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Hendricks, J. C., & Morrison, A. R. (1981). Normal and abnormal sleep in mammals. J Am Vet Med Assoc, 178(2), 121–126.
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Gomez, J. - C. (2005). Species comparative studies and cognitive development. Trends. Cognit. Sci., 9(3), 118–125.
Abstract: The comparative study of infant development and animal cognition brings to cognitive science the promise of insights into the nature and origins of cognitive skills. In this article, I review a recent wave of comparative studies conducted with similar methodologies and similar theoretical frameworks on how two core components of human cognition--object permanence and gaze following--develop in different species. These comparative findings call for an integration of current competing accounts of developmental change. They further suggest that evolution has produced developmental devices capable at the same time of preserving core adaptive components, and opening themselves up to further adaptive change, not only in interaction with the external environment, but also in interaction with other co-developing cognitive systems.
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Gácsi, M., Györi, B., Miklósi, Á., Virányi, Z., Kubinyi, E., Topál, J., et al. (2005). Species-specific differences and similarities in the behavior of hand-raised dog and wolf pups in social situations with humans. Dev Psychobiol, 47(2), 111–122.
Abstract: In order to reveal early species-specific differences, we observed the behavior of dog puppies (n = 11) and wolf pups (n = 13) hand raised and intensively socialized in an identical way. The pups were studied in two object-preference tests at age 3, 4, and 5 weeks. After a short isolation, we observed the subjects' behavior in the presence of a pair of objects, one was always the subject's human foster parent (caregiver) and the other was varied; nursing bottle (3 weeks), unfamiliar adult dog (3 and 5 weeks), unfamiliar experimenter (4 and 5 weeks), and familiar conspecific age mate (4 weeks). Dogs and wolves did not differ in their general activity level during the tests. Wolf pups showed preference for the proximity of the caregiver in two of the tests; Bottle-Caregiver at the age of 3 weeks and Experimenter-Caregiver at the age of 5 weeks, while dogs showed preference to the caregiver in three tests; conspecific Pup-Caregiver and Experimenter-Caregiver at the age of 4 weeks and dog-caregiver at the age of 5. Compared to wolves, dogs tended to display more communicative signals that could potentially facilitate social interactions, such as distress vocalization, tail wagging, and gazing at the humans' face. In contrast to dog puppies, wolf pups showed aggressive behavior toward a familiar experimenter and also seemed to be more prone to avoidance. Our results demonstrate that already at this early age - despite unprecedented intensity of socialization and the comparable social (human) environment during early development - there are specific behavioral differences between wolves and dogs mostly with regard to their interactions with humans. © 2005 Wiley Periodicals, Inc. Dev Psychobiol 47 – 111-122, 2005.
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Menges, R. W., Furcolow, M. L., Selby, L. A., Habermann, R. T., & Smith, C. D. (1967). Ecologic studies of histoplasmosis. Am J Epidemiol, 85(1), 108–119.
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B. Agnetta,, B. Hare,, & M. Tomasello,. (2000). Cues to food location that domestic dogs (Canis familiaris) of different ages do and do not use. Anim. Cogn., 3(2), 107–112.
Abstract: Autoren
B. Agnetta, B. Hare, M. Tomasello
Zusammenfassung
The results of three experiments are reported. In the main study, a human experimenter presented domestic dogs (Canis familiaris) with a variety of social cues intended to indicate the location of hidden food. The novel findings of this study were: (1) dogs were able to use successfully several totally novel cues in which they watched a human place a marker in front of the target location; (2) dogs were unable to use the marker by itself with no behavioral cues (suggesting that some form of human behavior directed to the target location was a necessary part of the cue); and (3) there were no significant developments in dogs' skills in these tasks across the age range 4 months to 4 years (arguing against the necessity of extensive learning experiences with humans). In a follow-up study, dogs did not follow human gaze into “empty space” outside of the simulated foraging context. Finally, in a small pilot study, two arctic wolves (Canis lupus) were unable to use human cues to locate hidden food. These results suggest the possibility that domestic dogs have evolved an adaptive specialization for using human-produced directional cues in a goal-directed (especially foraging) context. Exactly how they understand these cues is still an open question.
Schlüsselwörter
Key words Dogs – Arctic wolves – Social cognition – Gaze following – Communication
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Nosek, J. (1972). The ecology and public health importance of Dermacentor marginatus and D. reticulatus ticks in Central Europe. Folia Parasitol (Praha), 19(1), 93–102.
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Miklósi, Á., & Soproni, K. (2006). A comparative analysis of animals' understanding of the human pointing gesture. Anim. Cogn., 9(2), 81–93.
Abstract: We review studies demonstrating the ability of some animals to understand the human pointing gesture. We present a 3-step analysis of the topic. (1) We compare and evaluate current experimental methods (2) We compare available experimental results on performance of different species and investigate the interaction of species differences and other independent variables (3) We evaluate how our present understanding of pointing comprehension answers questions about function, evolution and mechanisms. Recently, a number of different hypotheses have been put forward to account for the presence of this ability in some species and for the lack of such comprehension in others. In our view, there is no convincing evidence for the assumption that the competitive lifestyles of apes would inhibit the utilization of this human gesture. Similarly, domestication as a special evolutionary factor in the case of some species falls short in explaining high levels of pointing comprehension in some non-domestic species. We also disagree with the simplistic view of describing the phenomenon as a simple form of conditioning. We suggest that a more systematic comparative research is needed to understand the emerging communicative representational abilities in animals that provide the background for comprehending the human pointing gesture.
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Daniels, T. J., & Bekoff, M. (1989). Feralization: The making of wild domestic animals. Behav. Process., 19(1-3), 79–94.
Abstract: The widely accepted viewpoint that feralization is the reverse of domestication requires that the feralization process be restricted to populations of animals and, therefore, cannot occur in individuals. An alternative, ontogenetic approach is presented in which feralization is defined as the process by which individual domestic animals either become desocialized from humans, or never become socialized, and thus behave as untamed, non-domestic animals. Feralization will vary among species and, intraspecifically, will depend upon an individual's age and history of socialization to humans. Because feralization is not equated with morphological change resulting from evolutionary processes, species formation is not an accurate indicator of feral condition.
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Morton, D. B. (2000). Self-consciousness and animal suffering. Biologist (London), 47(2), 77–80.
Abstract: Animals with relatively highly developed brains are likely to experience some degree of self-awareness and the ability to think. As well as being interesting in its own right, self-consciousness matters from an ethical point of view, since it can give rise to forms of suffering above and beyond the immediate physical sensations of pain or distress. This article surveys the evidence for animal self-consciousness and its implications for animal welfare.
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Houpt, K. A. (1976). Animal behavior as a subject for veterinary students. Cornell Vet, 66(1), 73–81.
Abstract: Knowledge of animal behavior is an important asset for the veterinarian; therefore a course in veterinary animal behavior is offered at the New York State College of Veterinary Medicine as an elective. The course emphasizes the behavior of those species of most interest to the practicing veterinarian: cats, dogs, horses, cows, pigs and sheep. Dominance heirarchies, animal communication, aggressive behavior, sexual behavior and maternal behavior are discussed. Play, learning, diurnal cycles of activity and sleep, and controls of ingestive behavior are also considered. Exotic and zoo animal behaviors are also presented by experts in these fields. The critical periods of canine development are related to the optimum management of puppies. The behavior of feral dogs and horses is described. The role of the veterinarian in preventing cruelty to animals and recognition of pain in animals is emphasized. Whenever possible behavior is observed in the laboratory or on film.
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