| Records |
| Author |
Klein, E.D.; Zentall, T.R. |
| Title |
Imitation and affordance learning by pigeons (Columba livia) |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
117 |
Issue  |
4 |
Pages |
414-419 |
| Keywords |
Animals; *Behavior, Animal; Columbidae; Cues; *Imitative Behavior; *Learning; Odors; Sound |
| Abstract |
The bidirectional control procedure was used to determine whether pigeons (Columba livia) would imitate a demonstrator that pushed a sliding screen for food. One group of observers saw a trained demonstrator push a sliding screen door with its beak (imitation group), whereas 2 other groups watched the screen move independently (possibly learning how the environment works) with a conspecific either present (affordance learning with social facilitation) or absent (affordance learning alone). A 4th group could not see the screen being pushed (sound and odor control). Imitation was evidenced by the finding that pigeons that saw a demonstrator push the screen made a higher proportion of matching screen pushes than observers in 2 appropriate control conditions. Further, observers that watched a screen move without a demonstrator present made a significantly higher proportion of matching screen pushes than would be expected by chance. Thus, these pigeons were capable of affordance learning. |
| Address |
Department of Psychology, University of Kentucky, Lexington, KY 40506-004, USA |
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| ISSN |
0735-7036 |
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| Notes |
PMID:14717643 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
234 |
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| Author |
Matsuzawa, T. |
| 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 |
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 |
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1435-9448 |
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| Notes |
PMID:14566577 |
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no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2552 |
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| Author |
Church, R.M. |
| Title |
Quantitative models of animal learning and cognition |
Type |
Journal Article |
| Year |
1997 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
| Volume |
23 |
Issue |
4 |
Pages |
379-389 |
| Keywords |
Animals; *Behavior, Animal; *Cognition; Computer Simulation; *Learning; *Models, Psychological; *Models, Theoretical |
| Abstract |
This article reviews the prerequisites for quantitative models of animal learning and cognition, describes the types of models, provides a rationale for the development of such quantitative models, describes criteria for their evaluation, and makes recommendations for the next generation of quantitative models. A modular approach to the development of models is described in which a procedure is considered as a generator of stimuli and a model is considered as a generator of responses. The goal is to develop models that, in combination with many different procedures, produce sequences of times of occurrence of events (stimuli and responses) that are indistinguishable from those produced by the animal under many experimental procedures and data analysis techniques. |
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Department of Psychology, Brown University, Providence, Rhode Island 02912, USA. russell_church@brown.edu |
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0097-7403 |
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| Notes |
PMID:9335132 |
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no |
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Equine Behaviour @ team @ |
Serial |
2778 |
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| Author |
Dawson, B.V.; Foss, B.M. |
| Title |
Observational learning in budgerigars |
Type |
Journal Article |
| Year |
1965 |
Publication |
Animal Behaviour |
Abbreviated Journal |
Anim. Behav. |
| Volume |
13 |
Issue |
4 |
Pages |
470-474 |
| Keywords |
Animals; *Attention; *Behavior, Animal; Birds; *Learning |
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no |
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Equine Behaviour @ team @ |
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2991 |
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| Author |
Harlow, H.F. |
| Title |
Learning and satiation of response in intrinsically motivated complex puzzle performance by monkeys |
Type |
Journal Article |
| Year |
1950 |
Publication |
Journal of Comparative and Physiological Psychology |
Abbreviated Journal |
J Comp Physiol Psychol |
| Volume |
43 |
Issue |
4 |
Pages |
289-294 |
| Keywords |
Animals; *Haplorhini; *Learning; *Motivation; *Psychology; *Satiation; *Learning; *Motivation; *Psychology |
| Abstract |
Two rhesus monkeys, given 60 two-hour sessions with a six-device mechanical puzzle showed clear evidence of learning, the curve showing ratio of incorrect to correct responses appearing quite comparable to similar curves obtained during externally rewarded situations. When, on the thirteenth day of tests, the subjects were presented with the puzzle 100 times at 6-minute intervals, the number of devices manipulated decreased regularly throughout the day, although there was no significant change in the number of times the problem assembly was attacked. |
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0021-9940 |
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| Notes |
PMID:15436888 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
6550 |
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| Author |
Nguyen, N.H.; Klein, E.D.; Zentall, T.R. |
| Title |
Imitation of a two-action sequence by pigeons |
Type |
Journal Article |
| Year |
2005 |
Publication |
Psychonomic bulletin & review |
Abbreviated Journal |
Psychon Bull Rev |
| Volume |
12 |
Issue |
3 |
Pages |
514-518 |
| Keywords |
Animals; Behavior, Animal; *Cognition; Columbidae; *Imitative Behavior; *Learning |
| Abstract |
Developmental psychologists have described imitation as a process that suggests perspective-taking abilities. However, imitative behavior has been found in animals, which are generally not considered capable of taking the perspective of another. Previous studies with birds have demonstrated the imitation of a single response (sometimes referred to as action-level imitation). In the present experiment, we examined the extent to which pigeons would imitate an unfamiliar sequence of two behaviors (sometimes referred to as program-level imitation). Our results indicate that, although there are individual differences, pigeons show a significant tendency to match a demonstrated sequence of behavior involving, first, a response to a treadle (pecking at it or stepping on it) and, second, pushing aside a screen that blocks access to food (a left-vs.-right push). |
| Address |
University of Kentucky, Lexington, Kentucky 40506, USA |
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English |
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1069-9384 |
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| Notes |
PMID:16235638 |
Approved |
no |
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refbase @ user @ |
Serial |
221 |
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| Author |
Horner, V.; Whiten, A. |
| 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 |
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 |
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1435-9448 |
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PMID:15549502 |
Approved |
no |
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refbase @ user @ |
Serial |
732 |
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| Author |
Gajdon, G.K.; Fijn, N.; Huber, L. |
| 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 |
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 |
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1435-9448 |
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| Notes |
PMID:16568276 |
Approved |
no |
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Equine Behaviour @ team @ |
Serial |
2472 |
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| Author |
Call, J.; Carpenter, M.; Tomasello, M. |
| 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 |
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 |
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1435-9448 |
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| Notes |
PMID:15490290 |
Approved |
no |
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Equine Behaviour @ team @ |
Serial |
2504 |
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| Author |
Mills, D.S. |
| Title |
Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong |
Type |
Journal Article |
| Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
| Volume |
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Issue |
27 |
Pages |
44-48 |
| Keywords |
Animals; *Behavior, Animal; Horses/*psychology; *Learning; Reinforcement (Psychology) |
| Abstract |
Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour. |
| Address |
De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK |
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PMID:10485004 |
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refbase @ user @ |
Serial |
845 |
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