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Tebbich, S., Taborsky, M., & Winkler, H. (1996). Social manipulation causes cooperation in keas.52(1), 1–10.
Abstract: Abstract. This study assessed whether keas,Nestor notabilis, are able to cooperate in an instrumental task. Seven birds of a captive group were tested in group situations and in dyads. At least two individuals had to manipulate an apparatus to obtain food but only one participant was rewarded. One bird had to push down a lever to enable another one to collect food from a box. The distribution of the two different roles was clearly dependent on hierarchy. The higher ranking individual always obtained the reward and each bird changed its role according to dominance status. Owing to the non-linear hierarchy in the group, each bird participating in cooperative interactions had at least one submissive partner. Therefore, in group situations the reward was distributed symmetrically and cooperation was persistent. In dyadic test situations, three individual keas aggressively manipulated their respective subordinate partners to open the apparatus. Their dominance status enabled them to force cooperation.
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Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggr. Behav., 22(1), 1–15.
Abstract: Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc.
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Kroodsma, D. E., & Miller, E. H. (Eds.). (1996). Ecology and evolution of acoustic communication in birds. Ithaca: Cornell University Press.
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Heyes, C., & Galef, B. G. (Eds.). (1996). Social learning in animals: the roots of culture. San Diego, CA: Academic Press, Inc.
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Feh, C., Enchbold, S., & Munchtuya, B. (1996). Preliminary assessment of the Gurvan Saikhan National Conservation Park's potential for Gobi khulan (Equus hemionus luteus). GTZ, .
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King, S. R. B. (1996). The social behaviour of a bachelor group of Przewalski horses under free-ranging conditions. Queen Mary and Westfield College, .
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Sommer, H., Barz, A., & Lindner, A. (1996). Testing horses for character and temperament. Tierärztl. Umschau, .
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Dixon, J. C. (1996). Pattern discrimination, learning-set and memory in a pony. Proceedings of the Paper Presented at the Midwestern ..?, .
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Kruska, D. (1996). The effect of domestication on brain size and composition in the mink (Mustela vison). J Zool, 239.
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Zentall, T. R., Sutton, J. E., & Sherburne, L. M. (1996). True imitative learning in pigeons. Psychol Sci, 7.
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