary training environment. Within equitation generally, interpretation of the behavioural processes and training of the desired responses in the horse are normally attempted using negative reinforcement strategies. On the other hand, experimental designs to actually induce and/or measure equine learning rely almost exclusively on primary positive reinforcement regimes. Employing two such different approaches may complicate interpretation and lead to difficulties in identifying problematic or undesirable behaviours in the horse. The visual system provides the horse with direct access to immediate environmental stimuli that affect behaviour but vision in the horse is of yet not fully investigated or understood. Further investigations of the equine visual system will benefit our understanding of equine perception, cognitive function and the subsequent link with learning and training. More detailed comparative investigations of feral or free-ranging and domestic horses may provide useful evidence of attention, stress and motivational issues affecting behavioural and learning processes in the horse. The challenge for scientists is, as always, to design and commission experiments that will investigate and provide insight into these processes in a manner that withstands scientific scrutiny. |
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629 |
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Nogueira, S.S. da C.; Nogueira-Filho, S.L.G.; Bassford, M.; Silvius, K.; Fragoso, J.M.V. |
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Feral pigs in Hawai`i: Using behavior and ecology to refine control techniques |
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Journal Article |
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2007 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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108 |
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1-2 |
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1-11 |
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Sus scrofa; Invasive species; Wildlife management; Pest management; Vertebrate pest control |
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Early Polynesians settlers were the first to introduce pigs to the Hawaiian Islands. Later Captain Cook brought European pigs during his first voyage to Hawai`i. Many other importations have followed. Animals from these introductions became feral and dispersed throughout the islands. Free-ranging pigs are now considered pests with negative impacts on some native biota. Several methods to control the ecological damage attributed to pigs have been adopted, such as fencing, hunting, live trapping and poisoning. However, the absence of behavioral knowledge in current control programs has resulted in inefficient management of this species. Therefore, the feral pig problem continues, and what before was almost strictly an agricultural and conservation concern has now become an urban problem as well. The aim of this study is to describe the state of knowledge on feral pig behavior in the Hawaiian Islands, introducing potential management approaches derived from the principles of behavioral ecology. Considering behavioral aspects of feral pig ecology, such as cognition and communication could help improve capture techniques, keep feral pigs away from urban areas and begin to resolve human-wildlife conflicts. |
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Equine Behaviour @ team @ |
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2887 |
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Bryson, J.; Leong, J. |
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Title |
Primate errors in transitive inference: a two-tier learning model |
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2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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10 |
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1 |
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1-15 |
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Transitive inference, choice or performance – Task learning – Hippocampal learning – Modelling |
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Abstract Transitive performance (TP) is a learning-based behaviour exhibited by a wide range of species, where if a subject has been taught to prefer A when presented with the pair AB but to prefer B when presented with the pair BC, then the subject will also prefer A when presented with the novel pair AC. Most explanations of TP assume that subjects recognize and learn an underlying sequence from observing the training pairs. However, data from squirrel monkeys (Saimiri sciureus) and young children contradict this, showing that when three different items (a triad) are drawn from the sequence, subjects`` performance degrades systematically (McGonigle and Chalmers, Nature 267:694-696, 1977; Chalmers and McGonigle, Journal of Experimental Child Psychology 37:355-377, 1984; Harris and McGonigle, The Quarterly Journal of Experimental Psychology 47B:319-348, 1994). We present here the two-tier model, the first learning model of TP which accounts for this systematic performance degradation. Our model assumes primate TP is based on a general-purpose task learning system rather than a special-purpose sequence-learning system. It supports the hypothesis of Heckers et al. (Hippocampus 14:153-162, 2004) that TP is an expression of two separate general learning elements: one for associating actions and contexts, another for prioritising associations when more than one context is present. The two-tier model also provides explanations for why phased training is important for helping subjects learn the initial training pairs and why some subjects fail to do so. It also supports the Harris and McGonigle (The Quarterly Journal of Experimental Psychology 47B:319-348, 1994) explanation of why, once the training pairs have been acquired, subjects perform transitive choice automatically on two-item diads, but not when exposed to triads from the same sequence. |
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Admin @ knut @ |
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4221 |
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Lloyd, N.; Mulcock, J. |
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Human-animal studies in Australia: Current directions |
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2007 |
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Society and Animals |
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15 |
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1 |
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1-5 |
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Australia – human-nonhuman animal relationships – Human-Animal Studies – multidisciplinary |
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In 2004, Natalie Lloyd and Jane Mulcock initiated the Australian Animals & Society Study Group, a network of social science, humanities and arts scholars that quickly grew to include more than 100 participants. In July 2005, about 50 participants attended the group“s 4-day inaugural conference at the University of Western Australia, Perth. Papers in this issue emerged from the conference. They exemplify the Australian academy”s work in the fields of History, Population Health, Sociology, Geography, and English and address strong themes: human-equine relationships; management of native and introduced animals; and relationships with other domestic, nonhuman animals-from cats and dogs to cattle. Human-Animal Studies is an expanding field in Australia. However, many scholars, due to funding and teaching concerns, focus their primary research in different domains. All authors in this issue-excepting one-are new scholars in their respective fields. The papers represent the diversity and innovation of recent Australian research on human-animal interactions. The authors look at both past and present, then anticipate future challenges in building an effective network to expand this field of study in Australia. |
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Equine Behaviour @ team @ |
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4390 |
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Dubuc, C.; Chapais, B. |
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Title |
Feeding Competition in Macaca fascicularis : An Assessment of the Early Arrival Tactic |
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2007 |
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International Journal of Primatology |
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Int. J. Primatol. |
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male tolerance – alternative tactics – arrival order – dominance – Macaca fascicularis |
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In primate species with unidirectional dominance relationships, rank order restricts the access of nondominant females to clumped resources. However, females might attempt to bypass the rank order by reaching feeding sites before the highest ranking individuals (early arrival tactic) when there are net benefits. We therefore analyzed the order of arrival to the feeding site of the adult members of a captive group of long-tailed macaques. We used 2 experimental conditions that differed in the spatial distribution of a fixed amount of food (large vs. small patch). Though each condition induced contest competition, it was stronger in the small-patch condition. Arrival order does not correlate with dominance rank in either experimental condition. The α-male and α-female reached the feeding site 10-30 s after the beginning of the test. Some females seized on opportunities to reach the feeding site before them, especially in the large-patch condition. They used the early arrival tactic when the risks of aggression were relatively low, which subjects accomplished either by being dominant or by being nondominant but tolerated by the α-male. Social tolerance may provide individuals with an alternative means to obtain resources. In sum, variation in food abundance and distribution may affect the extent to which rank order determines order of arrival to feeding sites. A higher rank may confer priority in the choice of tactics, but not necessarily priority of access to the resources themselves. |
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812 |
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Saucier, D.M.; Shultz, S.R.; Keller, A.J.; Cook, C.M.; Binsted, G. |
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Sex differences in object location memory and spatial navigation in Long-Evans rats |
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2007 |
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Animal Cognition |
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Anim. Cogn. |
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In both humans and rodents, males typically excel on a number of tasks requiring spatial ability. However, human females exhibit advantages in memory for the spatial location of objects. This study investigated whether rats would exhibit similar sex differences on a task of object location memory (OLM) and on the watermaze (WM). We predicted that females should outperform males on the OLM task and that males should outperform females on the WM. To control for possible effects of housing environment, rats were housed in either complex environments or in standard shoebox housing. Eighty Long-Evans rats (40 males and 40 females) were housed in either complex (Complex rats) or standard shoebox housing (Control rats). Results indicated that males had superior performance on the WM, whereas females outperformed males on the OLM task, regardless of housing environment. As these sex differences cannot be easily attributed to differences in cognitive style related to linguistic processing of environmental features or to selection pressures related to the hunting gathering evolutionary prehistory of humans, these data suggest that sex differences in spatial ability may be related to traits selected for by polygynous mating strategies. |
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Canadian Centre for Behavioural Neuroscience, Department of Neuroscience, University of Lethbridge, 4401 University Dr., Lethbridge, AB, Canada, T1K 3M4, Deborah.Saucier@ULeth.ca |
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1435-9448 |
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PMID:17562087 |
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Equine Behaviour @ team @ |
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2391 |
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Madden, J.R. |
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Do bowerbirds exhibit cultures? |
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2007 |
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Animal Cognition |
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Anim. Cogn. |
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Definitions of what features constitute cultural behaviour, and hence define cultures are numerous. Many seem designed to describe those aspects of human behaviour which set us apart from other animals. A broad definition prescribing that the behaviour is: learned; learned socially; normative and collective is considered to apply to several species of great ape. In this paper, I review observations and experiments covering a suite of different behavioural characteristics displayed in members of the bowerbird family (Ptilonorhynchidae) and ask whether they fulfil these criteria. These include vocalisations, bower design, decoration use, bower orientation and display movements. Such a range of behaviours refutes the suggestion that these species are “one-trick ponies”-a criticism that is often levelled at claims for culture in non-primate species. I suggest that, despite a paucity of data in comparison with primate studies, it could be argued that bowerbirds may be considered to fulfil the same criteria on which we base our use of the term culture when applied to our close relatives, the great apes. If bowerbirds do have cultures, then their unusual natural history makes them a highly tractable system in which questions of social learning and culture can be tackled. |
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Department of Zoology, University of Cambridge, Downing Street, Cambridge, CB2 3EJ, UK, jrm54@cam.ac.uk |
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PMID:17551758 |
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Equine Behaviour @ team @ |
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2393 |
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