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Rogers, L. J. (2000). Evolution of hemispheric specialization: advantages and disadvantages. Brain Lang, 73(2), 236–253.
Abstract: Lateralization of the brain appeared early in evolution and many of its features appear to have been retained, possibly even in humans. We now have a considerable amount of information on the different forms of lateralization in a number of species, and the commonalities of these are discussed, but there has been relatively little investigation of the advantages of being lateralized. This article reports new findings on the differences between lateralized and nonlateralized chicks. The lateralized chicks were exposed to light for 24 h on day 19 of incubation, a treatment known to lead to lateralization of a number of visually guided responses, and the nonlateralized chicks were incubated in the dark. When they were feeding, the lateralized chicks were found to detect a stimulus resembling a raptor with shorter latency than nonlateralized chicks. This difference was not a nonspecific effect caused by the light-exposed chicks being more distressed by the stimulus. Instead, it appears to be a genuine advantage conferred by having a lateralized brain. It is suggested that having a lateralized brain allows dual attention to the tasks of feeding (right eye and left hemisphere) and vigilance for predators (left eye and right hemisphere). Nonlateralized chicks appear to perform these dual tasks less efficiently than lateralized ones. Reference is made to other species in discussing these results.
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Skov-Rackette, S. I., Miller, N. Y., & Shettleworth, S. J. (2006). What-where-when memory in pigeons. J Exp Psychol Anim Behav Process, 32(4), 345–358.
Abstract: The authors report a novel approach to testing episodic-like memory for single events. Pigeons were trained in separate sessions to match the identity of a sample on a touch screen, to match its location, and to report on the length of the retention interval. When these 3 tasks were mixed randomly within sessions, birds were more than 80% correct on each task. However, performance on 2 different tests in succession after each sample was not consistent with an integrated memory for sample location, time, and identity. Experiment 2 tested binding of location and identity memories in 2 different ways. The results were again consistent with independent feature memories. Implications for tests of episodic-like memory are discussed.
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Branchi, I., Bichler, Z., Berger-Sweeney, J., & Ricceri, L. (2003). Animal models of mental retardation: from gene to cognitive function. Neurosci Biobehav Rev, 27(1-2), 141–153.
Abstract: About 2-3% of all children are affected by mental retardation, and genetic conditions rank among the leading causes of mental retardation. Alterations in the information encoded by genes that regulate critical steps of brain development can disrupt the normal course of development, and have profound consequences on mental processes. Genetically modified mouse models have helped to elucidate the contribution of specific gene alterations and gene-environment interactions to the phenotype of several forms of mental retardation. Mouse models of several neurodevelopmental pathologies, such as Down and Rett syndromes and X-linked forms of mental retardation, have been developed. Because behavior is the ultimate output of brain, behavioral phenotyping of these models provides functional information that may not be detectable using molecular, cellular or histological evaluations. In particular, the study of ontogeny of behavior is recommended in mouse models of disorders having a developmental onset. Identifying the role of specific genes in neuropathologies provides a framework in which to understand key stages of human brain development, and provides a target for potential therapeutic intervention.
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Range, F., Bugnyar, T., Schlogl, C., & Kotrschal, K. (2006). Individual and sex differences in learning abilities of ravens. Behav. Process., 73(1), 100–106.
Abstract: Behavioral and physiological characteristics of individuals within the same species have been found to be stable across time and contexts. In this study, we investigated individual differences in learning abilities and object and social manipulation to test for consistency within individuals across different tasks. Individual ravens (Corvus corax) were tested in simple color and position discrimination tasks to establish their learning abilities. We found that males were significantly better in the acquisition of the first discrimination task and the object manipulation task, but not in any of the other tasks. Furthermore, faster learners engaged less often in manipulations of conspecifics and exploration of objects to get access to food. No relationship between object and social manipulation and reversal training were found. Our results suggest that individual differences in regard to the acquisition of new tasks may be related to personalities or at least object manipulation in ravens.
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Lafferty, K. D. (2005). Look what the cat dragged in: do parasites contribute to human cultural diversity? Behav. Process., 68(3), 279–282.
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Hawkes, J., Hedges, M., Daniluk, P., Hintz, H. F., & Schryver, H. F. (1985). Feed preferences of ponies. Equine Vet J, 17(1), 20–22.
Abstract: Preference trials were conducted with mature ponies. In Trial 1, oats were compared with oats plus sucrose. Four of six pony geldings selected oats plus sucrose, but one pony demonstrated a dislike for sucrose and one selected from the bucket on the right side regardless of content. Oats, maize, barley, rye and wheat were compared in Trial 2 using six mature pony mares. Oats were the preferred grain, with maize and barley ranking second and third respectively. Wheat and rye were the least preferred. Even though the ponies demonstrated preference, the total intake at a given meal was not greatly depressed when only the less palatable grains were fed. In Trial 3, pony mares selected a diet containing 20 per cent dried distillers' grain and 80 per cent of a basal mixed diet of maize, oats, wheat bran, soybean meal, limestone and molasses over 100 per cent basal mixed diet, but selected the basal diet over diets containing 20 per cent blood meal, beet pulp or meat and bone meal and 80 per cent basal diet. They did not differentiate against diets containing 20 per cent alfalfa meal or 10 or 5 per cent meat and bone meal when the diets were compared to the basal mixed diet.
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Jones, J. E., Antoniadis, E., Shettleworth, S. J., & Kamil, A. C. (2002). A comparative study of geometric rule learning by nutcrackers (Nucifraga columbiana), pigeons (Columba livia), and jackdaws (Corvus monedula). J Comp Psychol, 116(4), 350–356.
Abstract: Three avian species, a seed-caching corvid (Clark's nutcrackers; Nucifraga columbiana), a non-seed-caching corvid (jackdaws; Corvus monedula), and a non-seed-caching columbid (pigeons; Columba livia), were tested for ability to learn to find a goal halfway between 2 landmarks when distance between the landmarks varied during training. All 3 species learned, but jackdaws took much longer than either pigeons or nutcrackers. The nutcrackers searched more accurately than either pigeons or jackdaws. Both nutcrackers and pigeons showed good transfer to novel landmark arrays in which interlandmark distances were novel, but inconclusive results were obtained from jackdaws. Species differences in this spatial task appear quantitative rather than qualitative and are associated with differences in natural history rather than phylogeny.
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Whiten, A. (1998). Imitation of the sequential structure of actions by chimpanzees (Pan troglodytes). J Comp Psychol, 112(3), 270–281.
Abstract: Imitation was studied experimentally by allowing chimpanzees (Pan troglodytes) to observe alternative patterns of actions for opening a specially designed “artificial fruit.” Like problematic foods primates deal with naturally, with the test fruit several defenses had to be removed to gain access to an edible core, but the sequential order and method of defense removal could be systematically varied. Each subject repeatedly observed 1 of 2 alternative techniques for removing each defense and 1 of 2 alternative sequential patterns of defense removal. Imitation of sequential organization emerged after repeated cycles of demonstration and attempts at opening the fruit. Imitation in chimpanzees may thus have some power to produce cultural convergence, counter to the supposition that individual learning processes corrupt copied actions. Imitation of sequential organization was accompanied by imitation of some aspects of the techniques that made up the sequence.
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Hampton, R. R., & Shettleworth, S. J. (1996). Hippocampal lesions impair memory for location but not color in passerine birds. Behav Neurosci, 110(4), 831–835.
Abstract: The effects of hippocampal complex lesions on memory for location and color were assessed in black-capped chickadees (Parus atricapillus) and dark-eyed juncos (Junco hyemalis) in operant tests of matching to sample. Before surgery, most birds were more accurate on tests of memory for location than on tests of memory for color. Damage to the hippocampal complex caused a decline in memory for location, whereas memory for color was not affected in the same birds. This dissociation indicates that the avian hippocampus plays an important role in spatial cognition and suggests that this brain structure may play no role in working memory generally.
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Harcourt, J. L., Ang, T. Z., Sweetman, G., Johnstone, R. A., & Manica, A. (2009). Social feedback and the emergence of leaders and followers. Curr Biol, 19(3), 248–252.
Abstract: In many animal groups, certain individuals consistently appear at the forefront of coordinated movements [1-4]. How such leaders emerge is poorly understood [5, 6]. Here, we show that in pairs of sticklebacks, Gasterosteus aculeatus, leadership arises from individual differences in the way that fish respond to their partner's movements. Having first established that individuals differed in their propensity to leave cover in order to look for food, we randomly paired fish of varying boldness, and we used a Markov Chain model to infer the individual rules underlying their joint behavior. Both fish in a pair responded to each other's movements-each was more likely to leave cover if the other was already out and to return if the other had already returned. However, we found that bolder individuals displayed greater initiative and were less responsive to their partners, whereas shyer individuals displayed less initiative but followed their partners more faithfully; they also, as followers, elicited greater leadership tendencies in their bold partners. We conclude that leadership in this case is reinforced by positive social feedback.
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